Independent charter school · Ripon Unified · Ripon, California

California Online Public Schools Northern California — Rating & test scores

Ripon · TK–12 · 1,507 students (2024–25)

580 North Wilma Avenue, Suite G, 95366californiaops.org ↗(800) 906-5166

13thpercentileNeeds Support

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

Scope Score

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

See this school’s score factors ↓

California Online Public Schools Northern Californiahigher than 13 of the 100 California dots

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

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

California Online Public Schools Northern Californiahigher than 13 of the 100 California dots

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

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

California Online Public Schools Northern Californiahigher than 13 of the 100 California dots

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

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

In 2024–25, 76% of the class graduated in four years (220 of 291); across California, 89%.

Source

Source: CDE four-year adjusted cohort graduation rate (ACGR), 2024–25
Students: students who started 9th grade together: 291
Comparison: California: graduates divided by students who started 9th grade together, across 2,281 public schools’ rows (our combination, not CDE’s published state rate; 432,702 of 487,177).

For grades 3–5, the standing among California elementary schools; for grades 6–8, the standing among California middle schools is in Academic achievement ↓

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In grade 11, spring 2026, 43% scored Proficient or Advanced in math, against 32% across California.

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

Sources

The sentence above: California’s state tests (CAASPP), California Department of Education, spring 2026. All students tested in grade 11. California: CDE’s grade 11 rows for the whole state combined, weighted by students tested (our calculation; 413,523 in math tested).

Common questions

How do I get in?

Ask California Online Public Schools Northern California how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓

Is California Online Public Schools Northern California a good school?

California Online Public Schools Northern California scores higher than 13 in 100 of California’s 1,498 scored public high schools: 13th percentile, Needs Support, spring 2025.

Grades 3–5: higher than 56 in 100 California elementary schools we score (56th percentile, Solid, spring 2026)
Grades 6–8: higher than 47 in 100 California middle schools we score (47th percentile, Developing, spring 2026)

Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 12 in 100 students missed 10% or more of school days, against 11 in 100 at the average Ripon Unified high school. 0 of 2,247 students were suspended at least once in 2025–26, against 2.9% at the average California high school. Evidence ↓

How does math compare with English?

In grade 11, spring 2026, math trails English by 10 percentage points in the share who scored Proficient or Advanced, against 25 points across California. Evidence ↓

How do kids like mine do here?

In spring 2026, 34% of low-income students in grades 3, 4, 5, 6, 7, 8 and 11 at California Online Public Schools Northern California in Ripon scored Proficient or Advanced in English, against 39% for the same group across California. Evidence ↓

Where do students go after finishing high school here?

42% of the class of 2023 enrolled in college within 12 months, by CDE’s college-going records. Evidence ↓

What does its own plan pay for?

In its 2026–27 plan, $14.6 million is planned for 23 funded actions in 3 goals. That’s 54% of its $27.1 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan. Evidence ↓

What should I ask on a visit?

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

Academic achievement

How did students here do on state tests?

Near California in English; well above it in math.

State tests (CAASPP), grade 11, spring 2026

In grade 11, spring 2026, 53% scored Proficient or Advanced in English and 43% in math, against 57% and 32% across California.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grade 11: 251 in English, 252 in math
Comparison: California: CDE’s grade 11 rows for the whole state combined, weighted by students tested (our calculation; 414,559 in English, 413,523 in math tested). The comparisons use the same grade and year.

AdvancedProficientBelow the standard

English

Grade 11 · spring 2026 · 251 tested

Advanced: 24%
Proficient: 29%
Below the standard: 47%

This school53%

California57%

Ripon Unified62%

53% Proficient or Advanced in grade 11.

Math

Grade 11 · spring 2026 · 252 tested

Advanced: 28%
Proficient: 15%
Below the standard: 57%

This school43%

California32%

Ripon Unified43%

43% Proficient or Advanced in grade 11.

Results for each grade, spring 2026English and math · grades 3–8 and 11 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	38%	38%	38%
Advanced	23%	20%	20%
Proficient	15%	18%	18%
Developing level	17%	16%	16%
Minimal	45%	46%	46%
Tested	96	96	81
California	44%	46%	49%
Difference	−6	−8	−11

English, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	26%	44%	38%
Advanced	8%	9%	9%
Proficient	18%	35%	29%
Developing level	32%	28%	27%
Minimal	42%	28%	35%
Tested	85	129	165
California	48%	51%	49%
Difference	−22	−7	−11

English, grade 11: share of students tested, spring 2026
Measure	Grade 11
Proficient or Advanced	53%
Advanced	24%
Proficient	29%
Developing level	24%
Minimal	23%
Tested	251
California	57%
Difference	−4

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
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	42%	39%	28%
Advanced	22%	21%	11%
Proficient	20%	18%	17%
Developing level	19%	20%	21%
Minimal	39%	41%	51%
Tested	96	102	83
California	47%	42%	37%
Difference	−5	−3	−9

Math, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	27%	31%	37%
Advanced	11%	22%	22%
Proficient	16%	9%	15%
Developing level	19%	27%	23%
Minimal	54%	42%	40%
Tested	85	129	166
California	37%	38%	36%
Difference	−10	−7	+1

Math, grade 11: share of students tested, spring 2026
Measure	Grade 11
Proficient or Advanced	43%
Advanced	28%
Proficient	15%
Developing level	18%
Minimal	39%
Tested	252
California	32%
Difference	+11

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

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

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

How do the elementary grades do?

