Independent charter school · Compton Unified · Los Angeles, California

Animo Compton Charter — Rating & test scores

Los Angeles · 6–12 · 372 students (2024–25)

13305 South San Pedro Street, 90061greendot.org ↗(323) 565-1600

Applications close Tuesday, December 1, at 4 pm.

Applying for 2027–28. From the school’s site ↗, read October 27, 2026.

22ndpercentileNeeds Support

The dots are California’s 1,498 scored public high schools, placed by Scope Score on spring 2025 tests. Why not spring 2026? High school scores include graduation and college-readiness records, which the state publishes a year after the tests. How it’s built →

Scope Score

Weighted composite · 2024–25
A weighted mix of seven measures.

See this school’s score factors ↓

Animo Compton Charterhigher than 22 of the 100 California dots

California’s public high schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Animo Compton Charterhigher than 22 of the 100 California dots

California’s public high schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Animo Compton Charterhigher than 22 of the 100 California dots

California’s public high schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

In 2024–25, 91% of the class graduated in four years (49 of 54); across California, 89%.

Source

Source: CDE four-year adjusted cohort graduation rate (ACGR), 2024–25
Students: students who started 9th grade together: 54
Comparison: California: graduates divided by students who started 9th grade together, across 2,281 public schools’ rows (our combination, not CDE’s published state rate; 432,702 of 487,177).

For grades 6–8, the standing among California middle schools is in Academic achievement ↓

How to enroll

Compare

Compare schools

Choose up to four high schools.

Find another school

Type at least two characters to search.

Save

Shared campus · © OpenStreetMap

Animo Compton Charter and Barack Obama Charter share this address in the state’s school directory. OpenStreetMap maps the grounds as one campus. Which buildings each school uses here isn’t mapped.

The California School Campus Database records KIPP Compton Community on this campus too; it gives each school the whole campus, so this drawing doesn’t show which buildings each uses.

Drawn from OpenStreetMap, with building heights from LA County. Volunteers map it, so a new building may be missing.

A picture of the campus, not an attendance boundary or a rating.

Schools maintain a closed campus policy. For students’ safety, visitors may enter a campus only with the school’s official permission; this drawing implies no permission to enter.

41 in 100 students (154 of 372) missed 10% or more of school days in 2025–26. That compares with 29 in 100 at the average Compton Unified high school.

Sources

The sentence above: CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 372. District and California figures are averages of school rates (7 Compton Unified schools; 1,492 scored California high schools), our calculation.

Common questions

How do I get in?

Apply on Animo Compton Charter’s own application, by the dates its site lists. Charter schools set their own enrollment steps and dates. Evidence ↓

Is Animo Compton Charter a good school?

Animo Compton Charter scores higher than 22 in 100 of California’s 1,498 scored public high schools: 22nd percentile, Needs Support, spring 2025.

Grades 6–8: higher than 24 in 100 California middle schools we score (24th percentile, Needs Support, spring 2026)

Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 41 in 100 students missed 10% or more of school days, against 29 in 100 at the average Compton Unified high school. 2.3% of students (9 of 395) were suspended at least once in 2025–26, against 2.9% at the average California high school. Evidence ↓

How does math compare with English?

In grade 11, spring 2026, math trails English by 47 percentage points in the share who scored Proficient or Advanced, against 25 points across California. Evidence ↓

How do kids like mine do here?

In spring 2026, 32% of low-income students in grades 6, 7, 8 and 11 at Animo Compton Charter in Los Angeles scored Proficient or Advanced in English, against 41% for the same group across California. Evidence ↓

What could my child study here?

The College Board approved this school to teach 7 AP courses in 4 subjects for 2025–26.

28 students took a college course for credit in 2023–24, by the federal Civil Rights Data Collection

Evidence ↓

Where do students go after finishing high school here?

5 graduates enrolled at a University of California campus in fall 2025, by the University of California’s admissions records. Evidence ↓

What does its own plan pay for?

In its 2026–27 plan, $6.4 million is planned for 27 funded actions in 6 goals. That’s 88% of its $7.3 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan. Evidence ↓

What should I ask on a visit?

The questions drawn from this page are under Next steps, ready to copy. Evidence ↓

Academic achievement

How did students here do on state tests?

Below California in English; well below it in math.

State tests (CAASPP), grade 11, spring 2026

In grade 11, spring 2026, 50% scored Proficient or Advanced in English and 3% in math, against 57% and 32% across California.

From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”).

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grade 11: 34
Comparison: California: CDE’s grade 11 rows for the whole state combined, weighted by students tested (our calculation; 414,559 in English, 413,523 in math tested). The comparisons use the same grade and year.

AdvancedProficientBelow the standard

English

Grade 11 · spring 2026 · 34 tested

Advanced: 21%
Proficient: 29%
Below the standard: 50%

This school50%

California57%

Compton Unified54%

50% Proficient or Advanced in grade 11.

Math

Grade 11 · spring 2026 · 34 tested

Advanced: 0%
Proficient: 3%
Below the standard: 97%

This school3%

California32%

Compton Unified26%

3% Proficient or Advanced in grade 11.

Results for each grade, spring 2026English and math · grades 6–8 and 11 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	14%	22%	41%
Advanced	0%	6%	10%
Proficient	14%	16%	31%
Developing level	19%	32%	19%
Minimal	67%	46%	40%
Tested	43	50	63
California	48%	51%	49%
Difference	−34	−29	−8

English, grade 11: share of students tested, spring 2026
Measure	Grade 11
Proficient or Advanced	50%
Advanced	21%
Proficient	29%
Developing level	32%
Minimal	18%
Tested	34
California	57%
Difference	−7

California is CDE’s statewide English row for each grade, counting every student tested there; the comparisons in the chapters combine these rows for their grades, weighted by students tested (our calculation).

Math

Math, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	5%	12%	24%
Advanced	0%	4%	8%
Proficient	5%	8%	16%
Developing level	19%	17%	24%
Minimal	76%	71%	52%
Tested	42	51	63
California	37%	38%	36%
Difference	−32	−26	−12

Math, grade 11: share of students tested, spring 2026
Measure	Grade 11
Proficient or Advanced	3%
Advanced	0%
Proficient	3%
Developing level	21%
Minimal	76%
Tested	34
California	32%
Difference	−29

California is CDE’s statewide math row for each grade, counting every student tested there; the comparisons in the chapters combine these rows for their grades, weighted by students tested (our calculation).

A grade the school doesn't teach has no row. “Suppressed” marks a result CDE blanks because fewer than 11 students tested (CDE’s reporting rule); “none tested” marks a grade CDE lists with no students tested; “not on file” marks a result missing from the records we hold. None of them means zero.

