Kevin Gee, Monica Arpino, Kramer Dykeman, Philip Fisher, Alexandria Hurtt, Jacob Jackson, Michal Kurlaender, Beryl Larson, Sihong Liu, Lindsey Kaler, Susan Moffitt, Michaela Krug O'Neill, Sean Reardon, Sherrie Reed, Patricia Strach, Peter Yu
How are California’s students doing? The question is straightforward, but the answers are complex. California serves a large and diverse student population, and student progress looks different across outcomes, age groups, and communities. As a starting point for understanding how the state’s students are doing, this brief highlights key findings from four Getting Down to Facts III technical reports that address student outcomes in math and reading achievement (Reardon), chronic absenteeism (Gee and Yu), high school course-taking (Kurlaender et al.), and childhood emotional distress (Fisher et al.).
These outcomes should be understood in the context of California’s large and high-need student population. In 2024–25, California enrolled about 5.8 million public school students, including just over 1 million English learners, according to the California Department of Education. CDE data also show that homeless youth made up approximately four percent of California students, while Kaler et al. report that students with disabilities accounted for about 15 percent of enrollment. This context matters because California’s achievement progress since 2003 has occurred while schools have been serving a student population with substantial and varied needs (California Department of Education, 2026a, 2026b, 2026c).
Across these outcomes, the evidence shows real progress alongside substantial unfinished work. California’s achievement in math and reading has improved relative to the nationwide average, chronic absenteeism rates have declined from their pandemic peak, and college preparatory coursetaking, including completion of the A-G requirements, has increased. At the same time, students still achieve slightly below the national average, progress in reducing chronic absenteeism has slowed, and course-taking opportunities remain highly variable across schools.
A central pattern cuts across all four reports: longstanding disparities by socioeconomic status, race and ethnicity, disability status, English learner status, housing status, and family income remain deeply embedded in California’s public education system. Some disparities have widened, particularly in math achievement and chronic absenteeism. The evidence points to progress that is meaningful, uneven, and incomplete, with student outcomes shaped by opportunities and supports that vary across the state.
Key Findings
1. California’s achievement outcomes have improved relative to the nation, but students still score slightly below the national average. Since 2003, California's fourth- and eighth-graders have performed below the national public-school average on NAEP reading and mathematics. In 2011, California ranked near the bottom nationally on some NAEP measures, especially eighth-grade reading (National Center for Education Statistics, 2011). These gaps have substantially narrowed over time, and as of 2024, California’s students are performing only slightly behind the national average in math and reading.
2. Chronic absenteeism has declined from its pandemic peak, but recovery has slowed and rates remain far above pre-pandemic levels. Chronic absenteeism fell after reaching 30 percent in 2021-22, but the statewide rate remains nearly twice as high as before the pandemic. At the current pace, a return to pre-pandemic rates is unlikely before 2030.
3. College and career preparatory coursetaking has expanded, but access remains uneven across schools and student groups. More than half of California public high school graduates completed A-G requirements or took at least one Advanced Placement (AP) course, and participation in advanced coursework is associated with higher college enrollment. Participation varies substantially across schools and demographic groups.
4. Emotional distress among young children is widespread, with higher rates among families facing economic and caregiving pressures. In the RAPID California Voices Survey, an online survey of California parents and caregivers of children under age six conducted between November 2022 and December 2025, more than two out of three parents reported that their child had exhibited at least one emotional distress behavior during the previous month. Economic pressures that make it difficult for families to meet basic needs, such as housing, food, and child care, may be contributing to these rates.
5. Disparities persist across achievement, attendance, coursetaking, and early childhood well-being. The gap in math performance between high- and low-SES students has widened. Chronic absence rates for disadvantaged student groups remain elevated relative to all students, while college and career readiness course enrollment rates for disadvantaged student groups are lower than rates for their peers. Lower-income families are more likely to report childhood emotional distress.
