Our Data and Progress

At Natomas Unified School District, we are dedicated to using both quantitative and qualitative data to assess the impact of our scholar mentoring programs and drive continuous improvement. We gather data through multiple sources to evaluate academic, behavioral, and social-emotional outcomes, ensuring our programs are meeting the needs of our scholars and contributing to a positive school culture.

These efforts help us track key indicators such as scholar connectedness, leadership growth, academic progress, improved behavior, and consistent attendance reflecting our commitment to a supportive and inclusive learning environment.

NUSD was included in the PACE Study, which features exemplar districts and their work supporting students to successfully complete A-G courses. The areas where NUSD is cited have been highlighted in yellow in the document.
View document here A-G Resource Guide.

The 2024-2025 school year marks the first full year of IXL implementation. In the previous year, 2023-2024, participation rates were not high enough to provide meaningful comparisons. Moving forward, growth will be measured using winter and spring diagnostics in 2024-2025, with the expectation of continued full implementation in the years ahead. This will allow for a more accurate assessment of the program's impact on student achievement.

Our Graduation rate is 96%, compared to the state average of 87%.

Reading

Math

 Percent of Students Who Met Stretch Growth (10 DFS or more)

• ELA Overall: Witter Ranch (52%)
• ELA Black/African American: Paso Verde (49%)
• ELA Hispanic/Latinx: American Lakes (52%)
• ELA SPED: Larry G. Meeks (54%) 
   
• Math Overall: Heron (46%) 
• Math Black/African American: Jefferson, Natomas Park (52%)
• Math Hispanic/Latinx: Paso Verde (41%)
• Math SPED: Witter Ranch (51%)
   

The data on writing performance for Black/African American (B/AA) scholars shows significant progress. Initially, the percentage of scholars meeting expectations was 12.2% on the pre-writing assessment, which increased by 12.5%, reaching 24.7% on the post writing. Overall, this represents a remarkable 26.5% total growth in writing achievement, demonstrating the impact of targeted interventions and focused efforts to support Black students in enhancing their writing skills.

The percentage of Black/African American students in grades 9-12 enrolled in at least one AP or IB course has shown a positive increase. Starting at 20%, the enrollment has grown by 3%, bringing the current rate to 23%. This improvement highlights ongoing efforts to expand access to advanced academic opportunities for Black students, supporting their academic growth and preparation for post-secondary success.

An area of improvement is evident in the percentage of Black/African American students who passed at least one AP or IB exam. The pass rate has declined from 49.6% to 41.2%, reflecting an 8.4% decrease. This highlights the need for enhanced academic support and targeted interventions to help more Black students succeed in these rigorous courses and increase their AP or IB exam pass rates.

The CAASPP ELA results for Black/African American students show a slight decline, with the percentage of students meeting or exceeding standards decreasing from 20.2% to 19.8%, a 0.4% drop

The CAASPP math results for Black/African American students indicate a minor decline, with the percentage of students meeting or exceeding standards decreasing from 9.4% to 9.3%, a 0.1% drop.

The chronic absenteeism rate for Black/African American students has shown a positive decrease, dropping from 36.3% to 33.1%, a 3.2% improvement, followed by a further reduction from 23.2% to 21.4%, reflecting an additional 1.8% decrease.

The suspension rate for Black/African American students has seen a slight decrease, moving from 16.4% to 15.7%, reflecting a 0.7% reduction.