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2016-17 Local Control Accountability Plan

SFUSD gathers a great deal of data -- everything from how students feel about school to how well they can solve quadratic equations --  and uses this data to shape the the budget. Below are some of the important facts we are looking at as we begin to shape our 2016 - 17 Local Control Accountability Plan (LCAP) and budget.

Smarter Balanced Assessments (SBAC)

When it comes to our Smarter Balanced Assessments test scores in math and English Language Arts, SFUSD students overall remain ahead of their peers in California and in most large urban districts. 

In English Language Arts (ELA), 53 percent of students are now meeting or exceeding the standards, up from 52 percent last year.

In Math, 50 percent of students are now meeting or exceeding the standards, up from 48 percent last year.

Our student groups

In terms of meeting or exceeding the standards, our students in grades three through five have met or exceeded the standard in English Language Arts (50.5% ) and Math (50.1% ). 

When we look at historically underserved subgroups in these same grades, we see a wide achievement gap. The percentage of our African- American students meeting or exceeding the standards is at 17.5% in ELA and 14.1% in Math.  For Latino students, 28.3% are meeting or exceeding standards in ELA and 24.8% in Math . For Pacific Islanders, those percentages are now at 31.0% in ELA and 29.6% in Math.

Our middle schoolers (grades six through eight) made overall gains in the percent meeting or exceeding standards in ELA (52.5% , up 2.5% from last year) and Math (48.2%, up 1.8% from last year).

However, the results are mixed for these students as well: African-American (16.3% in ELA and 10.4% in Math), Latino (24.2% in ELA and 17.9% in Math), and Pacific Islanders (14.4% in ELA and 16.0% in Math).

For our 11th graders (the only grade to take the SBAC in high school) the percentage who met or exceeded the standard in ELA (66.7% , up 1.2% from last year)  and Math (52.1%, up 2.7% from last year). Some improvements were seen in Math for these groups: African-American (33.2% in ELA and 10.3% in Math) and Latino (42.6% in ELA and 15.7% in Math).

As students move up in grade levels, the increased difficulty of the content accentuates the achievement gap, especially for African American students. (Find out what we are doing to address this concern.)

Students in programs

English Learners: Scores among English Language (EL) learners are low, and the change from last year is mixed in both ELA and math. While scores show some success, we need to improve our efforts. The district’s Lau plan describes some of the steps we are taking to better serve ELs.

Special Education: Performance by students who receive special education services continues to be low (less than 20% meeting or exceeding the standards) and lag behind those of other SFUSD students. However, performance by SFUSD students with Individual Education Programs was higher than the state average and other large urban school districts’ students.The gap widens at the upper grade levels. Change from last year is mixed.

Other academic acheivements

Graduation rates rising

SFUSD’s graduation rate is now 84.9%. This is an increase of 7.7% since 2010. In addition, both African American and Latino student groups made double-digit gains in their graduation rates.

Dropout rates dropping

Not only are SFUSD students dropping out at a lower rate since 2010, we are seeing the rates more African American and Latino students staying enrolled and graduating.

Special Education designation

For many years at SFUSD (and many other districts), there has been an over-representation of African American (AA) students identified as emotionally disturbed.  Our numbers are showing a drop over time in the disproportionate identification of AA students.

Third set: social-emotional & culture-climate indicators

Social-emotional learning

Social-emotional learning refers to a broad set of skills that students need in order to be successful as learners. Based on research and experience, we believe that these skills also help our students succeed in college, career, and life. We cover four types of skill sets: Growth Mindset, Self-Efficacy, Self-Management, and Social Awareness. Learn more about these skills.

Suspension rate

The overall rate for SFUSD has decreased from the previous year from 1.6% to 1.4%.

Chronic Absenteeism

Students with a daily attendance rate of 90% or less are considered chronically absent.  We use both excused and unexcused absences to calculate the rate.