By Mairead Glowacki, Communications Director, Office of Congressman Mark DeSaulnier
Walnut Creek, CA – Today, Tuesday, November 25, 2025, Congressman Mark DeSaulnier (D, CA-10) announced that he will host a town hall in San Ramon to discuss improving transportation and education in the East Bay on Saturday, December 6th from 11:00 a.m. – 12:00 p.m. PT.
As a senior member of the Committee on Transportation and Infrastructure and the Committee on Education and Workforce, Congressman DeSaulnier will provide updates on his work to improve quality of life in the East Bay by reducing commute times and supporting families, students, and public education. He will also take questions from constituents.
“Two of the issues that impact people’s lives most are transportation and education,” DeSaulnier said. “I’ll highlight my work as a senior member of @EdWorkforceDems and @TransportDems and how I’m working to reduce commutes, make transportation safer, and invest in quality public education to make life better for our whole community.”
Town Hall on Improving Transportation and Education in the East Bay
The event is open to the public and press. To RSVP or request special accommodations, visit https://desaulnier.house.gov/town-hall-rsvp or call (925) 933-2660. Please note that space is limited.
This will be Congressman DeSaulnier’s 253rd town hall and mobile district office hour since coming to Congress in January 2015. He represents portions of Antioch in the current 10th Congressional District.
In addition to forfeiting game against Liberty High School; includes “antibullying training…community service hours” for “entire team”
“…privacy and confidentiality prevent us from providing specific details regarding the disciplinary measures taken…” – Principal Jimno
By Allen D. Payton
In a recent letter to parents and the community, Antioch High School Principal John Jimno said the varsity team members who participated in a bullying incident and the coaching staff responsible for oversight at the time have been disciplined.
The “appropriate discipline” is in response to the incident, in what some in the community have claimed involved a special needs student, and was in addition to Jimno forfeiting the team’s game against the Liberty High School Lions on Thursday, Oct. 30, 2025, as previously reported.
Jimno did not share his letter with the media and wouldn’t respond to questions asking for details about the discipline he meted out to both the players and coaching staff. But he did share a list of who and how the discipline was administered and said that the “list is not exhaustive.”
The letter reads:
Dear Antioch Community,
As you know, two weeks ago the Antioch High School leadership team, in coordination with the Antioch District Office, made the difficult decision to cancel the football game against Liberty High School. This decision was made following a video that depicted numerous students on the team engaging in behavior in violation of the District’s Code of Conduct. Since that time, we understand that many in our community have sought answers regarding the nature of the violation and whether disciplinary action was taken.
At the time of the cancellation, the investigation into the incident, and those responsible, was just beginning. However, the video itself made clear that misconduct occurred. We determined that allowing the team to play the game against Liberty High School would not reflect the values of Antioch High School and the District expect from the program and their athletes. Our priority was to make certain that those involved, and the team as a whole, recognized the gravity of the actions captured in the video and their impact.
While the investigation remains ongoing, we can provide a brief update on where the matter stands today. Through cooperation with members of the Antioch High School football team, we have identified many of the students involved. We have also identified a coach who potentially had supervisory responsibility at the time of the incident, and the District is reviewing this matter with utmost seriousness.
Although privacy and confidentiality prevent us from providing specific details regarding the disciplinary measures taken, we can confirm the following measures are in place:
Appropriate discipline has been implemented for the players found to have violated District policy.
Appropriate discipline has been implemented for any coaching staff found to be responsible for oversight at the time of the incident.
The entire football team participated in a restorative circle to understand the impact of this incident and this type of conduct.
The entire Antioch High School football team has participated in antibullying training. Those players identified to have been involved have participated in additional antibullying training.
Each member of the Antioch High School football team has begun and will complete community service hours.
This list is not exhaustive, but it reflects the seriousness with which Antioch High School and District leadership have addressed this situation. We also want to acknowledge the commendable leadership demonstrated by some members of the football team. These students recognized the inappropriateness of the incident, and despite difficulty of speaking up, came forward and took responsibility. Their honesty and transparency about the incident is commendable.
Bullying is and will never be tolerated at Antioch High School or with the District. If you know of anyone being bullied, or anyone engaging in bullying, please reach out to me directly. I will act immediately to ensure that no student endures such behavior in our school community.
Antioch High School must always remain a safe environment where students can enjoy their teenage years, build lasting friendships, and prepare for future success.
Thank you for your patience and understanding throughout this situation.
The Antioch High varsity football Panthers played two more games after the forfeit, including on the following Saturday, Nov. 8, against Pittsburg High in the annual Big Little Game. The Pirates won by a score of 56-3. According to MaxPreps, the Panthers played again on Friday, Nov. 14 against Ukiah in the 2025 North Coast Section Football Championships Division 3 game but lost to the Wildcats 26-15. Antioch High ended the season with a record of 7-4 overall and 3-2 in the Bay Valley League for a third place finish behind Pittsburg and Liberty, and ahead of the Deer Valley High Wolverines, Heritage Patriots and Freedom Falcons.
