Students’ state test scores continue to rise post-Covid
Recent state testing results show while Monterey County students are working their way up to pre-pandemic scores, less than 40% of students are meeting state standards.
Every year, students take the California Assessment of Student Performance and Progress which tests their proficiency in English Language Arts and mathematics. This year’s data shows students are starting to gain higher scores than the years directly after the Covid-19 lockdown, but many are still struggling in certain areas.
“While we have much more work to do across the county, our teachers and students are working strategically to overcome challenges and make the progress that will be essential for students to succeed in today’s world,” said Superintendent of Schools Deneen Guss. “We are meeting students where they are at and accelerating their learning by building on their strengths and needs.”
CAASPP testing is completed every spring and student scores are grouped into four categories: standard met, exceeded, nearly met or not met. On the Peninsula, Carmel and Pacific Grove Unified saw the highest overall scores.
Pacific Grove Unified saw 72% of its students either meet or exceed ELA standards, with just under 58% of students meeting or exceeding the math standard. These scores did rise about two points from the last school year, but have dropped around seven points since 2019.
“Our biggest shift we’ve seen in how we’re approaching this learning is more along the lines of the unseen components of social-emotional learning,” said Superintendent Linda Adamson. “Our mental health resources we’ve been able to provide for students in need has definitely contributed to some of the growth we’ve seen.”
In Carmel, 72% of students met or exceeded ELA standards and 64% met or exceeded math standards. There is no testing data available for 2020-21 but state data shows higher scores in 2019 with 79% (ELA) and 69% (math) meeting state standards.
“CUSD is invested in utilizing data to inform its practices,” said Superintendent Sharon Ofek in an email. The district has purchased a data analytics tool to review data on the individual student level, according to Ofek.
Carmel Unified also has “comprehensive intervention and support offerings” for students struggling in ELA and math that are provided throughout the year. At the middle school level, the district has incorporated a math benchmark assessment to further analyze learning trends and assess student needs, said Ofek.
At Pacific Grove Unified, around 75% of third graders met or exceeded both subject standards. In 11th grade, the last year the CAASPP is required, 87% of students either met or exceeded ELA proficiency standards.
“We have really strong instructors, it starts with that,” said Adamson. “In addition to that, instructors are fully focused on alignment and there’s cohesion amongst them… using the data to inform change that they make. We’re truly seeing that with our English department at our high school level.”
At Pacific Grove and Monterey Peninsula Unified, younger grade levels showed growth from previous years.
“We revamped the way that we’re teaching reading and literacy in the early grades and we’re starting to see dividends there,” said Monterey Peninsula Unified Superintendent PK Diffenbaugh. “We hope and expect to see more growth there as we continue that journey.”
Third grade is when CAASPP testing begins for students. “You’ve got such a big grade span you’re having to accommodate for,” said Adamson. “I’d definitely attribute some of the growth in ELA at the elementary level… (to) intervention classes, so specific individualized learning for students who have shown any kind of a gap. We’ve seen unbelievable growth because of that.”
At Monterey Peninsula Unified, 67% of third graders and 70% of fifth graders who were previously classified as English language learners have now met proficiency standards, according to the state data. “We are pleased that we continue to recover post-pandemic. We also know that we have a long way to go,” said Diffenbaugh. “We should celebrate some of the bright spots and redouble our efforts in areas that need additional focus.”
The superintendents have the same approach when analyzing state data, which is that while it’s important to monitor progress, there are a number of measurements of student success.
“We want a holistic view of how we’re doing,” said Diffenbaugh. “Data is definitely helpful to dig in and use to improve, but ultimately I wouldn’t put too much on any one data point in terms of how schools are doing. I think you need a more holistic approach to evaluate school performance.”
“(CAASPP) data is a snapshot in time,” said Adamson. “Academic success really also depends on the social-emotional learning pieces and the support and that sense of belonging … to ensure we’re setting up that learning environment for them to be successful.”