New to these scores? Read CAASPP scores explained: how to read your child’s report →

How do the middle grades do?

Well below California in both subjects. In grades 6–8, spring 2026, 28% scored Proficient or Advanced in English and 15% in math, against 49% and 37% across California. The middle grades are placed separately: 24th percentile (Needs Support) among California’s middle schools.

English

Grades 6–8 · spring 2026 · 156 tested

Advanced: 6%
Proficient: 22%
Below the standard: 72%

This school28%

California49%

Compton Unified53%

28% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 156 tested

Advanced: 4%
Proficient: 11%
Below the standard: 85%

This school15%

California37%

Compton Unified45%

15% Proficient or Advanced in grades 6–8.

How does math compare with English?

In grade 11, spring 2026, math trails English by 47 percentage points in the share who scored Proficient or Advanced, against 25 points across California. The grade 11 cards above give each subject’s share.

Have results changed?

English results were higher than in 2025; math results were similar. English went from 43% to 50% and math from 6% to 3%.

English · top two levels · grade 11

202543%35 tested

→

202650%34 tested

This school

California, same grades57% → 57%2025 → 2026 · 432,651 → 414,559 tested

Math · top two levels · grade 11

20256%35 tested

→

20263%34 tested

This school

California, same grades30% → 32%2025 → 2026 · 431,903 → 413,523 tested

Each year is a different group of students.

Ask: What extra help do students who are behind get, and how do you know it’s working?

All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts

Share of students tested at each level, spring 2026
Students	Advanced	Proficient	Developing level	Minimal	Tested
English, grade 11 · This school	21%	29%	32%	18%	34
English, grade 11 · California	27%	30%	21%	22%	414,559
English, grade 11 · Compton Unified	23%	31%	21%	25%	1,221
Math, grade 11 · This school	0%	3%	21%	76%	34
Math, grade 11 · California	16%	16%	20%	48%	413,523
Math, grade 11 · Compton Unified	10%	16%	19%	55%	1,208
English, grades 6–8 · This school	6%	22%	23%	49%	156
English, grades 6–8 · California	19%	30%	23%	28%	1,254,039
English, grades 6–8 · Compton Unified	20%	33%	23%	24%	4,455
Math, grades 6–8 · This school	4%	11%	20%	65%	156
Math, grades 6–8 · California	21%	16%	23%	40%	1,254,800
Math, grades 6–8 · Compton Unified	25%	20%	23%	32%	4,443

Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026. The state comparison combines CDE’s rows for the same grades, weighted by students tested (our calculation). The district row combines its public schools in the same grades, weighted by students tested.

Grade 11 tests are one part of the picture. Graduation and readiness answer different questions below.

Each grade’s results: English ↑ · Math ↑

Results since 20234 tested years shown · English and math have been below California in every tested year since 2023

Chart and table: 2023–2026.

English top two levels, grade 11

This schoolCalifornia

0%50%100%20232025202650%57%

Math top two levels, grade 11

This schoolCalifornia

0%50%100%2023202520263%32%

In grade 11, the share at the state’s top two levels in English went from 32% in 2023 to 50% in 2026. In math, it went from 0% in 2023 to 3% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grade 11
Year	This school	California
2023	32% 38 tested	55% 442,128 tested
2024	17% 53 tested	56% 435,296 tested
2025	43% 35 tested	57% 432,651 tested
2026	50% 34 tested	57% 414,559 tested

Math · top two levels · grade 11
Year	This school	California
2023	0% 39 tested	27% 440,912 tested
2024	7% 55 tested	28% 434,711 tested
2025	6% 35 tested	30% 431,903 tested
2026	3% 34 tested	32% 413,523 tested

What you can do

Who can act on Animo Compton Charter’s results?

Animo Compton Charter’s own board decides its plan.

The state hasn’t placed Animo Compton Charter in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source

Where is its yearly plan?

What its plan pays for ↓

Compton Unified authorized this charter; its current term ends June 30, 2031.

Authorizer from the California Department of Education’s charter term file; term from its Charter School Database, checked October 22, 2026. Source

Life at school

How many students here graduate in four years?

91% of students graduated in four years in 2024–25.

State graduation, readiness, college-going, attendance and suspension records

That compares with 89% across California. 48% were ready for college or career (state measure) in 2024–25.

Preparation · each measure describes a different student group

Graduated in four years

91%

Across California: 89%

2024–25 · 49 of 54 students who started 9th grade together

Ready for college or career (state measure)

48%

Across California: 52%

2024–25 · 26 of 54 students in the state’s measure

Finished the UC/CSU course list

51%

Average California high school: 56%

2024–25 · 25 of 49 graduates finished the UC/CSU course list

What could my child study here?

AP courses the school is approved to teach

The College Board approved this school to teach 7 AP courses in 4 subjects for 2025–26.

College Board AP Course Audit Ledger · 2025–26. Authorization doesn’t show which courses run or who can take them; ask the school.

Math & Computer Science2
English2
History & Social Science2
World Languages & Cultures1

Every approved AP course7 courses in 4 subjects

Math & Computer Science 2

Computer Science Principles
Precalculus

English 2

English Language and Composition
English Literature and Composition

History & Social Science 2

United States History
World History: Modern

World Languages & Cultures 1

Spanish Language and Culture

What other courses and pathways are on record?

College courses in high school (dual enrollment)

28 students took one

2023–24

Students taking a college course for credit while in high school, often through a community college. Federal Civil Rights Data Collection, school-reported.

Ask: What help do students get when they fall behind on credits?

Where these figures come fromEach measure’s source, student group and definition

Graduated in four years: 2024–25 · 49 of 54 students who started 9th grade together. California Department of Education, adjusted cohort graduation records. Comparison is SchoolScope’s combination of graduates and cohort counts across the reference schools, not CDE’s published state rate.
Ready for college or career (state measure): 2024–25 · 26 of 54 students in the state’s measure. California Department of Education, College/Career Indicator (CCI), overall “Prepared” rate, among the students in the indicator’s group. Prepared is CDE’s overall classification, not AP participation or a college admission rate.
Finished the UC/CSU course list: 2024–25 · 25 of 49 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment.

A closer look: UC and CSU admission recordsApplied, admitted and enrolled, from each university system’s own records

UC’s own records

University of California

Fall 2025 first-year entry · counts, not a school rating

Applied: 10
Admitted: 8
Enrolled: 5

By campus · fall 2025

UC BerkeleyApplied 8 · Admitted under 3 · Enrolled under 3
UCLAApplied 8 · Admitted under 3 · Enrolled under 3
UC IrvineApplied 6 · Admitted under 3 · Enrolled under 3
UC San DiegoApplied 6 · Admitted under 3 · Enrolled under 3
UC RiversideApplied 5 · Admitted 5 · Enrolled under 3

These records don’t show the school’s effect on admission. A student can apply to several campuses, so campus counts don’t add up to the total. UC blanks counts under 5 applicants or under 3 admits or enrollees; “+” marks a partial count; a dash is unavailable. Source: UC admissions by source school.

