Independent charter school · Pasadena Unified · Pasadena, California

Aveson Global Leadership Academy — Rating & test scores

Pasadena · 6–12 · 200 students (2024–25)

300 Madre Street, 91001aveson.org ↗(626) 797-1438

Aveson Global Leadership Academy’s lottery is Saturday, February 27.

Applying for 2027–28. From the school’s site ↗, read October 26, 2026.

31stpercentileDeveloping

The dots are California’s 2,529 scored public middle schools, placed by Scope Score on spring 2026 tests. How it’s built →

Scope Score

Weighted composite · 2025–26
A weighted mix of four of the six middle school measures.

See this school’s score factors ↓

Aveson Global Leadership Academyhigher than 31 of the 100 California dots

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

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

Aveson Global Leadership Academyhigher than 31 of the 100 California dots

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

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

Aveson Global Leadership Academyhigher than 31 of the 100 California dots

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

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

Near California in English, well below in math: 52% and 24% scored Proficient or Advanced in grades 6–8, spring 2026, against 49% and 37%.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 6–8: 85 in English, 84 in math
Comparison: California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).

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

This rating covers grades 6–8. Aveson Global Leadership Academy teaches 6–12: grade 11 results ↓

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In grades 6–8, spring 2026, 13% of students tested in English (reading and writing) scored Advanced, against 19% across California. Advanced is the top of the state’s four levels.

Sources

The sentence above: California’s state tests (CAASPP), California Department of Education, spring 2026. All students tested in grades 6–8. California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English tested).

Common questions

How do I get in?

Apply on Aveson Global Leadership Academy’s own application, by the dates its site lists. Charter schools set their own enrollment steps and dates. Evidence ↓

Is Aveson Global Leadership Academy a good middle school?

Aveson Global Leadership Academy scores higher than 31 in 100 of California’s 2,529 scored public middle schools: 31st percentile, Developing, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 18 in 100 students missed 10% or more of school days, against 27 in 100 at the average Pasadena Unified middle school. 6.1% of students (11 of 181) were suspended at least once in 2025–26, against 3.7% at the average California middle school. Evidence ↓

Did students here score above what the state expected?

In English, about as expected; in math, below what the state expected. In 2025, students here in grades 6–8 scored +1 point against the state’s expected score in English, which the state calls Average. In math, they scored −12 points, which it calls Moderate.

Included in this measure: 76 students

Evidence ↓

What does its own plan pay for?

In its 2026–27 plan, $1.9 million is planned for 25 funded actions in 5 goals. That’s 56% of its $3.5 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?

Near California in English; well below it in math.

State tests (CAASPP), spring 2026

In grades 6–8, spring 2026, 52% scored Proficient or Advanced in English and 24% in math, against 49% and 37% across California.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 6–8: 85 in English, 84 in math
Comparison: California: CDE’s grades 6–8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English, 1,254,800 in math tested). The comparisons use the same grades and year.

AdvancedProficientBelow the standard

English

Grades 6–8 · spring 2026 · 85 tested

Advanced: 13%
Proficient: 39%
Below the standard: 48%

This school52%

California49%

Pasadena Unified45%

52% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 84 tested

Advanced: 5%
Proficient: 19%
Below the standard: 76%

This school24%

California37%

Pasadena Unified32%

24% Proficient or Advanced in grades 6–8.

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	45%	59%	52%
Advanced	17%	17%	4%
Proficient	28%	42%	48%
Developing level	31%	27%	26%
Minimal	24%	14%	22%
Tested	29	29	27
California	48%	51%	49%
Difference	−3	+8	+3

English, grade 11: share of students tested, spring 2026
Measure	Grade 11
Proficient or Advanced	50%
Advanced	22%
Proficient	28%
Developing level	33%
Minimal	17%
Tested	18
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	21%	32%	19%
Advanced	3%	7%	4%
Proficient	18%	25%	15%
Developing level	34%	29%	33%
Minimal	45%	39%	48%
Tested	29	28	27
California	37%	38%	36%
Difference	−16	−6	−17

Math, grade 11: share of students tested, spring 2026
Measure	Grade 11
Proficient or Advanced	21%
Advanced	0%
Proficient	21%
Developing level	21%
Minimal	58%
Tested	19
California	32%
Difference	−11

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 high school grades do?

