Public school · Desert Sands Unified · La Quinta, California

Benjamin Franklin Elementary — Rating & test scores

La Quinta · TK–5 · 627 students (2024–25)

77-800 Calle Tampico, 92253franklin.dsusd.us ↗(760) 238-9424
35thpercentileDeveloping

The dots are California’s 5,726 scored public elementary schools, placed by Scope Score on spring 2026 tests. How it’s built →

Scope Score
29

Weighted composite · 2025–26
A weighted mix of six measures.

See this school’s score factors ↓
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Well below California in English (reading and writing) and math, grades 3–5, spring 2026: 31% and 21% scored Proficient or Advanced, against 46% and 42%.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 307
Comparison
California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).

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

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In grades 3–5, spring 2026, 14% of students tested in English and 7% in math scored Advanced, against 24% and 21% 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 3–5: 307. California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).

Common questions

How do I get in?

Ask Desert Sands Unified which school serves your address. Evidence ↓

Is Benjamin Franklin a good elementary school?

Benjamin Franklin Elementary scores higher than 35 in 100 of California’s 5,726 scored public elementary schools: 35th percentile, Developing, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 30 in 100 students missed 10% or more of school days, against 28 in 100 at the average Desert Sands Unified elementary school. 0.9% of students (6 of 683) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

More questions (5)

Did students here score above what the state expected?

In English, yes; in math, about as expected. In 2025, students here in grades 4 and 5 scored +17 points against the state’s expected score in English, which the state calls Accelerated. In math, they scored 0 points, which it calls Average.

  • Included in this measure: 196 students

Evidence ↓

How does grade 5 do in English?

Grade 5 stands apart in English: 46% scored Proficient or Advanced, against 31% across grades 3–5 here, spring 2026. Each grade is a different group of students, so this describes one year’s class. Evidence ↓

How do kids like mine do here?

In spring 2026, 27% of low-income students in grades 3–5 at Benjamin Franklin Elementary in La Quinta scored Proficient or Advanced in English, against 36% for the same group across California. Evidence ↓

Where does it lead?

In the 2015–16 federal attendance-boundary survey, most of Benjamin Franklin Elementary's attendance area fell inside the attendance area of La Quinta Middle. Boundaries come from the U.S. Department of Education’s School Attendance Boundary Survey, a 2015-16 collection and the most recent national one — they are approximate and may since have changed. A boundary doesn’t guarantee placement; confirm your address with the district.

  • La Quinta Middle: 22nd percentile (Needs Support) of California’s regular public and charter middle schools, 2026 Scope Score

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?

Well below California in both subjects.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 31% scored Proficient or Advanced in English and 21% in math, against 46% and 42% across California.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 307
Comparison
California: CDE’s grades 3–5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English, 1,211,701 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard

English

Grades 3–5 · spring 2026 · 307 tested

Advanced
14%
Proficient
17%
Below the standard
69%
This school31%
California46%
Desert Sands Unified41%

31% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 307 tested

Advanced
7%
Proficient
14%
Below the standard
79%
This school21%
California42%
Desert Sands Unified32%

21% Proficient or Advanced in grades 3–5.

Grade 5 stands apart in English: 46% scored Proficient or Advanced, against 31% across grades 3–5 here, spring 2026. Each grade is a different group of students, so this describes one year’s class. Each grade’s results ↓

Results for each grade, spring 2026English and math · grades 3–5 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced23%24%46%
Advanced8%10%23%
Proficient15%14%23%
Developing level20%32%25%
Minimal57%44%29%
Tested95111101
California44%46%49%
Difference−21−22−3

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 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced17%22%25%
Advanced5%4%11%
Proficient12%18%14%
Developing level24%28%29%
Minimal59%50%46%
Tested94111102
California47%42%37%
Difference−30−20−12

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 →

School pattern · grades 3–5 · spring 2026 · What patterns mean

Grade-to-grade gainsFrom grade 3 in spring 2024 to grade 5 in spring 2026, results here rose more than at the average California elementary school. Students move in and out, so these are partly different children. The Score factors record below gives the figure.

How does math compare with English?

In grades 3–5, spring 2026, math trails English by 10 percentage points in the share who scored Proficient or Advanced, against 4 points across California. The grades 3–5 cards above give each subject’s share.

Have results changed?

Results in both subjects were lower than in 2025. English went from 38% to 31% and math from 28% to 21%.