Below California in both subjects. In grades 3–5, spring 2026, 38% scored Proficient or Advanced in English and 37% in math, against 46% and 42% across California. The elementary grades are placed separately: 56th percentile (Solid) among California’s elementary schools.

English

Grades 3–5 · spring 2026 · 273 tested

Advanced: 21%
Proficient: 17%
Below the standard: 62%

This school38%

California46%

Ripon Unified51%

38% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 281 tested

Advanced: 18%
Proficient: 19%
Below the standard: 63%

This school37%

California42%

Ripon Unified47%

37% Proficient or Advanced in grades 3–5.

How do the middle grades do?

Well below California in English; near it in math. In grades 6–8, spring 2026, 37% scored Proficient or Advanced in English and 33% in math, against 49% and 37% across California. The middle grades are placed separately: 47th percentile (Developing) among California’s middle schools.

English

Grades 6–8 · spring 2026 · 379 tested

Advanced: 9%
Proficient: 28%
Below the standard: 63%

This school37%

California49%

Ripon Unified58%

37% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 380 tested

Advanced: 19%
Proficient: 14%
Below the standard: 67%

This school33%

California37%

Ripon Unified50%

33% Proficient or Advanced in grades 6–8.

How does math compare with English?

In grade 11, spring 2026, math trails English by 10 percentage points in the share who scored Proficient or Advanced, against 25 points across California. The grade 11 cards above give each subject’s share.

Have results changed?

English results were similar to 2025; math results were higher. English went from 51% to 53% and math from 35% to 43%.

English · top two levels · grade 11

202551%237 tested

→

202653%251 tested

This school

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

Math · top two levels · grade 11

202535%236 tested

→

202643%252 tested

This school

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

Each year is a different group of students.

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

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

Share of students tested at each level, spring 2026
Students	Advanced	Proficient	Developing level	Minimal	Tested
English, grade 11 · This school	24%	29%	24%	23%	251
English, grade 11 · California	27%	30%	21%	22%	414,559
English, grade 11 · Ripon Unified	31%	31%	20%	18%	507
Math, grade 11 · This school	28%	15%	18%	39%	252
Math, grade 11 · California	16%	16%	20%	48%	413,523
Math, grade 11 · Ripon Unified	24%	19%	21%	36%	508
English, grades 3–5 · This school	21%	17%	17%	45%	273
English, grades 3–5 · California	24%	22%	21%	33%	1,208,894
English, grades 3–5 · Ripon Unified	26%	25%	21%	28%	999
Math, grades 3–5 · This school	18%	19%	20%	43%	281
Math, grades 3–5 · California	21%	21%	25%	33%	1,211,701
Math, grades 3–5 · Ripon Unified	23%	24%	26%	27%	1,006
English, grades 6–8 · This school	9%	28%	29%	34%	379
English, grades 6–8 · California	19%	30%	23%	28%	1,254,039
English, grades 6–8 · Ripon Unified	22%	36%	23%	19%	1,143
Math, grades 6–8 · This school	19%	14%	23%	44%	380
Math, grades 6–8 · California	21%	16%	23%	40%	1,254,800
Math, grades 6–8 · Ripon Unified	29%	21%	22%	28%	1,144

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

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

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grade 11

This schoolCalifornia

0%50%100%20172022202653%57%

Math top two levels, grade 11

This schoolCalifornia

0%50%100%20172022202643%32%

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

In grade 11, the share at the state’s top two levels in English went from 61% in 2017 to 53% in 2026. In math, it went from 16% in 2017 to 43% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grade 11
Year	This school	California
2017	61% 115 tested	60% 444,040 tested
2018	57% 122 tested	56% 439,134 tested
2019	66% 159 tested	57% 439,947 tested
2022	58% 120 tested	55% 427,007 tested
2023	52% 154 tested	55% 442,128 tested
2024	53% 175 tested	56% 435,296 tested
2025	51% 237 tested	57% 432,651 tested
2026	53% 251 tested	57% 414,559 tested

Math · top two levels · grade 11
Year	This school	California
2017	16% 115 tested	32% 442,457 tested
2018	18% 119 tested	31% 437,883 tested
2019	17% 156 tested	32% 438,107 tested
2022	14% 113 tested	27% 424,390 tested
2023	15% 150 tested	27% 440,912 tested
2024	13% 178 tested	28% 434,711 tested
2025	35% 236 tested	30% 431,903 tested
2026	43% 252 tested	32% 413,523 tested

What you can do

Who can act on California Online Public Schools Northern California’s results?

