Enrollment Shifts: Total student enrollment decreased slightly from 878 in 2023-2024 to 862 in 2024-2025, a reduction of 16 students (1.8%). This may reflect demographic or enrollment trends affecting the school’s population. Despite this decline, the ethnic composition remains similar, with Hispanic students continuing to represent the largest group at 83.9% in 2024-2025 compared to 85.8% in 2023-2024. Asian and Filipino populations saw slight increases in percentage, while other groups like American Indian/Native Alaskan, Two or More Races, and Black/African American remained relatively stable.

Special Populations: English Learners decreased slightly from 288 (32.8%) to 279 (32.4%), which may reflect progress in language proficiency or a shift in enrollment patterns. However, a deeper look at the English Learner population shows that 76% are Long-Term English Learners (LTELs), highlighting a persistent challenge in advancing language proficiency for these students. Students with disabilities increased from 160 (18.2%) to 165 (19.1%), suggesting a growing need for specialized support. The socio-economically disadvantaged population rose from 75.2% to 77.0%, highlighting persistent or increasing economic challenges within the student body. Notably, McKinney-Vento students (homeless youth) increased significantly from 56 (6.4%) to 81 (9.4%), indicating a potential rise in housing insecurity. Foster Youth enrollment was not reported in 2024-2025, which may indicate incomplete data or changes in reporting practices.

The consistent representation of Hispanic students and the steady proportions of other ethnic groups suggest that culturally responsive teaching and bilingual support remain critical priorities. The increase in socio-economically disadvantaged and McKinney-Vento populations highlights the need for expanded social-emotional and financial support services. The slight decline in English Learners and growth in students with disabilities suggest a shifting demand for targeted instructional strategies and support systems. Addressing these trends requires resource allocation toward interventions that support the socio-economic and academic needs of vulnerable populations, ensuring equitable access to learning opportunities.

ELA

Overall Performance: ELA proficiency for all students fluctuated, peaking at 55% in 2021, dropping to a low of 29% in 2023, and rebounding to 46% in 2024. The recovery in 2024 suggests potential instructional improvements or interventions after the post-pandemic decline.

Asian and Filipino Students: Asian students consistently performed the highest across all years, though their proficiency dropped from 81% in 2019 to 65% in 2024. Filipino student data is incomplete but shows strong performance where reported.

Hispanic/Latino Students: Proficiency rates among Hispanic/Latino students declined from 44% in 2019 to 25% in 2023 but improved slightly to 41% in 2024, reflecting ongoing challenges and recovery efforts.

Special Populations: Socio-economically disadvantaged students consistently underperformed compared to the overall average, with proficiency declining to 28% in 2023 before recovering to 41% in 2024. English learners and students with disabilities remained below 11% proficiency across all years, indicating a persistent need for targeted supports.

Math

Overall Performance: Math proficiency for all students remained significantly lower than ELA, starting at 23% in 2019, dropping to 13% in 2023, and partially recovering to 20% in 2024.

Asian and Filipino Students: Asian students consistently outperformed other groups, with proficiency fluctuating between 63% in 2019 and 56% in 2024. Filipino student data is incomplete, but where available, it indicates stronger performance compared to Hispanic/Latino peers.

Hispanic/Latino Students: Proficiency declined sharply from 18% in 2019 to 9% in 2023, with minimal recovery to 13% in 2024. This group continues to face significant barriers in math achievement.

Special Populations: Socio-economically disadvantaged, English learner, and students with disabilities showed minimal progress, with proficiency rates remaining below 6% for most years. These persistent gaps highlight the critical need for focused intervention in math education.

The CAASPP data highlights significant equity gaps, particularly among socio-economically disadvantaged students, English learners, and students with disabilities, who consistently underperform, especially in math. These groups require targeted interventions such as differentiated instruction, tutoring, and increased access to resources to address these persistent challenges. While the rebound in 2024 proficiency rates for both ELA and math suggests that recovery efforts are beginning to take effect, sustained focus is needed to fully address learning losses, particularly for Hispanic/Latino students and other underserved populations. Math achievement remains critically low across all groups, requiring immediate attention to instructional strategies, teacher training, and student supports to close the gap. Additionally, although Asian and Filipino students consistently perform at higher levels, their declining proficiency rates indicate the need to maintain rigor and address gaps even within higher-performing subgroups. Long-term solutions, including robust data tracking and regular evaluation of interventions, are essential to ensure sustained improvement and equity in student outcomes, particularly in meeting college and career readiness standards.

