2 EDCAL December 3, 2018
PARENTS
education throughout the year.
“The parent involvement we enjoy in
Lynwood Unified is something we want
to continually celebrate,” LUSD Board of
Education President Alfonso Morales said.
“Our parents understand the importance
of being engaged in the education of their
children, and it’s one of the reasons our
students enjoy success.”
National Parental Involvement Day
provides an annual opportunity for schools
and families to honor and highlight the
powerful contributions parents and caregiv-
ers provide at school and home to support
student success.
Schools are encouraged to participate in
an official recognition of the powerful con-
tributions that parents and caregivers make
to support the success of students. For more
information, go to www.projectappleseed.
org.
Continued from page 1
students.”
Parent Wendy Andrade is the school site
council president for Washington Elemen-
tary and spends much of her time working
with administrators to improve school en-
vironment. Andrade, who attended LUSD
schools, said the district’s tightknit commu-
nity makes it easy to collaborate.
“My mom was also so involved in all of
my schools, and I wanted to make sure that
I developed that same kind of relationship
with my daughter and her classrooms,”
Andrade said. “The kids enjoy having their
parents visible, and it sends a message to
them that we’re all in this together.”
National Parental Involvement Day was
initiated in 1994 by school advocacy orga-
nization Project Appleseed, encouraging
school districts around the nation to honor
parents by hosting campus events.
The hope is for parents to learn ways
to continuously engage with their child’s
For more information on Lynwood Unified
schools and activities, go to www.lynwood.
k12.ca.us.
GRAD RATE
Continued from page 1
tion data have ever been released. In prior
years, graduation rates were not released
until the early spring. The earlier release of
data will assist school districts in planning
and allow CDE to include the data in the
fall release of the California School Dash-
board, scheduled for early December.
High school graduation rates
Overall, the number of graduates
significantly increased from 2017 by more
than 10,000 for a total of 418,205 students.
Starting in 2017, CDE used a different
methodology to calculate graduation rates
than had been used in previous years.
The 2018 rates for some student groups
showed slight percentage point increases
when compared to 2017: African Amer-
ican students at 0.2 percentage points,
American Indian/Alaska Native students
at 2.3 percentage points, Asian students at
0.5 percentage points, English Learners
at 0.8 percentage points, Foster Youth at
2.3 percentage points, Latino students at
0.3 percentage points, Migrant Education
students at 1.3 percentage points, Socio-
economically Disadvantaged students at
0.8 percentage points, and Students with
Disabilities at 1.3 percentage points.
But the number of 2018 dropouts
totaled 48,453, an increase from 45,052 in
2017, resulting in an increase in the drop-
out rate from 9.1 to 9.6. Significant dispari-
ties still remain between student groups.
“We’re seeing steady gains in key indi-
cators, which tells us we’re moving in the
right direction. But on other measures we’re
not moving fast enough to meet Califor-
nia’s high expectations for every student,”
said State Board of Education President
Michael Kirst. “To accelerate our progress,
the state is investing $80 million this year
in strengthening our support to struggling
school districts through the Statewide
System of Support.”
In California’s high school graduat-
ing class for 2018, nearly 50 percent, met
requirements for admission to either the
University of California and or the Cali-
fornia State University. This is unchanged
from 2017.
Since 2007, there’s been more than a 30
percent increase in high school graduates
eligible for UC and more than a 53 percent
increase in CSU eligibility.
When alternative schools are excluded
from the rates for the class of 2018, tradi-
tional public schools, with a rate of 91.7
percent, fare better than charter schools,
which have a rate of 84.2 percent. Schools
identified as alternative include continua-
tion, juvenile court, and county-run special
education schools, which serve students at a
greater risk of dropping out.
The graduation report shows the number
of high school graduates earning a State
Seal of Biliteracy, which recognizes gradu-
ates who have attained a high level of profi-
ciency in speaking, reading and writing one
or more languages in addition to English.
Lynwood Mayor José Luis Solache joins the Washington Elementary School choir on Nov. 15 as part of a cel-
ebration of National Parent Involvement Day in Lynwood USD.
In 2018, 47,248 graduates earned the State
Seal of Biliteracy, up from 44,594 in 2017.
Torlakson, through his Global Cali-
fornia 2030 initiative, has called for vastly
expanding teaching and learning of world
languages and seeks to more than triple the
number of students who receive the State
Seal of Biliteracy by 2030.
Suspension rates
The number of students suspended and
expelled in California public schools has
declined for the sixth year in a row.
The 2017-18 statewide suspension rate
of 3.5 percent showed a slight decrease
from 3.6 percent in 2016-17. However,
there were 18,429 fewer total suspensions
and 9,606 fewer students suspended in
2017-18 compared with the prior year.
Almost every student group experienced a
decrease in suspensions in 2017-18 com-
pared with the prior year.
“We continue to find better ways to
address behavior problems, which reduces
suspensions and expulsions and keeps more
students in class,” Torlakson said.
The suspension data collected by CDE
are the most detailed and comprehensive
statistics in the nation. The information,
which covers all the state’s more than
10,000 public schools, identifies schools
and districts with high and low rates of
suspensions.
Chronic absenteeism
The 2017-18 statewide chronic absen-
teeism rate of 11.1 percent increased from
10.8 percent in 2016-17. Similarly, the
statewide count of students determined
to be chronically absent in 2017-18 was
702,531, an increase from 686,409 in 2016-
17. Almost every student group experi-
enced an increase in chronic absenteeism
rates in 2017-18 compared with the prior
year. As in the prior year, there continue to
be student subgroup disparities.
The CDE began collecting statewide
chronic absenteeism data last year. Chronic
absenteeism is a state indicator included on
the California School Dashboard. Tor-
lakson has focused on reducing the state’s
chronic absenteeism rates.
“There are many reasons a student can
fall into a pattern of being chronically
absent that are beyond their control, such as
an illness, watching a younger sibling while
a parent works, caregiving for an older rela-
tive, or lack of a reliable ride or convenient
bus route to school,” Torlakson said. “When
we identify these challenges, we can link
students and their families to all appropri-
ate school and community resources.”
A student is considered chronically
absent if he or she is absent 10 percent of
the days they were enrolled in a school.
Chronic absence is different from truancy,
which counts only unexcused absences and
indicates a violation of California’s compul-
sory attendance laws. Average Daily Atten-
dance, the average number of students who
attend school each day, is used for state
funding purposes.
To view state, county, district, and school
graduation and dropout rates, suspension
rates and chronic absenteeism rates, visit
the CDE’s DataQuest website at https://
dq.cde.ca.gov/dataquest/.
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