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Getting Back to Class: What California’s Latest Data Says About Absences, Test Scores, and Real Recovery

If school felt harder to get back to after the pandemic, you’re not imagining it. Chronic absenteeism (missing 10%+ of school days) spiked statewide and is only slowly easing. The good news: attendance is improving. The hard news: it’s still well above where we were pre-COVID, and scores reflect that reality.


Where attendance stands now


Why this matters: when students aren’t in class, they miss instruction and sometimes miss testing days — which shows up as lower learning and lower participation in assessments.


What the latest test results show


  • On California’s 2024 state tests, about 47% met or exceeded standards in English Language Arts and ~36% did so in math. Trends have ticked up slightly since 2022 but remain below pre-pandemic peaks. Public Policy Institute of California

  • The 2025 release shows another small uptick across subjects (about +1.8 percentage points in both ELA and math for students scoring Proficient/Advanced), suggesting steady—but modest—recovery. California Department of Education

By grade: why ELA often rises and math often falls

In California, ELA proficiency rates tend to be higher in upper grades, while math gets tougher as concepts build, so gaps that start early can widen later if foundations aren’t secure — a pattern educators saw even before COVID and that the pandemic amplified. (This aligns with your transcript’s point about how missing early algebra/geometry skills snowballs.)


Who’s most affected


The burden isn’t equal. Low-income, Black, Latino, English learner, and rural students have higher chronic absenteeism and wider achievement gaps—the same groups facing long-standing inequities pre-pandemic. Targeted funds exist, but the need still outstrips resources in many communities. Policy Analysis for California Education


Quick explainer: What does “proficient” actually mean?


When you read headlines about “proficiency,” it’s easy to mix up different systems:

What works: high-dosage tutoring & more time


Districts that built in high-dosage tutoring (small groups, 3+ sessions/week, aligned to class content) and extended learning time are seeing better gains. The core takeaway from recent syntheses: the approach works, but dosage and implementation matter. Douglas Lauen+2The Hechinger Report+2

Together We Bloom: What families can do right now

  • Make attendance a team plan. Aim for <2 absences per month; schedule non-urgent appointments after school if possible.

  • Rebuild math foundations. Ten focused minutes nightly on facts/skills your child’s teacher recommends can prevent future “snowball” gaps.

  • Ask about tutoring. If your school offers high-impact tutoring, opt in—and ask for sessions tied to the current unit. Douglas Lauen

  • Use weekends wisely. Nature walks, cooking, and reading together build vocabulary and problem-solving—the same muscles tested in ELA and math.

  • If attendance is hard, talk early. Transportation, health, housing, or caregiving hurdles are common and solvable with school support teams.


How we’re helping at Together We Bloom


  • After-school & Saturday “catch-up” labs (reading + math stations).

  • Family learning guides that translate standards into playful at-home activities.

  • Attendance support: gentle check-ins and resources if getting to school is a barrier.


If your family wants a personalized mini-plan (attendance + learning goals for the next 6 weeks), reply “PLAN” and your child’s grade. We’ll send a friendly, step-by-step roadmap.

 
 
 

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