Math
22%Grades 3 & 5 · Proficient or Advanced
Public elementary school
C. Roy Carmichael Elementary
The scores are below where anyone wants them. Here's what they don't tell you.
27% of tested students are Proficient or Advanced in English and 22% in math. Explore the evidence alongside the opportunities your child would use.
SchoolScope archetype
Building Momentum
What this means for your family
This label means the data doesn't clearly sort the school one way or the other — ask what the school is proud of, and what it's working on.
How archetypes are assigned →Data sources · Methodology · State tests: 2025
Contact
English
27%Grades 3 & 5 · Proficient or Advanced
Students
344Total enrollment
Chronic absence
30%Students absent 10% or more of school days
What are you trying to decide?
The overall score is a starting point.
Look at subject results, trends and student groups, then consider the opportunities your child would use.
View school performance →Start with your child’s daily experience.
Explore teaching, coursework and student-group results. A schoolwide average cannot predict an individual experience.
Explore student experience →Confirm the enrollment route.
Check the address, grade and enrollment requirements directly with the district or school.
Check attendance and enrollment →Compare the options you can access.
Use comparable evidence alongside entry requirements, cost and location.
Compare nearby schools →Academic performance
What do the results tell us?
2025 results · Grades 3 & 5 · weighted by students tested within each subject.
Proficient or Advanced combines Levels 3 and 4, formerly Standard Met and Standard Exceeded. California changed the names for 2025–26; the cut scores did not. About the labels →
Share at Proficient or Advanced
● Math┄ English
Gaps in the lines mark years without annual results.
Exact annual results
| Year | Math | English |
|---|---|---|
| 2019 | 26% | 38% |
| 2022 | 32% | 45% |
| 2023 | 27% | 37% |
| 2024 | 29% | 42% |
| 2025 | 22% | 27% |
Each year describes that year’s tested students. Changes between years do not follow the same children over time. Cohort-growth evidence, when available, is labeled separately below.
How achievement is distributed
AdvancedStandard Exceeded
9%ProficientStandard Met
13%DevelopingStandard Nearly Met
31%MinimalStandard Not Met
47%AdvancedStandard Exceeded
10%ProficientStandard Met
17%DevelopingStandard Nearly Met
28%MinimalStandard Not Met
45%Achievement-level percentages are not percentiles. “Developing” here is a test achievement level, separate from the SchoolScope performance band with the same name.
Annual results and the full academic record
Is it getting better · CAASPP 2019 to 2025
Slipped from the 19th to the 6th percentile since 2019.
Most rating sites would stop at “26% proficient” and call it done. C. Roy Carmichael deserves a closer read. Two-thirds of its students qualify for free or reduced lunch (California: 64%) — and reading the numbers without that context misreads the school.
Test scores are one lens, and at this school they're a rough one right now. The sections below show the fuller picture — including the parts that are working.
183 tested · 3 of 3 grades published · cohort of 43 tracked
C. Roy Carmichael Elementary scores 17 of 100 on SchoolScope's Scope Score — the 6th percentile of 5,721 California elementary schools (CDE CAASPP 2025).
Proficiency here is back to its pre-pandemic level — 26% meet the standard, about where the school stood in 2019.
Percentile among 5,721 elementary schools statewide
ELAOrange(Declined)MathOrange(Declined)
ShowHide the by-grade tables, year by year
ELA — % met or exceeded, by grade
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | 40% | 46% | 37% | 54% | 32% |
| Grade 4 | 32% | 43% | 33% | 40% | 26% |
| Grade 5 | 35% | 44% | 37% | 30% | 21% |
| Grade 6 | 38% | 43% | 47% | 36% | 30% |
Math — % met or exceeded, by grade
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | 33% | 46% | 42% | 41% | 28% |
| Grade 4 | 13% | 48% | 42% | 40% | 37% |
| Grade 5 | 19% | 18% | 12% | 18% | 14% |
| Grade 6 | 10% | 24% | 15% | 19% | 14% |
Where students land · CAASPP 2024–25
One in four of students here meet the standard. One in ten clear it by a lot.
