[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-586923-105":59,"doc-detail-586923-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","california-test-scores-show-little-improvement-after-pandemic-introduction","California Test Scores Show Little Improvement After Pandemic - Introduction","","California released statewide test results for Grades 3–8 and 11 for the 2022–23 school year in October 2023, enabling analysis of whether learning has recovered after COVID-19 disruptions. Despite marginal gains from 2021–22, student performance in both ELA and math remains far below pre-pandemic levels. The report emphasizes widening opportunity gaps affecting low-income students, students with disabilities, students of color, and English learners, and notes that staffing shortages, chronic absenteeism, worsening youth mental health, and related disruptions hinder recovery.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/california-test-scores-show-little-improvement-after-pandemic-introduction/586923/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/california-test-scores-show-little-improvement-after-pandemic-introduction/586923.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What do the 2022–23 California test scores indicate after the pandemic?","Question",{"text":113,"@type":114},"They show only marginal improvements since 2021–22, while overall results remain far below pre-pandemic levels in both ELA and mathematics.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which student groups are described as most harmed by the COVID-19 disruption?",{"text":118,"@type":114},"Low-income students, students with disabilities, students of color, and students learning English faced heightened challenges during the pandemic.",{"name":120,"@type":111,"acceptedAnswer":121},"Why does the document argue standardized tests alone are not sufficient?",{"text":122,"@type":114},"Standardized tests provide quantitative performance data but do not capture motivation, alignment of coursework with aspirations, or broader readiness for college, career, and life; they may also introduce biases affecting marginalized groups.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},586923,1792217150,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":36,"preview_page_count":4},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","California Test Scores Show Little Improvement After Pandemic  \nHeather J. Hough  Belen Chavez  \nIn October 2023, the California Department of Education released test scores for all students in Grades 3–8 and 11 for the 2022–23 school year. These results represent an opportunity to analyze whether and to what extent student learning has rebounded after the dramatic declines in scores resulting from the COVID-19 pandemic and related school closures. Despite marginal improvements from 2021–22, student cohorts in 2022–23 remain very far behind prepandemic levels: in ELA, by 4.4 percentage points, and in math, by 5.1 percentage points. Most concerning is that these scores reveal so starkly the large and growing opportunity gaps between student groups.  \nJanuary 2024  \nIntroduction  \nIn October 2023, the California Department of Education released test scores for all students in Grades 3–8 and 11 for the 2022–23 school year. These results represent an opportunity to analyze whether and to what extent student learning has rebounded after the dramatic declines between 2019 and 2022. The test results show that, despite some marginal improvements from 2021–22, student cohorts in 2022–23 remain very far behind prepandemic levels in both English language arts/literacy (ELA) and mathematics.  \nIt is now widely understood that student learning was seriously affected by the COVID-19 pandemic. Since the pandemic physically closed schools in March 2020, researchers have predicted and then estimated the impact of the extended disruptions in education on student learning;1 the research has consistently shown that student learning is behind where it would have been in the absence of the pandemic and that the impact has been most detrimental for low-income students, students with disabilities, students of color, and students learning English. These groups faced heightened challenges during the pandemic, experiencing greater economic hardship, family illness, and loss of life in their families and communities2 and encountering formidable obstacles in the transition to distance learning.3  \nUnderstanding the threats that these learning lags pose to students’ learning progressionsand long-term opportunities, state4 and federal5 leaders made unprecedented investments to help educators respond to students’ needs and accelerate learning. From the public discourse, it appears there had been hope that, given the substantial investments, students’ test scores might rebound as dramatically as they declined. However, the 2021–22 and 2022–23 academic years witnessed substantial challenges, including staffing shortages,6 chronic absenteeism,7 worsening mental health in youth,8 local political complexities,9 and educator strikes,10 all of which made it difficult to provide the instruction and services needed. It is imperative now to take stock of our situation and contemplate the necessary interventions, policies, and investments needed as we move forward.  \nStandardized tests offer a specific lens through which student learning can be assessed, providing quantitative data on academic performance, but they are limited in their ability to capture the holistic nature of education. These assessments do not illuminate whether students are motivated to learn, if their coursework aligns with their aspirations, or if they are being adequately prepared for success in college, career, and life in general. Furthermore, it is essential to recognize that assessments can be problematic, introducing potential biases that disproportionately affect students in marginalized groups.11 For this reason, a well-rounded evaluation of student progress must extend beyond standardized tests, embracing a more nuanced and inclusive approach that considers multiple facets of the learning journey. To this end, California’s school accountability system includes test scores as well as other measures, such as academic performance, chronic absenteeism, school climate, college and career readi","cbCaidgDaJA2MDjW","https://ap.wps.com/l/cbCaidgDaJA2MDjW","pdf",465671,16,"English","# Introduction\n## Test scores after 2022–23 release\n## COVID-19 learning setbacks and at-risk groups\n## Limitations of standardized testing\n## California accountability system measures\n## SBAC assessments and monitoring\n## Analytic notes on enrollment changes","[{\"question\":\"What do the 2022–23 California test scores indicate after the pandemic?\",\"answer\":\"They show only marginal improvements since 2021–22, while overall results remain far below pre-pandemic levels in both ELA and mathematics.\"},{\"question\":\"Which student groups are described as most harmed by the COVID-19 disruption?\",\"answer\":\"Low-income students, students with disabilities, students of color, and students learning English faced heightened challenges during the pandemic.\"},{\"question\":\"Why does the document argue standardized tests alone are not sufficient?\",\"answer\":\"Standardized tests provide quantitative performance data but do not capture motivation, alignment of coursework with aspirations, or broader readiness for college, career, and life; they may also introduce biases affecting marginalized groups.\"}]","California Test Scores Show Little Improvement After Pandemic - Introduction | PDF",1792060006]