State-wide Learning Loss Continues
Despite significant increases in educational spending, California schools continue to grapple with widespread learning setbacks in core subjects like math and reading. According to the latest findings from the Education Recovery Scorecard, a joint research initiative by Harvard University and Stanford University, student achievement in California remains well below pre-pandemic levels. The study, which analyzed national and state academic test scores, revealed that students in the state are still 31% of a grade level behind in math and 40% behind in reading compared to 2019.
The decline reflects a broader trend in public education following the COVID-19 pandemic, with students nationwide struggling to regain lost academic ground. However, the impact has not been uniform across the state, as some school districts have shown signs of improvement despite the overall decline.
Compton Unified Defies the Odds
Among the districts demonstrating progress, Compton Unified School District stands out. Serving one of Southern California’s most economically disadvantaged communities, the district has made notable gains in reading and math. From 2022 to 2024, standardized test scores in math steadily improved, while reading scores showed a significant post-pandemic boost.
Superintendent Darin Brawley, who has led the district since 2012, attributes the success to a strategic approach that includes frequent diagnostic assessments in English language arts and math, targeted resource allocation, and alignment with state education standards. “Their impressive graduation rate, coupled with significant academic growth and a strong focus on college and career readiness, demonstrates a deep commitment to student success,” said Los Angeles County Superintendent of Schools Debra Duardo.
Compton is not the only district outperforming expectations. Researchers found that 31% of California Schools students attend districts that have surpassed 2019 math levels, while 12% are in districts that have exceeded pre-pandemic reading scores. Meanwhile, 10% of students are in districts that have successfully recovered in both subjects.
More than Just a Money Problem
While education leaders continue to advocate for increased funding to improve student performance, the success of certain districts suggests that financial investment alone may not be the key factor. With nearly six million students in the state’s public education system, Compton Unified, and similar success stories demonstrate that strategic resource management and data-driven decision-making can yield meaningful academic improvements without necessarily requiring major funding increases.
The question of return on investment in education has gained attention, with organizations like the Eudemonics Lab at Georgetown University examining the correlation between spending and academic results. Their research highlights the importance of evaluating how effectively funds are used, rather than simply increasing education budgets.
As California Schools continues its efforts to bridge the learning gap, the contrasting performance among districts raises an essential discussion: What truly drives academic success, and how can struggling schools replicate the strategies of those that are thriving?