ELA27% met or exceeded
Exceeded 13%Met 15%Nearly Met 28%Not Met 44%
Math23% met or exceeded
Exceeded 9%Met 15%Nearly Met 33%Not Met 43%
Exceeded Met Nearly Met Not Met
California elementary schools · average21% exceeded · 43% met or exceeded
This school against the California average
2019–2025 trend · CDE CAASPP
| Scope | % Exceeded | % Met+ | Growth (2023 G3 → 2025 G5) | Absence | Suspension | |
|---|---|---|---|---|---|---|
| This school | 17 | 11% | 26% | Weak · p23 | 30.0% | 4.6% |
| CA average · Elementary School | 39 | 21% | 43% | Average · p50 | 17.9% | 1.6% |
This schoolCA avg
Scope1739
% Exceeded11%21%
% Met+26%43%
Growth (2023 G3 → 2025 G5)Weak · p23Average · p50
Absence30.0%17.9%
Suspension4.6%1.6%
California’s growth results and student groups
State growth model · CDE growth model 2024–25
Our growth read and California's own model agree — both land near the 13th percentile of elementary schools.
Context — never part of the Scope Score
California runs its own growth model, following individual children in grades 4 through 8 rather than comparing school-wide averages the way we do. The two measures land in the same neighbourhood here — ours puts this school around the 23rd percentile of California elementary schools, the state's around the 13th in reading and math together. Two different methods agreeing is the most you can ask of one year of test data.
— pts vs expected is scale-score points above or below what California's model predicted for these same children from their own prior-year scores. It is not a percentage and not a percent of anything. A typical California elementary school lands at +2 in reading, and the middle half of them fall between −5 and +9 — the spread is wide, so read the rank, not the sign. CDE blends two consecutive years into each published figure, so adjacent years share input data and no year-over-year trend can honestly be drawn from them. It covers grades 4-8 only, and it is not part of the Scope Score — we assessed it and left it out: it tracks school demographics roughly three times as strongly as our own growth measure does, and one published year is not enough to test how stable it is.
The returning cohort, two years on
ELA · 2023 · Grade 3
23%
exceeded standard · 37% met or exceeded
ELA · 2025 · Grade 5
9%
exceeded standard · 21% met or exceeded
n = 43
returning cohort
returning cohort
Percent exceeded, ELA only. SchoolScope's scored growth measure uses a different metric — mean scale-score change across ELA and Math; California's own matched-student model is below.
Both measures, each ranked in its own field
Our growth measurereturning cohort, G3→G5SchoolScope growth measure: 23rd percentile among California elementary schools.23rd pctile
State model · readingmatched students, grades 4-8California growth model, reading: −22 scale-score points versus the state's expectation, 3rd percentile of 7,519 reported schools.3rd pctile · −22 pts
State model · mathmatched students, grades 4-8California growth model, math: −9 scale-score points versus the state's expectation, 23rd percentile of 7,518 reported schools.23rd pctile · −9 pts
this school| the tick is the middle of the California field
Students & opportunity
Who shares in the school’s results?
Who it works for · CAASPP 2024–25
Low-income students here meet the ELA standard behind the same group statewide.
At C. Roy Carmichael Elementary in Portola, 21.9% of low-income students met or exceeded the ELA standard in 2025, compared to 30.6% district-wide and 38.2% statewide. C. Roy Carmichael Elementary trails its district average for low-income students by 8.7 percentage points in ELA. Other subgroups: Low-Income students (16.3% Math proficient); White students (31.3% ELA proficient). The largest proficiency gap is 5.3 percentage points for low-income students. Data source: California Department of Education, CAASPP 2024-25. 128 students tested.
Low-income students here trail the state average for their group by 16 points in ELA — worth asking how the school is closing that gap.