In grade 11, spring 2026, 50% scored Proficient or Advanced in English and 21% in math, against 57% and 32% across California. Fewer than 30 students tested, so one year can swing a lot; ask how results looked in other years.

English

Grade 11 · spring 2026 · 18 tested

Advanced: 22%
Proficient: 28%
Below the standard: 50%

This school50%

California57%

Pasadena Unified45%

50% Proficient or Advanced in grade 11.

Math

Grade 11 · spring 2026 · 19 tested

Advanced: 0%
Proficient: 21%
Below the standard: 79%

This school21%

California32%

Pasadena Unified25%

21% Proficient or Advanced in grade 11.

How does math compare with English?

In grades 6–8, spring 2026, math trails English by 28 percentage points in the share who scored Proficient or Advanced, against 12 points across California. The grades 6–8 cards above give each subject’s share.

Have results changed?

English results were higher than in 2025; math results were lower. English went from 44% to 52% and math from 31% to 24%.

English · top two levels · grades 6–8

202544%96 tested

→

202652%85 tested

This school

California, same grades49% → 49%2025 → 2026 · 1,266,619 → 1,254,039 tested

Math · top two levels · grades 6–8

202531%95 tested

→

202624%84 tested

This school

California, same grades36% → 37%2025 → 2026 · 1,272,526 → 1,254,800 tested

Each year is a different group of students.

Did students here score above what the state expected?

In English, about as expected; in math, below what the state expected. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 6–8 scored +1 point against that expected score in English, which the state calls Average. In math, they scored −12 points, which it calls Moderate.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grades 6–8: 76
Comparison: Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Grades 6–8 · 2025 · 76 students with scores in both years

Points above or below what the state expected from the same students’ earlier scores.

+1 pts

English

The state calls it Average, the third of its five growth levels.

−12 pts

Math

The state calls it Moderate, the second of its five growth levels.

Ask: How does the school check what’s working in math?

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, grades 6–8 · This school	13%	39%	28%	20%	85
English, grades 6–8 · California	19%	30%	23%	28%	1,254,039
English, grades 6–8 · Pasadena Unified	18%	27%	22%	33%	2,905
Math, grades 6–8 · This school	5%	19%	32%	44%	84
Math, grades 6–8 · California	21%	16%	23%	40%	1,254,800
Math, grades 6–8 · Pasadena Unified	19%	13%	21%	47%	2,892
English, grade 11 · This school	22%	28%	33%	17%	18
English, grade 11 · California	27%	30%	21%	22%	414,559
English, grade 11 · Pasadena Unified	21%	24%	26%	29%	914
Math, grade 11 · This school	0%	21%	21%	58%	19
Math, grade 11 · California	16%	16%	20%	48%	413,523
Math, grade 11 · Pasadena Unified	14%	11%	17%	58%	896

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.

Read English and math separately, then look at progress and the courses students can take.

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grades 6–8

This schoolCalifornia

0%50%100%20172022202652%49%

Math top two levels, grades 6–8

This schoolCalifornia

0%50%100%20172022202624%37%

The lines break across the COVID years, when state testing was waived or optional.

In grades 6–8, the share at the state’s top two levels in English went from 55% in 2017 to 52% in 2026. In math, it went from 32% in 2017 to 24% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 6–8
Year	This school	California
2017	55% 214 tested	48% 1,377,836 tested
2018	52% 205 tested	49% 1,391,379 tested
2019	56% 209 tested	50% 1,390,416 tested
2022	45% 118 tested	47% 1,277,584 tested
2023	43% 104 tested	46% 1,267,562 tested
2024	32% 99 tested	46% 1,269,432 tested
2025	44% 96 tested	49% 1,266,619 tested
2026	52% 85 tested	49% 1,254,039 tested

