Independent charter school · Ventura County Office of Education · Thousand Oaks, California

BRIDGES Charter — Rating & test scores

Thousand Oaks · TK–8 · 420 students (2024–25)

1335 Calle Bouganvilla, 91360bridgescharter.org ↗(805) 492-3569
66thpercentileSolid

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
44

Weighted composite · 2025–26
A weighted mix of five of the six elementary school 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 above California in English, near it in math: 59% and 50% scored Proficient or Advanced in grades 3–5, spring 2026, 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: 146
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”).

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

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Drawn from OpenStreetMap. Volunteers map it, so a new building may be missing. Buildings with no mapped height are drawn one storey high.

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

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In grades 3–5, spring 2026, 32% of students tested in English (reading and writing) scored Advanced, one and a third times California’s rate (24%). 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. 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 tested).

Common questions

How do I get in?

Ask BRIDGES Charter how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓

Is BRIDGES Charter a good school?

BRIDGES Charter scores higher than 66 in 100 of California’s 5,726 scored public elementary schools: 66th percentile, Solid, spring 2026.

  • Grades 6–8: higher than 82 in 100 California middle schools we score (82nd percentile, Strong, spring 2026)

Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 16 in 100 students missed 10% or more of school days, against 7 in 100 at the average Ventura County Office of Education elementary school. 2.0% of students (9 of 452) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

More questions (3)

Did students here score above what the state expected?

About as expected, in both subjects. In 2025, students here in grades 4–8 scored −1 point against the state’s expected score in English, which the state calls Average. In math, they scored −4 points, which it calls Average.

  • Included in this measure: 202 students in English, 200 in math

Evidence ↓

How do kids like mine do here?

In spring 2026, 65% of White students in grades 3–8 at BRIDGES Charter in Thousand Oaks scored Proficient or Advanced in English, against 61% for the same group across California. 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 above California in English; above it in math.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 59% scored Proficient or Advanced in English and 50% 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: 146
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 · 146 tested

Advanced
32%
Proficient
27%
Below the standard
41%
This school59%
California46%
Ventura County Office of Education65%

59% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 146 tested

Advanced
28%
Proficient
22%
Below the standard
50%
This school50%
California42%
Ventura County Office of Education58%

50% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–8 · 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 Advanced57%54%64%
Advanced41%22%32%
Proficient16%32%32%
Developing level26%24%16%
Minimal17%22%20%
Tested464159
California44%46%49%
Difference+13+8+15
English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced58%80%77%
Advanced21%41%30%
Proficient37%39%47%
Developing level28%12%16%
Minimal14%8%7%
Tested435130
California48%51%49%
Difference+10+29+28

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 Advanced57%54%42%
Advanced41%24%20%
Proficient16%30%22%
Developing level15%26%33%
Minimal28%20%25%
Tested464159
California47%42%37%
Difference+10+12+5
Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced44%58%53%
Advanced19%35%30%
Proficient25%23%23%
Developing level19%27%34%
Minimal37%15%13%
Tested435230
California37%38%36%
Difference+7+20+17

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 above California in both subjects. In grades 6–8, spring 2026, 72% scored Proficient or Advanced in English and 52% in math, against 49% and 37% across California. The middle grades are placed separately: 82nd percentile (Strong) among California’s middle schools.

English

Grades 6–8 · spring 2026 · 124 tested

Advanced
31%
Proficient
41%
Below the standard
28%
This school72%
California49%
Ventura County Office of Education60%

72% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 125 tested

Advanced
28%
Proficient
24%
Below the standard
48%
This school52%
California37%
Ventura County Office of Education41%

52% Proficient or Advanced in grades 6–8.

Have results changed?

English results were similar to 2025; math results were lower. English stayed at 59% and math went from 55% to 50%.

English · top two levels · grades 3–5

202559%147 tested
→
202659%146 tested

This school

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

Math · top two levels · grades 3–5

202555%146 tested
→
202650%146 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?

About as expected, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4–8 scored −1 point against that expected score in English, which the state calls Average. In math, they scored −4 points, which it calls Average.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 4–8: 202 in English, 200 in math
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 4–8 · 2025 · 202 students in English, 200 in math, 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.