Overall Graduation Rate: The overall graduation rate shows a fluctuating trend, dropping significantly from 90.3% in 2021-2022 to 74.5% in 2022-2023, but recovering slightly to 77.3% in 2023-2024. This indicates ongoing challenges in maintaining consistent graduation rates post-pandemic.

Socioeconomically Disadvantaged Students: Graduation rates for socioeconomically disadvantaged students closely mirror the overall trend, declining from 89.6% in 2021-2022 to 73.1% in 2022-2023, with a modest recovery to 76% in 2023-2024. This group requires sustained attention to address barriers impacting their success.

Students with Disabilities: Graduation rates for students with disabilities have consistently been the lowest among all groups, declining from 64.3% in 2021-2022 to 44.4% in 2022-2023, and slightly improving to 51.3% in 2023-2024. Despite improvement, the gap remains significant, highlighting the need for targeted interventions.

English Learners: English learners showed substantial improvement from 54.2% in 2022-2023 to 69.6% in 2023-2024, although still below their 78% graduation rate in 2021-2022. The gains in 2023-2024 suggest that recent support strategies are beginning to show results.

Hispanic Students: Graduation rates for Hispanic students reflect the overall trend, dropping from 90% in 2021-2022 to 72.7% in 2022-2023, and improving to 79.6% in 2023-2024. As the largest demographic group, their success strongly influences overall outcomes.

Asian Students: Graduation rates for Asian students show volatility due to smaller sample sizes, with a perfect 100% rate in 2021-2022, 85.7% in 2022-2023, and no reported data in 2023-2024.

The data highlights ongoing challenges in maintaining high graduation rates, particularly among socioeconomically disadvantaged students, students with disabilities, and English learners. While the slight recovery in 2023-2024 suggests progress, significant gaps remain for these groups, especially students with disabilities, whose graduation rates are consistently the lowest. English learners' recent improvement indicates that support measures are effective, but sustained efforts are needed to achieve pre-pandemic levels. Hispanic students, as the largest demographic group, require continued focus, as their outcomes heavily impact the overall graduation rate. To address these disparities, the school should prioritize targeted interventions, such as increased academic and social-emotional support, credit recovery programs, and personalized graduation plans for at-risk students. Regular evaluation of these strategies will be critical to ensuring long-term, equitable improvement in graduation outcomes.

A-G Rate

Overall: The A-G completion rate shows significant fluctuation, increasing from 34.2% in 2021-2022 to 47.9% in 2022-2023, but dropping sharply to 24.4% in 2023-2024. This decline suggests challenges in maintaining academic readiness for college across the student population.

Socioeconomically Disadvantaged Students: Data is incomplete for 2023-2024, but previous years show an increase from 32% in 2021-2022 to 44.5% in 2022-2023. The absence of 2023-2024 data makes it difficult to assess how this group was impacted by the overall decline.

Students with Disabilities: This group has consistently low A-G completion rates, increasing slightly from 5.6% in 2021-2022 to 6.3% in 2022-2023. The lack of 2023-2024 data suggests continued systemic barriers for this subgroup.

English Learners: A-G rates for English learners fluctuated, rising from 19% in 2021-2022 to 23.1% in 2022-2023, but declining to 14.7% in 2023-2024. This group faces ongoing challenges in accessing and completing college-preparatory coursework.

Hispanic Students: Hispanic students, the largest demographic group, saw improvement from 30% in 2021-2022 to 41.1% in 2022-2023 but experienced a sharp decline to 23.1% in 2023-2024. This mirrors the overall trend and reflects broader challenges.

AP Enrollment

Overall: AP enrollment remained stable between 2022 and 2024, hovering around 30%, but has decreased slightly from 35.2% in 2021. This indicates a plateau in advanced course participation over the past three years.

Asian Students: AP enrollment among Asian students declined from 50.7% in 2021 to 41.1% in 2024, though they remain the highest-performing subgroup. This decrease suggests a need to investigate possible barriers to continued participation.

Hispanic Students: Enrollment among Hispanic students also decreased slightly, from 34.5% in 2021 to 29.9% in 2024, reflecting a consistent decline in advanced course participation.

English Learners: AP participation for English learners fluctuated slightly, peaking at 23% in 2022-2023 before dropping to 18% in 2024, underscoring the need for targeted support to help these students access rigorous courses.

