By Joe W. Bowers, California Black Media

On Oct. 10, the California Department of Education released its 2023-24 statewide assessment results showing promising but gradual progress within some key academic areas. The report highlights improvements, especially among Black and socioeconomically disadvantaged students, while overall scores remain below pre-pandemic levels.

Overall, the percentage of students statewide meeting or exceeding standards in English language arts (ELA) was 47%, up from 46.7% last year. Those reaching proficiency in mathematics were at 35.5%, from 34.6%. Science scores rose from 30.2% to 30.7%. Black/African American students showed the most improvement in third-grade math, with scores increasing by 0.9 percentage points. Socioeconomically disadvantaged students also saw notable gains, with a 1.5% increase in ELA and a 2.1% gain in math.

State Superintendent of Public Instruction Tony Thurmond praised the efforts of California’s schools and students, saying, “I commend California’s students and educators for their hard work and continued growth in academic achievement across the state. We know the high potential of all California’s students, and we still have a ways to go to ensure that every child is supported to build strong academic skills and access a bright future.”

Linda Darling-Hammond, President of the State Board of Education, emphasized the importance of continued investment in student success. “Today’s results suggest that California’s public schools are making encouraging gains in all of the key subject areas, and these gains are largest for our most vulnerable groups of students,” she said.

Despite the progress, overall student performance remains a concern. Vernon M. Billy, CEO of the California School Boards Association, stressed the need for more rapid and widespread improvement. “Despite incremental improvement of less than half a percentage point in English Language Arts (ELA) and less than one percentage point in Mathematics, overall student performance remains below pre-pandemic levels — which were already unacceptable,” Billy said.

He also expressed concern over the sustainability of improvements as COVID-19 relief funds expire in 2025, which provided critical support for interventions like tutoring and expanded learning programs. “It’s high time the state’s investment and focus match our rhetoric, so California schools can prepare all students, regardless of background, for success in college, career, and civic life,” Billy concluded.

Maintaining momentum beyond the pandemic will require continued investment and innovation to close the persistent achievement gaps affecting California’s most vulnerable students.

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