L.A. Unified Scores Show Continued Improvement, But Gaps Remain
Top Takeaways
* L.A.Unified’s CAASPP scores have continued to improve districtwide, including across demographic subgroups.
* School performance varied widely.
* Teachers and parents say thier efforts and involvement played a key role in students’ improvement.
When students walk into Gina Gray’s English classroom in Middle College High School on any given testing day, she greets them with encouragement: “Tap into your genius. You have it,” Gray reminds the 11th graders. “Just do your best. … All we can ask you is to show what you know.”
Students across the Los Angeles Unified School District did just that when they took the test, known as the California Assessment of Student Performance and Progress (CAASPP). The 2025 test scores mark a milestone for the district – year-over-year growth of LAUSD students is outpacing that of the state, and students are now performing at higher levels than they did pre-pandemic.
“Thinking that everyone’s gonna just be at the top, that’s an unrealistic goal for teaching and learning,” Gray said. “If everyone came into the ninth grade knowing every standard and every rule, what would be my role?”
According to recently released scores on the 2025 state Smarter Balanced Assessments, more than 46% of LAUSD students met or exceeded state standards in English, marking more than a 3% increase from the previous year. And in math, the district’s scores improved nearly 4%, with 36.76% meeting or exceeding state standards.
“Things are getting better. We’re not only moving in the right direction. We’re leading in that respect,” said Gov. Gavin Newsom at a press conference, applauding progress made in both Los Angeles Unified and across the state.
At another Los Angeles Unified press briefing, Karla Estrada, the district’s deputy superintendent of instruction, attributed the uptick in scores to the work of its credentialed teachers, professional progress opportunities for staff, high-quality instructional materials, small group instruction, and additional interventions, like tutoring.
Still, more than half of LAUSD’s student body is not meeting state standards in English, and nearly two-thirds are not meeting them in math. Just over a quarter met state standards in science. LAUSD falls behind the state average on all three.
Across the district, roughly 36% of African American students and about 41% of Hispanic students met or exceeded standards in English – compared to about 69% of white students and roughly 80% of Asian students. Despite the progress, there remains a wide gulf between the performance of Hispanic and African American students and their Asian and white peers.
Beyond Standardized tests: Fostering Student Success Through Parental Involvement and Supportive Learning Environments
Recent discussions highlight the importance of a holistic approach to measuring student progress, moving beyond reliance solely on standardized test scores. experts emphasize the crucial roles of parental engagement and creating inclusive classroom environments where students feel safe to both seek and offer help.
The Power of Parental Involvement
Maria Galicia, a parent, underscored the significance of active parental participation in a child’s education.”I went to meetings, conferences, spoke with teachers, asked how I could support my children at home, in addition to the support they receive from school,” Galicia said. “Parents need to get involved. So, I feel that this helped my children develop a love for school and strive academically.And I was always attentive. I have been attentive to everything they need to this day.” This dedication to understanding and supporting her children’s educational journey demonstrates the positive impact parents can have on fostering a strong academic foundation.
Moving Beyond a Single Measure of Progress
While standardized tests offer one data point for evaluating student, school, and district performance, educators are increasingly recognizing their limitations. According to data from Middle College High School,the school saw approximately a 4% increase in students meeting or exceeding standards in English and a more than 14% increase in math compared to the previous year.however, Principal Gray argues that these tests don’t provide a complete picture.
“there are other ways to capture progress,” Gray stated. She champions a collaborative learning habitat where students are pleasant both assisting their peers and requesting assistance when needed. “It was realy good to have a collaborative learning environment where the students feel comfortable to hold their hand up and say, ‘Hey, I know this! I can help!’ and also the space where they can say, ‘I need a little more support with this. Can you show me?'”
Addressing Diverse Learning Needs
Gray also points out that standardized tests often fail to accommodate diverse learning and testing styles. Specifically, she notes the challenges faced by students with anxiety. “There’s no space for the student who has anxiety about sitting for a long period of time to show you what they can know in that setting because you only offer it in one way,” she explained.
Her classroom provides versatility, allowing students who need to move around or require extra time to do so. “I can give you more time with the writing,” she said. “A standardized test doesn’t do that. It’s only one way to learn and one way to record.” This approach highlights the importance of individualized support and recognizing that learning isn’t a one-size-fits-all process.