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Welcome to Cal-PASS, the only system that collects data about student success and transition from every segment of education, K-16. Informed by data, powered by inspiration and developed through collaboration—Cal-PASS partners identify problems, develop local solutions, and bring them to scale across regions and throughout California to achieve Success at Every Level.

What teachers are saying about us: "The biggest thing has been how much the data have contributed to my awareness of where students come from and where they are going in terms of skills, development, different assignments and expectations. Our Professional Learning Council has energized my teaching, something that always happens when teachers come together and talk about teaching. Having teachers with so much expertise working together from all the different segments of education has improved my teaching and my students' performance. I won’t be surprised if this is happening in every classroom where a teacher is involved with a PLC. " PLC Faculty Member

Cal-PASS is making a difference in students' lives!

Innovative solutions are designed and implemented as a result of Cal-PASS Professional Learning Council (PLC) work. This video shows how one Council examined    Cal-PASS data, determined a problem, and implemented a solution. This is work that comes from involving teachers talking with teachers about making improvements in student transition and success.

See other Cal-PASS PLC activities here.

From the Executive Director:
Leading the Way in Data Use
Never in our nation’s history have more federal dollars been available for improvements in education1. Much of the Federal funding is reserved for improvements that focus on instructional innovations and the affects these innovations have on student outcomes. These are themes that Cal-PASS has always taken seriously. The work done by Cal-PASS is focused on problem identification through the use of data. Whenever Cal-PASS staff or Professional Learning Council (PLC) participants identify a problem, educators work on solutions.

Our sponsored innovations would not take place if PLCs were not looking at outcome data. In 2009, a San Diego Science PLC addressing student performance in chemistry realized that the algebra preparation in their schools was not focused on chemistry application. They developed a 20-hour summer bridge program (MoCHA) that improved student outcomes in chemistry by contextualizing algebra within the chemistry framework. An NBC News affiliate recently highlighted the positive effect this project had on student achievements. This is just one of almost 30 examples where educators have used Cal-PASS data to take a critical look at student outcomes and improve student achievement. For a complete list of Cal-PASS innovations, please go to www.calpass.org/Councils.aspx.

Read the whole story in the Spring Newsletter.

Regional Collaboration
With the recent addition of two Professional Learning Councils (PLCs) in the Santa Clarita Valley region, 64 discipline-specific, intersegmental councils with more than 1,200 faculty participants now meet monthly. PLC fields include math, English, English Language Learning (ELL), counseling, science and Career/Technical Education (CTE). Many PLCs coordinate their projects with other regions, increasing their shared resources and synergistic energy. For a snapshot of the innovations that Cal-PASS PLCs have developed, which tend to result in stronger student transitions from segment to segment, please see www.calpass.org/Councils.aspx.

Read the whole story in the Spring Newsletter.

Spotlight on Data:
Time Delays in Course-Taking
It is not uncommon for students to delay entrance into college and/or delay enrollment in key English and math courses. In some cases, these delays may be due to their level of achievement in high school. To examine this possibility, Cal-PASS researchers examined a sample of 68,004 high school students who enrolled in 12th grade English, graduated from high school, and then enrolled in a university English course. Note that community college enrollments were not included in this analysis. The figure below shows the relationship between the grade in 12th grade English and the average (mean) time between 12th grade English and their first attempted university English course.

Read the whole story in the Spring Newsletter.