Math · top two levels · grades 6–8
Year	This school	California
2017	32% 215 tested	37% 1,383,609 tested
2018	35% 209 tested	37% 1,394,516 tested
2019	32% 207 tested	38% 1,394,239 tested
2022	19% 116 tested	31% 1,279,506 tested
2023	18% 105 tested	32% 1,272,024 tested
2024	21% 100 tested	33% 1,277,570 tested
2025	31% 95 tested	36% 1,272,526 tested
2026	24% 84 tested	37% 1,254,800 tested

How the state’s growth measure worksPoints above or below what the state expected from the same students’ earlier scores

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 1 point above that expected score, and in math 12 points below it.

The state sorts every school’s growth result into five growth levels, from Minimal to Exceptional.

Here, as at most schools, the state’s figure blends the two most recent years, so it moves more slowly than one year’s scores.

What you can do

Who can act on Aveson Global Leadership Academy’s results?

Aveson Global Leadership Academy’s own board decides its plan.

The state hasn’t placed Aveson Global Leadership Academy 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 ↓

Pasadena Unified authorized this charter; its current term ends June 30, 2029.

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 often do students miss school or get suspended?

18 in 100 students were chronically absent in 2025–26.

State attendance and suspension records, 2025–26

Preparation · each measure describes a different student group

Graduated in four years

96%

Across California: 89%

2024–25 · 24 of 25 students who started 9th grade together

Ready for college or career (state measure)

15%

Across California: 52%

2024–25 · 4 of 26 students in the state’s measure

Finished the UC/CSU course list

Average California high school: 56%

2024–25 · 0 of 24 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

68% enrolled in college within 12 months · 28 students who finished high school

University of California10 · 36%
California State University3 · 11%
California community college4 · 14%
In-state private0 · 0%
Out-of-state, 4-year2 · 7%
Out-of-state, 2-year0 · 0%
Not enrolled9 · 32%

Source: CDE college-going records, class of 2023. Shares are our arithmetic: each count divided by all high-school completers (graduates and other students who finished), rounded together so they total 100. “Not enrolled” does not describe employment, military service or other routes.

That means they missed 10% or more of school days. At the average Pasadena Unified middle school, 27 in 100 were. 6.1% of students were suspended at least once in 2025–26, against 3.7% at the average California middle school.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 31 of 171 students counted for it; suspension: 11 of 181 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 Pasadena Unified middle school 3.8%.

Chronically absent, 2025–26

18 in 100This school

27 in 100At the average Pasadena Unified middle school

18 in 100At the average California middle school

31 of 171 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

6.1%

of students were suspended at least once (11 of 181). Average California middle school 3.7%.

Ask: When a child starts missing school, who calls the family, and how soon?

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

Grade 6: 12 in 100, 4 of 33
Grades 7–8: 21 in 100, 13 of 63
Grades 9–12: 19 in 100, 14 of 75

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

Graduated in four years: 2024–25 · 24 of 25 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 · 4 of 26 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 · 0 of 24 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.
Where students who finished high school went: CDE college-going records, class of 2023. College enrollment is counted for 12 months after finishing high school and matched to college records, so this runs about two years behind. A dash is unavailable, not zero.

Ask families and staff yourselfWhat to ask the people at Aveson Global Leadership Academy

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

Who goes here?

Hispanic or Latino students are the largest group here: 46%.

Students, families and teachers

Who are the students?

2025–26 · students counted

Hispanic or Latino46%
White33%
Black or African American10%
Two or more races8%
Asian—
Filipino—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Unallocated share3%

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.

Who are the families and teachers?

38%of students qualified for free or reduced-price meals in 2024–25, 76 of 200. California: 63%.

15teachers, 2024–25

9 yearsaverage experience, 2024–25

33%in their first year, 2024–25

63%of teaching positions with proper credential and placement, 2021–22

Ask: Which student groups does the school track most closely, and what does it do when one falls behind?

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
Hispanic or Latino	46%
White	33%
Black or African American	10%
Two or more races	8%
Asian	—
Filipino	—
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: 63% of teaching positions, 8.8 properly credentialed teaching-position FTE out of 14 total position FTE. This measures positions, not individual teachers.