California Online Public Schools Northern California’s own board decides its plan.

The state hasn’t placed California Online Public Schools Northern California in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source

Where is its yearly plan?

What its plan pays for ↓

Ripon Unified authorized this charter; its current term ends June 30, 2030.

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 many students here graduate, and where do they go next?

76% of students graduated in four years in 2024–25.

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

That compares with 89% across California. 17% were ready for college or career (state measure) in 2024–25. 42% of the class of 2023 enrolled in college within 12 months.

Preparation · each measure describes a different student group

Graduated in four years

76%

Across California: 89%

2024–25 · 220 of 291 students who started 9th grade together

Ready for college or career (state measure)

17%

Across California: 52%

2024–25 · 49 of 293 students in the state’s measure

Finished the UC/CSU course list

31%

Average California high school: 56%

2024–25 · 68 of 220 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

42% enrolled in college within 12 months · 171 students who finished high school

University of California4 · 2%
California State University4 · 2%
California community college48 · 28%
In-state private3 · 2%
Out-of-state, 4-year11 · 6%
Out-of-state, 2-year1 · 1%
Not enrolled100 · 59%

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

Ask: How does the school help students who don’t go to college plan what comes next?

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

Graduated in four years: 2024–25 · 220 of 291 students who started 9th grade together. California Department of Education, adjusted cohort graduation records. Comparison is SchoolScope’s combination of graduates and cohort counts across the reference schools, not CDE’s published state rate.
Ready for college or career (state measure): 2024–25 · 49 of 293 students in the state’s measure. California Department of Education, College/Career Indicator (CCI), overall “Prepared” rate, among the students in the indicator’s group. Prepared is CDE’s overall classification, not AP participation or a college admission rate.
Finished the UC/CSU course list: 2024–25 · 68 of 220 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment.
Where students who finished high school went: CDE college-going records, class of 2023. College enrollment is counted for 12 months after finishing high school and matched to college records, so this runs about two years behind. A dash is unavailable, not zero.

How often do students miss school or get suspended?

12 in 100 students were chronically absent in 2025–26. That means they missed 10% or more of school days. 0 of 2,247 students were suspended at least once in 2025–26, against 2.9% at the average California high school.

Context Close to the 11 in 100 at the average Ripon Unified high school: a pattern across the district.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 266 of 2,153 students counted for it; suspension: 0 of 2,247 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 Ripon Unified high school 1.4%.

Chronically absent, 2025–26

12 in 100This school

11 in 100At the average Ripon Unified high school

22 in 100At the average California high school

266 of 2,153 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 2,247

students were suspended at least once. Average California high school 2.9%.

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: 11 in 100, 37 of 338
Grades 7–8: 13 in 100, 46 of 357
Grades 9–12: 13 in 100, 144 of 1,088

Ask families and staff yourselfWhat to ask the people at California Online Public Schools Northern California

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

Questions for your visit ↓

Have a child here? Answer 7 questions Responder en español

Every learner

How do kids like mine do here?

Low-income and Hispanic or Latino students here scored well above the same groups across California in math.

Student groups, grade 11, spring 2026

Both groups score below California’s rate for all students statewide. 38% of low-income students scored Proficient or Advanced in math (grade 11, spring 2026), against 23% for the same group across California. Hispanic or Latino students: 36% in math, against 21% for the same group across California. Every group’s English results are in the table below.

Source

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

California Online Public Schools Northern CaliforniaSame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students

Two or more races39 tested49%Same group, California 43%
White80 tested44%Same group, California 44%
Low-income147 testedAhead of the same group across California, where that group scores below California’s rate for all students: 38%Same group, California 23%
Hispanic or Latino81 testedAhead of the same group across California, where that group scores below California’s rate for all students: 36%Same group, California 21%
Students with disabilities33 tested22%Same group, California 8%

Proficient or Advanced, grade 11 math, spring 2026. In English the same groups run from 31% to 63%; every value is in the table below.

Who are the students?

2025–26 · students counted

Hispanic or Latino38%
White26%
Two or more races13%
Black or African American13%
Asian8%
Filipino1%
Pacific Islander<1%
American Indian or Alaska Native<1%
Not reported—
Unallocated share<1%

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?

48% 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 · 53 of 110 English learners48%

Ripon Unified · 95 of 17654%

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?

51%of students qualified for free or reduced-price meals in 2024–25, 769 of 1,507. California: 63%.