Met or exceeded · reading and math combined
All students at this school: 25% met or exceeded
All StudentsAll Students: this school 25%, district —, state 43%25%
Socioeconomically DisadvantagedSocioeconomically Disadvantaged: this school 19%, district 23%, state 32%19% · −6 vs school
WhiteWhite: this school 27%, district 30%, state 56%27% · +2 vs school
FemaleFemale: this school 24%, district 29%, state 44%24% · −1 vs school
MaleMale: this school 27%, district 28%, state 42%27% · +1 vs school
Hispanic/LatinoHispanic/Latino: this school 20%, district 21%, state 32%20% · −5 vs school
6 of 12 student groups here are too small to report — a privacy protection, not a gap.
this school district, same group California, same group
ShowHide Student-group results by grade
Student-group results by grade
Results compare different grade groups in the same year, relative to the lowest tested grade. They do not track the same children over time. Groups with fewer than 10 tested students per grade are not shown.
Low-income student ELA proficiency rises by 0.5pp from grade 3 to grade 5 at this school. District average: -3.4pp.
ShowHide California's growth model by student group
The state's growth model, by student group
California follows these children individually and predicts each one's score from their own prior year. Each row is read against the same group at a typical California elementary school — not against zero, and not against this school's all-students figure, because the state's expectation already differs by group.
Reading
English Only98 studentsEnglish Only, reading: −23 scale-score points versus expectation, against +3 for the same group at a typical California elementary school, 98 students.−23 pts · −26 vs typical
Low-income students90 studentsLow-income students, reading: −22 scale-score points versus expectation, against 0 for the same group at a typical California elementary school, 90 students.−22 pts · −22 vs typical
White68 studentsWhite, reading: −21 scale-score points versus expectation, against +5 for the same group at a typical California elementary school, 68 students.−21 pts · −26 vs typical
Hispanic or Latino students36 studentsHispanic or Latino students, reading: −21 scale-score points versus expectation, against +1 for the same group at a typical California elementary school, 36 students.−21 pts · −22 vs typical
Math
English Only98 studentsEnglish Only, math: −9 scale-score points versus expectation, against +1 for the same group at a typical California elementary school, 98 students.−9 pts · −10 vs typical
Low-income students91 studentsLow-income students, math: −7 scale-score points versus expectation, against −1 for the same group at a typical California elementary school, 91 students.−7 pts · −6 vs typical
White70 studentsWhite, math: −8 scale-score points versus expectation, against +5 for the same group at a typical California elementary school, 70 students.−8 pts · −13 vs typical
Hispanic or Latino students35 studentsHispanic or Latino students, math: −9 scale-score points versus expectation, against −1 for the same group at a typical California elementary school, 35 students.−9 pts · −8 vs typical
this school typical California elementary school, same group| the centre tick is 0 = as predicted
— 2 more groups are reported here with between 11 and 29 students. We hold those back on purpose: at that size the figure swings about 17 points on its own, and a quarter of such groups land past the state's top or bottom cut point by chance alone. They are listed with their student counts in the data appendix. — A group not listed at all had fewer than 11 students with a growth score, so California published nothing for it here. That is a privacy protection, not a judgment about those students. — Context only. None of this enters the Scope Score.
The daily experience
What is it like to be a student here?
Students per teacher
Student–teacher ratio is a schoolwide staffing measure, not an average class size.
Teacher experience
Average teacher experience in the published staffing record. It does not measure individual teacher effectiveness.
Chronically absent
The share of students absent for at least 10% of their enrolled school days. Attendance reflects both school and out-of-school circumstances.
The people teaching · CDE staffing 2024–25
About 20 students for every teacher here.
Context — never part of the Scope Score
Students per teacher20 · district 19
Teaching staff17 teachers
Avg. experience6.3 years
Fully credentialed87%
First-year teachers6%
PrincipalTenaya Kooyman
ShowHide what the district pays
Teacher salary schedule$47,167 – $105,455
Principal salary$127,102 – $132,663
Superintendent salary$183,915
Pay is set by the district, not the school.