In its own words

What does Aveson Global Leadership Academy’s own plan commit to?

Its 2026–27 plan

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

$1.9 million

planned for 25 funded actions in 5 goals. That’s 56% of its $3.5 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, 180 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 42% of the money. The plan itself puts 86% of it toward staff.

Development and Use of Assessment Rubrics $340,000
Progress Monitoring & Data Analysis $270,000
Development of School-wide Expectations $202,500
22 other actions

Reading, math and catch-up help

4 of the plan’s 25 funded actions name reading, math, catch-up help or English learners in their titles.

Math $219,000

Largest of these

Math Professional Development$158,500
Math Professional Development$31,500
Math Instructional Parent Communication and Resources$24,000

For high-need students

It plans $215,500 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $276,000 and estimates it spent $315,783, $39,783 (14%) more than planned (our arithmetic).

What changed

The total is $415,000 (18%) lower than in the 2025–26 plan. The biggest change in dollars is Progress Monitoring & Data Analysis, which went from $339,500 to $270,000.

Largest cuts

Progress Monitoring & Data Analysis−⁠$69,500
Math Professional Development−⁠$68,000
Development and Use of Assessment Rubrics−⁠$33,500

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 grades 6–8 only: 52% in English and 24% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure	2024–25	2025–26	Change
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 4	27%	23%	down 4 pts
Suspended at least onceGoal 5	2.7%	6.1%	up 3.4 pts

Goal 2 tracks named schools and Goals 1 and 3 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

Development and Use of Assessment Rubrics · $340,000
Progress Monitoring & Data Analysis · $270,000
Development of School-wide Expectations · $202,500

The full plan5 goals, 20 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 ($1.9 million).

Where does the money go?

45% to Goal 1. 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 1 · Focus GoalAGLA will elevate student engagement in challenging and relevant transformative learning experiences that…$863,50045% of action budgets

“AGLA will elevate student engagement in challenging and relevant transformative learning experiences that support high achievement for all students that align with ability/grade-based State outcomes” p. 11 ↗

4 funded actions · 2025–26 plan: $1.1 million (−⁠$189,000)

Largest funded actions

Development and Use of Assessment Rubrics$340,000action 1.2 · p. 93 ↗
Progress Monitoring & Data Analysis$270,000action 1.1 · p. 93 ↗
Math Professional Development$158,500action 1.3 · p. 93 ↗
Project based rubrics$95,000action 1.4 · p. 93 ↗

Changes from last year’s plan, same title

Progress Monitoring & Data Analysis−⁠$69,500$339,500 → $270,000 · p. 93 ↗
Math Professional Development−⁠$68,000$226,500 → $158,500 · p. 93 ↗
Development and Use of Assessment Rubrics−⁠$33,500$373,500 → $340,000 · p. 93 ↗

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

Project based rubrics · $113,000 → $95,000 · p. 93 ↗−⁠$18,000

How the plan measures it · 5 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 11 ↗.

Goal 2 · Equity Multiplier Focus GoalIn the next three years, AGLA will strengthen its capacity to provide an equitable, transformative education…$173,0009% of action budgets

“In the next three years, AGLA will strengthen its capacity to provide an equitable, transformative education for students from all backgrounds, with a focus on those students from marginalized social groups, including, but not limited to a marginalized race, ethnicity, different ability, gender, LGBTQ+, religion, culture, or language. ASL will integrate DEI and Anti Racist themes into our established SEL pedagogy and curriculum to ensure access to SEL content and themes for all of our diverse staff and students” p. 28 ↗

6 funded actions · reworded since the 2025–26 plan

Largest funded actions

Continue to offer monthly PD for all staff centered on DEI and Anti Racism topics$79,500action 2.2 · p. 93 ↗
Provide targeted DEI,SpEd, and Anti-Racist PD to Aides and support staff$47,500action 2.4 · p. 93 ↗
Bi-annually assess and adjust behavioral as well as instructional policies, practices, and procedures to ensureBIPOC inclusion$24,000action 2.5 · p. 93 ↗
Provide Parent Education / Community Involvement Opportunities$16,000action 2.3 · p. 93 ↗
Continuation of Anti Racist Education Team$5,000action 2.1 · p. 93 ↗

