Director of Programs and Services Karen Hurley presented the results of the 2023 California Dashboard at the La Cañada Unified School District Board meeting on Jan. 16.
The California Dashboard is an online tool that displays performance for districts, schools and student groups on a set of state and local measures to assist in identifying strengths, challenges and areas in need of improvement.
The LCUSD data that Hurley presented was released on Dec. 15, which showcases two years’ worth of data from school years ending in 2022 and 2023.
Overall, the state gave the district high marks in mathematics, English language arts, college and career readiness and graduation rates. Suspension and chronic absenteeism rates increased, which concerned Board members. Though the Board wants kids to attend school, district officials acknowledged the need for students to stay home when they are sick or need to take a mental health day.
The dashboard displays performance through six state measures:
•Academic performance, which includes measures for both English language arts and mathematics
- Chronic absenteeism
- College and career readiness
- English learner progress
- High school graduation rate
Some data is not shown on the dashboard for student groups that have few students in it, for privacy reasons.
The dashboard is divided into three sections: academic performance, academic engagement, and the conditions and climate.
Data is split up into subgroups for each category. For LCUSD, the subgroups tested include Asian, Filipino, Hispanic, white and students with two or more races. Subgroups also included are students with disabilities, English learners and socioeconomically disadvantaged students.
ACADEMIC PERFORMANCE
Academic performance contains four measures: English language arts, mathematics, English learner progress, and college and career readiness.
The first two measures show how well the students are meeting grade level standards, based on student performance on the Smarter Balanced Summative Assessment and California Alternate Assessment, which are taken each spring by students in grades 3-8 and 11.
The number of students who tested in the English language arts category was 2,102. Five student groups received a status level of very high: Asian, Filipino, Hispanic, two or more races, and white. Two student groups received a level of high: English learners and Socioeconomically Disadvantaged, which both scored above the standard score. Students with disabilities received a status level of low and scored 6.9 points below the standard score. Two student groups — African American, American Indian— did not receive a status level because there were fewer than 30 students in each category.
On the dashboard, you can see the number of students in each group and how many points above or below standard they are.
For English language arts, students with two or more races had the highest points above standard, at 120.2.
In mathematics, with 2,101 students tested, LCUSD received an overall very high status with 87.5 points above standard.
The very high scoring groups in English language arts received the same status level in mathematics, with a slight difference in the number of students.
The highest points above standard in mathematics were 116.4 for the Asian student group, which had the second highest number of students.
Overall, LCUSD African American students, who make up about 14 students, also showed a decline in mathematics, while students with disabilities showed an increase in mathematics compared to last year.
The English learner progress indicator explores information on the percentage of current students making progress toward English language proficiency or maintaining the highest level.
These students take an English Language Proficiency Assessment for California exam and score either a 1, 2, 3 or 4.
In LCUSD, 53.1% of English learners are making progress toward English language proficiency and have a low status level.
About 25.8%, or 16, English learners did not make progress on the ELPAC.
Next steps to combat the struggles in English language arts, mathematics and progress in English learners includes continuing to have responsive teaching plans which include interventions, progress monitoring and assessment. The district will continue to support students with disabilities by using frequent reading assessment probes, dedicating individualized time, and continue to provide office hours.
College and career readiness within the district received a very high level of status, with 314 students in the category.
Asian, Hispanic and white students received a very high level of status, while socioeconomically disadvantaged student received a high level and students with disabilities received a medium level.
Performance levels were not given to African American, American Indian, English learners, Filipino, Foster Youth, Homeless or students with two or more races because each did not reach 30 or more students.
ACADEMIC ENGAGMENT
The academic engagement category includes chronic absenteeism and graduation rate.
Chronic absenteeism is if a student is absent from school about two days per month for the school year. Chronic absenteeism includes both excused and unexcused absences.
The district had 7.1% of kindergarten through eighth grade students chronically absent. All subgroups showed an increase in chronic absenteeism except Hispanic, white and African American students.
There were no student groups in the very high level status, but three in the medium level and five in the low level.
English learners, Filipino, students with disabilities, students with two or more races and socioeconomically disadvantaged students were in the low level of status.
Students with disabilities and Hispanic students showed an increase in their graduation rate.
Four student groups — Asian, socioeconomically disadvantaged, students with disabilities and white students — received a very high level status.
To decrease chronic absenteeism within schools, the district will continue to hold monthly attendance meetings with administrators and counselors, monitor attendance and maintain communication with parents about the importance of regular daily attendance.
CONDITIONS AND CLIMATE
This category includes suspension rates for students within the district, which saw a slight increase.
While there was a 1-2% increase in suspension rate for most subgroups, for Filipino students, suspension rates dropped to 0%.
Asian, English learners, Filipino and students with two or more races received a very high level of status, while Hispanic and white students received a high level of status.
A medium level of status was given to socioeconomically disadvantaged students and students with disabilities.
The Board asked questions about the reason for high absenteeism, mental health absences and addressing needs for subgroups.
“I do appreciate [how] you’ve evolved in presenting to us with the key takeaways and areas for growth,” said Board member Joe Radabaugh.
To access the 2023 California Dashboard, visit caschooldashboard.org and search “La Cañada Unified School District” in the find tab.
First published in the January 25 print issue of the Outlook Valley Sun.