Attendance & discipline · 2024–25
Kids here miss more school, and get suspended more, than the state average.
30.0% of students miss a month or more of school, versus 17.9% statewide. High absence often tracks community stress — a school visit will tell you more than this number.
Chronic absenteeismChronic absenteeism: this school 30.0%, district 26.5%, state 17.9%30.0% · +12.1pp vs state
Suspension rateSuspension rate: this school 4.6%, district —, state 1.6%4.6% · +3.0pp vs state
This schoolDistrictCalifornia
ShowHide attendance by student group and by grade
Chronic absenteeism by grade band
Grades 4–635.5%
TK/K39.7%
Resources & neighborhood
What sits behind the school experience?
Explore school spending and the district budget
What gets spent · FY 2024–25
It spends $16,625 per student, more than the California average.
Context — never part of the Scope Score
These measure different things: this figure is spending attributed to this campus, while district-wide figures also include central administration, districtwide programs, and the state's pension contributions made on the district's behalf — costs that never get assigned to a single school. The district number runs higher at nearly every school, not just this one.
$2,584 per student arrives as federal Title funding — a measure of concentrated need, not school quality.
The district's current expense of education per student, from CDE's annual SACS filing — the freshest district spending figure the state publishes.
Per-pupil spendingPer-pupil spending: $16,625, CA average $14,491$16,625 · spent at this school
Federal share$2,584 per student
District current expense · FY 2024–25$24,172 per student
This schoolDistrictCalifornia
Where the district's dollars go · FY 2024–25 · CDE SACS
Instruction 53%Instruction support 11%Student services 12%Administration 9%Buildings & maintenance 13%Other 1%
District-level, from the district's own SACS general-ledger filing — school-by-school breakdowns aren't published by the state.
ShowHide the district's spending year by year
district detail, 2016–2020 — the newest published
2020$16,243 per pupil
2019$15,136 per pupil
2018$15,511 per pupil
2017$13,197 per pupil
2016$11,508 per pupil
Source: NCES F-33 · Full district breakdown →
The neighborhood · ACS 2024
Two-thirds of students here qualify for free or reduced lunch, versus three in five statewide.
Context — never part of the Scope Score
Worth knowing
Transitional kindergarten is offered here — confirmed by actual Census Day enrollment, not just the listed grade span.
On the state's science test (CAST), 18% met or exceeded the standard — science is tested in grades 5 and 8 and once in high school, and it never enters the Scope Score.
Hispanic or Latino32.3% · district 18.6% · CA 56.1%
White54.9% · district 65.6% · CA 19.9%
Asian0.3% · district 0.6% · CA 10.2%
Black0.3% · district 0.4% · CA 4.8%
Other12.2% · district 14.7% · CA 9.0%
Free or reduced lunch70.6% · CA 64%
Median income$54K · CA $85K
Median home value$274K · CA $659K
Bachelor's degree+16% · CA 35%
ZIP population4,447
Median age46 years
Source: U.S. Census Bureau, American Community Survey 5-year estimates (2024) · ZIP-level
Culture & philosophy
What is the school’s approach?
School-stated approach · questions for your visit
Look beyond the brochure
A source-reviewed culture summary is not available for this profile yet. Ask how teaching, student support and family communication work day to day.
Read the school’s own website ↗Family voices
What would you want another family to know about the daily experience here?
Ask a current family: “When your child needs help, how does the school respond?”
Educator voices
What should families understand about teaching, support and the school community?
Ask an educator: “How do you adapt a typical day for children with different needs?”
Compare nearby schools
What are the alternatives?
Compare schools serving the same grade stage. Private schools have no comparable state-test score.
2025 · elementary schools · combined reading and math measures. Percentiles compare schools within their enrollment group.
No nearby schools in this category are listed. The school being viewed stays visible for reference.
| School | Type | Performance band | Advanced | Proficient or Advanced | Distance | Select |
|---|---|---|---|---|---|---|
| C. Roy Carmichael Elementary | Public | Needs Support | 11% | 26% | School being viewed |
More nearby public and private options
Your other options
Your other options
Nearby public schools across grade levels.