From strengthening California’s workforce to contributing billions in statewide industry activity, the CSU’s massive economic impact is undeniable
By Jason Maymon, Senior Director & Amy Bentley-Smith, Director of Strategic Communications, CSU Media Relations & Public Affairs
On Tuesday, November 18, 2025, the California State University (CSU) released its 2025 economic impact report, underscoring the system’s broad contributions to fueling nearly every aspect of California’s economy
The report, Moving California Forward: The Economic Power of the CSU, details the role the CSU plays in strengthening the state’s key industries and preparing a skilled workforce essential to driving economic vitality. The report finds that in 2023–24 alone, CSU-related spending contributed more than $20 billion directly to California’s economy, generating $31.6 billion in statewide industry activity, supporting 210,800 jobs, and producing $2.3 billion in state and local tax revenue.
“This comprehensive report clearly demonstrates that resources entrusted to the CSU should not be considered an expenditure, but rather an investment – and an investment with a powerful and tangible return,” said CSU Chancellor Mildred García. “Importantly, the report measures not only dollars, jobs and industry activity, but also the CSU’s impact on our students’ lives and families, our contributions as a research powerhouse, and the countless benefits our universities deliver to our workforce, to communities across California, and to our nation.”
“Education opens doors — and there is no greater or more prestigious educational system than California’s public universities,” said Governor Gavin Newsom. “These schools are a lifeline for first-generation and working-class students and channel vital talent straight into our workforce. From classrooms to clinics, fields to film sets, CSU graduates power the services, industries, and innovation that make California dominate and thrive.”
“Across California, the CSU is moving California and the state’s workforce forward,” said Stewart Knox, secretary of the California Labor & Workforce Development Agency. “Nearly half of all bachelor’s degrees awarded in our state come from the CSU – preparing talent that meets California’s evolving workforce needs in every region and major industry.”
Source: CSU’s 2025 Economic Impact Report
A Strong Return on Investment for California
For every dollar California invests in the CSU, the system generates $7.69 in statewide industry activity, which increases to $35.53 when factoring in alumni earnings, the report finds. CSU alumni, whose incremental earnings totaled $97.8 billion in 2024, create a ripple effect across industries and communities statewide.
Beyond the financial return, CSU’s role in educating more than half a million students delivers transformative social value by expanding access to higher education and accelerating upward mobility for the nearly 125,000 graduates who walk the commencement stage every year prepared to contribute and lead in their fields.
Source: CSU’s 2025 Economic Impact Report
Powering California’s Workforce and Key Industries
As the producer of nearly half of California’s bachelor’s degrees, the CSU is providing the diverse, educated and skilled professionals required to meet workforce needs in the state’s top in-demand industries. Specifically, within the education and health services and professional and business services sectors, which together account for more than 1 million projected job openings by 2033, the CSU is producing over half of related bachelor’s degrees. CSU’s engineering and construction program also provides more than half of the state’s general engineering graduates, which supports infrastructure growth.
In the 2023-24 academic year, CSU campuses conferred:
29,000 degrees in health care (representing 46% of such degrees awarded in the state)
23,000 degrees in business and professional services (48%)
14,000 degrees in humanities and social sciences (56%)
The CSU also produces:
78% of the state’s agriculture graduates
46% of graduates in public policy and criminal justice
49% of graduates in media, culture and design
37% of new multiple subject credentialed teachers
Source: CSU’s 2025 Economic Impact Report
Regional Impact: Strengthening Communities Across California
Each of the CSU’s 22 universities serve as anchor institutions, fueling job creation, innovation, and opportunity in their local community. The Economic Impact Report highlights significant regional benefits:
Bay Area: $4.8 billion in industry activity and 31,000 jobs supported.
Central Coast: $3 billion in industry activity and 31,500 jobs supported.
Inland Empire: $1 billion in industry activity and 9,218 jobs supported.
Los Angeles: $10 billion in industry activity and 74,900 jobs supported
North Coast: $718 million in industry activity and 6,598 jobs supported.
Sacramento Valley: $2.8 billion in industry activity and 24,613 jobs supported.
San Diego: $3.9 billion in industry activity and 32,760 jobs supported.
San Joaquin Valley: $2.6 billion in industry activity and 25,300 jobs supported.
These impacts demonstrate how the CSU powers California’s regional economies, ensuring that every corner of the state benefits from higher education, innovation, and workforce development.
For more information, view CSU’s 2025 Economic Impact Report at calstate.edu/impact.