Each fall since 2024

Fall 2025Applied 10 · Admitted 8 · Enrolled 5
Fall 2024Applied 8 · Admitted 6 · Enrolled under 3

CSU’s own records

California State University

Fall 2025 first-year entry · counts, not a school rating

Applied: 25
Admitted: 25
Enrolled: 13

By campus · falls 2021–2025 added together

Five years in each number, not one. CSU publishes campus counts only as five-year totals, so these aren’t comparable to the fall 2025 figures above or to UC’s one-fall campus bars.

Cal State Dominguez HillsApplied 39 · Admitted 35 · Enrolled 14
Cal State LAApplied 21 · Admitted 21 · Enrolled under 6
Cal State Long BeachApplied 16 · Admitted under 6 · Enrolled under 6
Cal State NorthridgeApplied 14 · Admitted 12 · Enrolled under 6
San Diego StateApplied 10 · Admitted under 6 · Enrolled —
Cal Poly PomonaApplied 9 · Admitted under 6 · Enrolled —
Fresno StateApplied 8 · Admitted 8 · Enrolled —
Cal State FullertonApplied 7 · Admitted 6 · Enrolled under 6
CSU Channel IslandsApplied under 6 · Admitted under 6 · Enrolled —
Chico StateApplied under 6 · Admitted under 6 · Enrolled —
Cal State East BayApplied under 6 · Admitted under 6 · Enrolled —
San Francisco StateApplied under 6 · Admitted under 6 · Enrolled —
San José StateApplied under 6 · Admitted under 6 · Enrolled —
Cal Poly San Luis ObispoApplied under 6 · Admitted — · Enrolled —

These records don’t show the school’s effect on admission. A student can apply to several campuses, so campus counts don’t add up to the total. CSU withholds counts under 6; a dash is unavailable. Students who reach CSU from a community college aren’t counted here. Source: CSU High School Success dashboard.

Each fall since 2021

Fall 2025Applied 25 · Admitted 25 · Enrolled 13
Fall 2024Applied 13 · Admitted 12 · Enrolled 7
Fall 2023Applied — · Admitted — · Enrolled —
Fall 2022Applied — · Admitted — · Enrolled —
Fall 2021Applied — · Admitted — · Enrolled —

How often do students miss school or get suspended?

41 in 100 students were chronically absent in 2025–26. That means they missed 10% or more of school days. At the average Compton Unified high school, 29 in 100 were. 2.3% of students were suspended at least once in 2025–26, against 2.9% at the average California high school.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 154 of 372 students counted for it; suspension: 9 of 395 students enrolled during the year
Comparison: Each comparison is the rate at the average school (our average of school rates), not a pooled rate. Also: suspensions at the average Compton Unified high school 2.1%.

Chronically absent, 2025–26

41 in 100This school

29 in 100At the average Compton Unified high school

22 in 100At the average California high school

154 of 372 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

2.3%

of students were suspended at least once (9 of 395). Average California high school 2.9%.

Ask: When a student is suspended, what happens before and after, and who talks with the family?

Chronic absence by grade2025–26 · per 100 students, with counts

Grade 6: 27 in 100, 13 of 48
Grades 7–8: 33 in 100, 41 of 126
Grades 9–12: 51 in 100, 100 of 198

Ask families and staff yourselfWhat to ask the people at Animo Compton Charter

Ask current families how the school keeps them informed, and what happened when their child needed help. Ask staff how long teachers tend to stay.

Questions for your visit ↓

Have a child here? Answer 7 questions Responder en español

Every learner

How do kids like mine do here?

Low-income students scored well below the same group across California in math.

Student groups, grade 11, spring 2026

3% of low-income students scored Proficient or Advanced in math (grade 11, spring 2026), against 23% for the same group across California.

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grade 11; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison: California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).

Animo Compton CharterSame group, California

Low-incomeEnglish · 30 tested57%Same group, California 49%
Low-incomeMath · 30 tested3%Same group, California 23%

Proficient or Advanced, grade 11, spring 2026.

Who are the students?

2025–26 · students counted

Hispanic or Latino57%
Black or African American38%
White3%
Asian—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Unallocated share2%

A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. Source and comparisons: the full student mix below.

Are English learners moving up on the state’s English test?

58% of English learners here moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026.

Spring 2025 to spring 2026 · English learners with state English test (ELPAC) scores in both years

This school · 25 of 43 English learners58%

Compton Unified · 1,544 of 2,67958%

California · 355,274 of 748,91647%

It counts students moving up the test’s levels, so a student can count here before becoming fluent. Data source: California Department of Education, 2026 Dashboard ↗.

Who are the families and teachers?

89%of students qualified for free or reduced-price meals in 2024–25, 332 of 372. California: 63%.

26teachers, 2024–25

7 yearsaverage experience, 2024–25

8%in their first year, 2024–25

71%of teaching positions with proper credential and placement, 2021–22

Ask: What extra help is there in math for low-income students, and how does the school check that it works?

All group results, district comparisons and sources

Proficient or Advancedgrade 11 · spring 2026

Group and subject	Here	vs Compton Unified	vs California
Low-income · 30 tested
English	57%	+453%	+849%
Math	3%	−2225%	−2023%

Each gap is to the same group, grades and subject: in Compton Unified, and across California. No group that is behind across California does 10 or more points better here.

Hispanic or Latino and Black or African American students: fewer than 30 tested here. No published rate here for Asian, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners, students with disabilities and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
Hispanic or Latino	57%
Black or African American	38%
White	3%
Asian	—
Filipino	—
Two or more races	—
American Indian or Alaska Native	—
Pacific Islander	—
Not reported	—

Data source: California Department of Education chronic-absence file, 2025–26. Shares are of the students the file counts for attendance (CDE’s “eligible enrollment”); unavailable categories are shown as a dash.

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 71% of teaching positions, 13.6 properly credentialed teaching-position FTE out of 19.2 total position FTE. This measures positions, not individual teachers.

In its own words

What does Animo Compton Charter’s own plan commit to?

Its 2026–27 plan

The plan lists what the school commits to spend and measure.

$6.4 million

planned for 27 funded actions in 6 goals. That’s 88% of its $7.3 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan.

The 2026–27 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 111 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 38% of the money. The plan itself puts 73% of it toward staff.