−4 pts

Math

The state calls it Average, the third 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
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 3–5 · This school32%27%21%20%146
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Ventura County Office of Education37%28%19%16%561
Math, grades 3–5 · This school28%22%25%25%146
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Ventura County Office of Education32%26%23%19%562
English, grades 6–8 · This school31%41%18%10%124
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Ventura County Office of Education22%38%22%18%371
Math, grades 6–8 · This school28%24%26%22%125
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Ventura County Office of Education21%20%27%32%373

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 above California in every tested year since 2017

Chart and table: 2017–2026.

English top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202659%46%
Math top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202650%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 67% in 2017 to 59% in 2026, with 2025 and 2026 about the same. In math, it went from 53% in 2017 to 50% 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
201767%
137 tested		45%
1,384,680 tested
201871%
134 tested		49%
1,346,907 tested
201966%
137 tested		50%
1,332,547 tested
202257%
127 tested		45%
1,260,830 tested
202362%
140 tested		44%
1,247,801 tested
202461%
147 tested		45%
1,235,509 tested
202559%
147 tested		46%
1,232,086 tested
202659%
146 tested		46%
1,208,894 tested
Math · top two levels · grades 3–5
YearThis schoolCalifornia
201753%
136 tested		40%
1,392,040 tested
201869%
133 tested		42%
1,352,321 tested
201958%
138 tested		44%
1,338,625 tested
202252%
126 tested		38%
1,265,943 tested
202349%
141 tested		40%
1,256,519 tested
202454%
148 tested		41%
1,249,262 tested
202555%
146 tested		41%
1,241,652 tested
202650%
146 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 1 point below that expected score, and in math 4 points below it. 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 BRIDGES Charter’s results?

BRIDGES Charter’s own board decides its plan.

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

Where is its yearly plan?

Its 2026–27 plan (LCAP, PDF) 

Ventura County Office of Education authorized this charter; its current term ends June 30, 2028.

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

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?

16 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. At the average Ventura County Office of Education elementary school, 7 in 100 were. 2.0% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 69 of 444 students counted for it; suspension: 9 of 452 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 Ventura County Office of Education elementary school 1.4%.

Chronically absent, 2025–26

16 in 100This school
7 in 100At the average Ventura County Office of Education elementary school
17 in 100At the average California elementary school

69 of 444 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

2.0%

of students were suspended at least once (9 of 452). Average California elementary school 1.6%.

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

Chronic absence by grade2025–26 · per 100 students, with counts
  • Grades TK–3: not in the records we hold
  • Grades 4–6: 9 in 100, 13 of 148
  • Grades 7–8: 15 in 100, 14 of 92
Ask families and staff yourselfWhat to ask the people at BRIDGES 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 questionsResponder en español

Every learner

How do kids like mine do here?

Hispanic or Latino students here scored well above the same group across California.

Student groups, grades 3–8, spring 2026

57% of Hispanic or Latino students scored Proficient or Advanced in English and 44% in math (grades 3–8, spring 2026), against 38% and 28% for the same group across California.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 3–8; 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).
BRIDGES CharterSame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students
  • WhiteEnglish · 175 tested65%Same group, California 61%
  • WhiteMath · 175 tested49%Same group, California 53%
  • Hispanic or LatinoEnglish · 51 testedAhead of the same group across California, where that group scores below California’s rate for all students: 57%Same group, California 38%
  • Hispanic or LatinoMath · 52 testedAhead of the same group across California, where that group scores below California’s rate for all students: 44%Same group, California 28%

Proficient or Advanced, grades 3–8, spring 2026. Hispanic or Latino students: grades 3 and 5–7 only.

Who are the students?

2025–26 · students counted
1. White: 64%2. Hispanic or Latino: 24%3. Two or more races: 7%4. Asian: 3%Unallocated share: 2%. 100% minus available shares; not a student group.Reported shares2025–26
  1. White64%
  2. Hispanic or Latino24%
  3. Two or more races7%
  4. Asian3%
  5. Black or African American—
  6. Filipino—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. 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.

Who are the families and teachers?

19%of students qualified for free or reduced-price meals in 2024–25, 80 of 420. California: 63%.

27teachers, 2024–25

12 yearsaverage experience, 2024–25

4%in their first year, 2024–25

98%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school keep Hispanic or Latino students on track as they move up through the grades?