Source: CSU’s 2025 Economic Impact Report
Bay Area Regional Impact
CSU spending through campus operations, capital investment and student spending on and off campus stimulate the economy of the Bay Area region. As detailed in Appendix B of the report, the direct spending for each campus is estimated using CSU financial data, enrollment figures, average student budget estimates and an analysis of California-based alumni earnings over time.
CSUs in the Bay Area had a direct spend of over $3.6 billion during the 2023-24 academic year, comprising the following four categories:
$1.7 billion on operational expenditures
$279.6 million on capital expenditures (four-year average)
$206.2 million on auxiliary expenditures
$1.4 billion on student expenditures
Many CSU alumni from campuses in the Bay Area region remain in California, contributing to the local economy. In 2024, they earned $19.5 billion in incremental earnings due to their CSU degree. That money, when spent in the local economy, sparked secondary impacts.
Source: CSU’s 2025 Economic Impact Report
During the 2023-24 academic year, CSUs in the Bay Area region generated a substantial economic impact across the region, supporting over 31,000 jobs and contributing $2.2 billion in labor income. Campus operational activities were the largest driver, accounting for more than 20,000 jobs and $1.4 billion in wages. Student spending and auxiliary services supported more than 8,000 jobs and injected nearly $1.7 billion into industry activity. Capital expenditures, while smaller in scale, supported 2,300 jobs and over $230 million in wages. Altogether, these activities culminated in $4.8 billion in industry activity and $321 million in tax revenues, underscoring the campuses’ vital role in regional economic vitality and public finance. Table 3 provides a further breakdown of results.
About the California State University
The California State University is the nation’s largest four-year public university system, providing transformational opportunities for upward mobility to more than 470,000 students from all socioeconomic backgrounds. More than half of CSU students are from traditionally underrepresented backgrounds, and more than one-quarter of undergraduates are first-generation college students. Because the CSU’s 22 universities* provide a high-quality education at an incredible value, they are rated among the best in the nation for promoting social mobility in national college rankings from U.S. News & World Report, the Wall Street Journal and Washington Monthly. The CSU powers California and the nation, sending nearly 125,000 career-ready graduates into the workforce each year. In fact, one in every 20 Americans holding a college degree earned it at the CSU. Connect with and learn more about the CSU in the CSU newsroom.
* Transition to 22 universities in progress (Cal Poly SLO and Cal Maritime integrating). The integration process is anticipated to be complete by fall 2026.
Mike Conklin, Chairman and CEO of Sentinels of Freedom presents the donation check to LMC President Pamela Ralston on Nov. 6, 2025. They were joined by Tara Sanders, LMC Foundation Director (left), Melissa Jackson, LMC Veterans Services Program Coordinator (right) and LMC student veterans affiliated with the Veterans Resource Center. Photos: LMC
Funding to support in-person math tutoring
By Juliet V. Casey, Director of Marketing, Los Medanos College
Pittsburg, Calif. – Mike Conklin, chairman and CEO of Sentinels of Freedom, came to Los Medanos College Nov. 6, 2025, with words of wisdom and a hand-written check worth $5,000 for LMC’s Veterans Resource Center.
Just ahead of presenting the check, Conklin spoke to students attending LMC to gain the skills and education needed to transition from military service to civilian life.
“I’m here to tell you, people in this community want to see you succeed,” Conklin said, after sharing personal stories about the military service of his son whose combat injuries resulted in a stay at Walter Reed National Military Medical Center. “They all respect your service and sacrifice for this country.”
Mike Conklin speaks with the LMC student veterans.
He noted that Sentinels of Freedom, a nonprofit organization of veterans, aims to help wounded and injured post-9/11 veterans transition into civilian life. Through personalized support, the group provides guidance to veterans pursuing higher education, establishing careers and working toward self-sufficiency. The donation, he said, would support in-person math tutoring for student veterans at LMC. The college has 168 student veterans enrolled this fall.
Conklin also led a workshop for the group on budgeting and financial planning.
“Many veterans return to college after years away from the classroom, often facing challenges in subjects like mathematics as they transition back into academic life,” said Rikki Hall, LMC director of Admissions and Records. “This grant provides essential, targeted support to help them build confidence, strengthen foundational skills, and ultimately succeed in achieving their educational goals.”
Los Medanos College Veteran Services focuses on meeting the needs of military-affiliated students, while honoring their distinct experiences and contributions. LMC is approved for education and training under applicable federal and state laws administered by the U.S. Department of Veterans Affairs and the California Department of Veterans Affairs.
About Sentinels of Freedom
The San Ramon, CA-based Sentinels of Freedom are committed to empowering severely wounded and injured post-9/11 veterans during their transition into civilian life. Through personalized support, they provide guidance to each veteran in pursuing higher education and establishing fulfilling careers, facilitating their seamless integration into society and self-sufficiency.