English · top two levels · grades 3–5

202538%313 tested
→
202631%307 tested

This school

California, same grades46% → 46%2025 → 2026 · 1,232,086 → 1,208,894 tested

Math · top two levels · grades 3–5

202528%313 tested
→
202621%307 tested

This school

California, same grades41% → 42%2025 → 2026 · 1,241,652 → 1,211,701 tested

Each year is a different group of students.

Did students here score above what the state expected?

In English, yes; in math, about as expected. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4 and 5 scored +17 points against that expected score in English, which the state calls Accelerated. In math, they scored 0 points, which it calls Average.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 4 and 5: 196
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 4 and 5 · 2025 · 196 students with scores in both years

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

+17 pts

English

The state calls it Accelerated, the fourth of its five growth levels.

0 pts

Math

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

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

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
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 3–5 · This school14%17%26%43%307
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Desert Sands Unified19%22%23%36%5,347
Math, grades 3–5 · This school7%14%28%51%307
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Desert Sands Unified13%19%27%41%5,344

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.

English and math results for the tested grades. These do not measure the experience in kindergarten or the early grades.

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown · English and math have been below California in every tested year since 2017

Chart and table: 2017–2026.

English top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202631%46%
Math top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202621%42%

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

In grades 3–5, the share at the state’s top two levels in English went from 40% in 2017 to 31% in 2026. In math, it went from 36% in 2017 to 21% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3–5
YearThis schoolCalifornia
201740%
358 tested		45%
1,384,680 tested
201846%
362 tested		49%
1,346,907 tested
201945%
347 tested		50%
1,332,547 tested
202237%
273 tested		45%
1,260,830 tested
202335%
283 tested		44%
1,247,801 tested
202437%
287 tested		45%
1,235,509 tested
202538%
313 tested		46%
1,232,086 tested
202631%
307 tested		46%
1,208,894 tested
Math · top two levels · grades 3–5
YearThis schoolCalifornia
201736%
360 tested		40%
1,392,040 tested
201836%
360 tested		42%
1,352,321 tested
201936%
348 tested		44%
1,338,625 tested
202220%
273 tested		38%
1,265,943 tested
202321%
281 tested		40%
1,256,519 tested
202425%
288 tested		41%
1,249,262 tested
202528%
313 tested		41%
1,241,652 tested
202621%
307 tested		42%
1,211,701 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 17 points above that expected score, and in math right at that expected score. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

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.

Our Scope Score measures growth another way. It compares the latest grade 5 scores here with the school’s grade 3 scores two years earlier (partly different children), then places that change among California schools at the same level. The state’s measure counts only students who took California’s test the year before, so the two can point different ways.

What you can do

Who can act on Benjamin Franklin’s results?

Desert Sands Unified’s board decides Benjamin Franklin’s plan.

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

What has the state flagged?

The state is giving Desert Sands Unified extra help in 2026. It qualified on the 2025 California School Dashboard. The county office must help the district for at least three years, including a review of its yearly plan.

Extra help for Desert Sands Unified: CDE’s assistance status file for the 2025 California School Dashboard. Source 

When is the plan set, and how can you take part?

Desert Sands Unified’s board must adopt its yearly plan (LCAP) by July 1, after at least one public hearing at an earlier meeting.

How to take part

  • Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
  • Send written comments on the actions and spending the plan proposes.
  • Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
  • Read the midyear report, due by February 28.
  • Read Desert Sands Unified’s 2026–27 plan (LCAP, PDF) 
Reading screening in kindergarten through grade 2What the law requires, and what to ask

California law requires schools to screen kindergartners through second graders for reading difficulties every year, with some exceptions. You get notice at least 15 days before, results within 45 days, and can opt out in writing.

Kindergartners can’t be screened before the 91st school day; transitional kindergarten isn’t covered.

If screening shows your child may be at risk for reading difficulties, the school must provide supports. That result isn’t a diagnosis, and screening can’t be used to delay a special-education evaluation.

Ask how many K–2 students screening found at risk last year, and how many got extra reading help.

California Education Code § 53008. Source 

Life at school

How often do students miss school or get suspended?

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

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. 0.9% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Context Close to the 28 in 100 at the average Desert Sands Unified elementary school: a pattern across the district.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 201 of 665 students counted for it; suspension: 6 of 683 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 Desert Sands Unified elementary school 1.2%.

