California’s 2023 test scores show minimal improvement post-pandemic slump.
California Students Struggle with Academic Progress Amid Pandemic
California students have shown limited academic growth since the onset of the COVID-19 pandemic, leading to a decline in test scores, according to the state’s latest academic standard test results.
The Smarter Balanced Test results for California, published on October 18, revealed only a slight improvement in math performance and a slight decline in English language arts. These tests are administered to students in grades 3 through 8, as well as grade 11.
Surprisingly, only 34.6 percent of California students met or exceeded math standards this year, representing a mere 1.2 percent increase compared to the previous year.
On the other hand, the percentage of students meeting or exceeding English language arts standards dropped from 47.1 percent in 2022 to 46.7 percent in 2023.
Prior to the pandemic, in 2019, 39.8 percent of students met math standards, while 51.7 percent met English language standards.
Notably, the overall performance of English language learner students remained relatively unchanged, with a slight 0.4 percentage decrease from 47.1 percent in 2022 to 46.7 percent in 2023.
Despite these challenges, state education officials view these numbers as “promising” considering the diverse demographics of California’s student population.
The percentage of socioeconomically disadvantaged students who were tested increased from 60 percent in 2022 to 63 percent in 2023, and the number of homeless and foster care students also rose compared to the previous year.
Officials also highlighted a significant improvement: a five percent decrease in chronically absent students, defined as those who miss more than 10 percent of school days, compared to the previous year.
The rate of such students dropped from 30 percent in 2022 to 24.9 percent in 2023.
“These results suggest that California’s public schools are beginning to turn the corner on pandemic recovery, with improvements in most assessments and a substantial reduction in chronic absenteeism, especially among our most vulnerable student groups,” said Linda Darling-Hammond, President of the State Board of Education, in a statement on October 18.
Ms. Darling-Hammond also highlighted the state’s significant investments in education, including a $7.9 billion Learning Recovery Emergency Block Grant in 2022 to support accelerated learning initiatives over the next six years, as well as a $3.6 billion grant for arts, music, and instructional materials, also funded in 2022.
Similarly, Mary Nicely, Chief Deputy Superintendent of Public Instruction, emphasized the need for ongoing support for the state’s education agencies based on the data.
“While these data show signs of improvement for our students, we recognize that our students and local educational agencies will continue to require sustained support,” Ms. Nicely stated.
She further mentioned that California has allocated billions of dollars for interventions targeting vulnerable students, including an additional $300 million.
“The state education department is developing strategies to measure the outcomes of these historic investments and is working towards better alignment and coordination of resources to foster growth and improvement in the future,” she added.
What specific interventions and resources are needed to address the academic achievement gaps among different student groups, particularly those from marginalized communities
D by 6.1 percent from the previous year, highlighting the efforts made to ensure equal access to education during the pandemic. Additionally, the percentage of students with disabilities who were tested increased by 3.1 percent.
However, despite these promising trends, there are still significant gaps in academic achievement among different student groups. For example, there is a substantial disparity between the performance of white and Asian students compared to their Black and Hispanic peers. Asian students had the highest percentage of students meeting or exceeding math standards at 87.4 percent, followed by white students at 73.4 percent. In contrast, only 22.8 percent of Black students and 30.3 percent of Hispanic students met or exceeded math standards.
Similarly, in English language arts, Asian students had the highest percentage of students meeting or exceeding standards at 79.8 percent, followed by white students at 68.8 percent. Meanwhile, only 33.5 percent of Black students and 40.4 percent of Hispanic students met or exceeded English language arts standards.
These disparities highlight the need for targeted interventions and resources to support students who are struggling academically, particularly those from marginalized communities. While the pandemic has undoubtedly disrupted education for all students, it has disproportionately impacted those who were already facing educational inequities.
Investing in initiatives that address these inequities, such as providing additional support for struggling students, expanding access to technology and internet connectivity, and implementing culturally responsive teaching practices, can help mitigate the impact of the pandemic on academic progress.
Furthermore, it is crucial to prioritize the mental health and well-being of students amidst the ongoing challenges. The pandemic has brought about increased levels of stress, anxiety, and isolation, which can significantly impact students’ ability to engage in their academic work effectively. Ensuring access to mental health support services and creating a supportive and inclusive school environment are essential steps in promoting student well-being.
In conclusion, the academic progress of California students has been significantly impacted by the COVID-19 pandemic. While there have been slight improvements in math performance, there has been a decline in English language arts. The disparities in achievement between different student groups underscore the urgent need for targeted interventions and resources to address educational inequities. By investing in initiatives that support struggling students and prioritize mental health, California can work towards mitigating the long-term effects of the pandemic on academic progress and ensure that all students have an equal opportunity to succeed.
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