All group results, district comparisons and sources
Proficient or Advancedgrades 3–8 · spring 2026
Group and subjectHerevs Ventura County Office of Educationvs California
White · 175 tested
English65%—+461%
Math49%—−453%
Hispanic or Latino · 51 tested in English, 52 in math · grades 3 and 5–7 only
English57%—+1938%
Math44%—+1628%

Each gap is to the same group, grades and subject: in Ventura County Office of Education, and across California. ■ Green: a group that is behind across California does much better here, by 10 points or more and more than twice the margin of error.

Students with disabilities, 53 tested: no rate for grades 3, 4, 7 and 8 in our records, and fewer than 30 tested in the grades with one. No published rate here for low-income, Asian, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners 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
White64%
Hispanic or Latino24%
Two or more races7%
Asian3%
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: 98% of teaching positions, 19.5 properly credentialed teaching-position FTE out of 19.9 total position FTE. This measures positions, not individual teachers.

Next steps

How do I get in?

Ask BRIDGES Charter how it admits students. 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: bridgescharter.org ↗Office: (805) 492-3569Administrator: Kelly Simon

Location and visiting

Get directions  (opens Google Maps in a new tab)
1335 Calle Bouganvilla, Thousand Oaks 91360

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

Questions for your visit

  1. How does the school check what’s working in math? Math: 55% in 2025 to 50% in 2026 here; California: 41% to 42%
  2. When a child starts missing school, who calls the family, and how soon? 16 in 100 chronically absent, 2025–26 (69 of 444 students); average Ventura County Office of Education elementary school: 7 in 100

Office (805) 492-35691335 Calle Bouganvilla, 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 #1,898 of 5,726 California elementary schools we score · #3 of 4 in Ventura County Office of Education
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math30%5842%
Proficient or Advancedaverage of English and math54%5923%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+70 scale-score pts4020%
Chronically absent16 in 100525%
Suspension rate2.0% (9 of 452)475%

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. The weights above add to 95%: English learners reaching the top level of the state’s English test has no value for this school, so its 5% weight 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 yearScope ScorePercentileRankComparison group
2025–264466#1898California 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)
2018–19not on filenot on file−16
2021–22not on filenot on file−17
2022–23not on filenot on file+3
2023–2418 in 1001.9% (8 of 411)−5
2024–2515 in 1002.4% (11 of 449)−20
2025–2616 in 1002.0% (9 of 452)−3

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 · English27032%65%
2026 · Math27128%51%
2025 · English26531%66%
2025 · Math26329%54%
2024 · English23829%65%
2024 · Math23933%54%
2023 · English22128%62%
2023 · Math22223%50%
2022 · English22331%62%
2022 · Math21924%50%
2019 · English23635%70%
2019 · Math23724%54%
2018 · English23633%74%
2018 · Math23526%61%
2017 · English23728%67%
2017 · Math23219%47%

