English
15%
scored Proficient or Advanced.
721315County community school · Trinity County Office of Education
California Heritage Youthbuild Academy II
8544 Airport Road, Redding · Grades 9–12
Students, 2024–25
140
students in grades 9–12, as the state counted them.
Students come here by referral or placement rather than choosing among schools, so we publish its results without a rating.
In its own words
What does this school say about itself?
These lines come from the school’s own website. They are the school’s description. They are not parent reviews or test results.
“With love and respect, California Heritage YouthBuild Academy cultivates a collaborative learning community that successfully prepares young people to build the skillsets and mindsets that lead to lifelong learning and successful futures.”
How it teaches
A comprehensive set of college-preparatory courses covering all required subjects in math, science, language arts, social studies, visual and performing arts, and P.E.
Programs
Mentoring Program provides students with consistent, positive support through both peer and community-based mentoring relationships
Every line here is from chybacharter.com, read October 23, 2026.
Over time
Have results changed?
Results in both subjects were higher than in 2025. English went from 9% to 15% and math from 2% to 8%.
Share at the state’s top two test levels, 2017 to 2026
Grade 11. Point at a year, tap it or use the arrow keys to read its figures.
English
No comparable testsNo tests25%50%2017201820192022202320242025202610%15%California Heritage Youthbuild Academy IIThis school
Math
No comparable testsNo tests25%50%201720182019202220232024202520260%8%California Heritage Youthbuild Academy IIThis school
The hatched block marks years with no comparable state test results. Each spring tests a different group of students. Between 11 and 43 students were tested here each year in each subject. With 11 students, one student is 9 points, so each year is a dot and no line joins them. Source: California Department of Education, state tests (CAASPP).
Each year’s results
The top two levels were called Met or Exceeded before 2026 and are called Proficient or Advanced now.
| Spring | California Heritage Youthbuild Academy II | Tested here |
|---|---|---|
| 2017 | 10% | 21 |
| 2018 | 9% | 11 |
| 2019 | 18% | 11 |
| 2022 | 19% | 31 |
| 2023 | 0% | 31 |
| 2024 | 20% | 30 |
| 2025 | 9% | 43 |
| 2026 | 15% | 40 |
| Spring | California Heritage Youthbuild Academy II | Tested here |
|---|---|---|
| 2017 | 0% | 20 |
| 2018 | 0% | 11 |
| 2019 | 0% | 12 |
| 2022 | 0% | 31 |
| 2023 | 0% | 32 |
| 2024 | 3% | 30 |
| 2025 | 2% | 41 |
| 2026 | 8% | 39 |
Tests
How did students here do on state tests?
In grade 11, spring 2026, 15% of the students tested scored Proficient or Advanced in English; 8% did in math.
Math
8%
scored Proficient or Advanced.
857MinimalDeveloping levelProficientAdvanced
The state published these results on October 15, 2026. What changed across California. Spring 2026, grade 11 combined. From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”). No comparison is shown: students here are placed, not chosen. Source: California Department of Education, state tests (CAASPP).
All four test levels, with the number of students tested
| Students | Advanced | Proficient | Developing level | Minimal | Tested |
|---|---|---|---|---|---|
| English, grade 11 · This school | 0% | 15% | 13% | 72% | 40 |
| Math, grade 11 · This school | 3% | 5% | 7% | 85% | 39 |
Spring 2026, grade 11 combined: 40 tested in English, 39 tested in math.
Who goes here
Who goes here?
White students are the largest group here, at 61% of students. 171 of 191 students missed 10% or more of school days.
Missing school, 2025–26
752023–24912024–25902025–26
90in 100
students were chronically absent. That means they missed 10% or more of school days (171 of 191 students).
Students, 2024–25
140
students in grades 9–12.
White 61%Hispanic or Latino 18%Two or more races 13%
Family income
83%
of students qualified for free or reduced-price meals in 2024–25, 116 of 140.
Teachers, 2024–25
11
teachers, with 4 years of experience on average.
18% were in their first year.
52% of teaching positions had the right credential, 2021–22.
Suspensions, 2025–26
0
students were suspended at least once.
Sources: California Department of Education. Each tile names its year.