1 more funded action in this goal

Continue to diversify recruiting efforts to attract and retain more teaching staff and directors of color that represent or exceed current student demographic · action 2.6 · p. 93 ↗$1,000

Changes from last year’s plan, same title

Continue to offer monthly PD for all staff centered on DEI and Anti Racism topics−⁠$33,500$113,000 → $79,500 · p. 93 ↗
Provide targeted DEI,SpEd, and Anti-Racist PD to Aides and support staff−⁠$20,500$68,000 → $47,500 · p. 93 ↗
Bi-annually assess and adjust behavioral as well as instructional policies, practices, and procedures to ensureBIPOC inclusion−⁠$10,000$34,000 → $24,000 · p. 93 ↗

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

Provide Parent Education / Community Involvement Opportunities · $22,500 → $16,000 · p. 93 ↗−⁠$6,500
Continuation of Anti Racist Education Team · $5,000 → $5,000 · p. 93 ↗unchanged
Continue to diversify recruiting efforts to attract and retain more teaching staff and directors of color that represent or exceed current student demographic · $1,000 → $1,000 · p. 93 ↗unchanged

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. 28 ↗.

Goal 3AGLA will enhance intentional student dialogue and discourse around content by integrating structured…$287,00015% of action budgets

“AGLA will enhance intentional student dialogue and discourse around content by integrating structured collaborative learning opportunities into the curriculum. This will foster critical thinking, communication skills, and deeper understanding of the subject matter for all students” p. 43 ↗

4 funded actions · 2025–26 plan: $337,500 (−⁠$50,500)

Largest funded actions

Curriculum Integration of Collaborative Activities$116,500action 3.2 · p. 94 ↗
Professional Development for Teachers$88,000action 3.1 · p. 93 ↗ · marked as contributing to high-need services
Development and Use of Assessment Rubrics$48,000action 3.4 · p. 94 ↗
Student Engagement Surveys$34,500action 3.3 · p. 94 ↗

Changes from last year’s plan, same title

Curriculum Integration of Collaborative Activities−⁠$19,000$135,500 → $116,500 · p. 94 ↗
Professional Development for Teachers−⁠$17,500$105,500 → $88,000 · p. 93 ↗
Development and Use of Assessment Rubrics−⁠$9,500$57,500 → $48,000 · p. 94 ↗

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

Student Engagement Surveys · $39,000 → $34,500 · p. 94 ↗−⁠$4,500

How the plan measures it · 5 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 43 ↗.

Goal 4 · Focus GoalAGLA will increase the percentage of All Students and Hispanic/Latino students meeting or exceeding…$170,0009% of action budgets

“AGLA will increase the percentage of All Students and Hispanic/Latino students meeting or exceeding standards on the CAASPP Math assessment. The school will increase overall proficiency from the 2023-24 baseline of 21.6% to at least 30% by 2026-27, while reducing achievement gaps and increasing performance across significant student groups” p. 64 ↗

5 funded actions · reworded since the 2025–26 plan

Largest funded actions

Data Teams$79,500action 4.2 · p. 94 ↗ · marked as contributing to high-need services
Math Professional Development$31,500action 4.3 · p. 94 ↗
Director of Curriculum and Instruction$30,000action 4.4 · p. 94 ↗
Math Instructional Parent Communication and Resources$24,000action 4.5 · p. 94 ↗
iReady Math Diagnostics$5,000action 4.1 · p. 94 ↗

Changes from last year’s plan, same title

Data Teams−⁠$33,500$113,000 → $79,500 · p. 94 ↗
Math Professional Development−⁠$14,000$45,500 → $31,500 · p. 94 ↗
Math Instructional Parent Communication and Resources−⁠$5,000$29,000 → $24,000 · p. 94 ↗

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

Director of Curriculum and Instruction · $30,000 → $30,000 · p. 94 ↗unchanged
iReady Math Diagnostics · $5,000 → $5,000 · p. 94 ↗unchanged

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. 64 ↗.