The idea for Sentinels for Freedom began with our founder, Mike Conklin, whose son Kris was wounded in Iraq. While visiting Kris in the hospital, Mike spoke with others who were also wounded. It when then that he realized the tremendous physical and emotional hurdles these war–torn men and women faced when transitioning back to civilian life. Conklin established the organization as a 501(c)(3) nonprofit organization in 2007. For more information visit https://sentinelsoffreedom.org.
About Los Medanos College (LMC)
LMC is one of three colleges in the Contra Costa Community College District serving the East Contra Costa County community. Established in 1974, LMC has earned federal designations as a Minority-Serving and Hispanic-Serving institution. It offers award-winning transfer and career-technical programs, support services, and diverse academic opportunities in an inclusive learning environment. With exceptional educators, innovative curriculum, growing degree and certificate offerings, and state-of-the-art facilities, the college prepares students to succeed in their educational pursuits, in the workforce, and beyond. LMC’s Pittsburg Campus is located on 120 acres bordering Antioch, with an additional education center in Brentwood. For more information visit www.losmedanos.edu.
By Vanessa Vizard, Vizard Marketing & PR for CalKids
Contra Costa, CA — Contra Costa County families welcoming a new baby can also celebrate another milestone: their child’s very first scholarship. Through the California Kids Investment and Development Savings Program (CalKIDS), every child born in the state on or after July 1, 2022, automatically has a CalKIDS Scholarship Account waiting in their name — including more than $2 million in scholarship funds set aside for children in Contra Costa County alone.
CalKIDS is the nation’s largest children’s development account program, designed to support college and career training. For newborns and young children, the state invests up to $175 in a CalKIDS Scholarship Account:
$100 for being born in California (babies born July 1, 2023, or later; $25 for those born between July 1, 2022 and June 30, 2023)
$25 extra when parents claim the account online
$50 extra for linking the account to a ScholarShare 529 College Savings Plan
That’s up to $175 already invested in a child’s future, long before applications, admissions essays, or financial aid forms come into play.
“At First 5 California, we recognize that supporting healthy development begins with a commitment to ensuring every child has the opportunity to thrive,” said Jackie Thu-Huong Wong, Executive Director of First 5 California. “CalKIDS is a powerful way to show families that their child’s future matters from the very beginning.”
With August, September, and October among the most common birth months in California, thousands of families are becoming newly eligible for a CalKIDS Scholarship. It’s a timely opportunity for parents to take an easy first step that can grow into a lifelong advantage for their child’s education.
How to Claim Your Baby’s Scholarship
Claiming is quick, easy, and free at CalKIDS.org. Parents and guardians just need three pieces of information:
The county where their child was born
Their child’s date of birth
The 13-digit Local Registration Number (LRN) on the birth certificate, or the unique CalKIDS code mailed to their home
Once claimed, families can log in anytime to view balances, link a ScholarShare 529 Account, and learn how funds can be used. Eligible expenses include tuition and fees, required books and supplies, and computer equipment at accredited higher education institutions nationwide.
“I appreciate the forward thinking of CalKIDS by investing in the education of our next generation! Starting to save for college early will pay dividends in the long run,” said Contra Costa parent Joshua Tan.
Small Actions Make a Big Difference
Research shows that children with even small savings for higher education are three times more likely to attend college and four times more likely to graduate. Education is also one of the most powerful tools to break the cycle of poverty — a college degree can nearly double lifetime earnings. By giving every child in California a first scholarship, CalKIDS brings that opportunity to families from day one and makes the path to higher education more attainable for millions.
Across California, CalKIDS is working with hospitals, county offices, and community partners like United Ways of California to ensure families know about this opportunity from the very beginning.
“Every child deserves the chance to dream big, and that starts from the moment they are born. CalKIDS is helping families of newborns begin saving for education and career training right away. United Ways of California is proud to support this effort, which aligns with our work to expand economic mobility and opportunity across the state,” said Mandy Nand, Associate Director of Economic Mobility, United Ways of California. “United Ways of California is thrilled to support CalKIDS. By providing funds to every newborn, California is giving families peace of mind and an important financial foundation for their child’s future. This effort reflects our mission to help families build stability and opportunity from the very start of life.”
Since its launch in 2022, CalKIDS has become the largest child development account program in the country. In addition to newborns, CalKIDS also created accounts for over 4 million public school students, accounting for more than 5 million children total with CalKIDS Scholarship Accounts and $2 billion invested. More than 700,000 families have claimed their scholarships, turning possibility into action.
Families can learn more and claim their baby’s first scholarship today at CalKIDS.org.
