WCCUSD School Board Corner: Student Outcomes and Equity Gaps in Focus
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What happened?
At the November 6, 2024, WCCUSD school board meeting, the district was scheduled to present the results for the 2023-24 SBAC state test. At the last minute, they rescheduled this presentation to the November 20 meeting. However, the slides for this presentation are available and we’ve reviewed them here.
The results showed that English Language Arts (ELA) outcomes were flat (increased by only 0.03 percentage points), while math outcomes had a small increase (just under 1 percentage point).
The slides also broke down the data by student groups, showing some improvement among students with disabilities, socioeconomically disadvantaged students, English learners, and Asian, multiracial, and white students. However, ELA or math scores declined among Black or African American students, Latino students, Native American students, and Pacific Islander students, as well as foster youth and homeless students. (Access the presentation slides for specific data). Addressing these equity gaps should be a significant district priority.
The presentation included “bright spots,” highlighting schools that had an increase of 3 percentage points or more. (Review all schools’ results here). Notably, Shannon Elementary had the highest growth in math, with a 12-percentage increase. The presentation also recognized Nystrom Elementary, which saw a 7.91-percentage point rise in ELA. Congratulations to all those involved in driving progress at their schools!
Why is this important?
This assessment data provides critical information about the progress of our schools’ in their most important responsibility: educating our children.
The results show that the district ELA scores continue to remain flat, with less than 1 in 3 students meeting or exceeding standards. In math, results are also low, with fewer than 1 in 4 students meeting standards. Equity gaps are also a concern, with outcomes significantly lower for Black or African American students, Latino students, English learners, and students with disabilities compared to the district average. One thing we will be looking for in the November 20 presentation is: How will the district address these equity gaps?
Overall, these results underscore the urgency of the district to make meaningful improvements in instruction and support so that all students can reach their full academic potential.
The presentation noted positive practices at Shannon Elementary in math and Nystrom elementary for ELA, which they believe contributed to their growth in their results this year. Both schools demonstrated a strong culture of data use and collaboration among teachers and staff. Additionally, Nystrom emphasized the importance of teaching students explicitly and systematically to read, which required them to look outside of the district’s official tier 1 curriculum for all areas of the “reading rope.” In the November 20 presentation, we will want to look for: What will the district do to improve outcomes for all students across all school sites?
What can you do?
- Stay Informed: Dig even deeper into this data in GO’s recently released Forward Together: A Parent’s Guide to Reclassification (which looks at English learner data) and in our upcoming annual Kids Can report, which will be released in December. In Kids Can we will provide a deep dive on these and many other data points to understand current progress and challenges related to student outcomes in our community.
- Advocate for strong leadership on creating equitable student outcomes: As the district prepares to select a new superintendent following Superintendent Hurst’s departure, make your voice heard about the importance of prioritizing equitable student outcomes. You can speak out through public comments, forums (which we hope the district will organize), or by reaching out to board trustees. Share your concerns about academic progress and the need to find a leader who has a track record of improving outcomes for students. The next Superintendent must be someone who can restore transparency, rebuild accountability, and deliver real results for all our students.
Additional Meeting Highlights
Stege Elementary school continues to be a significant topic in public comments, with numerous parents and community members speaking out. This past summer, shortly after a lawsuit was filed about the poor conditions of the Stege campus, the district announced that students from Stege will be temporarily relocated to the DeJean middle school campus, while environmental hazards at the school are addressed. Many of those participating in public comment have called for not just a repair or “modernization” of the school building, but for a total rebuild of it, noting that it is the oldest school building in the district, that it has been identified for a rebuild in the past, and that many other, newer schools have been rebuilt ahead of Stege. In addition, speakers have highlighted the equity concerns related to Stege being neglected for so long, when put in the context of Stege having the highest percentage of Black or African American students of all schools in the district (36.3%).