Special Education: $1.4 million
Facility Inspections: $575,245
Curriculum, Resources and Materials to Support Student Subgroups: $531,356
24 other actions

Reading, math and catch-up help

6 of the plan’s 27 funded actions name reading, math, catch-up help or English learners in their titles.

Reading $103,533
Math $109,787
Catch-up help $197,572
English learners $349,291

Largest of these

Credit Recovery:$197,572
Support for EL Students:$192,748
Improve Mathematics outcomes for students in the following groups: English Learners, Latinx, and Socioeconomically Disadvantaged$109,787

For high-need students

For English learners, low-income students and foster youth: For 2025–26, it planned $1.3 million and estimates it spent $1.2 million, $0.1 million (8%) less than planned (our arithmetic).

Ask: Why did estimated spending on these services come in $0.1 million under the 2025–26 plan, and where does that money go in 2026–27?

What changed

The total is $927,649 (13%) lower than in the 2025–26 plan. The biggest change in dollars is Special Education:, which went from $1.5 million to $1.4 million.

Largest cuts

Special Education:−⁠$180,723
Academic - Curriculum Design:−⁠$163,174
Counseling:−⁠$87,989

Largest increases

Support for Long Term English Learners+⁠$71,396
Professional Development:+⁠$28,298

What its goals measure

Read these state results for this school as context for the goals they measure; results alone can’t show what the plan caused.

The test rows are schoolwide results for every grade the school tests; the source doesn’t list which grades. The headline at the top of this page covers grade 11 only: 50% in English and 3% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure	2024–25	2025–26	Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 2 · Proficiency for All	30%	32%	up 2 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 2 · Proficiency for All	8%	13%	up 5 pts
Chronically absentGoal 4 · Focus on school culture	31 in 100	41 in 100	10 more in 100
Suspended at least onceGoal 4 · Focus on school culture	0.9%	2.3%	up 1.4 pts

Goal 6 tracks named schools and Goals 1, 3 and 5 track other measures, so they aren’t shown here.

Figures from CDE’s state test, chronic absence and suspension files. Test figures cover every grade the school tests (California tests grades 3–8 and 11), so they differ from a profile’s rated grades. Chronically absent means a student missed 10% or more of school days.

The plan’s own titles and amounts

Special Education: · $1,362,802
Facility Inspections: · $575,245
Curriculum, Resources and Materials to Support Student Subgroups: · $531,356

The full plan6 goals, 31 measures and where the money goes

We calculate each action’s share of the plan by dividing its planned amount by the total of the plan’s funded actions ($6.4 million).

Where does the money go?

45% to Goal 2, Proficiency for All. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.

Change since the 2025–26 plan, same title

fell 25% or more
fell 10–25%
fell 2–10%
within 2%
grew 2–10%
grew 10–25%
grew 25% or more
new or renamed title
not compared: unconfirmed, or repeated across goals

Every goal, in the plan’s order

Goal 1Provide Basic Services by: • Maintaining the appropriate assignment of teachers, appropriately credentialed…$1.5 million23% of action budgets

“Provide Basic Services by: • Maintaining the appropriate assignment of teachers, appropriately credentialed in the subject areas and for the pupils they are teaching • Providing students will have access to and be enrolled in a broad course of study (i.e., science, social science, VAPA, PE for high school students), and have access to standards-aligned instructional materials and the educational program as outlined in the school’s charter petition • Maintaining school facilities are maintained in good repair” p. 14 ↗

4 funded actions · 2025–26 plan: $1.7 million (−⁠$226,345)

Largest funded actions

Facility Inspections:$575,245action 1.4 · p. 71 ↗
Academic - Curriculum Design:$455,925action 1.2 · p. 71 ↗
Academic - Master Scheduling & Staffing:$347,102action 1.3 · p. 71 ↗ · marked as contributing to high-need services · of which $193,887 is state funding counted toward those services
Teacher Credentialing:$89,076action 1.1 · p. 71 ↗

Changes from last year’s plan, same title

Academic - Curriculum Design:−⁠$163,174$619,100 → $455,925 · p. 71 ↗
Facility Inspections:−⁠$42,925$618,170 → $575,245 · p. 71 ↗
Academic - Master Scheduling & Staffing:−⁠$14,320$361,422 → $347,102 · p. 71 ↗

Every other line in this goal, against last year’s plan

Teacher Credentialing: · $95,002 → $89,076 · p. 71 ↗−⁠$5,925

How the plan measures it · 3 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 14 ↗.

Goal 2Proficiency for All$2.9 million45% of action budgets

“• Increase the percent of students scoring Met Standard and above on SBAC ELA, SBAC Math and CAST assessments annually or outperform the district average. • Increase percent of EL students who reclassify as Fully English Proficient. • Increase percent of EL students scoring “Level 3” and “Level 4” on the English Language Proficiency. Assessments for California (“ELPAC”) annual assessment. • Increase or maintain growth on CORE ELA and Math "<30" Explanation: Federal and state regulations safeguard student privacy by stipulating that data cannot be reported for any student group comprising fewer than 30 students. Educational Partners are encouraged to communicate with their student’s teacher or school administrators for insights into student group performance” p. 19 ↗

9 funded actions · 2025–26 plan: $3.2 million (−⁠$332,937)

Largest funded actions

Special Education:$1.4 millionaction 2.3 · p. 71 ↗
Curriculum, Resources and Materials to Support Student Subgroups:$0.5 millionaction 2.1 · p. 71 ↗ · marked as contributing to high-need services
Credit Recovery:$0.2 millionaction 2.8 · p. 71 ↗
Professional Development:$0.2 millionaction 2.5 · p. 71 ↗ · marked as contributing to high-need services · of which $103,185 is state funding counted toward those services
Support for EL Students:$0.2 millionaction 2.2 · p. 71 ↗ · marked as contributing to high-need services · of which $143,451 is state funding counted toward those services

4 more funded actions in this goal

Test Preparation: · action 2.7 · p. 71 ↗$0.2 million
Interim Assessments: · action 2.6 · p. 71 ↗$0.1 million
Support for Long Term English Learners · action 2.9 · p. 72 ↗ · marked as contributing to high-need services$0.1 million
High Achieving Students: · action 2.4 · p. 71 ↗under $0.1 million

Changes from last year’s plan, same title

Special Education:−⁠$0.2 million$1.5 million → $1.4 million · p. 71 ↗
Support for Long Term English Learners+⁠$71,396$13,258 → $84,654 · p. 72 ↗
Interim Assessments:−⁠$46,169$172,792 → $126,624 · p. 71 ↗

Every other line in this goal, against last year’s plan

Curriculum, Resources and Materials to Support Student Subgroups: · $551,003 → $531,356 · p. 71 ↗−⁠$19,648
Credit Recovery: · $234,420 → $197,572 · p. 71 ↗−⁠$36,848
Professional Development: · $166,040 → $194,337 · p. 71 ↗+⁠$28,298
Support for EL Students: · $191,721 → $192,748 · p. 71 ↗+⁠$1,027
Test Preparation: · $181,472 → $153,689 · p. 71 ↗−⁠$27,782
High Achieving Students: · $29,871 → $26,905 · p. 71 ↗−⁠$2,966

How the plan measures it · 7 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 19 ↗.

