2024–25 California Statewide Assessment Results Show Continued Progress Across All Student Groups

SACRAMENTO—The California Department of Education (CDE) released assessment results today that show continued progress made by K–12 students in California, including further movement to close equity gaps for socioeconomically disadvantaged students, Black/African American students, and Hispanic/Latino students.

Overall, the percentages of California students meeting or exceeding standard (demonstrating proficient or advanced grade-level knowledge and skills) in English language arts (ELA), mathematics, and science showed modest increases at a higher rate than the year prior, suggesting growing momentum.

For example:

• ELA: +1.8 percentage point change for students scoring Proficient or Advanced (about 4x larger than last year’s gains)
• Math: +1.8 percentage point change for students at Proficient or Advanced (twice as large as last year’s gains)
• Science: +2.0 percentage point change for students Proficient or Advanced (4x larger than last year’s gains)

In total, the proportions of students clearly meeting grade-level expectations (scoring at levels 2, 3, or 4) also grew to 70.6 percent in ELA, 61.0 percent in mathematics, and 86.0 percent in science, meaning the proportion of students scoring at the “minimal” level on the test­—not yet demonstrating a consistent mastery of grade-level knowledge and skills—decreased on each of the tests to 29.4 percent in ELA, 39.0 percent in math, and 14.1 percent in science.

The assessment results released today include data for the California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessments for California (ELPAC).

Other data points of interest in the 2025 California assessment results include that Black or African American students and Hispanic or Latino students made higher-than-average improvements in ELA, math, and science, as illustrated by the chart below.

While the results are encouraging, state leaders emphasize that there is greater work to be done, particularly to accelerate growth for socioeconomically disadvantaged students. A significant percentage of California families continue to face socioeconomic challenges. Socioeconomically disadvantaged students showed modest gains in all three subjects.

“California’s significant education investments like Universal Transitional Kindergarten, reading coaches, professional development, and community schools have boosted student proficiency in many areas,” said State Superintendent Tony Thurmond. “Some growth is modest and some is profound, but in all cases the data reflects the impact of these investments and the hard work of educators to help students succeed. We aspire to achieve even greater student outcomes. We are working to secure additional investments to support comprehensive, long-term statewide strategies to further move the needle in student proficiency for years to come.”

“At a time when the federal administration is focused on cutting education funding, in California we’re doubling down on our efforts to support our schools, students, and teachers,” said Governor Gavin Newsom. “Through significant investments in initiatives like transitional kindergarten, before and after school programs, universal meals, and literacy coaches—and legislative action like the bill I signed today—we’re working to provide students with the resources they need to succeed. And California’s increasing test scores show our efforts are paying off.”

“The release of California test data today shows our public schools are making noteworthy progress in key areas, with gains on all three major assessments,” said State Board of Education President Linda Darling-Hammond. “These gains are attributable in part to the administration’s thoughtful and sustained investments to address inequities in life circumstances and educational opportunities for some of our state’s most vulnerable students through community schools, nutrition and mental health supports, and investments in learning recovery, including literacy and math coaching, tutoring, and extended learning time. With continued work and focus in these areas, we’re hopeful for sustained future progress by all students.”

In many school districts across California, significant increases in student achievement tell a story about how targeted state investments and key programs can create a blueprint for how further acceleration of academic progress could occur statewide.

In the Los Angeles Unified School District, the rate of students meeting or exceeding standard (demonstrating proficient or advanced grade-level knowledge and skills) in ELA increased by 3.4 percentage points, Math by 3.9 percentage points, and Science by 3.3 percentage points, reaching the highest levels ever recorded for Los Angeles Unified since the state first launched the Smarter Balanced Assessment. Across all subjects and grade levels, student performance in 2024–25 not only surpassed results from the prior year but also exceeded pre-pandemic levels from 2018–19. Superintendent Alberto M. Carvalho credits this historic achievement to the hard work of educators, staff, and students, supported by targeted investments in early literacy, math intervention, and expanded science opportunities designed to accelerate learning and close gaps created by the pandemic. The District leveraged a combination of funding sources, including general funds, federal funds such as Titles I, II, III, and IV, and targeted state grants including the Expanded Learning Opportunities Program (ELOP) and the Literacy Coach and Reading Specialist Grant.

