SBAC 2021-22 & i-Ready Diagnostic - Fall 2022 Long Beach Unified School District Results

Oct 3, 2026

SBAC 2021-22 and i-Ready Diagnostic results for the Long Beach Unified School District summarize performance across grades and subjects in Fall 2022 and Spring 2022. The data report achievement level distributions (Not met, Nearly met, Met, Exceeded) for SBAC ELA and SBAC Math for elementary and secondary students. It also describes distance from meeting standard (DFM) trends over time, highlights participation limits, and breaks results down by race/ethnicity and special populations.

LanguageEnglish

CategoryExam

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

SBAC 2021-22 & i-Ready Diagnostic

Key notes and measures

SBAC ELA for Elementary & Secondary

SBAC ELA by Race/Ethnicity

SBAC Math for Elementary & Secondary

SBAC Math by Race/Ethnicity

SBAC ELA & Math for Special Populations

SBAC-Distance from Meeting (DFM) Standard

Performance Level

# SBAC 2021-22 & i-Ready Diagnostic l Fall 2022 LONG BEACHUNIFIED SCHOOL DISTRICT Spring 2022 SBAC .SBAC data does not include Spring 2021 o Incomplete testing 。Grades 3-5 ELA took Lexia Rapid assessment ·Two types of measures: 。Achievement levels:Not met,Nearly met,Met &Exceeded for Spring 2022 testing 。Distance from meeting Standard(DFM):over time,from pre-pandemic through Spring2022 ## SBAC ELA for Elementary &Secondary Not met Nearly met Met Exceeded Not met Nearly met Met Exceeded | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | | 35% | | 22% | | 19% | 24% | | | | | | | | | | | | | | | 33% | | 22% | | 21% | | 24% | | | | | | | | | | | | | | | 28% | | 20% | 29% | | | 23% | | | | | | | | | | | | 17% Grade 6 29% 29% 25% Grade 3 26% 32% 19% Grade 7 23% Grade 4 Grade 8 27% 30% 17% 25% Grade 5 Grade 11 26% 23% 28% 20% ## SBAC ELAby Race/Ethnicity Not met Nearly met Met Exceeded African American American Indian Asian Filipino Hispanic Pacific Islander White Other ## SBAC Math for Elementary &Secondary Nearly met Met Exceeded Not met Met Exceeded Not met Nearly met Grade 6 36% 31% 17%15% Grade 3 34% 24% 24% 18% Grade 7 40% 27% 17%14% Grade 4 31% 31% 22% 15% Grade 8 47% 23% 15%15% Grade 5 39% 17% 17% 27% Grade 11 13%9% 54% 22% | SBAC Math by Race/Ethnicity
Nearly met
Not mett
African American
25%
57%
American Indian
39%
35%
Asian
24%
23%
Filipino
24%
19%
28%
Hispanic
45%
Pacific Islander
28%
47%
White
23%
18%
Other
23%
23% | Exceeded
Met
6%
12%
10%
16% | | | | --- | --- | --- | --- | | | 27%
25% | | | | | | | | | | 32%
25%
10%
16%
9%
15% | | | | | 26% | 33% | | | | | | | | | 26% | 28% | | | | | | | ## SBAC ELA&Math for Special Populations Math ELANot metNearly met Met Exceeded Not metNearly met Met Exceeded | | | | | | | 3% | | | --- | --- | --- | --- | --- | --- | --- | --- | | | 61% | | 25% | | 11% | | | | | | | | | | | | | | 36% | | 26% | | 25% | | 12% | | | | | | | | | | | | 64% | | | 19% | 4%
11% | | | | | | | | | | | | | | | 35% | 25% | | 26% | | 14% | | | | | | | | | | | 68% | | | | | 22% | | 7% | 2% | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | | | | | | | | | | | | | | | | 51% | | 27% | | | 14% | | | 8% | | | | | | | | | | | | | | | | | | | 72% | | | | | 16% | 7% | | 4% | | | | | | | | | | | | | | | | | | | | | | 47% | 28% | | | 16% | | | | 9% | | EL EL EL+RFEP EL+RFEP Spec.Ed Spec.Ed Low SES Low SES ## SBAC-Distance from Meeting(DFM)Standard Have students met the standards for their grade levels? o Anegative average DFM-on average students have not vet met o A positive average DFM-on average students have met or exceeded ### Performance Level “O DFM”=student met standards For students to remain at or above grade level,they would need to grow,on average,at least25 points in ELA each year,and over 30 points in math. Most racial/ethnic groups were making progressin ELA until the pandemic,then declined duringand post pandemic. DFM

FAQs

What achievement level categories are used in the SBAC results?

The results use four achievement level categories: Not met, Nearly met, Met, and Exceeded.

How is the distance from meeting standard (DFM) described?

DFM is characterized as negative or positive relative to meeting standards, and the document notes target growth points in ELA and math for students to remain at or above grade level.

How are results further broken down beyond overall ELA and math?

The document provides breakdowns by race/ethnicity for ELA and math and includes a separate section for special populations.

Oct 3, 2026

Uploaded by River Wang