298teachers, 2024–25

12 yearsaverage experience, 2024–25

0%in their first year, 2024–25

90%of teaching positions with proper credential and placement, 2021–22

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

All group results, district comparisons and sources

Proficient or Advancedgrade 11 · spring 2026

Group and subject	Here	vs Ripon Unified	vs California
Low-income · 146 tested in English, 147 in math
English	50%	−1060%	+149%
Math	38%	+137%	+1523%
Hispanic or Latino · 83 tested in English, 81 in math
English	44%	−1660%	−549%
Math	36%	+630%	+1521%
White · 79 tested in English, 80 in math
English	49%	−2877%	−1968%
Math	44%	+242%	044%
Two or more races · 38 tested in English, 39 in math
English	63%	−1073%	−467%
Math	49%	−453%	+643%
Students with disabilities · 36 tested in English, 33 in math
English	31%	+1714%	+1219%
Math	22%	+175%	+148%

Each gap is to the same group, grades and subject: in Ripon Unified, 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.

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

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
Hispanic or Latino	38%
White	26%
Two or more races	13%
Black or African American	13%
Asian	8%
Filipino	1%
Pacific Islander	<1%
American Indian or Alaska Native	<1%
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: 90% of teaching positions, 46.7 properly credentialed teaching-position FTE out of 52 total position FTE. This measures positions, not individual teachers.

In its own words

What does California Online Public Schools Northern California’s own plan commit to?

Its 2026–27 plan

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

$14.6 million

planned for 23 funded actions in 3 goals. That’s 54% of its $27.1 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan.

The 2026–27 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 102 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 61% of the money. The plan itself puts 88% of it toward staff.

Teacher Collaboration for Academic Achievement $3.3 million
Track and Record Daily Student Participation $2.8 million
Diagnostic Assessments and MTSS Academic Interventions $2.8 million
20 other actions

Reading, math and catch-up help

5 of the plan’s 23 funded actions name reading, math, catch-up help or English learners in their titles.

Catch-up help $3.2 million
English learners $0.2 million

Largest of these

Diagnostic Assessments and MTSS Academic Interventions$2.8 million
Credit Recovery and Summer Intervention$373,499
English Learner Student Achievement$167,910

For high-need students

It plans $8.2 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $8.2 million and estimates it spent $8.3 million, $0.1 million (2%) more than planned (our arithmetic).

What changed

The total is $62,354 lower than in the 2025–26 plan. The biggest change in dollars is Diagnostic Assessments and MTSS Academic Interventions, which went from $3.2 million to $2.8 million.

Largest cuts

Diagnostic Assessments and MTSS Academic Interventions−⁠$393,290
Teacher Collaboration for Academic Achievement−⁠$338,982
Caretaker Engagement Support−⁠$136,184

Largest increases

Access to Technology, Internet Connectivity, and a Rigorous Curriculum+⁠$380,222
Foster and Homeless Youth Engagement Support+⁠$238,916
Synchronous and Asynchronous Instructional Tools+⁠$222,905

What its goals measure

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

The test rows are schoolwide results for every grade the school tests; the source doesn’t list which grades. The headline at the top of this page covers grade 11 only: 53% in English and 43% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure	2024–25	2025–26	Change
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1	32%	37%	up 5 pts
Chronically absentGoal 2	22 in 100	12 in 100	10 fewer in 100
Suspended at least onceGoal 2	0 of 2,138	0 of 2,247	no change

Goal 3 isn’t shown because it tracks other measures.

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

The plan’s own titles and amounts

Teacher Collaboration for Academic Achievement · $3,285,650
Track and Record Daily Student Participation · $2,790,899
Diagnostic Assessments and MTSS Academic Interventions · $2,783,893

The full plan3 goals, 10 measures and where the money goes

We calculate each action’s share of the plan by dividing its planned amount by the total of the plan’s funded actions ($14.6 million).

Where does the money go?

45% to Goal 1. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.

Change since the 2025–26 plan, same title

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

Every goal, in the plan’s order

Goal 1All students will learn and achieve in a safe, secure, effective, and rigorous learning environment$6.6 million45% of action budgets

7 funded actions · 2025–26 plan: $7.0 million (−⁠$429,613) · p. 10 ↗

Largest funded actions

Teacher Collaboration for Academic Achievement$3.3 millionaction 1.3 · p. 61 ↗
Diagnostic Assessments and MTSS Academic Interventions$2.8 millionaction 1.2 · p. 61 ↗
Synchronous and Asynchronous Instructional Tools$0.3 millionaction 1.4 · p. 61 ↗
English Learner Student Achievement$0.2 millionaction 1.5 · p. 61 ↗ · marked as contributing to high-need services
LTEL Supportunder $0.1 millionaction 1.6 · p. 61 ↗ · marked as contributing to high-need services

2 more funded actions in this goal

Foster and Homeless Academic Achievement · action 1.7 · p. 61 ↗ · marked as contributing to high-need servicesunder $0.1 million
Professional Development for Academic Achievement · action 1.1 · p. 61 ↗under $0.1 million