Goal 5Implement a consistent, comprehensive Positive Behavioral Interventions and Supports (PBIS) framework to…$426,50022% of action budgets

“Implement a consistent, comprehensive Positive Behavioral Interventions and Supports (PBIS) framework to cultivate a positive school climate, reduce disruptive behaviors, and foster a safe and supportive learning environment for all students” p. 75 ↗

6 funded actions · 2025–26 plan: $479,000 (−⁠$52,500)

Largest funded actions

Development of School-wide Expectations$202,500action 5.2 · p. 94 ↗
Data Collection and Analysis$81,000action 5.4 · p. 94 ↗ · marked as contributing to high-need services · of which $48,000 is state funding counted toward those services
Tiered Interventions for Behavior Support$60,500action 5.3 · p. 94 ↗
PBIS Training and Professional Development:$45,500action 5.1 · p. 94 ↗
Professional Learning Communities$30,000action 5.6 · p. 94 ↗

1 more funded action in this goal

PBIS Leadership Team · action 5.5 · p. 94 ↗$7,000

Changes from last year’s plan, same title

Development of School-wide Expectations−⁠$23,500$226,000 → $202,500 · p. 94 ↗
Data Collection and Analysis−⁠$9,500$90,500 → $81,000 · p. 94 ↗
Tiered Interventions for Behavior Support−⁠$7,500$68,000 → $60,500 · p. 94 ↗

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

PBIS Training and Professional Development: · $52,500 → $45,500 · p. 94 ↗−⁠$7,000
Professional Learning Communities · $35,000 → $30,000 · p. 94 ↗−⁠$5,000
PBIS Leadership Team · $7,000 → $7,000 · p. 94 ↗unchanged

How the plan measures it · 4 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 75 ↗.

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

How do I get in?

Apply on Aveson Global Leadership Academy’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: aveson.org ↗Office: (626) 797-1438Administrator: Kate Bean

Location and visiting

Get directions

300 Madre Street, Pasadena 91001

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

Questions for your visit

What does the school try before a suspension, and who talks with the family? 6.1% suspended at least once, 2025–26 (11 of 181 students); average California middle school: 3.7%
How does the school check what’s working in math? Math: 31% in 2025 to 24% in 2026 here; California: 36% to 37%
When a child starts missing school, who calls the family, and how soon?
Which math courses can students take, and how are placements decided?
Which electives and high-school transition supports are available?

Office (626) 797-1438300 Madre Street, directions (opens Google Maps in a new tab)

Nearby middle schoolsClosest first, by straight-line distance

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

Nearby middle schoolsPercentile among California middle schools, 2026

Oak Avenue IntermediateTemple City Unified · 1.7 mi
93rdStrongScope Score 69
Huntington MiddleSan Marino Unified · 2.5 mi
97thStrongScope Score 81
Jefferson MiddleSan Gabriel Unified · 2.6 mi
85thStrongScope Score 58
Sierra Madre Middle2.6 mi
84thStrongScope Score 58

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 · 2025–26 · ranked #1,740 of 2,529 California middle schools we score · #6 of 10 in Pasadena Unified

Score factors, 2025–26
Factor	School	Index	Weight
Advancedaverage of English and math	9%	41	42%
Proficient or Advancedaverage of English and math	38%	48	23%
Chronically absent	18 in 100	50	5%
Suspension rate	6.1% (11 of 181)	42	5%
Grade gap (G6→G8, different students)	+2.4pp	—	not scored

Index is where the school's value sits among the California middle schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2025–26. 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. The weights above add to 75%: the remaining 25%, for measures with no value here, is shared out among the measures above.

