Academic categories remain stagnant

The 2023 California School Dashboard, released by the state Department of Education in December, reports performance measures for schools and local educational agencies on multiple state and local indicators. This year marks a return to the color-coded ratings after years of only displaying current year, or status only, data due to the COVID-19 pandemic.

LEAs and schools receive one of five color-coded performance levels on the state indicators. From highest to lowest, the five performance levels are: Blue, Green, Yellow, Orange and Red. The color rating is generated using current year results (status) plus the change in performance from the previous year (change). Results are available for individual schools and districts, as well as statewide averages. Data is further disaggregated by student groups at all levels.

State indicators are based on data collected from LEAs through the California Longitudinal Pupil Achievement Data System and testing vendors. The state indicators are: Academic Performance Indicators (reported separately for English language arts/literacy (ELA) and mathematics assessments), Chronic Absenteeism, Graduation Rate, English Learner Progress, Suspension Rate and College/Career (the only indicator without a color status).

Statewide results from the California Assessment of Student Performance and Progress (CAASPP) were released in October. This Academic Performance Indicator data is incorporated into the Dashboard by measuring performance through distance from meeting the standard and whether the participation of 95 percent of students enrolled was met. The statewide average for ELA and math is Orange. For ELA, the average is equivalent to 13.6 percent below standard, a decrease of 1.4 percent from 2021–22. For math, the average was 49 percent below standard, an increase of 2.6 points from the previous year.

Statewide, the Chronic Absenteeism Indicator, which only applies to grades K-8, showed all 13 student groups in Yellow, with 24.3 percent of students chronically absent, an improvement from 30 percent in 2021–22.

The English Learner Progress Indicator (ELPI) represents the percentage of English learner students who are progressing toward English language proficiency using results from statewide testing. For 2022–23, the ELPI is Yellow, with 48.7 percent making progress, about 1.5 percent fewer students than in the previous year.

The statewide Suspension Rate Indicator is Orange, with 3.6 percent of students suspended in 2022–23, an increase of 0.4 percent from 2021–22.

The combined four- and five-year Graduation Rate Indicator for 2022–23 dropped by 1 percentage point to 86.4 percent of students, with an increase of almost 1,000 additional students meeting A-G requirements. CDE staff noted that the slight decrease could be due to the expiration of accommodations provided during the pandemic.

For the 2022–23 Dashboard, just one year of data for the College and Career Readiness Indicator is being reported, so no color rating has been assigned. Instead, the indicator is ranked at the Medium level, with 43.9 percent of students deemed prepared for postsecondary success.

Local indicators available at the LEA and school levels include Basic Services and Conditions (Priority 1), Implementation of State Academic Standards (Priority 2), Parent and Family Engagement (Priority 3), School Climate, as measured by a local climate survey (Priority 6), Access to a Broad Course of Study (Priority 7), Outcomes in a Broad Course of Study (Priority 8) and for county offices of education only, Coordination of Services for Expelled Youth (Priority 9) and Coordination of Services for Foster Youth (Priority 10).

Differentiated assistance

Eligibility for differentiated assistance is based on either: 1) student group performance in two or more state indicators, 2) performance on local indicators in two or more priority areas, or 3) a combination of student group and local indicator performance in two or more priority areas. In 2022–23, 219 LEAs exited differentiated assistance, while 68 LEAs became eligible, for a total of 466 qualified LEAs, compared to 617 in 2021–22. Staff attributed much of this movement out of differentiated assistance to improvements in chronic absenteeism.

Changes to differentiated assistance beginning with this data release include two years of differentiated assistance for identified LEAs — an increase of one year — and the first time since 2019 that charter schools have been included as eligible LEAs for differentiated assistance. The eligibility criteria for charter schools is the same as districts/COEs, except charter schools are required to meet criteria in two or more years.

Disaggregated data

When statewide Dashboard results are disaggregated by individual student groups, alarming and continuing trends are revealed. Nine of the 13 student groups are in the Red or Orange performance levels for ELA. English learners saw the largest decline in ELA, dropping 6.5 points from the previous year. Foster youth received Red performance levels across ELA, mathematics, graduation rates and low college and career readiness. They were 127.4 points below standard in mathematics, the furthest of any student group. Similarly, African American students, students with disabilities, and students experiencing homelessness received all Orange or Red levels in the same categories.

1. Work with district staff to access local performance data and to be aware of when scores are released to the district. The state releases CAASPP and Dashboard data in the fall but LEAs have access to local data in late spring or early summer.
2. While districtwide data is important, it is also essential for board members to assess disaggregated data. Looking at results in different student groups can reveal if there are gaps or inequities among students, which is important in exploring targeted supports.
3. Use local data to assess existing programs. The performance indicators can help board members to see if programs are achieving their intended goals or if they need altering to best help students. Program assessment is also critical in deciding where to allocate funding or seek grants.
4. Being familiar with local data can help spark conversations with the district community in important ways that can foster transparency and trust, like identifying bright spots to be celebrated and opportunities for improvement.