Changes from last year’s plan, same title

Diagnostic Assessments and MTSS Academic Interventions−⁠$0.4 million$3.2 million → $2.8 million · p. 61 ↗
Teacher Collaboration for Academic Achievement−⁠$0.3 million$3.6 million → $3.3 million · p. 61 ↗
Synchronous and Asynchronous Instructional Tools+⁠$222,905$63,116 → $286,020 · p. 61 ↗

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

English Learner Student Achievement · $61,318 → $167,910 · p. 61 ↗+⁠$106,592
LTEL Support · $21,384 → $48,082 · p. 61 ↗+⁠$26,698
Foster and Homeless Academic Achievement · $24,712 → $28,526 · p. 61 ↗+⁠$3,814
Professional Development for Academic Achievement · $69,742 → $12,392 · p. 61 ↗−⁠$57,350

How the plan measures it · 3 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 10 ↗.

Goal 2All stakeholder groups will demonstrate active engagement in the school program$6.4 million44% of action budgets

8 funded actions · 2025–26 plan: $6.1 million (+⁠$285,031) · p. 14 ↗

Largest funded actions

Track and Record Daily Student Participation$2.8 millionaction 2.2 · p. 62 ↗
Framework of Tiered Re-engagement Strategies for Students$1.9 millionaction 2.3 · p. 62 ↗ · marked as contributing to high-need services · of which $1.6 million is state funding counted toward those services
Access to Technology, Internet Connectivity, and a Rigorous Curriculum$1.0 millionaction 2.1 · p. 62 ↗ · marked as contributing to high-need services · of which $478,685 is state funding counted toward those services
Social Emotional / Mental Health Supports$0.3 millionaction 2.5 · p. 62 ↗
Foster and Homeless Youth Engagement Support$0.3 millionaction 2.7 · p. 62 ↗ · marked as contributing to high-need services

3 more funded actions in this goal

In-Person and Virtual Engagement and Enrichment · action 2.8 · p. 62 ↗$0.1 million
Caretaker Engagement Support · action 2.4 · p. 62 ↗ · marked as contributing to high-need services$0.1 million
Increasing Diversity and Inclusion · action 2.6 · p. 62 ↗under $0.1 million

Changes from last year’s plan, same title

Access to Technology, Internet Connectivity, and a Rigorous Curriculum+⁠$380,222$595,941 → $976,163 · p. 62 ↗
Foster and Homeless Youth Engagement Support+⁠$238,916$25,829 → $264,745 · p. 62 ↗
Caretaker Engagement Support−⁠$136,184$187,129 → $50,945 · p. 62 ↗

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

Track and Record Daily Student Participation · $2.9 million → $2.8 million · p. 62 ↗−⁠$0.1 million
Framework of Tiered Re-engagement Strategies for Students · $1.9 million → $1.9 million · p. 62 ↗−⁠$46,747
Social Emotional / Mental Health Supports · $345,879 → $342,357 · p. 62 ↗−⁠$3,522
In-Person and Virtual Engagement and Enrichment · $85,032 → $58,142 · p. 62 ↗−⁠$26,890
Increasing Diversity and Inclusion · $39,721 → $35,756 · p. 62 ↗−⁠$3,965

How the plan measures it · 3 measures

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

Goal 3All students will graduate with the knowledge and skills needed for college and careers$1.6 million11% of action budgets

8 funded actions · 2025–26 plan: $1.5 million (+⁠$82,228) · p. 19 ↗

Largest funded actions

Graduation Rate Progress Monitoring$601,780action 3.6 · p. 62 ↗
College Preparation$389,119action 3.1 · p. 62 ↗
Credit Recovery and Summer Intervention$373,499action 3.4 · p. 62 ↗ · marked as contributing to high-need services
Transition Plans$163,039action 3.5 · p. 62 ↗
Early Intervention Program Development$31,054action 3.8 · p. 63 ↗

3 more funded actions in this goal

Career Preparation (CTE) · action 3.2 · p. 62 ↗ · marked as contributing to high-need services$23,389
AVID Program Implementation · action 3.3 · p. 62 ↗ · marked as contributing to high-need services$16,856
Dual Enrollment Options · action 3.7 · p. 62 ↗$15,412

Changes from last year’s plan, same title

Transition Plans+⁠$35,989$127,050 → $163,039 · p. 62 ↗
Credit Recovery and Summer Intervention+⁠$23,382$350,117 → $373,499 · p. 62 ↗
Graduation Rate Progress Monitoring−⁠$16,695$618,475 → $601,780 · p. 62 ↗

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

College Preparation · $379,715 → $389,119 · p. 62 ↗+⁠$9,404
Early Intervention Program Development · $30,855 → $31,054 · p. 63 ↗+⁠$199
Career Preparation (CTE) · $6,864 → $23,389 · p. 62 ↗+⁠$16,525
AVID Program Implementation · $3,998 → $16,856 · p. 62 ↗+⁠$12,857
Dual Enrollment Options · $14,845 → $15,412 · p. 62 ↗+⁠$567

How the plan measures it · 4 measures

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

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

Next steps

How do I get in?