Chronically absent, 2025–26

30 in 100This school
28 in 100At the average Desert Sands Unified elementary school
17 in 100At the average California elementary school

201 of 665 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0.9%

of students were suspended at least once (6 of 683). Average California elementary school 1.6%.

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

Ask families and staff yourselfWhat to ask the people at Benjamin Franklin

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 questionsResponder en español

Teach here? Tell us Desert Sands Unified’s email domain so staff can answer our workplace questions.

Every learner

How do kids like mine do here?

Four student groups scored well below the same groups across California in math.

Student groups, grades 3–5, spring 2026

17% of low-income students scored Proficient or Advanced in math (grades 3–5, spring 2026), against 31% for the same group across California. Hispanic or Latino and White students and students with disabilities also scored well below the same groups across California; the chart gives their figures. Every group’s English results are in the table below.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 3–5; 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).
Benjamin FranklinSame group, California
  • White31 tested35%Same group, California 59%
  • Hispanic or Latino247 tested19%Same group, California 31%
  • Low-income249 tested17%Same group, California 31%
  • English learners30 tested10%Same group, California 19%
  • Students with disabilities54 tested6%Same group, California 18%

Proficient or Advanced, grades 3–5 math, spring 2026. In English the same groups run from 3% to 42%; every value is in the table below. White students: grades 3 and 4 only. English learners: grades 3 and 4 only.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 83%2. White: 11%3. Two or more races: 2%Unallocated share: 4%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino83%
  2. White11%
  3. Two or more races2%
  4. Asian—
  5. Black or African American—
  6. Filipino—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. Unallocated share4%
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?

34% 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 · 21 of 62 English learners34%
Desert Sands Unified · 1,701 of 3,55148%
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?

82%of students qualified for free or reduced-price meals in 2024–25, 515 of 627. California: 63%.

33teachers, 2024–25

11 yearsaverage experience, 2024–25

9%in their first year, 2024–25

95%of teaching positions with proper credential and placement, 2021–22

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

All group results, district comparisons and sources
Proficient or Advancedgrades 3–5 · spring 2026
Group and subjectHerevs Desert Sands Unifiedvs California
Low-income · 249 tested
English27%−835%−936%
Math17%−926%−1431%
Hispanic or Latino · 247 tested
English30%−636%−636%
Math19%−726%−1231%
White · 31 tested · grades 3 and 4 only
English42%−1759%−1658%
Math35%−2459%−2459%
English learners · 30 tested · grades 3 and 4 only
English3%−47%−1114%
Math10%+28%−919%
Students with disabilities · 55 tested in English, 54 in math
English5%−38%−1419%
Math6%−28%−1218%

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

No published rate here for Asian, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races 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, 2025–26Here
Hispanic or Latino83%
White11%
Two or more races2%
Asian—
Black or African American—
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: 95% of teaching positions, 26.1 properly credentialed teaching-position FTE out of 27.6 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Benjamin Franklin, and how do I get in?

  1. Elementary · this school
    Benjamin Franklin Elementary
    Grades TK–5
  2. Middle
    La Quinta Middle
    22nd · Needs Support · 2026Its zone mostly overlaps this school’s zone on a historical federal map (2015–16)
  3. High
    Palm Desert High
    69th · Solid · 2025Inferred through another school · underlying source period unavailable; not a direct feeder

Historical links and nearby options · confirm your child’s address and current assignment with the district. Each school’s standing compares it with California schools at its own level. Explore schools on the map

All recorded links and nearby alternatives

Middle-school links

  • La Quinta Middle

    Its zone mostly overlaps this school’s zone on a historical federal map (2015–16)

    22nd percentile · Needs Support · middle · 2026

    100% historical overlap of origin attendance-zone area · not a share of students

High-school links

  • Palm Desert High

    Inferred through another school · underlying source period unavailable; not a direct feeder

    69th percentile · Solid · high · 2025

  • La Quinta High

    Inferred through another school · underlying source period unavailable; not a direct feeder

    68th percentile · Solid · high · 2025

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. Older zone links come from the federal School Attendance Boundary Survey (NCES SABS).

Where the path ends: Palm Desert High
Palm Desert High69th · Solid · 2025 · Scope Score 63estimated path

An inferred path through a middle-school overlap points to Palm Desert High. UC records 46 enrollees from Palm Desert High for fall 2025. The AP Course Audit lists 19 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. If a child starting here today later attended Palm Desert High, that would be around 2036, and a school can change a lot in 10 years. By the state’s 2023 count, 79% of the students who finished high school at Palm Desert High enrolled in college within 12 months, UC or not.

