PUC Lakeview Charter Academy and PUC Triumph Charter Academy & PUC Triumph Charter High are two of only 51 LAUSD schools to receive the honor. PUC Lakeview Charter Academy and PUC Triumph Charter Academy and PUC Triumph Charter High are 2024 California Distinguished Schools, announced State Superintendent Tony Thurmond. This recognition is granted by the state department of education to an exceptional group of 293 public schools across the state. Schools are recognized in one of two categories: those closing the achievement gap and those demonstrating exceptional student performance. "We are incredibly proud of our schools for being recognized as the Class of 2024 California Distinguishe...

Hello members!  We are making some minor tweaks to the School Data Leadership Association's website.  Please bear with us as we tweak some of the User Interface elements, add some additional functionality, and update the site.  We will be adding back any missing pages as we update them over the course of the next week or two. -Chris

  This page provides information about the California Cradle-to-Career (C2C) Data System that will connect P-20 data from child care, early education, K-12 education, financial aid, higher education, workforce, and health and human services.  The 2019-2020 State Budget provides $10 million in one-time funding to plan for and develop a longitudinal data system, also known as the Cradle-to-Career (C2C) Data System. This initiative seeks to connect data from early education providers, K–12 schools, higher education institutions, employers, other workforce entities, and health and human services agencies. Three representatives from the California Department of Education (CDE) with expertise in early learning activities and educational data reporting will serve on the C2C Workgroup. The CDE will provide support of the C2C Workgroup efforts through existing work in the following areas: Data Requests The CDE enters into data sharing agreements with public and private institutions of higher education as well as non-profit researchers for student-level data consistent with the Family Educational Rights and Privacy Act (FERPA) Specifically, since the spring of 2015 through 2018, the CDE has fulfilled 108 data requests from 91 unique entities, including 11 requests for Geographic Information Systems (GIS) data. A summary of the requests submitted through the CDE Data Request process are available on the Archived Data Requests tab.   Early Education The CDE helps manage several child care and development programs in California. These programs are for children from birth to age twelve. They offer early learning and after-school services to babies, toddlers, children in preschool, and children in kindergarten through sixth grade. Some programs assist children with disabilities and children of migrant farm workers. Many of the programs were set up to help parents with child care while they work. California Longitudinal Pupil Achievement Data SystemThe California Longitudinal Pupil Achievement Data System (CDE) operated by the CDE maintains individual-level data including student demographics, course data, discipline, assessments, staff assignments, and other data for state and federal reporting.

California Department of EducationNews Release Release: #19-68October 9, 2019 Contact: Scott RoarkE-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.: 916-319-0818 SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond announced today the statewide results of the California Assessment of Student Performance and Progress (CAASPP) summative assessments for English language arts/literacy (ELA) and mathematics. School districts have had access to their own results since May. For CAASPP, performance continues to improve slightly overall within grades as measured by the Smarter Balanced ELA and mathematics assessments. Statewide results in all tested grades showed that 50.87 percent of students met or exceeded standards in ELA, a .99 percentage point increase from 2018 and a 6.87 percentage point increase from 2015. In mathematics, 39.73 percent of students met or exceeded standards, a 1.08 percentage point increase from 2018 and a 6.73 percentage point increase from 2015. Thurmond acknowledged the slight score increases but expressed deep concern that improvement is less consistent across the score range in the later grades of 7, 8, and 11, with a persistent percentage of students of color not meeting standards and, in several grades, showing declining scores from last year. “Disparities between students of color and their white and Asian peers continue from year to year and demonstrate the importance of our priority initiative of closing the achievement gap. Education equity should mean equity for all students and right now, we are not there,” said Thurmond. “All students should have an equal opportunity to succeed academically and enter the workforce prepared with the needed skills to compete in the industries that drive our state forward.” One plan to address disparities that Thurmond supports is working with data experts to interpret the declining scores and evaluate what is causing the results. Strategies can then be identified for how local educational agencies (LEAs) and educators can improve test scores. “The CDE can work with all educational stakeholders to identify strategies and then explore legislative efforts to support the needs of local districts and provide resources to improve test scores,” Thurmond said. Performance gaps have narrowed (based on tracking the same cohort over time and different cohorts over time) in ELA in most grades between Hispanic or Latino students and white students, Ever-English Learner students and English Only students, and Reclassified Fluent English Proficient students and English Only students. The CAASPP Smarter Balanced ELA and mathematics results are the basis for the academic indicator, and the Summative ELPAC contributes to the English Learner Progress indicator of the California School Dashboard. Thurmond reinforced that test results are only one measurement out of many that the state uses to evaluate schools on the California School Dashboard, which allows educators and parents to identify strengths and weaknesses. Schools and districts that are struggling across Dashboard indicators are flagged for state assistance. This is the fifth year of the computer-based tests, which use California’s challenging academic standards and ask students to write clearly, think critically, and solve complex problems, as they will need to do in college and future careers. During this time period, less...

Instructional Quality Commission (IQC) Meeting Webcast for March 28, 2019.