What should I check before applying?
- District public
- Confirm the attendance boundary and any permit options.
- Charter
- Check applications, priorities and deadlines with each school.
- Private
- Confirm admission requirements, tuition and financial aid.
Moving & enrollment
Which schools could serve my child?
Check your address with the district
School location and nearby schools do not establish attendance eligibility. Confirm boundaries and permit requirements with Plumas Unified.
District information →School website →Schools across the K–12 journey
Elementary · K–5
Middle · 6–8
No school established for this stage.
High school · 9–12
The road from this school ends at Chester Junior/Senior High, which teaches 8 AP subjects. That number describes past cohorts — a child starting here today would reach Chester Junior/Senior High around 2035, and 10 years is a long time for a school to hold still, and by the state's 2023 count 50% of Chester Junior/Senior High's graduates enrolled in college somewhere, UC or not.
8 AP subjects taught → full record on Chester Junior/Senior High's page
Source: College Board
Source: sabs_2016. Schools are grouped by grade stage. Nearby schools are not confirmed feeder links or address assignments. Verify the current path and eligibility with the district.
Plan your next step
What should I do next?
Worth a school visit
Ask what changed in the last two years, and what the school is asking families for. Growth shows up in these numbers a year or two after it shows up in classrooms.
- Ask how the school follows up when a student starts missing days — chronic absence often starts outside the classroom, not inside it.
- Ask what typically leads to a suspension, and what happens before it gets there.
- Ask what changes between grade 3 and grade 5 here, and who teaches the older kids.
- Ask whether the tour can step into a working classroom — watch how the teacher handles a student who's stuck.
- Ask to tour while school's in session, and notice how hallways and transitions feel — culture shows up between classes, not just in them.
- Ask how the school communicates with families when a child starts to struggle.
- Ask what a typical day looks like for a new student in the first few weeks.
Questions
Frequently asked questions
Is C. Roy Carmichael Elementary a good elementary school?
C. Roy Carmichael Elementary has a Scope Score of 17 out of 100, placing it in the 6th percentile of California elementary schools and ranked #5,361 statewide. 11.1% of students exceeded the state standard on the 2025 CAASPP assessment, which is 10.2 percentage points below the California average of 21.4%. The Scope Score weights 6 dimensions for elementary schools: exceeded standard (42%), met or exceeded (proficient) (23%), grade 3-to-5 growth (20%), chronic absenteeism (5%), suspension rate (5%), and ELPAC English Learner proficiency (5%). Data source: California Department of Education CAASPP 2025, analyzed by SchoolScope.
What are C. Roy Carmichael Elementary's CAASPP test scores?
On the 2025 CAASPP Smarter Balanced Assessment, 26.3% of students at C. Roy Carmichael Elementary met or exceeded the state standard in ELA and Math combined, and 11.1% exceeded it. The gap between those numbers matters: 15.2% of students are at the proficiency floor, while 11.1% went beyond it. Most rating sites report only the combined "proficient" number. SchoolScope surfaces the exceeded-vs-met split because it shows how many students go beyond the standard rather than only meeting it. 278 student-subject combinations were assessed.
How does C. Roy Carmichael Elementary rank in California?
C. Roy Carmichael Elementary ranks #5,361 among California elementary schools by Scope Score, placing it in the 6th percentile. This ranking is based on a weighted composite of 2025 CAASPP test performance (exceeded and met rates), same-cohort growth (2023 G3 → 2025 G5), chronic absenteeism, and suspension rate. Unlike single-number ratings, the Scope Score shows what drives the ranking so parents can decide what matters most to their family. See full methodology.
Is C. Roy Carmichael Elementary getting better or worse?