46 UC enrollees (fall 2025) · 19 authorized AP courses (AP Course Audit 2025–26) → full record on Palm Desert High's page
Source: UC & College Board AP Course Ledger

How do I get in?

Ask Desert Sands Unified which school serves your address.

School website: franklin.dsusd.us ↗Office: (760) 238-9424Administrator: Brian Grass

Location and visiting

Get directions  (opens Google Maps in a new tab)
77-800 Calle Tampico, La Quinta 92253

Directory location · Explore nearby schools on the map. Confirm which school serves your address with Desert Sands Unified.

Questions for your visit

  1. Do families get each child’s absence count during the year, and what happens once a child starts missing school? 30 in 100 chronically absent, 2025–26 (201 of 665 students); average California elementary school: 17 in 100
  2. How much of each day do English learners spend learning English, and how do families see their progress? 34% of English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026 (21 of 62 students); California: 47%
  3. How does the school check what’s working in English? English: 38% in 2025 to 31% in 2026 here; California: 46% to 46%
  4. When a student is suspended, what happens before and after, and who talks with the family?
  5. What are the school-day hours and after-school care options?

Office (760) 238-942477-800 Calle Tampico, directions  (opens Google Maps in a new tab)

Nearby elementary schoolsClosest first, by straight-line distance

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

Nearby elementary schoolsPercentile among California elementary schools, 2026

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 #3,722 of 5,726 California elementary schools we score · #10 of 20 in Desert Sands Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math10%3942%
Proficient or Advancedaverage of English and math26%3723%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+85 scale-score pts6620%
Chronically absent30 in 100295%
Suspension rate0.9% (6 of 683)565%
English learners: top level1%275%

Index is where the school's value sits among the California elementary 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. Growth is the change between the school's earlier and later grade-level groups, in scale-score points; it does not follow the same students.

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

Scope Score

School yearScope ScorePercentileRankComparison group
2025–262935#3722California elementary schools · 5,726 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 yearChronic absenceSuspensionGrade gap (points)
2018–1914 in 1000.7% (5 of 734)0
2021–22not on filenot on file+5
2022–23not on filenot on file0
2023–2428 in 1000 of 680+5
2024–2524 in 1000.3% (2 of 667)+12
2025–2630 in 1000.9% (6 of 683)+15

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

Grade gap: the same year’s grade 3 and grade 5 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 · subjectStudents with scoresTop levelTop two levels
2026 · English30714%31%
2026 · Math3077%21%
2025 · English31314%38%
2025 · Math3138%28%
2024 · English28713%37%
2024 · Math2887%25%
2023 · English28312%35%
2023 · Math2818%21%
2022 · English27313%37%
2022 · Math2736%20%
2019 · English34716%45%
2019 · Math34813%36%
2018 · English36219%46%
2018 · Math36011%36%
2017 · English35814%40%
2017 · Math36011%36%

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 · subjectStudents with scoresMet or exceeded
2025 · Grade 3 · English10926%
2025 · Grade 4 · English10138%
2025 · Grade 5 · English10351%
2025 · Grade 3 · Math10927%
2025 · Grade 4 · Math10134%
2025 · Grade 5 · Math10325%
2024 · Grade 3 · English10932%
2024 · Grade 4 · English10036%
2024 · Grade 5 · English7846%
2024 · Grade 3 · Math10926%
2024 · Grade 4 · Math10127%
2024 · Grade 5 · Math7822%
2023 · Grade 3 · English10830%
2023 · Grade 4 · English7932%
2023 · Grade 5 · English9643%
2023 · Grade 3 · Math10629%
2023 · Grade 4 · Math7918%
2023 · Grade 5 · Math9616%
2022 · Grade 3 · English7528%
2022 · Grade 4 · English8938%
2022 · Grade 5 · English10943%
2022 · Grade 3 · Math7524%
2022 · Grade 4 · Math8918%
2022 · Grade 5 · Math10919%
2019 · Grade 3 · English10841%
2019 · Grade 4 · English11250%
2019 · Grade 5 · English12745%
2019 · Grade 3 · Math10839%
2019 · Grade 4 · Math11335%
2019 · Grade 5 · Math12735%
2018 · Grade 3 · English11042%
2018 · Grade 4 · English12235%
2018 · Grade 5 · English13060%
2018 · Grade 3 · Math10942%
2018 · Grade 4 · Math12235%
2018 · Grade 5 · Math12930%
2017 · Grade 3 · English12136%
2017 · Grade 4 · English12746%
2017 · Grade 5 · English11038%
2017 · Grade 3 · Math12243%
2017 · Grade 4 · Math12738%
2017 · Grade 5 · Math11127%

