County Students Identified See Improvements in Dashboard Results

On Thursday, November 21, the California Department of Education announced the release of the 2024 California School Dashboard. The “Dashboard” provides a comprehensive view of how school districts, individual schools, and various student groups are performing based on a variety of indicators, including Academics, College/Career Readiness, Graduation, English Learner Progress, Suspension, and Chronic Absenteeism.

Students groups tracked include Students with Disabilities, English Learners, Foster Youth, Students Experiencing Homelessness, Socioeconomically Disadvantaged Students, race/ethnicity groups and, new this year, Long Term English Learners.

By tracking performance across these student groups, the Dashboard ensures that students most in need of additional support do not go unseen. This year's update provides an opportunity to celebrate the work of Alameda County teachers and administrators, while calling attention to the ongoing, important work of addressing the challenges these unique groups experience.

Recent data for Alameda County school districts demonstrated many areas where progress was made. Nearly all districts in the county saw improvements in Chronic Absenteeism and most saw decreases in Suspension rates. Most districts also saw improvements in College/Career Readiness and performance in Math. Notably, over 70 percent of students groups identified for additional support saw improvements on the indicators they needed support on.

However, the Dashboard also illuminates clear areas in need of improvement. Only a third of districts saw improvements in English Language Arts performance and English Learner Progress.

And, despite the relative success of districts in supporting their students identified for additional support, the number of Alameda County districts identified for targeted support (Differentiated Assistance) increased from 8 to 13.

This was due, in part, to the addition of a new student group on the Dashboard -- Long Term English Learners (LTELs). LTELs are now the most identified student group among Alameda County school districts (9 of the 13 districts identified for Differentiated Assistance).

"Long Term English Learners" (LTELs) are the newest student group added to the Dashboard. LTELs are English Learners who have not attained English language proficiency, as measured by a test, within seven years of initial classification. An increased focus on Long Term English Learners allows districts to provide the additional supports LTELs need to ensure progress on the Dashboard's indicators.

Based on this latest Dashboard update, school districts that have been identified by the California Department of Education as eligible to receive Differentiated Assistance will work closely with the Alameda County Office of Education to assess their strengths and areas of improvement to develop recommendations, including equitable resource allocation and strategic planning.

"As we work together to improve outcomes for our most vulnerable students, the Alameda County Office of Education continues to partner with school districts across the county, and particularly with those districts that have been identified for Differentiated Assistance," said Alameda County Superintendent of Schools Alysse Castro. "Our services and supports are guided by a vision in which students and those who serve them have the tools they need to thrive."