Redlands students outperform state average but struggle to regain pre-pandemic ground

REDLANDS, Calif. — Nearly five years after COVID-19 disrupted schools across the country, the National Assessment of Education Progress (NAEP) has released new data known as the Nation’s Report Card. The results: hopeful yet concerning.

Why it matters: The Nation’s Report Card shows that while some students regained lost academic ground, most fourth- and eighth-graders continue to perform below pre-pandemic levels in both math and reading. This trend is consistent with state-reported test scores in Redlands, where students continue to perform below 2019 levels.

National trends: The NAEP test, which provides the data for the Nation’s Report Card, is mandated by Congress and is the largest nationally representative test of student learning. First administered in 1969, the math and reading assessment is given every two years to a broad sample of fourth- and eighth-grade students. 

According to NAEP’s latest report, 39% of fourth-graders and 28% of eighth-graders scored at or above proficiency in math—an improvement from 2022 but still below 2019 levels. Reading scores for fourth-graders continued to decline, dropping from 35% proficiency in 2019 to 31% in 2024.

While the pandemic exacerbated learning loss, proficiency declines in math had already begun before the pandemic, with scores peaking in 2013. For reading, scores began falling around 2015. 

National data also indicates a widening achievement gap, with higher-performing eighth-graders improving in math while lower-performing students moved in the opposite direction.

Poverty and performance are deeply connected when it comes to test scores. Fourth-grade students from the highest socioeconomic group outperformed their peers in reading, with 77% scoring above the national average, compared to just 34% of those from the lowest socioeconomic group.

How Redlands compares: The good news for Redlands Unified (RUSD) is that student proficiency rates surpass the state average. In English Language Arts (ELA), 50.38% of students met or exceeded the standard, compared to California’s statewide average of 47.04%. In math, 37.14% of RUSD students met or exceeded the standard, also above the state average of 35.54% across all grade levels. 

State data shows that local students continue to struggle in regaining lost proficiency after the pandemic. The percentage of students meeting or exceeding standards in both math and ELA has remained within one to two percentage points of last year. In contrast, 2018-2019 data shows higher proficiency rates, with 57.38% meeting the ELA standard and 44.21% meeting the math standard.

Data: California Assessment of Student Performance and Progress Graphic: Stephanie Hastings-Miranda, Community Forward Redlands

Christine Stephens, the communications manager and public information officer for RUSD, emphasized that the district employs a comprehensive progress monitoring system beyond traditional standardized testing. Teachers use the Renaissance STAR screening tool throughout the year to assess student growth in math and reading, while benchmark assessments in grades K-11 help refine instruction and provide targeted support.

“Beyond academic assessments, RUSD evaluates student success through multiple Key Performance Indicators, including grades, attendance, suspension rates, graduation rates, Advanced Placement (AP) pass rates, college course credit completion, and college and career readiness indicators,” Stephens told Community Forward via email. “According to the California School Dashboard, RUSD has shown continued progress in several key areas and is recognized as a national leader in AP Exam participation and success.”

Attendance is a particularly important indicator. Low-performing students who took the NAEP test were more likely to report missing five or more days of school in the previous month, highlighting the connection between school attendance and academic success. 

Chronic absenteeism, meaning students missing 10% or more of instructional days, continues to be a problem for RUSD, with the rate of chronically absent students exceeding pre-pandemic numbers. Across the district, about 20% of K-8 students are chronically absent, with some schools hitting nearly 40%. Read our article about it here. 

Bridging the gap: To address learning loss, Stephens shared several strategies the district has implemented, including social-emotional learning and targeted interventions, which include small-group instruction, individualized learning plans and tutoring to help students regain lost academic ground. 

The district has partnered with UC Davis to integrate coding and robotics into math instruction through the C-STEM Mathematics Program. Redlands students participate in a K-12 STEAM initiative and use interactive tools like Ozobots and Lego Robotics to engage in real-world problem-solving.

RUSD also has a large population of English language learners, with a total of 1,671 students across the district, 71.63% of which are Spanish speakers. To support these students, RUSD utilizes a Structured English Immersion program for language acquisition while still teaching academic content.

“RUSD is committed to providing a full continuum of learning options tailored to the unique needs of every student,” Stephens said on behalf of the district.