Commentary: California’s learning recovery efforts show promising results

Today’s release of California’s test score data from the 2024-25 school year provides us with a clearer picture of where we stand in our post-pandemic recovery. The results show real progress: Our schools appear to be turning the corner, with achievement gains in English language arts (ELA), mathematics and science for every major student group in every grade level.

Yet the results also remind us that the recovery is not complete, and much ongoing work lies ahead.

Overall, the percentage of students meeting or exceeding the proficiency standard in each subject area — a standard that represents a “thorough” or “sophisticated” level of mastery of the expected content — increased by about 2 percentage points. These gains build on those from the previous year and were about 4 times as large as last year’s gains in ELA and Science and about twice as large as last year’s gains in mathematics, suggesting growing momentum. Gains in districts like Los Angeles, Compton, and Sanger, which serve some of the state’s most vulnerable students, were even larger across all subject areas.

Reaching proficiency on California’s Smarter Balanced assessments is a high bar, both because the standards are set at a high level and because the tests are more rigorous than those in most other states, focusing on higher-order skills and critical thinking and measuring more standards.

For example, whereas most states’ English language arts assessments test only reading and use only multiple-choice questions, California’s tests include reading, writing, listening, and research — starting in third grade, as well as open-ended questions and performance tasks that require students to analyze multiple sources of evidence and explain their conclusions.

Similarly, in mathematics, California assessments are more sophisticated than those in many other states, as they measure mathematics concepts and procedures plus data analysis, problem-solving, and how well students communicate their reasoning through additional performance tasks in which students must solve a complex real-world problem and communicate their reasoning directly.  

California defines four achievement levels on these tests: Level 1 represents “minimal,” or inconsistent, demonstration of grade-level knowledge and skills. At levels 2 (developing), 3 (proficient) and 4 (advanced), students demonstrate mastery of grade level content and skills at increasing degrees of complexity and sophistication. 

The proportions of students reaching the high proficiency bar increased to 49% in ELA, 37% in mathematics, and 33% in science.

The proportions of students demonstrating grade-level knowledge and skills at levels 2, 3 or 4 increased to 70% in ELA, 61% in mathematics, and 86% in science.

The proportion at level 1 — with inconsistent grasp of grade-level skills — declined in each subject. However, they still represent a considerable number of students who need intense attention in our efforts for learning recovery in the coming years, especially in literacy and mathematics, where the state is leaning in with professional development and training of district coaches.

Encouragingly, some of the strongest improvements came from groups that have historically faced the steepest barriers. Black students and Latino students made larger than average improvements in all three subjects.

The gains made this year by some of California’s most vulnerable students are due in part to the investments and efforts to target inequities in life circumstances and educational opportunities made by Gov. Gavin Newsom’s administration.

In addition to growing investments in California’s equitable school funding system, these include programs like transitional kindergarten, which expands preschool education to all 4 year olds; the California’s Community Schools Partnership Program (CCSPP) that provides wraparound whole-child supports and expanded learning time in high-poverty schools; expanded learning programs that provide academic support and enrichment after school and over the summer; literacy coaches and reading specialists that work with the highest need schools; and the equity multiplier — targeted to high-poverty schools. 

Programs that are investing in a diverse, stable, well-trained teaching force for priority schools are also reinforcing the state’s ability to get strong teachers to the schools that most need them. These include scholarships for their preparation, effective teacher education programs like teacher residencies, and incentives for accomplished Board-certified teachers to stay in those schools

These initiatives have been increasingly important as the state’s public school students experience greater needs. In the years since 2019, the proportion of tested students in California who are socioeconomically disadvantaged increased (from 58% to 65%), along with the number of students experiencing homelessness and the proportion of students with disabilities.

Earlier studies have documented the positive effects on student achievement of the state’s initiatives to provide transitional kindergarten and literacy training for teachers.  Last month, the Learning Policy Institute published a study that documented the positive outcomes of California’s Community schools program. Drawing on 2023-24 statewide data, the study found that newly funded community schools saw consistently positive impacts on student outcomes after just one year, including:

• Reduced Chronic Absenteeism: On average, community schools reduced chronic absence rates by about 30% more than similar schools.
• Reduced Suspensions: On average, community schools reduced suspension rates by about 15% more than similar schools.
• Improved Achievement: community schools showed notable student learning gains on achievement tests — equal to about 43 extra days of learning in math and 36 in English language arts. These gains were even larger for English learners (58 and 72 days in math and ELA, respectively), and black students (130 and 151 days).

And that’s just one year of data. State funding over the past few years has afforded us the opportunity to create nearly 2500 community schools in high-poverty communities — about a quarter of the total number of schools in the state. It’s a big effort, and the road ahead will require sustained focus on this and other successful initiatives if we are to continue to see progress.

As we look ahead to future years, we anxiously await the impact of several new initiatives that kicked off in time with this new school year.

This year, California launched annual early literacy screenings for all students in kindergarten through second grade, ensuring we can identify and support reading difficulties early. The Golden State Literacy Plan is providing educators with evidence-based instructional tools. These efforts, coupled with continued investment in literacy coaches for high-needs students, new investments in training mathematics coaches, extended learning, and community schools, will help accelerate recovery.

Our students have shown remarkable resilience as we continue our post-pandemic recovery. Their growth underscores the importance of investing in whole-child supports, high-quality instruction, and well-prepared educators.

California is beginning to see the fruits of its investments in learning recovery and equity. If we sustain this momentum, we can ensure that every child in every community has the opportunity to thrive.

•••

Linda Darling-Hammond is the president of the California State Board of Education and an adviser to Gov. Gavin Newsom. She is also chief knowledge officer at the Learning Policy Institute and Professor Emeritus at Stanford University. 

The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.