In the Compton Unified School District, student achievement continues to rise as a result of intentional, data-driven instructional practices. The percentage of students meeting or exceeding standard increased by 8.0 percentage points in English Language Arts and 6.4 percentage points in mathematics. Superintendent Darin Brawley attributes this growth to the collective efforts of educators, staff, and students—supported by the district’s strategic implementation of biweekly performance tasks, common assessment cycles, and data-driven instructional planning. These efforts build on Compton Unified’s robust data systems, targeted professional development, and evidence-based instructional strategies that ensure continuous monitoring and responsive support for all learners. This sustained improvement is made possible through the district’s base grant and Local Control and Accountability Plan (LCAP) investments, which prioritize classroom instruction, academic interventions, and equity-focused supports that directly impact student learning.

The Roseville Joint Union High School District saw significant gains in student achievement last year, with the rate of students meeting or exceeding standard increasing by 5.6 percentage points in math, 3.2 points in ELA, and 2.6 points in science over the prior year. Dr. Tu Moua Carroz, Assistant Superintendent of Educational Services, emphasized that the district is using data to drive continuous improvement for all student groups, especially in math—a subject she noted “continues to serve as a gatekeeper course toward postsecondary success.” To bolster these efforts, the district used Learning Recovery Emergency Block Grant funding to support instructional teacher/coach positions, and utilized Title II funds for professional development so teachers could “learn together and think together through data analysis and lesson design.”

In the Pittsburg Unified School District, the rate of students meeting or exceeding standard in ELA increased by 4.6 percentage points over the prior year, while the rate of students meeting or exceeding standard rose by 1.5 percentage points in math and 2.9 percentage points in science. In addition, students’ average scale score increased in every grade level and nearly every student demographic group for ELA and math. Superintendent Dr. Janet Schulze credits these increases to the hard work and brilliance of the scholars, teachers, and staff of Pittsburg Unified and their approach to teaching and learning, continuous improvement, and the needs of the whole child. The district is a Full-Service Community Schools District thanks to funding from the Community Schools Partnership Program. Targeted tutoring support for students has also proved impactful, benefitted by funding from the California ELOP.

In the Sanger Unified School District, the rate of students meeting or exceeding standard in ELA increased by 4.3 percentage points, which Superintendent Dennis Wiechmann, Ed.D., credits to the hard work of educators, staff, and students as supported by targeted funding for California early literacy initiatives for ensuring that all students experience growth in literacy, with the district goal of every student advancing at least one grade level each year. These efforts to move the needle in ELA were through funding from the CDE Instructional Block Grant, the Learning Recovery Emergency Block Grant, and targeted LCAP funding—all focused on improving student achievement, supporting student growth, and closing the achievement gap.

The CAASPP and ELPAC summary reports are available to the public on the Test Results for California’s Assessments website . Assessment results are only one measure and should be combined with other information such as report card grades, classroom assignments, and teacher observations to better understand student achievement and progress.

Smarter Balanced Assessments, such as those included in CAASPP, measure what students know and can do in relation to the grade-level content standards, and each student’s score represents grade-level achievement along a continuum. For more information about Smarter Balanced Assessments, view the Smarter Balanced Assessments: What Do the Scores Mean? PDF .

Members of the media are invited to reach out to communications@cde.ca.gov for more information.

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Long Descriptions of Graphs for Accessibility

Percent of Students by Achievement Level: 2021–22, 2022–23, 2023–24 and 2024–25 ELA, Mathematics, and Science

Key

• Level 1: Minimal grade-level knowledge and skills
• Level 2: Developing grade-level knowledge and skills
• Level 3: Proficient grade-level knowledge and skills
• Level 4: Advanced grade-level knowledge and skills

ELA

• 2021–22

• Level 1: 30.3 percent
• Level 2: 22.6 percent
• Level 3: 26.6 percent
• Level 4: 20.5 percent

• 2022–23

• Level 1: 31.2 percent
• Level 2: 22.2 percent
• Level 3: 25.9 percent
• Level 4: 20.7 percent

• 2023–24

• Level 1: 31.2 percent
• Level 2: 21.8 percent
• Level 3: 26.0 percent
• Level 4: 21.0 percent

• 2024–25

• Level 1: 29.4 percent
• Level 2: 21.8 percent
• Level 3: 26.5 percent
• Level 4: 22.3 percent

Note: For levels 2–4, grade-level performance with increased levels of accuracy and complexity.