Scope Score by year2018–19 to 2025–26 · each year’s inputs, and the score for each year we could verify

Scope Score

School year	Scope Score	Percentile	Rank	Comparison group
2025–26	30	31	#1740	California middle schools · 2,529 schools · current formula

2018–19, 2021–22, 2022–23, 2023–24 and 2024–25 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	Grade gap (points)
2018–19	not on file	not on file	+1
2021–22	not on file	not on file	−3
2022–23	not on file	not on file	+15
2023–24	24 in 100	2.5% (6 of 239)	−21
2024–25	43 in 100	2.7% (6 of 223)	−27
2025–26	18 in 100	6.1% (11 of 181)	+2

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

Grade gap: the same year’s grade 6 and grade 8 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).

No 2019–20 or 2020–21 records in this SchoolScope series

Every tested year2017–2026 · 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	103	15%	51%
2026 · Math	103	4%	23%
2025 · English	116	16%	41%
2025 · Math	115	12%	27%
2024 · English	124	12%	39%
2024 · Math	125	14%	22%
2023 · English	134	11%	42%
2023 · Math	138	5%	15%
2022 · English	143	23%	50%
2022 · Math	139	12%	21%
2019 · English	257	21%	57%
2019 · Math	253	13%	32%
2018 · English	254	17%	49%
2018 · Math	260	12%	31%
2017 · English	268	24%	57%
2017 · Math	269	10%	29%

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	28	57%
2025 · Grade 7 · English	29	55%
2025 · Grade 8 · English	39	26%
2025 · Grade 11 · English	20	30%
2025 · Grade 6 · Math	28	43%
2025 · Grade 7 · Math	29	31%
2025 · Grade 8 · Math	38	21%
2025 · Grade 11 · Math	20	10%
2024 · Grade 6 · English	31	42%
2024 · Grade 7 · English	38	34%
2024 · Grade 8 · English	30	20%
2024 · Grade 11 · English	25	64%
2024 · Grade 6 · Math	31	29%
2024 · Grade 7 · Math	38	24%
2024 · Grade 8 · Math	31	10%
2024 · Grade 11 · Math	25	24%
2023 · Grade 6 · English	38	34%
2023 · Grade 7 · English	29	45%
2023 · Grade 8 · English	37	51%
2023 · Grade 11 · English	30	37%
2023 · Grade 6 · Math	38	13%
2023 · Grade 7 · Math	29	14%
2023 · Grade 8 · Math	38	26%
2023 · Grade 11 · Math	33	6%
2022 · Grade 6 · English	30	43%
2022 · Grade 7 · English	34	50%
2022 · Grade 8 · English	54	43%
2022 · Grade 11 · English	25	76%
2022 · Grade 6 · Math	31	19%
2022 · Grade 7 · Math	33	27%
2022 · Grade 8 · Math	52	13%
2022 · Grade 11 · Math	23	30%
2019 · Grade 6 · English	64	52%
2019 · Grade 7 · English	66	55%
2019 · Grade 8 · English	79	59%
2019 · Grade 11 · English	48	62%
2019 · Grade 6 · Math	64	33%
2019 · Grade 7 · Math	66	36%
2019 · Grade 8 · Math	77	27%
2019 · Grade 11 · Math	46	35%
2018 · Grade 6 · English	65	40%
2018 · Grade 7 · English	74	62%
2018 · Grade 8 · English	66	52%
2018 · Grade 11 · English	49	39%
2018 · Grade 6 · Math	66	33%
2018 · Grade 7 · Math	76	41%
2018 · Grade 8 · Math	67	30%
2018 · Grade 11 · Math	51	16%
2017 · Grade 6 · English	77	53%
2017 · Grade 7 · English	68	60%
2017 · Grade 8 · English	69	51%
2017 · Grade 11 · English	54	65%
2017 · Grade 6 · Math	76	29%
2017 · Grade 7 · Math	68	37%
2017 · Grade 8 · Math	71	30%
2017 · Grade 11 · Math	54	20%

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	64	3%	17%	69%	11%

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: 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	76	Average	−12	76	Moderate
English-only students	+6	68	not categorized	−13	68	not categorized
White	−6	31	Moderate	−8	31	Moderate
Low-income	+2	26	Average	+3	26	Average
Hispanic or Latino	−10	21	Moderate	−6	21	Moderate
Students with disabilities	−21	17	Minimal	+1	17	Average
Two or more races	+13	11	Accelerated	−12	11	Moderate