SchoolScope follows the same cohort of students across grades rather than comparing two different grades in the same year. At C. Roy Carmichael Elementary that cohort is 2023 G3 → 2025 G5, measured in SBAC scale-score points. Its gain ranks weak among California elementary schools — roughly the 23rd percentile, behind the typical school at this level. Read the ranking, not the raw point gain: scale scores rise with age, so nearly every school posts a positive number and only the relative position tells you anything. Growth is weighted at 20% in the elementary Scope Score because it is the least demographically confounded signal available — it tracks change over time rather than the level students arrived at. See full methodology.
What is the attendance and school culture like at C. Roy Carmichael Elementary?
30.0% of students at C. Roy Carmichael Elementary are chronically absent (missing 10% or more of school days), compared to the California average of 17.9%. The suspension rate is 4.6%. SchoolScope includes these culture metrics in the Scope Score because they reflect day-to-day school experience in ways test scores alone cannot.
How does C. Roy Carmichael Elementary compare to other schools in Portola?
C. Roy Carmichael Elementary scores 17/100 (6th percentile) among California elementary schools. To compare with nearby schools, SchoolScope shows the same metrics side by side: exceeded rate, proficiency, growth trajectory, and school culture indicators. The school serves 344 students. Use the schools in Portola page or the map view to compare all elementary schools nearby.
How does C. Roy Carmichael Elementary serve low-income and underrepresented students?
At C. Roy Carmichael Elementary in Portola, 21.9% of low-income students met or exceeded the ELA standard in 2025, compared to 30.6% district-wide and 38.2% statewide. C. Roy Carmichael Elementary trails its district average for low-income students by 8.7 percentage points in ELA. Other subgroups: Low-Income students (16.3% Math proficient); White students (31.3% ELA proficient). The largest proficiency gap is 5.3 percentage points for low-income students. Data source: California Department of Education, CAASPP 2024-25. 128 students tested. SchoolScope shows disaggregated test scores by demographic subgroup so you can see how a school performs for your child's specific group — not just the school-wide average. Subgroup data is context, not part of the Scope Score: we don't penalize schools for who they serve. See our equity approach.
A low score doesn't tell the whole story. Read: Your School Scored Low — Here's What That Actually Means
Use the published evidence to prepare questions, then verify fit and access with the school.
Behind the evidence
Inspect the full record
Public sources, visible methods and the underlying school record. Source years and limitations stay attached to the evidence.
How the Scope Score is calculated
On a narrow screen, scroll the table sideways to see the state comparison and weights.
What the score weighs · CAASPP 2024–25
The 6 things our score weighs
The school's returning cohort — mostly, not exactly, the same kids two years on — gained 59 scale-score points across the span. Almost every school gains points, so we rank the gain against every other California school in this level.
| What we weigh | Here | State | Weight |
|---|---|---|---|
| Exceeded standard | 11.1% | 21.4% | 42% |
| Met or exceeded | 26.3% | 42.7% | 23% |
| Growth (2023 G3 → 2025 G5) | Weak | average | 20% |
| Chronic absenteeism | 30.0% | 17.9% | 5% |
| Suspension rate | 4.6% | 1.6% | 5% |
| EL proficiency (ELPAC) | 6.7% | 18.0% | 5% |
Source CAASPP 2025 · California Department of Education. Measures test performance, attendance, and climate — not arts, community, or your kid. How the score is built
A closer look at the evidence
C. Roy Carmichael Elementary: reading the evidence
C. Roy Carmichael posts low test scores — and test scores are one lens among several. If this is your zoned school, the numbers below are where to start a conversation, not where to end one.
Subject proficiency describes tested students, while graduation describes a graduating cohort. These figures are not successive stages followed by the same students.
This label means the data doesn't clearly sort the school one way or the other — ask what the school is proud of, and what it's working on.
Explore the underlying data →Every number: score factors, grades, student groups and downloads
Every number · For the data nerds
Every number on this page
Score factors, grade-level breakdowns, subgroup proficiency, and nearest schools.