Socioeconomically Disadvantaged Students: AP enrollment remained relatively stable, from 35.8% in 2021 to 32.9% in 2024, indicating consistent access despite minor declines.

The sharp decline in A-G rates between 2022-2023 and 2023-2024 signals a significant challenge in ensuring college readiness, especially for English learners and Hispanic students, whose trends closely align with the overall performance. Persistent barriers for students with disabilities and English learners highlight systemic inequities that limit access to rigorous coursework. Similarly, the plateau in AP enrollment, coupled with declines for subgroups like Asian, Hispanic, and English learner students, suggests the need to expand outreach and support for advanced course participation.

To address these trends, the school should implement targeted interventions, such as expanded tutoring, increased counselor support, and stronger credit recovery programs, to help students stay on track for A-G completion. Enhanced professional development for teachers could improve instruction and better prepare students for advanced coursework. Additionally, creating support systems specifically tailored for English learners and students with disabilities, such as scaffolded AP coursework or mentorship programs, could boost participation and success in rigorous academic programs. Regular evaluation of these interventions will be essential to close achievement gaps and ensure equitable access to college and career readiness pathways.

Panorama Family Survey

Positive Trends: Responses show steady improvement across all categories from Fall 2023 to Fall 2024. Significant gains are seen in Safety (from 47% to 84%), Family-School Communication (from 50% to 62%), and Cultural Awareness and Action (from 44% to 52%).

Participation: The number of responses fluctuated, increasing significantly in Fall 2024 to 167, indicating improved engagement from families.

High Scores: Categories such as Climate Support for Academic Learning and Sense of Belonging consistently scored the highest, reaching 93% in Fall 2024, reflecting strong family satisfaction in these areas.

Panorama Student Survey

Positive Gains: The Sense of Belonging category showed notable growth, from 30% in Fall 2023 to 45% in Fall 2024. School Safety also improved significantly, from 35% to 57%.

Stagnation: Categories like Cultural Awareness and Action and Rigorous Expectations remained relatively flat, with only modest changes.

Engagement: The number of responses increased substantially in Fall 2024 to 626, indicating stronger student participation and engagement in feedback collection.

Panorama Staff Survey

Consistent Results: Categories like Faculty Growth Mindset (27%) and Cultural Awareness and Action (46%) showed no change, indicating persistent areas for growth.

Recovery in Fall 2024: Categories such as Sense of Belonging, Safety, and Knowledge and Fairness of Discipline rebounded after declines in Spring 2024, returning to Fall 2023 levels.

Engagement: Staff participation remained stable, with 78 responses in Fall 2023 and Fall 2024, showing consistent involvement.

Discipline and Referral

Suspensions: Suspension numbers fluctuated, dropping to 48 in 2022-2023 before increasing to 56 in 2023-2024. However, suspensions of students with disabilities rose significantly from 4 in 2022-2023 to 15 in 2023-2024, signaling a disproportionate impact on this subgroup.

Referrals: Low-level classroom referrals declined sharply from 201 in 2022-2023 to 91 in 2023-2024, while office-level referrals decreased slightly but remained relatively high, with 237 in 2023-2024.

The Panorama survey data highlights areas of improvement and persistent challenges across families, students, and staff. Family feedback shows significant growth in perceptions of safety, communication, and cultural awareness, indicating progress in fostering a supportive and inclusive environment. However, student feedback reveals mixed results, with notable improvements in sense of belonging and school safety, but stagnation in areas like rigorous expectations and cultural awareness. This suggests the need to strengthen culturally responsive practices and academic rigor. Among staff, categories such as faculty growth mindset and cultural awareness remain stagnant, pointing to a need for targeted professional development focused on equity and inclusive teaching practices.

The discipline data raises concerns about disparities, particularly the rise in suspensions for students with disabilities, emphasizing the importance of equitable and restorative practices. While the decline in low-level referrals suggests progress in classroom management, the persistently high office-level referrals reflect ongoing behavioral challenges that require further attention. Moving forward, the school should prioritize equity-focused professional development, restorative discipline approaches, and culturally responsive strategies to address these gaps. Regularly monitoring and responding to feedback will ensure continuous improvement in creating an inclusive and supportive school climate.