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)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide10210%21%48%22%

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 · EnglishTestedProficient or Advancedvs districtvs California
Low-income24927%−8−9
Hispanic or Latino24730%−6−6
Students with disabilities555%−3−14
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
GroupEnglishnCDE categoryMathnCDE category
All students+17196Accelerated0196Average
Low-income+15158Accelerated−3158Average
Hispanic or Latino+17157Accelerated−1157Average
English-only students+21154not categorized+3154not categorized
English learners+534Accelerated−1134Moderate
Students with disabilities−127Average−1527Moderate
White024Average−224Average
Recently reclassified as fluent in English+3019not categorized−519not categorized
English learners only−2115not categorized−1215not categorized

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 4 and 5. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure, and grade 5 against the same school’s grade 3 two years earlier, partly different children · two different measures

Grade 5 in 2026 against grade 3 in 2024 · English

English · 2024 · Grade 3
10%
exceeded standard · 32% met or exceeded
CDE CAASPP 2024 · 109 English test records with scores
English · 2026 · Grade 5
23%
Advanced · 46% Proficient or Advanced
CDE CAASPP 2026 · 101 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 102 (school-grade cohort proxy).

These paired percentages describe English results for grade groups at this school in two years. The groups are not matched students. SchoolScope's scored growth measure uses a different school-level scale-score proxy across English and math; California's matched-student model is a separate measure.

California growth model · points vs expected

State model · English+17 pts vs expected

matched students, grades 4 and 5

CDE California growth model · 2025 Dashboard

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

All students, grades 4 and 5

196 students

CDE growth category: Accelerated

California growth model, English: +17 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's +2-point median for California elementary school records.

State model · math0 pts vs expected

matched students, grades 4 and 5

CDE California growth model · 2025 Dashboard

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

All students, grades 4 and 5

196 students

CDE growth category: Average

California growth model, math: 0 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's +2-point median for California elementary school records.

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California elementary school records, the median English estimate is +2 and the middle half fall between −5 and +9 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 4 and 5, 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 · 24 in 100 → 2025–26 · 30 in 100 · +6 in 100
Suspension rate2024–25 · 0.3% (2 of 667) → 2025–26 · 0.9% (6 of 683) · +0.6 percentage points
Group2018–192025–26Change
Female12 in 10026 in 100+14 in 100
Male16 in 10034 in 100+18 in 100
Black or African American15 in 100——
Hispanic or Latino14 in 10031 in 100+17 in 100
Two or more races20 in 10047 in 100+27 in 100
White13 in 10022 in 100+9 in 100
Students with disabilities29 in 10039 in 100+10 in 100
English learners9 in 10029 in 100+20 in 100
Low-income13 in 10033 in 100+20 in 100
All students14 in 10030 in 100+16 in 100
Homeless—48 in 100—

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

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

Per-pupil spending

District · current expense$13,985 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 26,982 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

School-level federal expenditures$295 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 627

Central federal expenditures attributed here$1,404 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 627

District current expense · FY 2024–25$22,375 per ADA

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

These figures are not directly comparable: school ESSA attributed spending and NCES district current expense use different measures and populations. Their fiscal years are labeled above.

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 57%Instruction support 13%Student services 10%Administration 5%Buildings & maintenance 11%Other 4%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$273,608,68356.92%57%
Instruction support$62,206,68912.94%13%
Student services$46,789,7769.73%10%
Administration$26,364,1915.48%5%
Buildings & maintenance$50,626,22610.53%11%
Other$21,111,6804.39%4%
Total$480,707,245100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $480,707,245 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$13,985 per pupil
2020$13,292 per pupil
2019$13,157 per pupil
2018$12,561 per pupil
2017$12,166 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 holders3.6%

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 92253 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 92253 area
MeasureEstimate
Median household income$99,277
Bachelor's degree or higher (adults 25+)40%
ZIP-area population38,666
Median age53.4 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 92253 →

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

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Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 5,726 elementary 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 · Data updated October 15, 2026

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