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SMCOE presents CAASPP and Dashboard data; Board presses on Long‑Term English Learners and outcomes
Summary
SMCOE staff reviewed 2024 CAASPP and the California School Dashboard, explained the Long‑Term English Learner (LTEL) designation, and discussed how the dashboard and College and Career Indicator provide a multidimensional view of student success beyond graduation rates.
Jared Prolo, Executive Director for Research and Systems Planning, presented the 2024 California Assessment of Student Performance and Progress (CAASPP) and the California School Dashboard and explained how to read the charts—status on the vertical axis, change from the prior year on the horizontal axis. He introduced Long‑Term English Learners (LTELs) as students who have been in U.S. schools seven or more years and remain not proficient on English fluency assessments.
Board members asked detailed questions about subgroup reporting and supports. Board Member Patricia Love highlighted an apparent discrepancy between third‑grade CAASPP results (about 50–55% meeting standards) and a 91% high‑school graduation rate; Prolo said the College and Career Indicator recognizes multiple student pathways (CTE, AP/IB, biliteracy) and cautioned that graduation alone does not equate to readiness for career or college. Members requested additional breakdowns by district, school and grade and raised training needs around ELPAC and instruction to support LTEL students.
