G3-G7 Achievement Across 8 Districts · 2019-2025

Multi-state grade-level achievement comparison with full demographic disaggregation. Examines how Math + ELA outcomes have evolved across student subgroups (race, special education, English learner, economic disadvantage, gender) for 8 high-performing suburban districts in five states.

Data: state assessments — M-STEP (MI), CAASPP (CA), STAAR/TAPR (TX), NJSLA (NJ), SBA (WA). Last updated April 2026 (Bellevue 2022/2024/2025 corrected — AIM/SBAC dedup fix).

Performance trends — selectable slicers

Pick subject, districts, and subgroups to compare. Each line is one (district × subgroup) combination. % Proficient is on each state's threshold — within-district trends ARE comparable, cross-state absolute % is NOT.

Subject
Grade band
Districts
Subgroups
Selected: — Lines: 0 Aggregation: n-weighted across selected grades

Data table

Tabular view of currently-selected lines. % met or exceeded threshold + tested counts where available.

Demographic coverage by district

Subgroups available varies by state reporting structure. Troy SD (MI) is currently limited to SWD/Non-SWD — race/EL/ECD demographic dashboards on MI School Data require manual scraping not yet completed.

Appendix: state Math + ELA standards (source documents)

Each district's tested content aligns to its state's adopted learning standards. These are the authoritative source documents for what each state's tests cover.

Appendix: district curriculum adoptions

Math and ELA programs in use across the 8 districts with adoption years where confirmed via primary sources (district SARCs, board agenda PDFs, BoardDocs records). "Year not located" means the program is confirmed but the specific board adoption date isn't in publicly readable materials.

Methodology and caveats

  1. Cross-state absolute % NOT directly comparable. CAASPP "Met or Exceeded Standard," M-STEP "Proficient/Advanced," STAAR "Meets Grade Level or Above," NJSLA Levels 4-5, SBA Level 3+4 are different thresholds against different content. Within-district trends are the comparable metric.
  2. G3-G7 aggregate is n-weighted using each grade's tested-student count, except Coppell ISD (TAPR doesn't publish per-grade tested counts; uses simple G3-G7 mean).
  3. Spring 2020 was canceled; Spring 2021 had limited admin in MI/CA/NJ/WA. All districts excluded.
  4. Subgroup naming normalized: "Black/African American," "Hispanic/Latino," "Asian" labels collapsed to canonical names where state-specific labels differ.
  5. Some cells suppressed where N < 10 (FERPA). Lines may have year gaps for small subgroups (e.g., American Indian, Pacific Islander).
  6. NJ 2018-19 SPR report has fewer subgroup rows than later years; race/EL/ECD coverage is thinner for that year.

Download the data

All data behind this dashboard, packaged into a single Excel workbook with seven sheets: README, All Demographics (5,497 rows), G3-G7 Aggregate, Curriculum Adoptions, State Standards, District Profile, and Methodology.

📥 Download G3-G7_Achievement_Data.xlsx (229 KB)