Ask California Online Public Schools Northern California 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: californiaops.org ↗Office: (800) 906-5166Administrator: Richard Savage

Location and visiting

Get directions

580 North Wilma Avenue, Suite G, Ripon 95366

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

Questions for your visit

What extra help do students who are behind get, and how do you know it’s working? 57% in math scored at the Developing or Minimal level, grade 11, spring 2026 (252 students tested); California: 68%
How does the school help students who don’t go to college plan what comes next?
When a child starts missing school, who calls the family, and how soon?
Which courses and career pathways does the school run, and who can enroll?
What support is available when a student falls behind on graduation requirements?

Office (800) 906-5166580 North Wilma Avenue, Suite G, directions (opens Google Maps in a new tab)

Nearby high schoolsClosest first, by straight-line distance

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

Nearby high schoolsPercentile among California high schools, 2025

Ripon High0.4 mi
72ndSolidScope Score 64

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

Explore nearby schools on the map

Source records

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

Score factorssource values, index and weights · 2024–25 · ranked #1,300 of 1,498 California high schools we score

Score factors, 2024–25
Factor	School	Index	Weight
Graduation rate	76%	38	25%
Exceeded standardaverage of English and math	20%	55	22%
Ready for college or career (state measure)	17%	33	20%
Met or exceededaverage of English and math	43%	55	18%
Chronically absent	22 in 100	56	5%
Suspension rate	0 of 2,138	65	5%
English learners: top level	22%	—	5%

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

Scope Score by year2018–19 to 2024–25 · each year’s inputs, and the score for each year we could verify

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

Scope Score

School year	Scope Score	Percentile	Rank	Comparison group
2024–25	43	13	#1300	California high schools · 1,498 schools · current formula

2018–19, 2021–22, 2022–23 and 2023–24 have records on file but no Scope Score we could verify against that year’s source files, so no score is shown for them.

School year	Chronic absence	Suspension
2018–19	not on file	not on file
2021–22	not on file	not on file
2022–23	not on file	not on file
2023–24	27 in 100	0 of 2,191
2024–25	22 in 100	0 of 2,138

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

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

Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subject	Students with scores	Top level	Top two levels
2026 · English	903	17%	42%
2026 · Math	913	21%	37%
2025 · English	814	16%	41%
2025 · Math	810	16%	32%
2024 · English	683	12%	38%
2024 · Math	687	8%	20%
2023 · English	636	17%	45%
2023 · Math	634	9%	21%
2022 · English	613	21%	54%
2022 · Math	562	10%	25%
2019 · English	575	24%	59%
2019 · Math	571	13%	27%
2018 · English	525	23%	54%
2018 · Math	515	15%	26%
2017 · English	471	23%	53%
2017 · Math	472	12%	27%

