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Student First: FUSD Students Maintain High Levels of Proficiency on Statewide Assessments
Posted 10/25/22

FUSD Students Maintain High Levels of Proficiency  on Statewide Assessments

Click here to view press release.

Statewide results of the 2021-22 California Assessment of Student Performance and Progress (CAASPP) summative assessments for English language arts (ELA) and mathematics were released Monday. The assessments were completed in the spring of 2022.

The 2021-22 school year was the first comprehensive CAASPP administration since the 2018-19 school year: testing was canceled in 2019-20, and CAASPP assessments were optional in 2020-21.

While measurable drops in performance were seen across the state compared to 2018-19, students in Fremont Unified School District (FUSD) had a relatively strong performance and maintained high levels of proficiency overall as measured by the 2022 Smarter Balanced (SBAC) summative assessments in ELA and mathematics. 

“The results of state testing affirm what our local assessments have shown and educators already know: the pandemic disrupted education and all aspects of our community. Even with this disruption, the excellence of our students and educators is borne out in the statewide results, with our schools performing quite well overall,” said FUSD Superintendent CJ Cammack. 

Scores on SBAC assessments tests fall into one of four achievement levels: standard exceeded, standard met, standard nearly met, and standard not met. 

Statewide results across all tested grades showed that the percentage of students meeting or exceeding standards declined by 4 percentage points (from 51 percent to 47 percent) for ELA, and 7 percentage points (from 40 percent to 33 percent) for mathematics when compared to students who took the tests in 2018-19. 

Overall, 77 percent of FUSD students met or exceeded the standard in ELA, compared to 57 percent for Alameda County and 47 percent for all of California. In mathematics, 70 percent of FUSD students met or exceeded the standard, compared to 46 percent for Alameda County and 33 percent for all of California.

Nearly 98 percent of eligible students in FUSD successfully completed their SBAC exams in both ELA and mathematics.

English Language Arts: 2021–22 Achievement Level Distribution - All Grades English Language Arts 2021–22 Achievement Level Distribution - All Grades for FUSD, Alameda County, State

 

 
   Fremont Unified   Alameda County   State of California 
 Standard Exceeded  52.46% 30.39% 20.50%
 Standard Met  25.03% 26.21% 26.56%
Standard Nearly Met 11.99% 18.86% 22.62%
 Standard Not Met  10.52% 24.55% 30.33%
Click here to view this data from the California Department of Education.

Notable findings in the ELA results include:

  • Overall, the 77 percent of students across FUSD who met or exceeded the standard in ELA is similar to the percentage of students pre-pandemic, and maintains the modest growth that has been achieved since the 2016-17 results of 75 percent.
  • When disaggregated by grade level, the percentage of FUSD students who met or exceeded the standard in ELA ranged from a low of 74 percent of students in grade 3, to a high of 80 percent of students in grades 7 and 11. 
  • The greatest gains in FUSD were those by Students with Disabilities, with 28 percent of students having met or exceeded the standard in ELA, a gain of 3 percentage points from 2018-19.

Mathematics: 2021–22 Achievement Level Distribution - All Grades Math 2021–22 Achievement Level Distribution - All Grades for FUSD, Alameda County, State

 

 
   Fremont Unified   Alameda County   State of California 
 Standard Exceeded  51.64% 27.81% 16.06%
 Standard Met  18.38% 18.31% 17.32%
 Standard Nearly Met  14.15% 20.53% 24.66%
 Standard Not Met  15.83% 33.35% 41.96%
Click here to view this data from the California Department of Education.

Notable findings in the mathematics results include:

  • Overall, the 70 percent of students across FUSD who met or exceeded the standard in mathematics declined by 4 percentage points from pre-pandemic levels, a drop that was approximately half as much as the statewide decline.
  • When disaggregated by grade level, the percentage of FUSD students who met or exceeded the standard in mathematics ranged from a low of 64 percent of students in grade 8, to a high of 77 percent of students in grade 3. 
  • Achievement gaps in mathematics were particularly evident among African American, Hispanic, and Economically Disadvantaged students with declines of 9 percentage points, 9 percentage points, and 8 percentage points, respectively, of students across FUSD who met or exceeded the standard in mathematics in comparison to 2018-19.

The California Department of Education (CDE) encourages that data from the 2021–22 spring assessments should be considered “baseline data” for measuring student progress going forward due to the challenges presented by the pandemic.

“These baseline data underscore what many of us know: that the road to recovery is long and our students will need sustained support over many years,” said State Superintendent of Public Instruction Tony Thurmond as the CDE released the statewide CAASPP results

SBAC assessments in ELA and mathematics consist of two parts: a computer adaptive assessment and a performance task. The computer adaptive assessment bases follow-up questions on a student’s answers in real time. The performance task challenges students' ability to apply their knowledge and skills to problems in a real-world setting. The two parts measure depth of understanding, writing, research, and problem-solving skills.

Results for the CAASPP Smarter Balanced and California Alternate Assessments for ELA and Mathematics are accessible through the CDE Public Reporting website, where the public can view and compare aggregated statewide, county, district and school results. 

The CDE will incorporate CAASPP data into the California School Dashboard, which is scheduled to be updated in December. The Dashboard provides additional information on school and district progress to present a more detailed, contextual interpretation of assessment data when paired with multiple additional measures of performance.

 

 


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