According to the 2025 California School Dashboard released in November, African American students make up 4.9 percent of the state’s TK-12 student population (281,645 of the roughly 5.8 million total students enrolled).
While the group saw some improvements in academic performance and engagement year-over-year, many still failed to meet proficiency in core subjects including English language arts (ELA) and math.
Overall, in ELA, students scored 8.1 points below standard (a 5.1-point improvement from the prior year), while African American students were 51.3 points below standard (an improvement of 7.5 points). This measure is based on performance on the California Assessment of Student Performance and Progress (CAASPP) or the California Alternate Assessment, taken annually by students in grades 3-8 and 11.
In CAASPP math, students overall were 42.4 points below standard (a 5.2-point year-over-year improvement). African American students were 95.8 points below standard (an improvement of 6.4 points).
CSBA has recently drawn attention to the need for a state-level operations and support plan to help local schools close the achievement gap and accelerate performance for all students. Although the state has launched countless programs aimed at improving student outcomes, no unified statewide strategy ties them together. The result is a scattershot approach dependent on one-off grants, temporary initiatives and disconnected reforms rather than a durable blueprint for student success.
As a remedy, CSBA is proposing the state pivot to take a responsive, customer-service approach where it supports school districts and county offices of education according to their specific, local needs. Such a solution is critical as, at the current rate of improvement, it will take generations for lower performing student groups to reach parity with their peers, and that is unacceptable. Further, California’s workforce, economic and civic vitality depend on the success of every student.
Learn more about the initiative and why change is needed, components of CSBA’s proposal and how LEAs can get involved at csba.org/closethegap.
In recognition of Black History Month, observed in February, CSBA Principal Research Manager Jeremy Anderson highlighted how the initiative, with proper implementation, will allow local educational agencies to better support African American students.
“CSBA’s initiative to close the achievement gap is critically focused on the state’s role and responsibility in narrowing achievement gaps through its operations and budgeting,” Anderson said. “Right now, California’s education governance system is fragmented, incoherent and poorly aligned, making it difficult for LEAs to navigate available support. On top of that, the Legislature regularly introduces new programs and policies onto LEAs that, when not sufficiently supported, threaten to take time away from teaching and learning.
“We want the state to look inward and ensure it creates a streamlined system where LEAs have the bandwidth and appropriate support to address all students, particularly those who have been historically most disadvantaged, including African American students,” he continued.
Anderson noted that CSBA is measuring achievement gaps using accountability metrics that LEAs are subject to, such as the CAASPP and the Dashboard.
According to 2025 Dashboard data, 51.7 percent of students overall were considered “prepared” in terms of college and career readiness, however, for African American students, it was 35.7 percent. While both are in the “green,” Anderson explained the significance.
“The Dashboard provides valuable student success metrics beyond test scores, such as the College and Career Readiness Indicator,” Anderson said. “There have been longstanding gaps between African American students and their peers in California across most of the state’s metrics. These gaps are not caused by students. The gaps are both indicators and consequences of systems and policies that have not adequately addressed the lack of opportunities for Black students for decades.
“Through CSBA’s initiative, we aim to focus the state on unifying its systems around a powerful shared goal: finally closing achievement gaps through all facets of operations and budgeting,” Anderson continued. “This compelling vision has the potential to effectively address these longstanding disparities and ensure Black students receive the opportunities they rightfully deserve during and after TK-12.”
Promising practices and resources
Anderson noted that CSBA’s Research and Education Policy Development Department, which he is part of, recently held a focus group of Black education leaders to assess where additional support is needed and hear about promising practices.
Several programs were discussed, including the GENIUS (Genuine, Empathy & Nurturing Intellect for Underserved Students) Initiative, a collaborative effort that includes the Los Angeles, Sonoma and Kings county offices of education that fosters learning spaces where students feel seen valued and empowered to thrive. Another highlight is Fresno COE’s HBCU Step-Up program, which gives students the opportunity to earn transferrable credits. The California Community Schools Partnership Program, Real Talk and the California Association of Black School Educators’ Blueprint for Education Equity were among other programs mentioned.
Additionally, CSBA is currently developing resources that cover up-to-date data on California’s African American students and relevant issues that trustees should be informed on.