Goal 3 · Focus GoalPrepared for college, leadership and life$804,83213% of action budgets

“• Middle School Dropout: Decrease the cohort dropout rate percent by 3% per year, or to be below 10% • Increase the percent of graduates that successfully complete A-G course requirements to greater than previous year or greater than 70% • Increase the percent of students earning passing scores (3 or above) on Advanced Placement (“AP”) exams by 3% per year • Increase progress on California Dashboard College and Career Indicator • Maintain low cohort dropout rates at lower than previous year or less than 8% • Increase graduation rates to 85% or higher "<30" Explanation: Federal and state regulations safeguard student privacy by stipulating that data cannot be reported for any student group comprising fewer than 30 students. Educational Partners are encouraged to communicate with their student’s teacher or school administrators for insights into student group performance” p. 37 ↗

4 funded actions · 2025–26 plan: $964,132 (−⁠$159,300)

Largest funded actions

Counseling:$341,381action 3.1 · p. 72 ↗
Test Preparation:$278,392action 3.4 · p. 72 ↗
Curriculum:$113,793action 3.3 · p. 72 ↗
Parent Involvement:$71,266action 3.2 · p. 72 ↗

Changes from last year’s plan, same title

Counseling:−⁠$87,989$429,371 → $341,381 · p. 72 ↗
Curriculum:−⁠$25,058$138,852 → $113,793 · p. 72 ↗
Parent Involvement:−⁠$23,963$95,229 → $71,266 · p. 72 ↗

Every other line in this goal, against last year’s plan

Test Preparation: · $300,681 → $278,392 · p. 72 ↗−⁠$22,289

How the plan measures it · 8 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 37 ↗.

Goal 4 · Focus GoalFocus on school culture$513,9628% of action budgets

“• School will maintain a high Average Daily Attendance (“ADA”) rate greater than 90% • School will decrease student chronic absenteeism rate by 3% per year or to a rate at or below 10% • School will decrease suspension rate by 3% per year or to a rate at or below 5% • School will maintain an expulsion rate of 0.5% or less "<30" Explanation: Federal and state regulations safeguard student privacy by stipulating that data cannot be reported for any student group comprising fewer than 30 students. Educational Partners are encouraged to communicate with their student’s teacher or school administrators for insights into student group performance” p. 48 ↗

3 funded actions · 2025–26 plan: $608,602 (−⁠$94,640)

Largest funded actions

Services for Systems of Support:$337,253action 4.2 · p. 72 ↗
Attendance:$143,322action 4.1 · p. 72 ↗
Decrease Chronic Absenteeism$33,387action 4.3 · p. 72 ↗

Changes from last year’s plan, same title

Attendance:−⁠$46,033$189,355 → $143,322 · p. 72 ↗
Services for Systems of Support:−⁠$41,456$378,709 → $337,253 · p. 72 ↗
Decrease Chronic Absenteeism−⁠$7,151$40,538 → $33,387 · p. 72 ↗

How the plan measures it · 4 measures · 1 quoted

4a ADA: Maintain a high Average Daily Attendance (“ADA”) at a rate greater than 90% p. 48 ↗
Baseline
All Students: 91% …
Target for year 3
All Students: 90% …

3 more measures in the plan’s table.

Goal 5 · Focus GoalParent, Student and Community Engagement$485,4718% of action budgets

“• School will have at least 4 School Advisory Council (“SAC”) meetings. • The school will host at least 4 District English Learner School Advisory Council (“DELAC”) meetings. • Students, families and the school community will feel a sense of connectedness” p. 54 ↗

4 funded actions · 2025–26 plan: $599,899 (−⁠$114,428)

Largest funded actions

Parent Engagement and Participation:$182,358action 5.1 · p. 72 ↗ · marked as contributing to high-need services
Staff Engagement:$112,523action 5.4 · p. 72 ↗
Community Partnerships:$103,508action 5.3 · p. 72 ↗
Communications:$87,083action 5.2 · p. 72 ↗

Changes from last year’s plan, same title

Parent Engagement and Participation:−⁠$59,186$241,544 → $182,358 · p. 72 ↗
Community Partnerships:−⁠$38,683$142,191 → $103,508 · p. 72 ↗
Staff Engagement:−⁠$9,572$122,095 → $112,523 · p. 72 ↗

Every other line in this goal, against last year’s plan

Communications: · $94,070 → $87,083 · p. 72 ↗−⁠$6,987

How the plan measures it · 5 measures · 2 quoted

5a SAC Meetings: The school will host at least 4 SACs each school year p. 54 ↗
Baseline
4 Meetings Count of meetings ELAC/DELAC/SSC/LC AP Parent advisory (2022-23)
Target for year 3
4 Meetings
5b DELAC Meetings: The school will host at least 4 DELACs each school year p. 54 ↗
Baseline
4 Meetings Count of meetings ELAC/DELAC/SSC/LC AP Parent advisory (2022-23)
Target for year 3
4 Meetings

3 more measures in the plan’s table.

Goal 6 · Equity Multiplier Focus GoalEquity Multiplier Goal$285,2094% of action budgets

“To improve student group outcomes in English Language Arts, Mathematics, and English Learner Progress Indicator” p. 59 ↗

3 funded actions · 2025–26 plan: $285,209 (unchanged)

Largest funded actions

Improve Mathematics outcomes for students in the following groups: English Learners, Latinx, and Socioeconomically Disadvantaged$109,787action 6.2 · p. 73 ↗
Improve English Language Arts outcomes for students in the following groups: English Learners, Latinx, and Socioeconomically Disadvantaged$103,533action 6.1 · p. 73 ↗
Improve English Learner Progress Indicator outcomes$71,889action 6.3 · p. 73 ↗

Every other line in this goal, against last year’s plan

Improve Mathematics outcomes for students in the following groups: English Learners, Latinx, and Socioeconomically Disadvantaged · $109,787 → $109,787 · p. 73 ↗unchanged
Improve English Language Arts outcomes for students in the following groups: English Learners, Latinx, and Socioeconomically Disadvantaged · $103,533 → $103,533 · p. 73 ↗unchanged
Improve English Learner Progress Indicator outcomes · $71,889 → $71,889 · p. 73 ↗unchanged

How the plan measures it · 4 measures · 1 quoted

6d - Chronic Absenteeism: Decrease student chronic absenteeism rate by 3% per year or to a rate at or below 10% p. 60 ↗
Baseline
All Students: 27.6% …
Target for year 3
All Students: 18.6% …

3 more measures in the plan’s table.

