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The Growth Data Box will illustrate the percent of students whose scores improved from the prior year (i.e. 75% of students improved their score from the prior year).
College and Career Indicator (CCI)
The Board made the following modifications to CCI measures:
- Removed Regional Occupational Center/Program (ROC/P) participation from the State and Federal Job Programs measure of the CCI beginning with the 2025 Dashboard
- Removed Course Code "9227 – College Credit Course – Other" from the list of courses used to determine college course credits within the CCI beginning with the 2026 Dashboard. However, this change will not be applied retroactively to courses that have already been taken
- Modified the Advanced Placement (AP) measure to include completion of an AP course with a C- or better beginning with the 2025 Dashboard. In addition, SBE will review International Baccalaureate coursework as well as the Cambridge International Education Program for possible inclusion in the 2026 Dashboard
- Modified the Transition Classroom and Work-Based Learning Experiences measure to include students who are awarded a diploma in accordance with Education Code Sections 51225.31 and 51225.32 beginning with the 2025 Dashboard
In addition, the SBE directed CDE to continue the collection of the following career measures: internships, student-led enterprise, simulated work-based learning, and the Armed Services Vocational Aptitude Battery as well as the State Seal of Civic Engagement Data for future consideration in the CCI. The SBE also recommended a study on the structure of internships and pre-apprenticeships as related to the CCI, including students with extensive support needs.
Dashboard Alternative School Status (DASS) Application/Renewal Criteria
Related to the validity of the DASS high risk criteria, SBE directed CDE to remove wards of the court from the application-based DASS criteria. CDE had also requested to modify the “Students who are credit deficient” criteria to only include students who are enrolled on or between August 16 and June 30 for qualification. However, the SBE did not act on that request and instead decided to further study that change as part of the 2026 Accountability Workplan.
Differentiated Assistance (DA) on Eligibility based on California Longitudinal Pupil Achievement Data System (CALPADS) Submissions
The SBE adopted the following phased-in DA eligibility criteria related to the submission of data to CALPADS:
2023–24 Academic Year
- Districts and COEs that failed to certify EOY data submissions
- No districts or COEs were eligible for DA in this academic year
2024–25 Academic Year
- Districts and COEs that fail to certify data by final certification deadlines will be eligible for DA
2025–26 Academic Year
- Districts and COEs that fail to certify data by final certification deadlines will be eligible for DA
- Districts and COEs identified with a data quality issue will be eligible for DA
Priority 1 Teacher Assignment Data
As you are likely aware, the 2022, 2023, and 2024 Dashboards all included information about teacher assignments. The SBE, however, requested that, for the 2025 Dashboard and moving forward, CDE review options for making that data more accessible from the homepage of the Dashboard and for providing further disaggregated information at the school level.
At the July meeting, despite numerous concerns raised by both independent LEAs and LEA associations that this item was better suited for the 2026 Accountability Workplan since more input from the field was needed, the Board directed staff to:
- Beginning with the 2025 Dashboard, display the statewide information within Priority 1 as its own Dashboard card on the main page of each school and LEA Dashboard with links for additional information. (Card Graphics)
- Work to update the following terminology on the Dashboard card and Teacher Assignment Monitoring Outcomes (TAMO) report, as expeditiously as possible to ensure consistency
- Change “teachers” to “teacher assignments”
- Change “clear” to “fully prepared”
- Seek additional modifications as part of the 2026 Accountability Workplan to allow for feedback from educational partners on Teacher Assignment, including intradistrict comparisons.
Long-Term English Learner (LTEL) Results
The SBE modified the LCFF eligibility criteria for LTELs under Priority 4 to only include red or orange on the English Learner Progress Indicator (ELPI), beginning with the 2025 Dashboard.
The Board also approved adjusting the ELPI calculations for LTELs to include students who have been reclassified to English proficient as part of the 2026 Accountability Workplan.
Lastly, SBE shifted any modifications to the Suspension Rate Indicator in response to the LTEL student group to the 2026 Accountability Workplan.
SBE President Darling-Hammond also requested that CDE and the SBE revisit the current two definitions of LTEL to align – specifically to the 7-year definition. This may take some time because of the need for technological changes as well.
Participation Rate for Academic Indicators and Science
In response to feedback from the field, CDE planned to evaluate the reliability and validity of the grace periods using recent assessment and Dashboard information. Agreeing that additional time for analysis is needed, the SBE shifted this issue to the 2026 Accountability Workplan for implementation on the 2026 Dashboard.
Finally, we feel the need to provide a caveat on the information provided above. While CDE provided the Board with recommended actions, many of the motions taken on the various pieces in this item were amended orally during the course of the discussion. With the exception of the modified Option 2 for the teacher assignment data reporting which was posted after the item was completed, nothing was provided for public viewing. We have done our best to reflect what we believe the final actions to be and if additional information is provided we will pass it on. We understand the uncertainty may make it difficult for you to prepare for the Dashboard’s release.
SBE kicks off follow-up ELA/ELD instructional materials adoptions process (Item 5)
The 2025 Budget Act included funding for the Instructional Quality Commission (IQC) to initiate an English Language Arts (ELA)/English Language Development (ELD) adoption in the 2025-26 fiscal year, as well as funding for the development of guidance to support LEAs with the follow-up adoption and subsequent implementation of the new ELA/ELD instructional materials. This follow-up adoption is part of a larger state literacy effort to update the state’s literacy curriculum and professional development and is tied in part to a bill that is currently making its way through the Legislature. AB 1454 by Assembly Speaker Robert Rivas (D-Salinas) provides additional details about the adoption, including the criteria that the new instructional materials must adhere to as well as requiring the SBE to adopt K-8 ELA/ELD instructional materials on or before January 31, 2027. The Governor is expected to sign AB 1454 once it reaches his desk.
As the first step in starting the follow-up adoption process, last week, the IQC approved a draft Schedule of Significant Events that was subsequently approved by the SBE at this month’s meeting. Under the approved schedule, the Board is set to approve new ELA/ELD instructional materials at its November 2026 meeting. This means the State will be adopting new ELA/ELD materials just a year after it is scheduled to adopt new mathematics materials. Acknowledging the unusual closeness of the two adoptions, CDE noted in its presentation that the 2024 budget had repealed the statute that had previously prohibited math and ELA adoptions from occurring within one year of each other.
An overview of key events is below:
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