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

Earlier years · grade and subject

Year · grade · subject	Students with scores	Met or exceeded
2025 · Grade 3 · English	81	37%
2025 · Grade 4 · English	70	37%
2025 · Grade 5 · English	64	31%
2025 · Grade 6 · English	85	32%
2025 · Grade 7 · English	122	44%
2025 · Grade 8 · English	155	37%
2025 · Grade 11 · English	237	51%
2025 · Grade 3 · Math	81	42%
2025 · Grade 4 · Math	70	27%
2025 · Grade 5 · Math	64	23%
2025 · Grade 6 · Math	81	25%
2025 · Grade 7 · Math	124	36%
2025 · Grade 8 · Math	154	27%
2025 · Grade 11 · Math	236	35%
2024 · Grade 3 · English	58	29%
2024 · Grade 4 · English	51	24%
2024 · Grade 5 · English	75	29%
2024 · Grade 6 · English	82	35%
2024 · Grade 7 · English	109	38%
2024 · Grade 8 · English	133	35%
2024 · Grade 11 · English	175	53%
2024 · Grade 3 · Math	58	33%
2024 · Grade 4 · Math	51	27%
2024 · Grade 5 · Math	75	16%
2024 · Grade 6 · Math	82	26%
2024 · Grade 7 · Math	109	25%
2024 · Grade 8 · Math	134	16%
2024 · Grade 11 · Math	178	13%
2023 · Grade 3 · English	46	35%
2023 · Grade 4 · English	58	29%
2023 · Grade 5 · English	62	47%
2023 · Grade 6 · English	77	40%
2023 · Grade 7 · English	108	43%
2023 · Grade 8 · English	131	51%
2023 · Grade 11 · English	154	52%
2023 · Grade 3 · Math	46	20%
2023 · Grade 4 · Math	58	28%
2023 · Grade 5 · Math	64	31%
2023 · Grade 6 · Math	77	21%
2023 · Grade 7 · Math	108	25%
2023 · Grade 8 · Math	131	18%
2023 · Grade 11 · Math	150	15%
2022 · Grade 3 · English	66	48%
2022 · Grade 4 · English	55	62%
2022 · Grade 5 · English	56	64%
2022 · Grade 6 · English	81	52%
2022 · Grade 7 · English	101	44%
2022 · Grade 8 · English	134	57%
2022 · Grade 11 · English	120	58%
2022 · Grade 3 · Math	59	29%
2022 · Grade 4 · Math	48	44%
2022 · Grade 5 · Math	50	28%
2022 · Grade 6 · Math	76	29%
2022 · Grade 7 · Math	88	20%
2022 · Grade 8 · Math	128	27%
2022 · Grade 11 · Math	113	14%
2019 · Grade 3 · English	29	72%
2019 · Grade 4 · English	56	59%
2019 · Grade 5 · English	52	60%
2019 · Grade 6 · English	61	54%
2019 · Grade 7 · English	99	55%
2019 · Grade 8 · English	119	50%
2019 · Grade 11 · English	159	66%
2019 · Grade 3 · Math	29	55%
2019 · Grade 4 · Math	56	43%
2019 · Grade 5 · Math	52	42%
2019 · Grade 6 · Math	59	25%
2019 · Grade 7 · Math	100	28%
2019 · Grade 8 · Math	119	20%
2019 · Grade 11 · Math	156	17%
2018 · Grade 3 · English	43	53%
2018 · Grade 4 · English	58	45%
2018 · Grade 5 · English	62	37%
2018 · Grade 6 · English	64	52%
2018 · Grade 7 · English	74	62%
2018 · Grade 8 · English	102	64%
2018 · Grade 11 · English	122	57%
2018 · Grade 3 · Math	43	40%
2018 · Grade 4 · Math	58	31%
2018 · Grade 5 · Math	59	17%
2018 · Grade 6 · Math	63	25%
2018 · Grade 7 · Math	72	28%
2018 · Grade 8 · Math	101	32%
2018 · Grade 11 · Math	119	18%
2017 · Grade 3 · English	40	45%
2017 · Grade 4 · English	37	46%
2017 · Grade 5 · English	51	47%
2017 · Grade 6 · English	58	52%
2017 · Grade 7 · English	68	49%
2017 · Grade 8 · English	102	56%
2017 · Grade 11 · English	115	61%
2017 · Grade 3 · Math	40	35%
2017 · Grade 4 · Math	37	30%
2017 · Grade 5 · Math	51	22%
2017 · Grade 6 · Math	58	31%
2017 · Grade 7 · Math	69	36%
2017 · Grade 8 · Math	102	31%
2017 · Grade 11 · Math	115	16%

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

Science (CAST)schoolwide · spring 2026

Science (CAST)	Tested	Advanced	Proficient	Developing level	Minimal
Schoolwide	525	15%	26%	46%	12%

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

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

Group · English	Tested	Proficient or Advanced	vs district	vs California
Low-income	510	34%	−17	−5
Hispanic or Latino	297	41%	−14	+1
White	247	43%	−26	−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

Group	English	n	CDE category	Math	n	CDE category
All students	+10	270	Accelerated	+16	270	Accelerated
English-only students	+11	207	not categorized	+16	207	not categorized
Low-income	+1	134	Average	+16	134	Accelerated
White	+6	84	Accelerated	+8	84	Accelerated
Hispanic or Latino	+2	71	Average	+11	71	Accelerated
Two or more races	+19	46	Accelerated	+12	46	Accelerated
English learners	−12	41	Moderate	+7	41	Accelerated
Students with disabilities	+1	37	Average	+19	37	Accelerated
Black or African American	0	33	Average	+8	33	Accelerated
Asian	−3	26	Average	+28	26	Exceptional
Recently reclassified as fluent in English	−1	22	not categorized	+17	22	not categorized
English learners only	−26	19	not categorized	−8	19	not categorized
Homeless	−33	12	Minimal	−4	12	Average

CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. 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

California growth model · points vs expected

State model · English+10 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

270 students

CDE growth category: Accelerated

State model · math+16 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

270 students

CDE growth category: Accelerated

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 · 22 in 100 → 2025–26 · 12 in 100 · −10 in 100
Suspension rate2024–25 · 0 of 2,138 → 2025–26 · 0 of 2,247 · 0.0 percentage points