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. 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

76 students

CDE growth category: Average

State model · math−12 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

76 students

CDE growth category: Moderate

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 · 43 in 100 → 2025–26 · 18 in 100 · −25 in 100
Suspension rate2024–25 · 2.7% (6 of 223) → 2025–26 · 6.1% (11 of 181) · +3.4 percentage points

Group	2018–19	2025–26	Change
Female	—	24 in 100	—
Male	—	15 in 100	—
Black or African American	—	18 in 100	—
Hispanic or Latino	—	18 in 100	—
Two or more races	—	21 in 100	—
White	—	18 in 100	—
Students with disabilities	—	27 in 100	—
Low-income	—	23 in 100	—
All students	—	18 in 100	—

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

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

Measure	This school
AP offered	not reported
AP course count	not reported
AP enrollment (male/female)	not reported
IB participation	not reported
Dual enrollment	not offered
Algebra I in grade 8	not offered
Calculus sections	1
Physics sections	2
Chemistry sections	3
Reported male/female enrollment (CRDC)	203

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.

College destinationsclass of 2023 · state college-going records, 12 months after graduation

Destination	Completers	% (derived)
University of California	10	36%
California State University	3	11%
California community college	4	14%
In-state private	0	0%
Out-of-state, 4-year	2	7%
Out-of-state, 2-year	0	0%
Not enrolled	9	32%

28 students who finished high school, class of 2023 · state-reported college-going rate 68% · % column is computed by SchoolScope (count ÷ all who finished high school; CDE calls them completers), not a CDE-native rate · an unavailable or suppressed cell is marked as missing; a reported zero remains distinct · source: CDE 12-mo CGR, 2023 cohort (the newest published), National Student Clearinghouse match.

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

Per-pupil spending

District · current expense$15,197 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 15,313 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$30,937 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 45%Instruction support 14%Student services 9%Administration 7%Buildings & maintenance 25%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$178,401,215	45.47%	45%
Instruction support	$53,400,348	13.61%	14%
Student services	$34,423,234	8.77%	9%
Administration	$27,760,692	7.08%	7%
Buildings & maintenance	$96,453,976	24.59%	25%
Total	$392,327,302	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $392,327,302 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$15,197 per pupil

2020$14,653 per pupil

2019$14,190 per pupil

2018$12,727 per pupil

2017$12,589 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 holders5.1%

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 91001 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 91001 area
Measure	Estimate
Median household income	$134,903
Bachelor's degree or higher (adults 25+)	54%
ZIP-area population	35,475
Median age	46.3 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 91001 →

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

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No student group comparison is shown for this school this year: either no group had 30 or more students tested in each subject, or no same-grade district or state rate was available for its groups.
Its Scope Score is a middle 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 2025–26 results, compared across 2,529 middle 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 · federal civil rights data (CRDC) 2023–24, a past snapshot · state college-going records, class of 2023, matched to National Student Clearinghouse enrollment · Data updated October 15, 2026

How we analyze · Request a correction

Aveson Global Leadership Academy — Rating & test scores

Compare schools

Spring 2026 state test results

Common questions

How do I get in?

Is Aveson Global Leadership Academy a good middle school?

How often do students miss school or get suspended?

Did students here score above what the state expected?

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 high school grades do?

English

Math

How does math compare with English?

Have results changed?

English · top two levels · grades 6–8

Math · top two levels · grades 6–8

Did students here score above what the state expected?

English

Math

Each year’s results and tested counts

Who can act on Aveson Global Leadership Academy’s results?

Where is its yearly plan?

How often do students miss school or get suspended?

Graduated in four years

Ready for college or career (state measure)

Finished the UC/CSU course list

Where students who finished high school went

Chronically absent, 2025–26

Suspensions, 2025–26

Who goes here?

Who are the students?

Who are the families and teachers?

What does Aveson Global Leadership Academy’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

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

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