Slight Decline Over Time: Attendance rates have shown a gradual decline from 89.55% in 2021-2022 to 86.40% in 2022-2023, with a small recovery in 2023-2024 (86.67%) and 2024-2025 (87.14%). Despite this modest improvement, attendance rates remain below pre-pandemic levels.

Stabilization in Recent Years: While the attendance rate dropped significantly from 2021-2022, the past three years (2022-2025) show relative stability, fluctuating only slightly between 86.40% and 87.14%.

The decline in attendance rates following the 2021-2022 school year suggests lasting impacts from the pandemic, such as disengagement, absenteeism, or external challenges faced by students. The stabilization in recent years, coupled with modest recovery, indicates that some interventions may be working, but additional efforts are needed to return to pre-pandemic attendance levels. Improving attendance will require a focus on identifying and addressing barriers, particularly for socio-economically disadvantaged and at-risk students. Strengthening family engagement, implementing early intervention systems, and expanding support programs like mentorship and counseling could help re-engage students and further boost attendance rates. Regular data monitoring will be essential to track progress and adjust strategies effectively.

The data highlights both progress and persistent challenges across various key areas, requiring targeted efforts to improve student outcomes and equity. Enrollment trends reveal a slight decline in total student population, with stable ethnic composition but a growing number of socio-economically disadvantaged and McKinney-Vento students. These shifts underscore the need for expanded social-emotional and financial support services to address the needs of vulnerable populations. Additionally, the significant proportion of Long-Term English Learners (LTELs) and the increase in students with disabilities call for stronger instructional strategies, bilingual supports, and specialized resources.

Academic performance data from CAASPP shows modest recovery in 2024 after pandemic-related declines, but persistent gaps remain for Hispanic students, socio-economically disadvantaged students, English learners, and students with disabilities, particularly in math. Graduation rates and A-G completion rates exhibit similar challenges, with notable disparities among underserved subgroups, emphasizing the importance of interventions like expanded tutoring, credit recovery programs, and personalized academic support. AP enrollment, while stable overall, shows a decline in participation for key subgroups, suggesting the need for outreach and mentorship to encourage participation in advanced coursework.

The Panorama survey data demonstrates improvements in family and student perceptions of safety, communication, and belonging, indicating progress in creating a supportive climate. However, stagnation in areas like cultural awareness and faculty growth mindset highlights the need for professional development focused on equity and inclusion. Disparities in discipline data, such as the increase in suspensions for students with disabilities, point to the necessity of restorative practices and proactive behavioral interventions.

Finally, attendance rates show modest recovery but remain below pre-pandemic levels, reflecting continued challenges in engagement and attendance among students with the most need. Moving forward, we should prioritize equity-driven initiatives, including targeted academic interventions, restorative practices, culturally responsive teaching, and family engagement programs. Regular evaluation and data tracking will be essential to ensure the effectiveness of these strategies and foster sustained improvement in student outcomes.

Based on the data, these major student learner needs are identified:

Academic Support for Underserved Subgroups: Persistent achievement gaps in CAASPP performance, graduation rates, and A-G completion rates highlight the need for targeted academic interventions for Hispanic students, English learners, students with disabilities, and socio-economically disadvantaged students. These groups consistently underperform compared to peers, particularly in math and college readiness. Increased access to tutoring, credit recovery programs, and specialized instructional strategies is essential to support these students in meeting academic standards and college/career readiness goals.

Support for English Learners and Long-Term English Learners (LTELs): With 32.4% of the student population identified as English learners, and 76% classified as LTELs, there is a critical need for enhanced language development programs and scaffolding to improve proficiency and support academic achievement across subjects. This could include after-school tutoring, proper placement in language acquisition-focused classes, and ensuring access to bilingual resources. Small group instruction and 1:1 support for language learners are also essential.

Social-Emotional and Mental Health Support: The rise in McKinney-Vento students (homeless youth) and a high percentage of socio-economically disadvantaged students (77.0%) reflect increased vulnerability within the student population. These students require expanded access to counseling, mentorship, and wraparound services to address the challenges they face outside of school, which often impact attendance and academic performance. Enhancing programs like wellness centers, mentorship opportunities, and partnerships with community-based organizations can provide additional resources for at-risk students.

Restorative and Equitable Discipline Practices: The significant increase in suspensions of students with disabilities and high office-level referrals indicates the need for restorative justice practices and proactive behavioral supports to address disciplinary disparities and foster a more inclusive school climate.