Group	2018–19	2025–26	Change
Female	—	12 in 100	—
Male	—	13 in 100	—
Asian	—	12 in 100	—
Black or African American	—	14 in 100	—
Filipino	—	9 in 100	—
Hispanic or Latino	—	13 in 100	—
American Indian or Alaska Native	—	0 in 100	—
Pacific Islander	—	6 in 100	—
Two or more races	—	11 in 100	—
White	—	11 in 100	—
Students with disabilities	—	18 in 100	—
English learners	—	13 in 100	—
Homeless	—	21 in 100	—
Low-income	—	16 in 100	—
All students	—	12 in 100	—

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

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

Measure	Source record
This school · CCI overall Prepared	CDE College/Career Indicator · CCI source year 2025 · all students · all students in the current four-year graduation cohort, plus only Prepared fifth-year graduates from the prior cohort. Overall CCI Prepared rate 17% · numerator 49 students classified Prepared · denominator 293 CCI students.
California · CCI overall Prepared	CDE statewide CCI cohort · CCI source year 2025 · all students · overall Prepared rate 52% · numerator 257,567 students classified Prepared · denominator 497,814 CCI students.

AP pathway among CCI Prepared studentsCDE College/Career Indicator · CCI source year 2025 · all students · AP pathway rate 37% · AP-pathway numerator 18 · denominator 49 (CCI Prepared students). This measure uses Prepared students as its denominator, not the whole CCI cohort; it is not an AP exam-taking rate or a count of AP courses offered. That cohort includes all students in the current four-year graduation cohort plus only Prepared fifth-year graduates from the prior cohort. In 2025 the pathway accepts two qualifying AP exams, two qualifying AP courses, or a combination of one of each in different subjects.

CDE's overall Prepared rate is the college-readiness factor in the Scope Score (20% of the high school score). The school rate is 49 of 293 CCI students, not the AP-only pathway or A–G completion rate. The California figure is CDE's statewide CCI student cohort, not an average of SchoolScope's comparable high schools or the SchoolScope school-rank pool.

Graduation rate

76%

AP route, among those ready for college or career

37%

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

Finished the UC/CSU course list (A–G)

31%

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

College-going rate

42%

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

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

Destination	Completers	% (derived)
University of California	4	2%
California State University	4	2%
California community college	48	28%
In-state private	3	2%
Out-of-state, 4-year	11	6%
Out-of-state, 2-year	1	1%
Not enrolled	100	59%

171 students who finished high school, class of 2023 · state-reported college-going rate 42% · % column is computed by SchoolScope (count ÷ all who finished high school; CDE calls them completers), not a CDE-native rate · an unavailable or suppressed cell is marked as missing; a reported zero remains distinct · source: CDE 12-mo CGR, 2023 cohort (the newest published), National Student Clearinghouse match.

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

Per-pupil spending

District · current expense$10,507 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 3,307 pupils

California · selected district mean$14,491 per pupil

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

District current expense · FY 2024–25$14,437 per ADA

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

How the California mean was selected

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

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

Instruction 63%Instruction support 8%Student services 11%Administration 8%Buildings & maintenance 9%Other 1%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$29,031,284	62.41%	63%
Instruction support	$3,829,281	8.23%	8%
Student services	$5,184,232	11.14%	11%
Administration	$3,838,804	8.25%	8%
Buildings & maintenance	$4,214,631	9.06%	9%
Other	$421,320	0.91%	1%
Total	$46,519,552	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $46,519,552 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$10,507 per pupil

2020$10,112 per pupil

2019$10,147 per pupil

2018$7,044 per pupil

2017$7,033 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 holders0.4%

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 95366 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 95366 area
Measure	Estimate
Median household income	$112,097
Bachelor's degree or higher (adults 25+)	28%
ZIP-area population	18,954
Median age	40.9 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 95366 →

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

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

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2024–25 results, compared across 1,498 high schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · state college-going records, class of 2023, matched to National Student Clearinghouse enrollment · Data updated October 15, 2026

How we analyze · Request a correction

California Online Public Schools Northern California — Rating & test scores

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Spring 2026 state test results

Common questions

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What does its own plan pay for?

What should I ask on a visit?

How did students here do on state tests?

English

Math

How do the elementary grades do?

English

Math

How do the middle grades do?

English

Math

How does math compare with English?

Have results changed?

English · top two levels · grade 11

Math · top two levels · grade 11

Each year’s results and tested counts

Who can act on California Online Public Schools Northern California’s results?

Where is its yearly plan?

How many students here graduate, and where do they go next?

Graduated in four years

Ready for college or career (state measure)

Finished the UC/CSU course list

Where students who finished high school went

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

How do kids like mine do here?

Who are the students?

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

Who are the families and teachers?

What does California Online Public Schools Northern California’s own plan commit to?

The 2026–27 plan in short

Where the money goes

Reading, math and catch-up help

For high-need students

What changed

What its goals measure

Where does the money go?

Every goal, in the plan’s order

How do I get in?

Before you apply

Location and visiting

Questions for your visit

Source records

Scope Score

Per-pupil spending

Additional workforce records

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