All amounts are planned. We read them from the PDF and added up each goal’s actions ourselves. Page links open the plan at that page.

Next steps

Which schools feed into Animo Compton Charter, and how do I get in?

No assigned next school.

Animo Compton Charter is a charter, so a student’s later schools follow the family’s home address, not this campus, unless the family applies elsewhere. Each school’s standing compares it with California schools at its own level.

Elementary
Link not recorded
Ask the district about this stage.
Grades 6–12 · this school
Animo Compton Charter

Historical links and nearby options · confirm your child’s address and current assignment with the district. Explore schools on the map

Not a next step: the school sharing this address. Barack Obama Charter has the same street address in the state’s school directory.

All recorded links and nearby alternatives

Middle-school links

Today's Fresh Start-Compton
Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.

Links do not guarantee placement. Charter, magnet, transfer and other admission routes can differ. Each school’s percentile compares it with California schools at its own level (continuation and alternative schools only with their own kind); the stages are not one ranking.

How do I get in?

Apply on Animo Compton Charter’s own application, by the dates its site lists. Charter schools set their own enrollment steps and dates.

Before you apply

Confirm this school’s current process directly.

Eligibility and entry grades: Which grades are accepting applications, and who is eligible?
Application and lottery: What are the deadlines, enrollment priorities, and lottery or waitlist steps?
The daily logistics: What transportation and before- or after-school options are available?

School website: greendot.org ↗Office: (323) 565-1600Administrator: Kristina Brubaker

Location and visiting

Get directions

13305 South San Pedro Street, Los Angeles 90061

Directory location · Explore nearby schools on the map. Confirm enrollment with the school.

Questions for your visit

Do families get each child’s absence count during the year, and what happens once a child starts missing school? 41 in 100 chronically absent, 2025–26 (154 of 372 students); average California high school: 22 in 100
What extra help do students who are behind get, and how do you know it’s working? 97% in math scored at the Developing or Minimal level, grade 11, spring 2026 (34 students tested); California: 68%
What help do students get when they fall behind on credits?
When a student is suspended, what happens before and after, and who talks with the family?
Why did estimated spending on these services come in $0.1 million under the 2025–26 plan, and where does that money go in 2026–27?
Which courses and career pathways does the school run, and who can enroll?

Office (323) 565-160013305 South San Pedro Street, directions (opens Google Maps in a new tab)

Nearby high schoolsClosest first, by straight-line distance

The closest high schools, by straight-line distance from this campus. Distance isn’t an attendance boundary.

Nearby high schoolsPercentile among California high schools, 2025

New Designs Charter School-WattsLos Angeles Unified · 0.5 mi · Charter school. Check how it admits students.
43rdDevelopingScope Score 54
Animo Watts College Preparatory AcademyLos Angeles Unified · 0.5 mi · Charter school. Check how it admits students.
72ndSolidScope Score 64
Centennial High0.9 mi
47thDevelopingScope Score 55
University Pathways Medical Magnet AcademyLos Angeles Unified · 1.5 mi · Magnet school. Check how it admits students.
40thDevelopingScope Score 52
King/Drew Medical Magnet HighLos Angeles Unified · 1.6 mi · Magnet school. Check how it admits students.
85thStrongScope Score 72

Each percentile compares a school with California schools at its own level.

Explore nearby schools on the map

Source records

Every figure on this page, with its source, grades, year and count.

Score factorssource values, index and weights · 2024–25 · ranked #1,164 of 1,498 California high schools we score · #6 of 7 in Compton Unified

Score factors, 2024–25
Factor	School	Index	Weight
Graduation rate	91%	54	25%
Exceeded standardaverage of English and math	10%	44	22%
Ready for college or career (state measure)	48%	52	20%
Met or exceededaverage of English and math	24%	42	18%
Chronically absent	31 in 100	49	5%
Suspension rate	0.9% (4 of 426)	59	5%
English learners: top level	12%	—	5%

Index is where the school's value sits among the California high schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2024–25. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests.

Scope Score by year2022–23 to 2024–25 · each year’s inputs, and the score for each year we could verify

The 2024–25 Scope Score, in the current-formula row below, uses the state’s college-or-career readiness measure, 2024–25. No verified earlier Scope Scores are available here.

Scope Score

School year	Scope Score	Percentile	Rank	Comparison group
2024–25	47	22	#1164	California high schools · 1,498 schools · current formula

2022–23 and 2023–24 have records on file but no Scope Score we could verify against that year’s source files, so no score is shown for them.

School year	Chronic absence	Suspension
2022–23	not on file	not on file
2023–24	28 in 100	1.0% (4 of 396)
2024–25	31 in 100	0.9% (4 of 426)

Chronic absence and suspension are CDE’s all-students school rates for each year.

Every tested year2019–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subject	Students with scores	Top level	Top two levels
2026 · English	190	8%	32%
2026 · Math	190	4%	13%
2025 · English	201	6%	30%
2025 · Math	201	3%	8%
2024 · English	186	3%	18%
2024 · Math	186	2%	8%
2023 · English	185	3%	18%
2023 · Math	185	0%	4%
2022 · English	138	3%	21%
2022 · Math	135	2%	6%
2019 · English	73	1%	16%
2019 · Math	75	3%	7%

Each year names its school year end (2026 = 2025–26). “Students with scores” counts each subject on its own, so don’t add the English and math counts together. A dash is unavailable, not zero.