C. Roy Carmichael Elementary is ranked #5,361 statewide · #5 of 5 in Plumas Unified.
01Score factorsWeighted composite · 2024–25
| Factor | School | State | Weight |
|---|---|---|---|
| Exceeded standard | 11.1% | 21.4% | 42% |
| Met or exceeded | 26.3% | 42.7% | 23% |
| Growth (2023 G3 → 2025 G5) | Weak | average | 20% |
| Chronic absenteeism | 30.0% | 17.9% | 5% |
| Suspension rate | 4.6% | 1.6% | 5% |
| EL proficiency (ELPAC) | 6.7% | 18.0% | 5% |
- Exceeded standard
- ↓ vs CA 21.4% · index 40 · 50 = CA elementary-school midpoint
- Met or exceeded
- ↓ vs CA 42.7% · index 38 · 50 = CA elementary-school midpoint
- Growth (2023 G3 → 2025 G5)
- ↓ vs CA average · 23rd pctile
- Chronic absenteeism
- ↓ vs CA 17.9% · index 30 · 50 = CA elementary-school midpoint · ▲ 3.0pp higher vs 2024
- Suspension rate
- ↓ vs CA 1.6% · index 26 · 50 = CA elementary-school midpoint · ▲ 2.4pp higher vs 2024
- EL proficiency (ELPAC)
- ↓ vs CA 18.0% · index 36 · 50 = CA elementary-school midpoint
02By grade & subgroupCAASPP 2024–25 · % of tested students
ShowHide table 02 — By grade & subgroup
| ELA | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 53 | 11% | 21% | 25% | 43% | 32% | −11 |
| Grade 4 | 43 | 16% | 9% | 30% | 44% | 26% | −19 |
| Grade 5 | 43 | 9% | 12% | 33% | 47% | 21% | −27 |
| Grade 6 | 44 | 14% | 16% | 27% | 43% | 30% | −17 |
| Math | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 53 | 11% | 17% | 23% | 49% | 28% | −17 |
| Grade 4 | 43 | 12% | 26% | 44% | 19% | 37% | −4 |
| Grade 5 | 43 | 7% | 7% | 42% | 44% | 14% | −21 |
| Grade 6 | 44 | 5% | 9% | 27% | 59% | 14% | −21 |
We show the grade rows CDE publishes for this school. A missing grade or dash can mean the school does not serve that grade, that we hold no valid result for it, or that the tested group was too small to report. It does not mean zero.
| Science (CAST) | Tested | EXC | MET | NEAR | NOT |
|---|---|---|---|---|---|
| Schoolwide | 44 | 2% | 16% | 43% | 39% |
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.
| Subgroup · ELA | Tested | MET+ | vs district | vs CA |
|---|---|---|---|---|
| Socioeconomically Disadvantaged | 128 | 21.9% | −9 | −16 |
| White | 112 | 31.3% | −6 | −31 |
| Hispanic/Latino | 40 | 20.0% | −7 | −19 |
03Nearest elementary schoolssorted by Scope Score · Grade gap = grade 3 vs grade 5, this year, different students; Cohort growth = one school's returning cohort tracked across grades (mostly, not exactly, the same kids), in scale-score points — that's the measurement the Scope Score weights
| School | Dist | Scope | EXC | MET+ | Grade gap | Cohort growth | Susp |
|---|---|---|---|---|---|---|---|
| C. Roy Carmichael Elementary ← | — | 17 | 11.1% | 26.3% | −12.8pp | +59 pts | 4.6% |
| California average | — | 39 | 21.4% | 42.7% | −2.9pp | — | 1.6% |
04More measurescontext · not all part of the Scope Score
ShowHide table 04 — More measures
| Year | Scope | Pctile | Rank | Exc | Met+ | Absent | Susp | Grade gap |
|---|---|---|---|---|---|---|---|---|
| 2019 | 24 | 19 | #4434 | 10.5% | 28.8% | 19.8% | 1.8% | -9.9pp |
| 2022 | 26 | 36 | #3652 | 12.3% | 40.7% | 64.6% | 4.7% | -14.7pp |
| 2023 | 26 | 32 | #3874 | 14.7% | 33.8% | 77.4% | 3.4% | -15.1pp |
| 2024 | 25 | 19 | #4613 | 13.1% | 36.9% | 27.0% | 2.1% | -23.7pp |
| 2025 | 17 | 6 | #5361 | 11.1% | 26.3% | 30.0% | 4.6% | -12.8pp |
Grade gap = this year's grade 3 vs grade 5 result, two different sets of students, not a trend for any one child — it is not the measurement the Scope Score's growth dimension uses. See §01 above and /methodology#verdicts for the school's actual scored (cohort) growth.