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 · English3868%
2025 · Grade 4 · English6154%
2025 · Grade 5 · English4858%
2025 · Grade 6 · English5470%
2025 · Grade 7 · English3275%
2025 · Grade 8 · English3278%
2025 · Grade 3 · Math3871%
2025 · Grade 4 · Math6055%
2025 · Grade 5 · Math4842%
2025 · Grade 6 · Math5355%
2025 · Grade 7 · Math3244%
2025 · Grade 8 · Math3256%
2024 · Grade 3 · English5260%
2024 · Grade 4 · English4558%
2024 · Grade 5 · English5066%
2024 · Grade 6 · English3571%
2024 · Grade 7 · English3571%
2024 · Grade 8 · English2167%
2024 · Grade 3 · Math5263%
2024 · Grade 4 · Math4551%
2024 · Grade 5 · Math5147%
2024 · Grade 6 · Math3551%
2024 · Grade 7 · Math3560%
2024 · Grade 8 · Math2152%
2023 · Grade 3 · English5058%
2023 · Grade 4 · English4356%
2023 · Grade 5 · English4772%
2023 · Grade 6 · English3355%
2023 · Grade 7 · English1872%
2023 · Grade 8 · English3060%
2023 · Grade 3 · Math5050%
2023 · Grade 4 · Math4455%
2023 · Grade 5 · Math4743%
2023 · Grade 6 · Math3355%
2023 · Grade 7 · Math1850%
2023 · Grade 8 · Math3047%
2022 · Grade 3 · English4957%
2022 · Grade 4 · English4156%
2022 · Grade 5 · English3759%
2022 · Grade 6 · English2962%
2022 · Grade 7 · English3370%
2022 · Grade 8 · English3474%
2022 · Grade 3 · Math4965%
2022 · Grade 4 · Math4055%
2022 · Grade 5 · Math3730%
2022 · Grade 6 · Math2846%
2022 · Grade 7 · Math3342%
2022 · Grade 8 · Math3253%
2019 · Grade 3 · English4871%
2019 · Grade 4 · English4560%
2019 · Grade 5 · English4468%
2019 · Grade 6 · English3580%
2019 · Grade 7 · English3482%
2019 · Grade 8 · English3063%
2019 · Grade 3 · Math4875%
2019 · Grade 4 · Math4652%
2019 · Grade 5 · Math4445%
2019 · Grade 6 · Math3557%
2019 · Grade 7 · Math3444%
2019 · Grade 8 · Math3040%
2018 · Grade 3 · English4663%
2018 · Grade 4 · English4072%
2018 · Grade 5 · English4877%
2018 · Grade 6 · English3871%
2018 · Grade 7 · English3580%
2018 · Grade 8 · English2983%
2018 · Grade 3 · Math4676%
2018 · Grade 4 · Math3974%
2018 · Grade 5 · Math4858%
2018 · Grade 6 · Math3845%
2018 · Grade 7 · Math3546%
2018 · Grade 8 · Math2962%
2017 · Grade 3 · English4764%
2017 · Grade 4 · English4965%
2017 · Grade 5 · English4173%
2017 · Grade 6 · English3868%
2017 · Grade 7 · English3266%
2017 · Grade 8 · English3063%
2017 · Grade 3 · Math4760%
2017 · Grade 4 · Math4856%
2017 · Grade 5 · Math4141%
2017 · Grade 6 · Math3727%
2017 · Grade 7 · Math3155%
2017 · Grade 8 · Math2836%

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
Schoolwide8915%36%47%2%

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
White17565%—+4
Hispanic or Latino (grades 3 and 5–7 only)5157%—+19
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−1202Average−4200Average
English-only students+1177not categorized−5176not categorized
White0132Average−3132Average
Hispanic or Latino−450Average−750Moderate
Students with disabilities−1644Moderate−1344Moderate
Low-income−1138Moderate−337Average
Two or more races+214Average013Average
English learners−1713Moderate+913Accelerated

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. 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
38%
exceeded standard · 60% met or exceeded
CDE CAASPP 2024 · 52 English test records with scores
English · 2026 · Grade 5
32%
Advanced · 64% Proficient or Advanced
CDE CAASPP 2026 · 59 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 52 (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−1 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

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

All students, grades 4–8

202 students

CDE growth category: Average

California growth model, English: −1 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's +2-point median for California elementary school records.

State model · math−4 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

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

All students, grades 4–8

200 students

CDE growth category: Average

California growth model, math: −4 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, 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 · 15 in 100 → 2025–26 · 16 in 100 · +1 in 100
Suspension rate2024–25 · 2.4% (11 of 449) → 2025–26 · 2.0% (9 of 452) · −0.4 percentage points
Group2018–192025–26Change
Female—16 in 100—
Male—16 in 100—
Asian—23 in 100—
Hispanic or Latino—16 in 100—
Two or more races—9 in 100—
White—16 in 100—
Students with disabilities—10 in 100—
English learners—33 in 100—
Low-income—26 in 100—
All students—16 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$46,311 per pupil

NCES F-33 · FY 2017–18 (2018) · fall district membership: 3,257 pupils

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation
Instruction 36%Instruction support 23%Student services 12%Administration 18%Buildings & maintenance 6%Other 5%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$43,888,97635.72%36%
Instruction support$28,351,30523.08%23%
Student services$14,723,73611.98%12%
Administration$22,463,85718.28%18%
Buildings & maintenance$6,800,7655.54%6%
Other$6,629,9335.40%5%
Total$122,858,572100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $122,858,572 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, 2017–⁠2018; latest district record shown: 2018
2018$46,311 per pupil
2017$42,074 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 holders0.0%

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 91360 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 91360 area
MeasureEstimate
Median household income$119,296
Bachelor's degree or higher (adults 25+)44%
ZIP-area population42,236
Median age43.5 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 91360 →

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

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  • Its Scope Score is an elementary 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 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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