Earlier years · grade and subject

Year · grade · subject	Students with scores	Met or exceeded
2025 · Grade 6 · English	50	16%
2025 · Grade 7 · English	54	37%
2025 · Grade 8 · English	62	29%
2025 · Grade 11 · English	35	43%
2025 · Grade 6 · Math	50	6%
2025 · Grade 7 · Math	54	13%
2025 · Grade 8 · Math	62	8%
2025 · Grade 11 · Math	35	6%
2024 · Grade 6 · English	32	22%
2024 · Grade 7 · English	44	20%
2024 · Grade 8 · English	57	16%
2024 · Grade 11 · English	53	17%
2024 · Grade 6 · Math	32	12%
2024 · Grade 7 · Math	42	12%
2024 · Grade 8 · Math	57	4%
2024 · Grade 11 · Math	55	7%
2023 · Grade 6 · English	44	11%
2023 · Grade 7 · English	45	16%
2023 · Grade 8 · English	58	16%
2023 · Grade 11 · English	38	32%
2023 · Grade 6 · Math	44	9%
2023 · Grade 7 · Math	44	2%
2023 · Grade 8 · Math	58	5%
2023 · Grade 11 · Math	39	0%
2022 · Grade 6 · English	32	16%
2022 · Grade 7 · English	54	17%
2022 · Grade 8 · English	52	29%
2022 · Grade 6 · Math	30	3%
2022 · Grade 7 · Math	54	6%
2022 · Grade 8 · Math	51	8%
2019 · Grade 6 · English	34	12%
2019 · Grade 7 · English	39	21%
2019 · Grade 6 · Math	34	0%
2019 · Grade 7 · Math	41	12%

Current 2025–26 grade results are under Academic achievement, in Results for each grade. “Students with scores” counts the students tested in that grade, subject and year. A missing result is not zero, and each year’s row is a different group of children.

Science (CAST)schoolwide · spring 2026

Science (CAST)	Tested	Advanced	Proficient	Developing level	Minimal
Schoolwide	99	1%	19%	63%	17%

CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate. Not part of the Scope Score.

Student groups: test resultsEnglish · spring 2026 · against the same group in the district and California

Group · English	Tested	Proficient or Advanced	vs district	vs California
Low-income	174	32%	−23	−9
Hispanic or Latino	102	34%	−22	−8
Black or African American	77	27%	−24	−8

Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score

Group	English	n	CDE category	Math	n	CDE category
All students	+1	154	Average	−1	154	Average
Low-income	+1	141	Average	0	141	Average
English-only students	+8	100	not categorized	−1	100	not categorized
Hispanic or Latino	−8	77	Moderate	−6	77	Moderate
Black or African American	+11	73	Accelerated	+2	73	Average
English learners	−18	43	Moderate	−3	43	Average
Students with disabilities	−20	30	Moderate	−13	30	Moderate
Recently reclassified as fluent in English	−3	25	not categorized	−4	25	not categorized
English learners only	−38	18	not categorized	−3	18	not categorized
Long-term English learners (grades 6–8 only)	−18	15	Moderate	−2	15	Average

CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. Long-term English learner counts cover grades 6–8 only (CDE’s rule), so that row is not comparable to the All students row. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8; here that is grades 6–8. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure

California growth model · points vs expected

State model · English+1 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25

All students, grades 6–8

154 students

CDE growth category: Average

State model · math−1 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25

All students, grades 6–8

154 students

CDE growth category: Average

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California middle school records, the median English estimate is −2 and the middle half fall between −10 and +5 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8; here that is grades 6–8, and it is not part of the Scope Score.

Attendance and suspensionsState records · this school and each student group · 2018–19 and 2025–26

CDE’s all-students school rates for 2024–25 and 2025–26; the change is the difference between the two rates as printed.

Year-over-year school rates
Chronic absenteeism2024–25 · 31 in 100 → 2025–26 · 41 in 100 · +10 in 100
Suspension rate2024–25 · 0.9% (4 of 426) → 2025–26 · 2.3% (9 of 395) · +1.4 percentage points

Group	2018–19	2025–26	Change
Female	—	38 in 100	—
Male	—	44 in 100	—
Black or African American	—	47 in 100	—
Hispanic or Latino	—	38 in 100	—
White	—	27 in 100	—
Students with disabilities	—	47 in 100	—
English learners	—	42 in 100	—
Homeless	—	65 in 100	—
Low-income	—	42 in 100	—
All students	—	41 in 100	—

Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.

Graduation and readinessstate records · each rate for its own year and class of students

Measure	Source record
This school · CCI overall Prepared	CDE College/Career Indicator · CCI source year 2025 · all students · all students in the current four-year graduation cohort, plus only Prepared fifth-year graduates from the prior cohort. Overall CCI Prepared rate 48% · numerator 26 students classified Prepared · denominator 54 CCI students.
California · CCI overall Prepared	CDE statewide CCI cohort · CCI source year 2025 · all students · overall Prepared rate 52% · numerator 257,567 students classified Prepared · denominator 497,814 CCI students.

AP pathway among CCI Prepared studentsCDE College/Career Indicator · CCI source year 2025 · all students · AP pathway rate 88% · AP-pathway numerator 23 · denominator 26 (CCI Prepared students). This measure uses Prepared students as its denominator, not the whole CCI cohort; it is not an AP exam-taking rate or a count of AP courses offered. That cohort includes all students in the current four-year graduation cohort plus only Prepared fifth-year graduates from the prior cohort. In 2025 the pathway accepts two qualifying AP exams, two qualifying AP courses, or a combination of one of each in different subjects.

CDE's overall Prepared rate is the college-readiness factor in the Scope Score (20% of the high school score). The school rate is 26 of 54 CCI students, not the AP-only pathway or A–G completion rate. The California figure is CDE's statewide CCI student cohort, not an average of SchoolScope's comparable high schools or the SchoolScope school-rank pool.

Graduation rate

91%

AP route, among those ready for college or career

88%

2025 CDE CCI cohort · AP courses, exams, or both; share of students ready for college or career (CDE’s “Prepared”), not course offerings

Finished the UC/CSU course list (A–G)

51%

A–G are the 15 courses (across 7 subjects) required for UC/CSU eligibility

These source periods and populations differ: graduation uses an adjusted cohort, while A–G completion and college-going use separately reported groups. The rates are shown individually, without a shared performance tier.

UC admissions, universitywidefall 2024–2025 · applied, admitted, enrolled, mean GPA · summed across CEEB codes

Year	Applied	Admitted	Enrolled	Mean GPA (applied)	Mean GPA (admitted)	Mean GPA (enrolled)
2025	10	8	5	3.73	3.75	3.89
2024	8	6	under 3	3.61	3.66	—

Source: UC admissions by source school. Dated fall first-year UC applicants, admitted students, and enrollees. GPA is each group's mean weighted, capped high-school GPA for 10th/11th-grade college-preparatory courses. SchoolScope leaves GPA unavailable when several CEEB codes contribute rather than combining their means. UC blanks counts under 5 applicants or under 3 admits or enrollees, shown here as “under 5” or “under 3”; — means unavailable, and a reported zero remains zero. A + marks a partial SchoolScope sum of observed counts, not a complete total; missing contributions may be zero. No admit rate is computed here. Complete, matching counts can support a historical descriptive rate, but do not establish a school's effect or predict individual chances. Series shown from 2024.

