There are many indicators that show SDUSD has made progress in achieving its equity goals and meeting the needs of historically under-served students through its use of LCFF funds. It is also clear that SDUSD’s reforms are generating positive change for all students, especially in terms of college and career readiness, as is evident in access to AP courses and progress towards the world languages requirement for English Language Learners.
A. Improvements in A-G Rates (Fig. 2)
From 2011 to 2017, overall A-G rates across all SDUSD student populations increased by more than 26 percent. Readiness rates increased at the greatest levels for American Indian/Alaskan Native, African American and Latinx students. The most significant increase percentage-wise overall has been for American Indian/Alaskan Native students at more than 45 percent. For African American students, rates have increased by 27 percent over the same time period. A-G rates have improved for Latinx students by 31.7 percent.
B. Greater Access to High-Level Coursework like Advancement Placement Courses (Figs. 3 & 4)
AP participation rates have increased for all students in SDUSD by nine percent, and by 12% over the last six years for low-income students compared to eight percent for non-low-income students. There is a gap in the rate of passage between low-income and non-low-income students. In 2018, the passage rate for low-income students was 41%compared to 68%for non-low-income students. This is likely due to an increase in students taking AP courses inboth student groups. Both student populations have seen a slight decrease between 2015 and 2018 in the percentage of students who pass the AP.
Overall, AP passage rates have decreased slightly from 60% to 57% over a six-year span. Rates have increased by five percent for low-income students and 4.8 percent for non-low-income students.
C. Students Are Being Reclassified at Higher Levels (Figs. 5 & 6)
See a summary below of Languages Other than English (LOTE) assessments and passage rates.
The number of students who have been reclassified, especially long-term ELLs, has decreased dramatically by 45% from 4,884 students in 2015 to 2,686 students as of March 2019 based on English Language Proficiency Assessments for California (ELPAC) results. One could attribute this significant progress for Long Term English Learners to the new reclassification processes put in place by the Office of Language Acquisition (OLA) and the restructuring of their role to allow for the spread of common, evidence-based practices around language development.
D. More Students are Completing the Languages Other Than English (LOTE) Assessment. (Fig. 7)
More students are taking and completing the LOTE assessment, which qualifies them for the world language requirement. The most significant increases in participation rates can be seen for Arabic, Tagalog and Vietnamese LOTEs. Passage rates are comparatively higher for 2017–2018 for Arabic (7%) students than Tagalog (4%) and Vietnamese (40.%) students. Overall passage rates for all LOTE assessments for 2017–2018 reveal close to 300 students who would have had no way to show their existing language expertise under SDUSD’s previous LOTE offerings. Under the current system, many more students are not only able to be recognized for their language assets, but also placed on a college-ready track that might not have existed for them before.