About CalKIDS: The California Kids Investment and Development Savings Program (CalKIDS) is the nation’s largest child development account program, providing scholarships for higher education. Administered by the ScholarShare Investment Board, and Chaired by State Treasurer Fiona Ma, CPA, the program is designed to promote the pursuit of higher education statewide by empowering families to build assets, nurture savings habits, and raise their educational aspirations. Eligible public school students can receive CalKIDS Scholarships worth up to $1,500 and every child born in California on or after July 1, 2022, is awarded a CalKIDS Scholarship worth up to $175, ensuring more families have the resources needed to support their children’s education. To learn more, visit CalKIDS.org.
Will subcontract with Antioch Chamber of Commerce Foundation
By Juliet V. Casey Director of Marketing, Los Medanos College
PITTSBURG, Calif. – Contra Costa County selected Los Medanos College (LMC) to lead a $1 million initiative aimed at strengthening the nonprofit sector in East Contra Costa County. The East County Nonprofit Capacity Building Program, approved by the Contra Costa Community College District Board of Trustees this month, aims to develop future nonprofit leaders and to expand organizational effectiveness across the region.
The initiative will serve communities including Bay Point, Pittsburg, Antioch, Oakley, Brentwood, Byron, Discovery Bay, Knightsen and Bethel Island. LMC was chosen for its proven ability to deliver high-quality education and workforce development programs tailored to community needs.
LMC President Pamela Ralson said the college is eager to move forward, having worked over the past year to create more learning opportunities to support nonprofits. The next step will be to establish the educational programming for the initiative, which runs through Oct. 31, 2028.
Ralston recognized local leaders for their foresight in supporting the initiative.
“County Supervisors, and Supervisors Diane Burgis and Shanelle Scales-Preston in particular, see the value of developing and training future leaders across the nonprofit landscape in our area,” she said. “LMC is proud to be a partner in that effort.”
Contra Costa County Supervisor Diane Burgis said she is grateful for all the community partners who collaborated on the initiative.
“My goal is for this to help train the current and next generation of nonprofit leaders in East County and help all small- and medium-sized nonprofits succeed,” she said.
The initiative features:
Educational programming: Fee-based seminars and free workshops on nonprofit management, plus academic courses that stack toward certificates and degrees.
Mini-grants: Funding for paid internships and capacity-building projects, with priority given to organizations serving low- to moderate-income and historically underserved communities.
Leadership development: A cohort program for mid- to senior-level nonprofit staff, offering executive skills, mentorship, and peer networking.
Nonprofit Resource Hub: A collaborative space for nonprofit entrepreneurship and shared learning.
“Building capacity among East Contra Costa County nonprofits is not simply a ‘good idea,’ it is necessary for ensuring sustainability and a steady flow of services to our most in-need constituents those nonprofits serve,” Contra Costa County Supervisor Shanelle Scales-Preston said. “We could not think of a more appropriate strategic partner than Los Medanos College to work collaboratively in this endeavor.”
LMC will subcontract with the Antioch Chamber of Commerce Foundation to manage the project, including hiring a dedicated project manager and convening an advisory group of nonprofit leaders and curriculum experts. The chamber has long advocated for local businesses and nonprofit organizations, which unlike other businesses are not aiming to make a profit, rather they use money for the public good, said Jim Becker, incoming board chair for the Antioch Chamber of Commerce.
“Nonprofits make up 20% of the local economy, and they run just like other businesses. They need HR, financial and legal compliance,” he said. “It’s really exciting to partner with LMC to provide greater and broader access to nonprofit business education.”
About Los Medanos College (LMC): LMC is one of three colleges in the Contra Costa Community College District serving the East Contra Costa County community. Established in 1974, LMC has earned federal designations as a Minority-Serving and Hispanic-Serving institution. It offers award-winning transfer and career-technical programs, support services, and diverse academic opportunities in an inclusive learning environment. With exceptional educators, innovative curriculum, growing degree and certificate offerings, and state-of-the-art facilities, the college prepares students to succeed in their educational pursuits, in the workforce, and beyond. LMC’s Pittsburg Campus is located on 120 acres bordering Antioch, with an additional education center in Brentwood. For more information visit www.losmedanos.edu.
California test scores show students still struggle with learning loss five years after the Covid pandemic.
Students improved by 1.8 percentage points in math and English language arts last school year, the largest year-over-year increase since before the pandemic.
Despite increases, serious equity gaps persist.
Science scores were the only ones to return to pre-pandemic levels
Five years after the Covid pandemic closed schools and pushed students into a year of distance learning, California test scores show that — despite increases — students are still struggling with learning loss.
During the 2024-25 school year, the number of students who were advanced or proficient in math and English language arts improved by 1.8 percentage points in each subject — the largest year-over-year increase since before the Covid pandemic, according to Smarter Balanced test scores released Thursday. Science scores increased by 2 percentage points.