UC admissions by campuslatest falls on file · each campus counted separately

Campus	Year	Applied	Admitted	Enrolled
Berkeley	2025	8	under 3	under 3
Irvine	2025	6	under 3	under 3
Irvine	2024	7	under 3	under 3
Los Angeles	2025	8	under 3	under 3
Los Angeles	2024	8	under 3	under 3
Riverside	2025	5	5	under 3
Riverside	2024	6	3	under 3
San Diego	2025	6	under 3	under 3
Universitywide	2025	10	8	5
Universitywide	2024	8	6	under 3

Source: UC admissions by source school. Dated fall first-year UC applicants, admitted students, and enrollees. Campus totals are not interchangeable with Universitywide; students can apply to several campuses. Universitywide is separately reported; never derive it by adding campus rows. Universitywide applicant and admit counts are unduplicated. UC blanks counts under 5 applicants or under 3 admits or enrollees, shown here as “under 5” or “under 3”; — means unavailable, and a reported zero remains zero. A + marks a partial SchoolScope sum of observed counts, not a complete total; missing contributions may be zero. No admit rate is computed here; these records do not establish a school's effect or predict individual chances.

AP course catalog2025–26 · College Board course authorizations

Subject	Authorization recorded for
Computer Science Principles	this school
English Language and Composition	this school
English Literature and Composition	this school
Precalculus	this school
Spanish Language and Culture	this school
United States History	this school
World History: Modern	this school

Authorization ≠ a section running this year — the Ledger records what the school may teach, not seat counts.

Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot

Measure	This school
AP offered	offered
AP course count	4
AP enrollment (male/female)	70
IB participation	not reported
Dual enrollment	offered · 28 enrolled
Algebra I in grade 8	not reported
Calculus sections	1
Physics sections	3
Chemistry sections	3
Reported male/female enrollment (CRDC)	321

These counts aren’t part of the Scope Score. “Not reported” means the federal record has no value for that item; it isn’t a zero. Enrollment counts add the male and female students the survey reports.

Fundingschool and district spending, from state and federal finance records · each row names its fiscal year and measure

Per-pupil spending

District · current expense$15,556 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 19,179 pupils

California · selected district mean$14,491 per pupil

NCES F-33 · FY 2020–21 (2021) · SchoolScope’s unweighted mean across 818 selected California district finance records

District current expense · FY 2024–25$24,278 per ADA

CDE SACS Current Expense of Education · district fiscal year ending 2025 · average daily attendance denominator

How the California mean was selected

SchoolScope starts with its selected California finance records, not every NCES California district. For FY 2020–21, it calculates an unweighted mean of NCES F-33 current expense per pupil. District records contribute once, regardless of enrollment. The calculation keeps records with positive per-pupil current expense, enrollment over 100, CCD agency type 1, and a recorded district name; it excludes names ending in County Office of Education, Department of Education, or Superintendent of Schools. This is a SchoolScope calculation, not a state-published spending average.

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation

Instruction 61%Instruction support 10%Student services 7%Administration 8%Buildings & maintenance 13%Other 1%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$229,307,161	60.82%	61%
Instruction support	$39,404,356	10.45%	10%
Student services	$25,793,935	6.84%	7%
Administration	$32,432,475	8.60%	8%
Buildings & maintenance	$47,638,193	12.63%	13%
Other	$2,463,513	0.65%	1%
Total	$377,039,634	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $377,039,634 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2021; latest district record shown: 2021

2021$15,556 per pupil

2020$15,360 per pupil

2019$15,206 per pupil

2018$13,338 per pupil

2017$12,258 per pupil

Source: NCES F-33 · Full district breakdown →

Staffing recordsstate teacher credential-and-placement and district salary records · each for its own year

Additional workforce records

Properly assigned intern credential holders13.3%

CDE 2024–25 SARC, Teacher Preparation and Placement table; measured school year 2021–22. Share of reported school teaching-position full-time equivalents assigned to properly assigned intern credential holders. A reported 0.0% is shown; unavailable rates are omitted. This is a position share, not a count of current teachers or of emergency permits.

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 90061 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 90061 area
Measure	Estimate
Median household income	$61,046
Bachelor's degree or higher (adults 25+)	12%
ZIP-area population	30,051
Median age	33.0 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score. See all schools in ZIP code 90061 →

Downloads, embed and methodologyCSV · embed code · sources · corrections

Embed this scorecard

<iframe
  src="https://schoolscope.co/embed/school/animo-compton-charter-7984"
  width="100%" height="210" loading="lazy"
  style="border:0;border-radius:12px"
  title="Animo Compton Charter — SchoolScope scorecard">
</iframe>

Free to embed with the credit link. Data updates automatically.

Its Scope Score is a high school score; results for its other grades are in these records.

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2024–25 results, compared across 1,498 high schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · UC fall first-year source records — UC blanks counts under 5 applicants or 3 admits or enrollees; “+” marks a partial count; the all-campus total is reported separately · AP courses the College Board approved, 2025–26 (approved to teach, not enrollment) · federal civil rights data (CRDC) 2023–24, a past snapshot · Data updated October 15, 2026

How we analyze · Request a correction

Animo Compton Charter — Rating & test scores

Compare schools

Spring 2026 state test results

Common questions

How do I get in?

Is Animo Compton Charter a good school?

How often do students miss school or get suspended?

How does math compare with English?

How do kids like mine do here?

What could my child study here?

Where do students go after finishing high school here?

What does its own plan pay for?

What should I ask on a visit?

How did students here do on state tests?

English

Math

How do the middle grades do?

English

Math

How does math compare with English?

Have results changed?

English · top two levels · grade 11

Math · top two levels · grade 11

Each year’s results and tested counts

Who can act on Animo Compton Charter’s results?

Where is its yearly plan?

How many students here graduate in four years?

Graduated in four years

Ready for college or career (state measure)

Finished the UC/CSU course list

What could my child study here?

AP courses the school is approved to teach

Math & Computer Science 2

English 2

History & Social Science 2

World Languages & Cultures 1

What other courses and pathways are on record?

University of California

Each fall since 2024

California State University

Each fall since 2021

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

How do kids like mine do here?

Who are the students?

Are English learners moving up on the state’s English test?

Who are the families and teachers?

What does Animo Compton Charter’s own plan commit to?

The 2026–27 plan in short

Where the money goes

Reading, math and catch-up help

For high-need students

What changed

What its goals measure

Where does the money go?

Every goal, in the plan’s order

Which schools feed into Animo Compton Charter, and how do I get in?

Middle-school links

How do I get in?

Before you apply

Location and visiting

Questions for your visit

Source records

Scope Score

Per-pupil spending

Additional workforce records

Embed this scorecard

Did you find what you were looking for?