Mathematics

• 2021–22

• Level 1: 42.0 percent
• Level 2: 24.7 percent
• Level 3: 17.3 percent
• Level 4: 16.1 percent

• 2022–23

• Level 1: 41.3 percent
• Level 2: 24.1 percent
• Level 3: 17.5 percent
• Level 4: 17.1 percent

• 2023–24

• Level 1: 40.6 percent
• Level 2: 23.9 percent
• Level 3: 17.7 percent
• Level 4: 17.9 percent

• 2024–25

• Level 1: 39.0 percent
• Level 2: 23.7 percent
• Level 3: 17.9 percent
• Level 4: 19.4 percent

Science

• 2021–22

• Level 1: 15.8 percent
• Level 2: 54.7 percent
• Level 3: 20.9 percent
• Level 4: 8.6 percent

• 2022–23

• Level 1: 15.9 percent
• Level 2: 53.9 percent
• Level 3: 21.0 percent
• Level 4: 9.2 percent

• 2023–24

• Level 1: 15.5 percent
• Level 2: 53.9 percent
• Level 3: 20.8 percent
• Level 4: 9.9 percent

• 2024–25

• Level 1: 14.1 percent
• Level 2: 53.3 percent
• Level 3: 21.5 percent
• Level 4: 11.2 percent

Year-over-Year percentage point Change in Students at Proficient or Advanced Levels for ELA, Mathematics, and Science from 2023–24 and 2024–25 for All Students and Selected Student Groups

ELA

• All Students: 1.8 percentage points
• Black/African American Students: 2.4 percentage points
• Hispanic/Latino Students: 2.1 percentage points
• Socioeconomically Disadvantaged Students: 1.4 percentage points

In the academic year 2023–24, the percentage of all students meeting or exceeding standard for ELA was 47.0 percent, while Black/African American students were at 30.3 percent, Hispanic/Latino students at 36.8 percent, and socioeconomically disadvantaged students at 36.8 percent. By the 2024–25 academic year, these percentages increased to 48.8 percent for all students, 32.8 percent for Black/African American students, 38.8 percent for Hispanic/Latino students, and 38.2 percent for socioeconomically disadvantaged students. This represents a change of +1.8percentage points for all students, +2.4 for Black/African American students, +2.1for Hispanic/Latino students, and +1.4 for socioeconomically disadvantaged students.

Note: Percentages are rounded to the nearest tenth; “Change” is based on actual values.

Mathematics

• All Students: 1.8 percentage points
• Black/African American Students: 2.3 percentage points
• Hispanic/Latino Students: 2.0 percentage points
• Socioeconomically Disadvantaged Students: 1.2 percentage points

In the academic year 2023–24, the percentage of all students meeting or exceeding standard for mathematics was 35.5 percent, while Black/African American students were at 17.8 percent, Hispanic/Latino students at 23.7 percent, and socioeconomically disadvantaged students at 25.0 percent. By the 2024–25 academic year, these percentages increased to 37.3 percent for all students, 20.1 percent for Black/African American students, 25.7 percent for Hispanic/Latino students, and 26.2 percent for socioeconomically disadvantaged students. This represents a change of +1.8percentage points for all students, +2.3 for Black/African American students, +2.0 for Hispanic/Latino students, and +1.2 for socioeconomically disadvantaged students.

Science

• All Students: 2.0 percentage points
• Black/African American Students: 2.1 percentage points
• Hispanic/Latino Students: 2.3 percentage points
• Socioeconomically Disadvantaged Students: 1.6 percentage points

In the academic year 2023–24, the percentage of all students meeting or exceeding standard for science was 30.7 percent, while Black/African American students were at 15.0 percent, Hispanic/Latino students at 19.6 percent, and socioeconomically disadvantaged students at 20.7 percent. By the 2024–25 academic year, these percentages increased to 32.7 percent for all students, 17.1 percent for Black/African American students, 21.8 percent for Hispanic/Latino students, and 22.3 percent for socioeconomically disadvantaged students. This represents a change of +2.0 percentage points for all students, +2.1 for Black/African American students, +2.3 for Hispanic/Latino students, and +1.6 for socioeconomically disadvantaged students.

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Tony Thurmond — State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100