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Alameda City USD  |  BP  5123  Students


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The Governing Board expects students to progress through each grade level within one school year. Toward this end, instruction shall be designed to accommodate the variety of ways that students learn and provide strategies for addressing academic deficiencies as needed.

Students shall progress through the grade levels by demonstrating growth in learning and meeting grade-level standards of expected student achievement.

(cf. 6011 - Academic Standards)

(cf. 6146.1 - High School Graduation Requirements)

(cf. 6146.5 - Elementary/Middle School Graduation Requirements)

(cf. 6170.1 - Transitional Kindergarten)

When high academic achievement is evident, the teacher or administrator may recommend a student for acceleration to a higher grade level or within a specific subject area. Acceleration is a team decision that includes review of multiple factors. The team shall consist of, at minimum, the student's teacher, parent(s)/guardian(s), and site administrator. Factors to be considered in recommending acceleration should include, but may not be limited to, the following:

* Teacher-compiled assessments of student progress and classroom performance data. These include, but are not limited to, curriculum-based assessments, progress reports, report card data, and student work samples.

* District benchmark assessment, diagnostic, and screening data

* State testing results

* Notes, observations, or assessment results for social and emotional functioning (May include assessment of Social Emotional Learning (SEL) competencies) and student's overall maturity level

* Parent/guardian assessment of student readiness

Acceleration of a student should be based on objective information and take into account the resources available at the current grade level to meet the identified needs of the student. The decision to accelerate may be for a specific subject area or on a whole grade basis (grade skipping). Academically, the student should demonstrate skill levels above the average of the class they desire to enter.

Teachers shall identify students who should be retained or who are at risk of being retained at their current grade level as early as possible in the school year and as early in their school careers as practicable. Such students shall be identified at the following grade levels: (Education Code 48070.5)

1. Between grades 2 and 3

2. Between grades 3 and 4

3. Between grades 4 and 5

4. Between the end of the intermediate grades and the beginning of the middle school grades

5. Between the end of the middle school grades and the beginning of the high school grades

Students shall be identified for retention on the basis of failure to meet minimum levels of proficiency, as indicated by grades and the following additional indicators of academic achievement:

* District Benchmark (Reading, Writing, Math) scores below identified threshold for grade level

* District Progress Monitoring Assessment score below identified threshold for grade level

* (For grades 3-5) State Achievement Test score of Standard Not Met

(cf. 5121 - Grades/Evaluation of Student Achievement)

(cf. 6162.5 - Student Assessment)

(cf. 6162.51 - State Academic Achievement Tests)

Students between grades 2 and 3 and grades 3 and 4 shall be identified primarily on the basis of their level of proficiency in reading. Proficiency in reading, English language arts, and mathematics shall be the basis for identifying students between grades 4 and 5, between intermediate and middle school grades, and between middle school grades and high school grades. (Education Code 48070.5)

(cf. 6142.91 - Reading/Language Arts Instruction)

(cf. 6142.92 - Mathematics Instruction)

If a student does not have a single regular classroom teacher, the Superintendent or designee shall specify the teacher(s) responsible for the decision to promote or retain the student. (Education Code 48070.5)

The teacher's decision to promote or retain a student may be appealed in accordance with AR 5123 - Promotion/Acceleration/Retention.

When a student in grades 2-9 is retained or recommended for retention, the Superintendent or designee shall offer an appropriate program of remedial instruction to assist the student in meting grade-level expectations. The district also may offer supplemental instruction to a student in grades 2-6 who is identified as being at risk for retention. (Education Code 37252.2, 37252.8, 48070.5)

(cf. 6176 - Weekend/Saturday Classes)

(cf. 6177 - Summer Learning Programs)

(cf. 6179 - Supplemental Instruction)

Legal Reference:


37252-37254.1 Supplemental instruction

41505-41508 Pupil Retention Block Grant

46300 Method of computing average daily attendance

48010 Admittance to first grade

48011 Promotion/retention following one year of kindergarten

48070-48070.5 Promotion and retention

56345 Elements of individualized education plan

60640-60649 California Assessment of Student Performance and Progress


200-202 Admission and exclusion of students

Management Resources:


FAQs Promotion, Retention, and Grading (students with disabilities)

FAQs Pupil Promotion and Retention

Kindergarten Continuance Form



California Department of Education:


adopted: August 25, 2009 Alameda, California

revised: May 14, 2019