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Board questions how 90% graduation rate aligns with low math proficiency in SBAC/EAP
Summary
Trustees pressed staff on a mismatch: the district reports roughly 90% graduation rates while math proficiency on the junior SBAC/EAP and other local indicators remain low. Staff said only 11th graders take the EAP/SBAC and described algebra labs, co‑teaching and credit‑recovery as part of the response.
Trustees raised a central query: how does the district graduate roughly 90% of students while math proficiency on state junior measures and other math indicators remains low? Superintendent Christina Sutter and staff explained the measures and interventions.
Sutter noted that only 11th graders take the EAP/SBAC (the EAP metric is a junior‑year measure) and that some juniors are not enrolled in math courses when the assessment is given; she also highlighted other indicators (course-taking, AP and CCAP participation) that show college‑and‑career preparation. Staff pointed to targeted supports such as the Algebra Lab (pre‑teaching and review), increased interventions and credit recovery options, and said the district has reduced the number of required credit‑recovery sections in algebra. Trustees requested greater transparency in local indicators (algebra pass rates by grade and the prevalence of repeating algebra) to better assess the pathway to graduation.