NO STATEWIDE TESTING 2020–21 (COVID) · SCORE AND PERCENTILE ARE RELATIVE TO EACH YEAR'S FIELD
What we can't show
- — Low-income students here trail the state average for their group by 16 points in ELA — worth asking how the school is closing that gap.
05Climate by student groupchronic absenteeism · 2019 vs 2025 — the two years CDE publishes at subgroup level
ShowHide table 05 — Climate by student group
| Group | 2019 | 2025 | Δ |
|---|---|---|---|
| Female | 19.4% | 32.0% | +12.6pp |
| Male | 22.0% | 30.5% | +8.5pp |
| Hispanic/Latino | 17.9% | 32.7% | +14.8pp |
| Two or More Races | 27.3% | 8.3% | -19.0pp |
| White | 21.6% | 32.0% | +10.4pp |
| Students with Disabilities | 16.4% | 34.8% | +18.4pp |
| English Learners | 11.5% | 32.4% | +20.9pp |
| Socioeconomically Disadvantaged | 24.5% | 33.8% | +9.3pp |
| All Students | 20.7% | 31.3% | +10.6pp |
| American Indian/Alaska Native | — | 27.3% | — |
| Homeless | — | 42.3% | — |
06California growth model, by student group2025 · scale-score points vs the state's prediction · shown, never scored
ShowHide table 06 — California growth model, by student group
| Group | Reading | n | CDE band | Math | n | CDE band |
|---|---|---|---|---|---|---|
| All Students | −22 | 117 | Minimal | −9 | 117 | Moderate |
| English Only | −23 | 98 | not categorised | −9 | 98 | not categorised |
| Socioeconomically Disadvantaged | −22 | 90 | Minimal | −7 | 91 | Moderate |
| White | −21 | 68 | Minimal | −8 | 70 | Moderate |
| Hispanic or Latino | −21 | 36 | Minimal | −9 | 35 | Moderate |
| Students with Disabilities | −31 | 21 | Minimal | −18 | 21 | Moderate |
| English Learner | −8 | 12 | Moderate | −10 | 12 | Moderate |
Whole scale-score points above or below what CDE's model predicted for these same children from their own prior-year scores — not a percentage, not a percentile. Statewide a typical school lands near +1 with a spread of about 13 points either side, so read a figure against its group's own typical value, not against zero. Muted rows have fewer than 30 students with a growth score — published by CDE, held back from the narrative sections above because at that size the figure swings about 17 points on its own. “Not categorised” is CDE assigning no band — English Only, Recently Reclassified, and English Learners Only receive a value and no band, for every school in the state. It is not a missing number. Most figures blend two consecutive years, so adjacent published years share input data and no trend line can honestly be drawn across them. A group absent from this table had fewer than 11 students with a growth score and was never published. Grades 4-8 only. None of this enters the Scope Score — it is more strongly correlated with school demographics than our own growth measure, and one published year is not enough to test its reliability.
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EXC = exceeded standard · MET+ = met or exceeded ("proficient") · Source: CA Dept. of Education · CAASPP 2024–25 · n=5,721 elementary schools · Vintages: climate subgroups 2019+2025 · district finance per its label · ACS 2022 · Data updated 2026-09-08
SchoolScope scores and verdicts are our interpretation of public California Department of Education data — independent analysis, not an official rating. How we analyze · Request a correction