Governor Newsom announces graduation rates and academic achievements continue improving – California State Portal | CA.gov

Report on California’s 2025 Education Dashboard and Alignment with Sustainable Development Goals

Executive Summary

The 2025 California School Dashboard results indicate significant progress in the state’s TK-12 public education system. The data reveals continued improvement across all key indicators and student groups, reflecting the positive impact of strategic investments and policy reforms. These advancements demonstrate a strong alignment with several United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 2 (Zero Hunger). This report outlines the key findings from the 2025 Dashboard and analyzes their contribution to achieving these global goals.

Alignment with SDG 4: Quality Education

The reported improvements directly contribute to the targets within SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Progress on Target 4.1: Equitable and Quality Secondary Education

California has demonstrated measurable progress toward providing effective and relevant learning outcomes, as evidenced by the following achievements:

• The statewide graduation rate has reached 87.5%, the highest level recorded since 2017.
• College and career readiness has increased by 3.1 percentage points statewide, preparing more students for higher education and decent work, in line with SDG 8.
• For the first time, all performance indicators on the School Dashboard are rated “yellow” or “green,” signifying broad-based improvement in student outcomes.

Progress on Target 4.5: Eliminating Disparities and Ensuring Equal Access

A primary focus of California’s educational strategy is the reduction of inequalities (SDG 10) by ensuring equal access for vulnerable student populations. The 2025 Dashboard highlights significant gains in graduation rates for specific student groups:

1. A 4.1 percentage point increase for Pacific Islander students.
2. A 3.5 percentage point increase for African American students.
3. A 3.3 percentage point increase for Long-Term English Learners.
4. A 2.8 percentage point increase for foster youth.
5. A 2.7 percentage point increase for students with disabilities.

Progress on Target 4.2: Early Childhood Development

The state’s commitment to early childhood education is critical for long-term student success and aligns with Target 4.2. Key initiatives include:

• Expansion of the historic “Transitional Kindergarten” program to support four-year-old children, improving kindergarten readiness.
• Implementation of mandatory screening for reading challenges in grades K-2 to provide early and targeted literacy support.

Contribution to Broader Sustainable Development Goals

Beyond SDG 4, California’s educational initiatives support a range of interconnected development goals.

SDG 2 (Zero Hunger) and SDG 3 (Good Health and Well-being)

Recognizing that student well-being is foundational to learning, California has implemented programs that address basic needs.

• The Universal Meals program, a first-in-the-nation initiative, provides two free meals daily to all public TK-12 students, directly addressing SDG 2 by combating hunger and improving nutrition.
• Investments in Community Schools and mental health support contribute to SDG 3 by fostering a healthy and supportive learning environment.

SDG 10 (Reduced Inequalities)

The state’s focus on equity is a central theme. By targeting resources and support to historically underserved students, California is actively working to narrow achievement gaps and promote social inclusion, which is the core objective of SDG 10.

Strategic Investments and Policy Initiatives

The positive outcomes detailed in the 2025 School Dashboard are the result of substantial and targeted state investments. These policies are designed to create an equitable and high-quality educational system for all students.

• The 2024 Budget Act allocated a record $133.8 billion in total K-12 education funding.
• Significant funding has been directed toward high-impact programs, including Community Schools, Expanded Learning opportunities, and the deployment of Literacy Coaches and Reading Specialists.
• Legislation such as AB 1454 was signed to provide educators with enhanced tools and training to improve literacy rates statewide.

Conclusion

The 2025 California School Dashboard data provides compelling evidence of statewide progress in academic achievement and equity. The improvements in graduation rates, career readiness, and the narrowing of achievement gaps for vulnerable populations demonstrate a successful and deliberate alignment with the principles of the Sustainable Development Goals. Continued investment in these targeted strategies is essential for sustaining this momentum and ensuring every student in California has the opportunity to succeed.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  This is the primary goal addressed in the article. The entire text focuses on improving educational outcomes in California, including graduation rates, college and career readiness, literacy, and early childhood education. The article details specific investments and programs, such as “Literacy Coaches and Reading Specialists” and “Transitional Kindergarten,” aimed at enhancing the quality and equity of education.

