PasadenaLEARNs after school and summer school programs serve approximately 3,000 students daily at 23 school sites in PUSD with engaging enrichment, leadership, and learning opportunities. These are the finidngs from the 2nd annual LEARNs Parent Survey which was administered as part of their ongoing program improvement efforts. 

This data brief summarizes student assessment data from the Scholastic Reading Inventory, which is alternatively called the HMRI (Houghton-Mifflin Reading Inventory) at Pasadena Unified.

The main findings are summarized below:

 Approximately 9 in 10 students in grades 6 through 9 were assessed during the year.

• Districtwide across grades 6 through 9, about 42% of students overall were reading proficiently as reflected by their final reading assessment result for the year.
  • Nearly 7 in 10 Asian, White, and multiracial students achieved proficiency by their final assessment compared to about 3 in 10 Black and Hispanic students.
  • While about 7 in 10 non-target group students were reading proficiently by their final assessment, only 4 in 10 homeless students and 3 in 10 socio-economically disadvantaged students or foster youth were doing the same.
• Districtwide across grades 6 through 9, about 10% of students who did not initially assess as proficient reached the threshold for English proficiency by their final assessment.
  • White (21%) and Asian (18%) students who were not initially proficient reached proficient level at twice the rate of Hispanic and Black students (8%).
  • About 21% of non-target students who were not reading proficiently by their first assessment of the year reached proficient level by the final assessment compared to 5% of socio-economically disadvantaged students, 3% of foster youth and students with disabilities, and 2% of homeless students. 

This evaluation examines the effects of the International Baccalaureate Primary Years Program which is located at Willard Elementary. This report focuses on academic and behavioral outcomes for students who participated in the program in the 2008-09 through 2017-18 school years.

This data summary examining educational outcomes for 2017-18 has been requested by and for the aid of the District leadership team which will develop and submit a plan to improve disproportionate outcomes for students with disabilities.

In order to ensure equity in mathematics placement in compliance with the California Mathematics Placement Act (2015) this analysis examines whether implementation of the assessment tool or policy will have a disproportionate impact (sometimes also called disparate impact) on any particular student groups described in terms of gender, race/ethnicity, English language fluency, and socio-economic status.