“There is greater progress this year than we had last year,” said State Board of Education President Linda Darling-Hammond. “Gains in ELA and science are about four times the level of the gains last year, and the gains in math are about twice the level of the gains last year. So, it feels like there is some momentum toward improvement.”
New Titles for Four Levels of Achievement: Advanced, Proficient, Developing or Minimal
The titles of the four levels of achievement are different this year. In March, the California State Board of Education chose new titles to describe how students perform on standardized tests, including the Smarter Balanced tests.
Students will now be labeled as advanced, proficient, developing or minimal to describe their knowledge and skill level.
Students who are advanced, proficient and developing are all working within their grade level band, while students who are at the minimal level are not consistently showing grade-level standards, said State Board of Education President Linda Darling-Hammond.
“Proficient is a pretty high bar because that is very thorough mastery of grade-level standards and advanced is very sophisticated,” she said.
Smarter Balanced tests are given to students in third through eighth grades and in 11th grade as part of the California Assessment of Student Performance and Progress (CAASPP), which also includes the English Language Proficiency Assessment.
CAASPP test scores for California nearly 1,000 school districts and 10,000 schools are available on EdSource’s searchable database.
Despite the improvement at all grade levels, the number of students who were advanced or proficient in English language arts last year only increased to 48.8%, 37.3% in math, and 32.7% in science.
That wasn’t enough to bring scores up to pre-pandemic levels when more than half of California students, 51.7%, met or exceeded state standards in English language arts, and 39.7% met or exceeded state standards in math.
Science scores were the only ones to return to pre-pandemic levels, with 2.8% more students scoring proficient or better last year compared to 2018-19.
Equity isn’t improving fast enough
“I think certainly these scores are headed in the right direction,” said Christopher Nellum, executive director of EdTrust-West, an education advocacy organization. “I would argue, at the wrong speed if we’re serious about equity … we need double-digit gains, not incremental gains.”
The California School Boards Association is also calling for a state plan to close the achievement gap that includes increased funding for school districts with a large population of high-needs students, as well as increased accountability and transparency from the state.
“We shouldn’t let a point or two in a positive direction detract from the fact that millions of California students are still being underserved and those students are disproportionately concentrated in certain demographic groups that have been lacking for decades,” said Troy Flint, chief information officer at the CSBA.
Nation’s third graders have similar scores
California’s third-grade reading scores are similar to most other states in the country, which have grown about 1% a year between 2022 and 2025, said David Scarlett Wakelyn, a partner with Upswing Labs, a nonprofit that works with school districts to improve reading instruction. California has had 0.7% annual growth in reading scores in those years, Wakelyn said.
Third grade is considered a crucial year for students to begin reading to learn, a key indicator for academic success. Last school year, 44.21% of California third graders were proficient or advanced in reading. The year before that, it was 42.8%.
Only Louisiana has returned to pre-pandemic levels for third-grade reading, Wakelyn said. The state, which doesn’t use the Smarter Balanced test, has high-quality curriculum and instructional materials in use across the state, he said.
More English learners are proficient
Slightly more English learners tested as proficient on the English Language Proficiency Assessment for California (ELPAC) than last year. Students who speak a language other than English at home and have not yet achieved proficiency in English are classified as English learners and must take the ELPAC every year until they achieve proficiency.
The test measures proficiency in reading, writing, speaking and listening in English, and has four levels of proficiency — “beginning to develop,” “somewhat developed,” “moderately developed,” and “well developed.”
The percentage of English learners with “well developed” English went up from 14.6% in 2024 to 15.5% in 2025, while the percentage of students at the other levels stayed relatively the same. In 2023, however, 16.5% of English learners achieved the “well developed” level of English.
Students’ progress on the ELPAC is important because once students are reclassified as “fluent English proficient,” they generally do better than native English speakers on English and math tests. For example, 60.2% of former English learners who are now considered proficient met or exceeded the standard in English language arts in 2025, compared to 53.3% of native English speakers.
Martha Hernandez, executive director of Californians Together, an organization that advocates for English learners statewide, said she’s happy that more students have progressed to “well developed” English on the ELPAC, but that the state needs to help more students learn English.
“We need to continue investing in professional development focused on comprehensive English Language Development, especially integrated ELD for all teachers across all subjects. I think that’s critical,” Hernandez said, adding that she was hopeful that the state’s new initiatives to teach reading and math with more focus on including instruction for learning English will help students.
She also said English learners need more access to bilingual programs, since research shows students have stronger outcomes in English when they are enrolled in bilingual programs.
Black and Latino students make progress
The number of Black and Latino students who met or exceeded the standard in English language arts, math and science grew somewhat, with the percentage of students in both groups increasing between 2% and 2.4 % over the last year.
