Most California students still failing basic math, science, English standards

(The Center Square) - Most California students are still not meeting basic state standards for all subjects, according to the latest annual report from the California Department of Education. Scores are up from last year however, although it is an increase of less than 1% — within margin of error.

Critics ask why California schools, which received $4 billion last year in “hold harmless” funds that helps schools avoid budget cuts by funding over 400,000 “ghost” students who no longer exist, and billions more in pandemic and pandemic learning recovery funding, are barely improving.

CDE’s latest report has 47% of students reaching state standards for English Language Arts (up from 46% the year prior), 35.6% in math (up from 34.6%), and 30.7% in science (up from 30.2%)

Scores for migrants were mixed, with 24% meeting state standards for ELA (down from 24.2% the year prior), 15.8% for math (up from 14.8%), and a steady 11.7% for science.

“I commend California’s students and educators for their hard work and continued growth in academic achievement across the state,” said State Superintendent Tony Thurmond in a statement. “We are providing key resources for all schools to get there, including providing funding for reading coaches, high-dose tutoring programs, extended school days, and professional learning for educators.”

The state faced significant declines in educational achievement after the COVID pandemic, when schools were shut down and young students often struggled to learn from home.

“On average, the test results show the slightest of improvements across the state — in the tenths of a percent — which is statistically insignificant,” said Lance Christensen, Vice President of the California Policy Center, to The Center Square. “With all the resources thrown at schools since the pandemic began, including the legislature’s hold harmless funding — despite losing 420,000 students in public schools over the last few years — one should expect more dramatic results. These are anything but.”

One factor that could improve learning outcomes is a settlement requiring the CDE to spend $2 billion in unused pandemic-era funding on evidence-based learning interventions, such as phonics-based reading programs that teach students to read much more successfully than less-sound methods.