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San Bernardino County, California
~18,000 (grades 7-12: ~9,000)
Student Analytics Lab
Colton Joint Unified School District noticed that English Learners were not making the academic progress they expected and were remaining in EL status longer than typical. Using Student Analytics Lab, the team connected SIS, MAP, and course enrollment data and uncovered that EL students had significantly less access to CTE pathways. These insights helped the district redesign schedules, expand access, and provide more targeted supports. Within a year, EL cohorts showed meaningful MAP growth and increased participation in CTE programs.
Colton Joint USD faced a growing concern: English Learners weren’t making the same academic progress as their peers. Despite multiple layers of intervention, MAP data showed many EL students were stagnating academically and remaining classified for years.
When the district’s analytics team dug deeper, they uncovered a related issue – EL students were also underrepresented in Career and Technical Education (CTE) pathways. That gap in participation mirrored the achievement gap, suggesting a deeper issue of opportunity and engagement.
“If our EL students aren’t in CTE, they miss a powerful connection to school and career. The data made that visible – and fixable.”
By connecting these patterns, leaders realized the problem wasn’t just about performance; it was about access. EL students needed more than language support – they needed pathways that linked learning to purpose.
Spring reading and math performance by subgroup, showing significantly lower proficiency among English Learners compared to other student groups.
Colton Joint had plenty of data – from assessments and program placements to scheduling records – but little synthesis. The shift came when the district began using Frontline Student Analytics Lab to align definitions, filter data accurately, and interpret patterns collaboratively. To visualize this shift, the team mapped how raw data becomes actionable knowledge when paired with educator expertise.
Colton Joint USD’s framework for moving data to knowledge. The district realized it was stopping at “information” – organizing and filtering data – without turning it into shared understanding that drives coordinated action.
“We’re moving from information to knowledge. When we treat the people in the room as experts and combine their context with clean data, the actions actually change outcomes.”
By reframing the conversation around shared knowledge, rather than isolated data, the district built alignment among EL specialists, counselors, site leaders, and CTE educators – transforming fragmented insights into unified strategy.
With new insight into the link between access and growth, Colton Joint shifted from isolated interventions to systemic change – embedding practices that integrated EL students into every part of the learning experience.
Frontline Student Analytics Lab unified data sources to provide:
The district’s analytics dashboard became a shared reference point across instructional and operational teams, helping every stakeholder connect growth data with access outcomes.
District dashboards now track year-over-year participation in CTE, revealing steady overall engagement and a clear upward trend among English Learners.
Enrollment trends in Career & Technical Education (CTE) courses. While CTE enrollment among all students has remained steady, participation among English Learners has steadily increased since 2024, signaling more equitable access to career pathways.
“Data is just information until you put it in the hands of experts. Then it becomes knowledge – and that changes schedules, classrooms, and student experiences.”
Building on this progress, the district plans to explore how early access and engagement translate to long-term readiness. The district is expanding its focus to examine college and career readiness outcomes, including:
By connecting growth data with access data through Frontline Student Analytics Lab, Colton Joint USD turned a story of stagnant progress into one of momentum. When every student has equitable access to meaningful learning – and every educator has a shared, trustworthy view of data – growth follows naturally. r, neater, tidier, more efficient. I’m all about making things as quick and easy as possible for everybody. To me, that’s a big win.”
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