Still, the overall percentage of both Black and Latino students meeting or exceeding the standards remained low, compared to white and Asian students. Only about a third (32.8%) of Black students met or exceeded the standard in English, and only about a fifth (20.1%) did so in math.
Among Latino students, 38.8% met or exceeded the standard in English and a quarter (25.7%) did so in math. In comparison, 61.8% of white students met or exceeded standards in English, and 51% in math, and among Asian students, 74.36% met or exceeded standards in English and 70.3% in math.
Students from all groups are still below pre-pandemic levels in both English and math.
“I don’t get why we are not outraged when two-thirds of any subgroup is not meeting proficiency in core areas like reading and math,” said Tyrone Howard, professor of education at UCLA. He said that state and school districts need to examine what may be helping some Black and Latino students and do more of it.
“I think we know to a large degree what works — high-dosage tutoring, that Black students have access to highly trained, culturally competent teachers, that we have the appropriate language supports for multilingual students,” said Howard. “We just haven’t been committed to it.”
Travis Bristol, associate professor of education at UC Berkeley and faculty director for the Center for Research on Expanding Educational Opportunity, said the small growth among Black and Latino students’ test scores should be celebrated.
“The fact that we see increases in Black and Latinx students suggests, at least to me, that some of the state’s strategies to improve outcomes for these students appear to be working,” Bristol said.
He said successful strategies include a state grant program that provides $25,000 incentive awards for national board-certified teachers in schools with large populations of low-income students, English learners or foster youth, as well as the community schools program, with wrap-around health and other services in schools.
“Because they’re paying off, we need to double down and continue to invest so we are not at a place where only a third of Black students meet or exceed the standard in English language arts, or only a quarter of Latinx students meet or exceed the standard in math,” Bristol said. “No one wants that.”
Pandemic widened math gender gap
For the second school year in a row, both girls and boys improved their scores in math and English language arts. This year’s scores show that 52% of girls met or exceeded English language arts standards versus 45% for boys. In math, 35% of girls and 39% of boys met or exceeded standards.
The difference, however, is in how quickly those improvements are occurring.
Between 2022-23 and 2023-24, math scores for girls and boys improved by 0.79 and by 1.04 percentage points, respectively. In comparing the rates of improvement between 2023-24 and 2024-25, girls’ math improved by 1.59 percentage points while boys’ scores jumped by 1.9.
And in English language arts proficiency, girls improved at about the same rate as boys in 2023-24. But the test scores for the most recent school year show a shift, with girls improving by 1.63 percentage points and boys by 1.91.
Due to the difference in the pace of improvement, boys’ scores are much closer than girls to their pre-pandemic math and English scores.
A difference of a few percentage points between students might not be a big issue, “but what could be happening is that girls are interpreting that in a way that makes them feel discouraged about pursuing different types of careers,” said Ian Thacker, an associate professor of educational psychology at the University of Texas at San Antonio who previously also taught math and physics in California.
Prior to the pandemic, girls were advancing in math at such rates that they either nearly or fully closed gender gaps across California. But since the pandemic, the gap has widened. A recent analysis by the Associated Press, using data from the Stanford Education Data Archive, found that girls had higher math scores than boys in 62% of California districts in 2018-19, but in only 4% in 2023-24.
Researchers say there is no known definite reason for this shift, but theories range from higher rates of mental health challenges among girls during the pandemic to gendered differences in academic expectations for girls and boys.
A study Thacker co-authored in 2022, for example, showed differences in teachers’ beliefs about their students’ capacity to succeed in math.
“It’s more than just ‘how skilled are these students,’” Thacker said. “There’s a lot more going on beneath the surface, especially when it comes to cultural social stereotypes, kind of driving people’s self-perceptions.”
Megan Kuhfeld, director of growth modeling and data analytics for the education research company NWEA, has found California’s scores mirror national trends.
“It is important for districts to reexamine classroom dynamics and instructional practices, particularly in STEM classes. If pandemic-era shifts in behavior and teacher attention have disproportionately benefited boys in STEM classrooms, this may be contributing to the divergence we see in achievement,” Kuhfeld said.
Economically disadvantaged students make gains
Statewide, about 38% of socioeconomically disadvantaged students met or exceeded English language arts standards, up from 37% from the prior year, and just over 26% met or exceeded math standards, up from 25% from the prior year.
The socioeconomically disadvantaged subgroup includes students who meet one of eight criteria, including those eligible for free or reduced-priced meals, experiencing homelessness, enrolled in school while at juvenile hall, and eligible for foster care.
While their test scores remain lower than pre-pandemic levels, they have improved year-over-year, with the most recent test scores showing that socioeconomically disadvantaged students are less than 1 percentage point away from their 2018-19 English language proficiency levels and 1.29 percentage points below their math proficiency levels.
What stands out is that the rate of improvement slowed down this year, particularly in math.