• SDG 10: Reduced Inequalities

  The article directly connects to this goal by emphasizing that improvements are seen “across all student groups.” It specifically highlights the increased graduation rates for vulnerable populations, including “Pacific Islander students,” “African American students,” “Long-Term English Learners,” “foster youth,” and “students with disabilities.” This focus on narrowing achievement gaps is central to reducing inequalities.

• SDG 2: Zero Hunger

  This goal is addressed through the mention of the “Universal Meals” program. The article states that “California was the first state to provide two free meals for all public TK-12 students,” which is a direct action to ensure students have access to nutritious food, a key component of ending hunger and promoting well-being for learning.

• SDG 3: Good Health and Well-being

  The article touches upon this goal by mentioning the provision of “mental health support” for students. This initiative is part of a holistic approach to student success, recognizing that well-being is crucial for effective learning and development.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.1: Ensure free, equitable, and quality primary and secondary education

   The article’s focus on increasing the statewide graduation rate to “its highest in eight years… at 87.5%” directly relates to the completion of secondary education. The mention of “improving student test scores” and investments in literacy also aligns with achieving “relevant and effective learning outcomes.”

2. Target 4.2: Ensure access to quality early childhood development and pre-primary education

   This target is addressed by the state’s investment in and expansion of “Transitional Kindergarten,” a program for “four-year-old children” designed to improve “Kindergarten readiness and long-term student outcomes.”

3. Target 4.5: Eliminate disparities in education for the vulnerable

   The article provides specific data on increased graduation rates for vulnerable groups, such as a “4.1 percentage point increase for Pacific Islander students,” a “3.5 percentage point increase for African American students,” a “2.8 percentage point increase for foster youth,” and a “2.7 percentage point increase for students with disabilities.” This directly demonstrates efforts to ensure equal access and outcomes.

4. Target 4.6: Achieve literacy and numeracy

   This is a major focus of the article, which highlights the “Golden State Literacy Plan,” the deployment of “Literacy Coaches and Reading Specialists,” and the new policy of “screening for reading challenges in grades K-2.” These initiatives are aimed at ensuring all youth achieve functional literacy.

5. Target 10.2: Promote social, economic, and political inclusion of all

   The article’s emphasis on improving outcomes “across all student groups” and its specific celebration of progress for minority and vulnerable students (foster youth, students with disabilities) directly supports the goal of promoting inclusion and reducing outcome disparities based on background or status.

6. Target 2.1: End hunger and ensure access to food

   The implementation of the “Universal Meals” program, which provides “two free meals for all public TK-12 students,” is a direct measure to ensure that all children, especially those in vulnerable situations, have access to sufficient and nutritious food throughout the school day.

7. Target 3.4: Promote mental health and well-being

   The article explicitly mentions providing “mental health support” as a key investment in students’ potential. This aligns with the target’s aim of promoting mental health and well-being.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Graduation Rate

  The article explicitly states the statewide graduation rate is “87.5%,” which is a direct indicator for measuring the completion of secondary education (Target 4.1).

• Disaggregated Graduation Rates

  The article provides “percentage point increase” data for graduation rates among specific student groups (Pacific Islander, African American, foster youth, students with disabilities). This disaggregated data serves as a powerful indicator for measuring progress in eliminating disparities in education (Target 4.5) and reducing inequalities (Target 10.2).

• College and Career Readiness Rate

  The mention of a “3.1 percentage point” increase in “college and career readiness” is a specific indicator used to measure the effectiveness of the education system in preparing students for their future, relevant to the “effective learning outcomes” part of Target 4.1.

• Student Test Scores and Literacy Proficiency

  The article refers to “improving student test scores” and the implementation of screening for “reading challenges in grades K-2.” These serve as indicators for measuring proficiency in literacy and numeracy (Target 4.6) and overall learning outcomes (Target 4.1).

• Participation in Pre-primary Education

  The expansion of “Transitional Kindergarten” for four-year-olds implies an increase in the participation rate in organized learning one year before primary school, which is an indicator for Target 4.2.

• Provision of School Meals

  The statement that California provides “two free meals for all public TK-12 students” is an indicator of the reach and implementation of programs designed to ensure access to food for children (Target 2.1).

4. Create a table with three columns titled ‘SDGs, Targets and Indicators’ to present the findings from analyzing the article.

Source: gov.ca.gov