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Spotlight on Student Achievement: Analyses of Statewide Assessment Data in Math in Common Districts

By Rebecca Perry, Kevin (Chun-Wei) Huang


This report documents the uneven math gains made by Math in Common (MiC) districts, schools, and students, by analyzing the patterns of those gains, which range from outperforming statewide trends to more moderate growth.

The MiC initiative, funded by the S. D. Bechtel, Jr. Foundation, aimed to support 10 California districts in implementing the Common Core State Standards in Mathematics (CCSS-M) and improving mathematics teaching and learning in grades K–8. This report is part of a six-part series summarizing key findings from the five-year initiative.

With several years of data available from the California Assessment of Student Performance and Progress (CAASPP, administered since 2015), trends in student achievement scores are emerging. Across the state, the progress of student CAASPP achievement in mathematics since 2015 is slow and lags behind student achievement in English language arts. Statewide achievement data for English learners, and for some other California student subpopulations, have been particularly disappointing.

While progress in student achievement in the MiC districts has been slow, there are some promising signs to share with the field.

Download this report and the Evaluation Brief to learn more.

Read the entire series of summative evaluation reports and the Executive Summary at

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Copyright: 2019
Format: PDF
Pages: 36
Publisher: WestEd