During 2023-24, this student group improved by 1.54 percentage points in English and by over 2 percentage points in math. The most recent scores show they improved by 1.4 in English and by 1.2 in math.
Several of the students included in this subgroup have some of the highest rates of chronic absenteeism and often live in unstable environments, at times moving repeatedly due to changes in foster placement or inability to get to school on time because of inconsistent transportation.
Local context is critical, noted Kuhfeld. “State and national data provide helpful starting points, but the real value comes from using those data to guide deeper, community-level inquiry into which students need the most support and where resources can have the greatest impact.”
It’s important to be aware that a focus on proficiency rates could “obscure meaningful trends,” she added.
“Given what we know about how achievement dropped off for lower-performing students during the pandemic, paying attention to those students is critical,” Kuhfeld said. “Without that level of detail, we risk missing the students most in need of support.”
We are prepared to have some great resources and services provided for our 13th Annual Stuff The Bus school supply giveaway on Saturday, Aug. 2, 2025. Join us at the Contra Costa Event Park (fairgrounds) on W. 10th Street in Antioch.
Please REGISTER
If you have/know of a great (preferably FREE) resource or have beneficial info that you would love to share with the community!!
The QR code below will also give you access to information including a volunteer sign-up form as well as ways to donate to this event!! Please share
For families looking to register, registration is now open. You will see that information pop up via this link: https://linktr.ee/4evermefoundation
UPDATE: Claryssa Wilson, a dedicated Antioch High School alumna, community leader, and founder of the renowned annual event, is proud to announce the return of the 13th Annual Stuff the Bus School Supply Giveaway, an event that has become a cornerstone of community support and youth empowerment in East Contra Costa County. Since its inception when she was just in the 6th grade, Claryssa has been committed to ensuring that every student, regardless of socioeconomic background, has access to the essential tools needed for academic success.
This year’s event is scheduled for Saturday, August 2, 2025, from 10 a.m. to 3 p.m. and will be held at the Contra Costa County Event Park (Fairgrounds), located at 1201 W. 10th Street in Antioch, CA. Over the past twelve years, this inspiring initiative has provided backpacks filled with school supplies to over 40,000 students across Antioch, Pittsburg, and neighboring communities. It has grown into a collaborative effort with numerous local organizations and sponsors, including the Golden State Warriors, the Antioch Schools Education Foundation, Adonal Foyle’s Kerosene Lamp Foundation, and many others who share a common vision of fostering educational opportunity and community resilience.
“No student should face a new school year without the basic supplies they need to succeed,” said Claryssa Wilson, founder and host of the event. “Our mission is rooted in the belief that every child, regardless of their circumstances, deserves the chance to learn, grow, and excel. By providing these supplies, we’re helping to level the playing field and inspire hope for a brighter future.”
This year’s event is expected to reach and serve thousands of students, many of whom are vulnerable and face significant barriers such as foster care, homelessness, or economic hardship. The event will feature an array of family-friendly activities, vendor booths, and entertainment designed to bring joy and support to families. Children and parents will have the opportunity to enjoy performances by Jordan Orosco, known as The Mathemagician, whose engaging magic and math demonstrations foster a love of learning. The event will also include a Stepz Dance Fitness segment, interactive games, resource tables, and much more to create a festive, supportive atmosphere.
One of the new highlights this year is a full-service Hair Salon, offering FREE haircuts, braiding styles, washes, blow-drys, and silk presses. This service aims to boost confidence and help families prepare for the upcoming school year. Services will be available on a first-come, first-served basis, and registration is required.
In addition to the giveaways and entertainment, the event provides a platform for community organizations, local businesses, and educational resources to connect with families, share information, and foster ongoing support. The event’s overarching goal is to create a sense of unity, hope, and empowerment for families, especially those most in need.
All media outlets and press representatives are warmly invited to cover the event. To coordinate interviews with Claryssa Wilson or for additional information, please contact:
The Stuff the Bus School Supply Giveaway is organized by the 4ever Me Foundation, a registered 501(c)(3) nonprofit organization founded by Claryssa Wilson in 2012. Over the past decade, the Foundation has dedicated itself to supporting foster children, unhoused youth, and children facing homelessness, providing vital supplies, mentorship, and community support. To date, the Foundation has served more than 40,000 students and continues to expand its outreach and impact.
All donations, sponsorships, and gifts to the 4ever Me Foundation and the Stuff the Bus School Supply Giveaway are tax-deductible and vital to maintaining and growing this impactful community effort. Contributions can be made through the Foundation’s website or by contacting the organization directly.
Join us this August in making a tangible difference—helping empower students to succeed academically and build a foundation for lifelong achievement. Your support ensures that no child is left behind because of a lack of basic school supplies. Together, we can create a stronger, more resilient community where every student has the tools to thrive.