Culturally Responsive Teaching and Belonging: Stagnation in Panorama survey categories like cultural awareness and action, as well as low sense of belonging among students (45% in Fall 2024), signals the need for culturally responsive teaching practices and inclusive policies. Professional development for staff on equity, inclusion, and cultural awareness is essential to foster engagement and improve student connections to school.

Math Proficiency and Rigor Across Subjects: Math achievement remains critically low, with overall proficiency at only 20% in 2024, and significant barriers for Hispanic students, English learners, and students with disabilities. Enhanced math interventions, professional development for teachers, and data-driven instructional strategies are necessary to improve outcomes in this area. The plateau in AP enrollment and declining participation among subgroups suggest the need to expand outreach, mentorship, and rigorous coursework opportunities to encourage advanced learning.

Attendance and Engagement: Attendance rates remain below pre-pandemic levels (87.14% in 2024-2025), reflecting ongoing disengagement among students, particularly those in vulnerable populations. Interventions are needed to address the low attendance rates, particularly among seniors, EL students, and SWD students. Strategies may include attendance tracking and incentives, as well as addressing the underlying issues contributing to absenteeism.

1. What specific interventions or strategies can be implemented to improve math proficiency, particularly for Hispanic students, English learners, and students with disabilities?

2. How can the school better address the needs of Long-Term English Learners (LTELs) to accelerate their language acquisition and improve their academic outcomes?

3. What are the primary barriers preventing attendance rates from returning to pre-pandemic levels, and how can the school address them?

4. Why are suspension rates for students with disabilities disproportionately high, and how can restorative justice practices be scaled to reduce these disparities?

5. What are the root causes behind the sharp decline in A-G completion rates in 2023-2024, and what systems can be put in place to ensure students stay on track?

6. How can the school increase AP participation among underrepresented subgroups, such as Hispanic students and English learners, while maintaining rigor and support for success?

7. What additional resources or partnerships can the school develop to support the growing number of McKinney-Vento (homeless) students and socio-economically disadvantaged families?

8. How can the school further strengthen cultural awareness and a sense of belonging among students, particularly those who feel disconnected from the school community?

9. What targeted professional development can be provided to staff to improve culturally responsive teaching practices, address equity gaps, and better support diverse learners?

10. How can the school continue to build on improvements in family-school communication and ensure all families, particularly those from underserved communities, feel connected and informed?

11. How can the school improve support for ELL students, especially in terms of redesignation and academic success?

12. What strategies can be implemented to improve attendance, particularly among seniors, EL students, and SWD students?

13. How can the school reverse the decline in A-G success rates and improve foundational skills in English and math?

14. What are the staffing plans to address shortages, particularly in the special education department and EL support programs?

15. How effective are current programs, such as inclusion classes, and how can they be improved to better support diverse learners?

Our students are primarily Latinx, with 83.9% identifying as Hispanic, and they represent a diverse, resilient community. A significant and growing portion are English Learners (32.4%), many of whom are first-generation learners, migrants, or come from households where multiple languages are spoken. The socio-economically disadvantaged population makes up 77% of the student body, with an increasing number of students experiencing homelessness (9.4% McKinney-Vento). The school also serves 19.1% of students with disabilities, although the percentage has slightly decreased over time. Additionally, mental health challenges are rising in intensity, affecting students’ ability to manage academic and social demands. Despite these challenges, our students demonstrate strength and potential, as reflected in their engagement and progress when provided with equitable support, culturally responsive teaching, and targeted interventions.

The data highlights significant equity gaps and areas for improvement, particularly among socio-economically disadvantaged students, English learners (32.4%, with 76% identified as Long-Term English Learners), and students with disabilities (19.1%). Math proficiency remains critically low across all groups, while ELA shows modest recovery after pandemic-related declines. Graduation and A-G completion rates have fluctuated, with significant declines in recent years, especially for Hispanic students and students with disabilities, highlighting barriers to college and career readiness. Attendance rates, though stabilizing, remain below pre-pandemic levels, reflecting ongoing engagement challenges, particularly for at-risk populations such as McKinney-Vento students (9.4%) and those facing mental health challenges. Positive trends include improved family and student perceptions of safety, communication, and belonging, as well as stable AP enrollment. These findings underscore the need for targeted interventions, culturally responsive teaching, restorative practices, and expanded support services to address disparities and improve outcomes for all students.