The Compton Unified School District is gaining significant recognition for its impressive academic progress, as students show substantial long-term improvements in standardized test scores that surpass growth trends observed across California and the nation. Recent analyses reveal that Compton stands out as an exception amid widespread declines in math and reading proficiency, even as its overall student performance still has considerable room for enhancement.
In recent years, educators in the district have focused intensely on analyzing student performance data to identify areas needing improvement. With nearly all students coming from low-income families, the district has implemented a robust support system that includes a team of tutors who provide immediate assistance in classrooms. Additionally, teacher training in both math and reading has been significantly enhanced to better equip educators for effective instruction.
Compared to other districts with similar demographics, Compton has managed to elevate its scores beyond pre-pandemic levels recorded in 2019, according to the Education Recovery Scorecard, a project involving researchers from Harvard, Stanford, and Dartmouth. This analysis utilized test scores from the National Assessment of Educational Progress to compare the performance of 8,719 school districts across 43 states.
The turnaround in Compton’s academic performance marks a stark contrast to the district’s troubled past, which was characterized by bankruptcy, state takeover, and various scandals. Now, students in Compton are reportedly scoring more than half a grade level higher in math and approaching similar improvements in reading since 2019. In contrast, average scores statewide and nationally show that students remain behind pre-pandemic levels, particularly in reading.
Sean F. Reardon, a Stanford University professor focusing on poverty and inequality in education, noted that Compton’s test scores were on the rise before the pandemic and have continued to improve since. In 2015, Compton students scored significantly below both state and national averages. However, recent data indicates that the district has now matched the state average in math and is just slightly below the state average in reading.
Compton’s strategy for academic improvement, while sometimes criticized for an overemphasis on standardized testing, has been carefully balanced by district administrators. They argue that the state tests align with curricular goals and incorporate frequent diagnostic assessments to help students become familiar with testing language and to tailor instruction to individual needs. This approach includes after-school and Saturday tutoring sessions to provide additional support.
The district’s commitment to data analysis is evident at all levels, with teachers collaborating weekly to discuss student performance and principals meeting regularly with Superintendent Darin Brawley to strategize improvements. Students are also involved in tracking their progress, fostering a sense of accountability and motivation.
More than 250 tutors are deployed daily across Compton’s schools, providing immediate in-class support, which research indicates is among the most effective forms of tutoring. The district has also benefited from increased funding, receiving over $9,000 per student from federal pandemic recovery programs, one of the highest amounts in California.
Stable leadership has also played a crucial role in Compton’s resurgence. Superintendent Darin Brawley, who has been in his position since 2012, implemented benchmarking strategies against neighboring districts to set clear goals for improvement. His leadership has contributed to a culture of collaboration among educators and a focus on measurable outcomes.
Despite the progress, challenges remain. Data from the most recent spring tests show that while 41.9% of Compton students achieved reading proficiency, this figure still trails behind the state average of 44.8%. In math, 36.7% of students met proficiency standards, closely aligning with the state average of 36.9%. Brawley acknowledges the gains but emphasizes the need for continued efforts, setting ambitious goals of 50% proficiency in math and 60% in reading.
As Compton Unified School District continues to build on its successes, the community remains hopeful for further advancements in student achievement, striving to close the gap with higher-performing districts while addressing the unique challenges faced by its student population.