Full student mix, 2025–26
| Students | Here |
|---|---|
| White | 61% |
| Hispanic or Latino | 18% |
| Two or more races | 13% |
| Asian | — |
| Black or African American | — |
| Filipino | — |
| American Indian or Alaska Native | — |
| Pacific Islander | — |
| Not reported | — |
Where these figures come from
Attendance and suspensions: California Department of Education, 2025–26. Student mix: the students the state’s attendance file counts, 2025–26; a dash means our records hold no count. Student count: California Department of Education enrollment, 2024–25. Teachers: California Department of Education staffing files, 2024–25.
Teaching credentials: California’s School Accountability Report Card, 2024–25, measured in 2021–22: 1.7 of 3.4 full-time teaching positions. It counts positions, not individual teachers.
Student groups
How do kids like mine do here?
One student group at California Heritage Youthbuild Academy II has test results. Each bar compares one group with the same group across California.
This schoolThe same group, California
- Low-income32 tested6%California 23%
Share who scored Proficient or Advanced, grade 11 math, spring 2026. Each group is compared with the same group in the same grades. Source: California Department of Education, state tests (CAASPP).
Every group’s results, with the district
Low-income is the state’s “socioeconomically disadvantaged” group.
Proficient or Advancedgrade 11 · spring 2026
| Group and subject | Here | vs Trinity County Office of Education | vs California |
|---|---|---|---|
| Low-income · 33 tested in English, 32 in math | |||
| English | 12% | — | −3749% |
| Math | 6% | — | −1723% |
Each gap is to the same group, grades and subject: in Trinity County Office of Education, and across California.
White students: fewer than 30 tested here. No published rate here for Hispanic or Latino, 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, students with disabilities 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.
After high school
How many students here graduate, and where do they go next?
38% of students graduated in four years in 2024–25. 17% were ready for college or career (state measure) in 2024–25. 23% of the class of 2023 enrolled in college within 12 months.
ready for college or career (state measure), 2024–25
17%
Across California: 52%.
of graduates finished the UC/CSU course list, 2024–25
0%
Graduation, college and university records
Preparation · each measure describes a different student group
Graduated in four years
38%
Ready for college or career (state measure)
17%
Finished the UC/CSU course list
0%
Destinations · class of 2023
Where students who finished high school went
23% enrolled in college within 12 months · 31 students who finished high school
- University of California0 · 0%
- California State University0 · 0%
- California community college6 · 19%
- In-state private1 · 3%
- Out-of-state, 4-year0 · 0%
- Out-of-state, 2-year0 · 0%
- Not enrolled24 · 78%
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.
Where the class of 2023 went
23%enrolled in college within a year
31 completers, class of 2023
- University of California0 (0%)
- California State University0 (0%)
- California community college6 (19%)
- In-state private1 (3%)
- Out-of-state, 4-year0 (0%)
- Out-of-state, 2-year0 (0%)
- Not enrolled24 (78%)
Source: CDE’s college-going rate for the class of 2023 (enrolled in college within 12 months). Shares are our arithmetic: count ÷ completers, rounded together so they total 100. A dash means we have no figure for that row; it isn’t zero.
Where these figures come fromEach measure’s source, student group and definition
- Graduated in four years
- 2024–25 · 24 of 63 students who started 9th grade together. California Department of Education, adjusted cohort graduation records.
- Ready for college or career (state measure)
- 2024–25 · 11 of 66 students in the state’s measure. California Department of Education, College/Career Indicator (CCI), overall “Prepared” rate, among the students in the indicator’s group. Prepared is CDE’s overall classification, not AP participation or a college admission rate.
- Finished the UC/CSU course list
- 2024–25 · 0 of 24 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment.
- Where students who finished high school went
- CDE college-going records, class of 2023. College enrollment is counted for 12 months after finishing high school and matched to college records, so this runs about two years behind. A dash is unavailable, not zero.
Advanced courses on record
What other courses and pathways are on record?
- College courses in high school (dual enrollment)
- 4 students took one
The neighborhood
What is the area around this school like?
These figures are for everyone who lives in ZIP code 96002. They are not figures for the families at California Heritage Youthbuild Academy II.
Typical household income in a year
$73,222
Typical means half are higher and half are lower. The ZIP code is the school’s address, not its attendance area. Source: U.S. Census Bureau, American Community Survey, 2020–2024, ZIP code area 96002.
- Typical home value
- $367,200
- People who live in this ZIP code
- 33,783
- Typical age
- 39.6 years
- Adults 25 and older with a four-year college degree
- 24%
What you can do
Who can act on this school’s results?
The state has California Heritage Youthbuild Academy II in its most intensive support; its own board decides its plan.
Where is its yearly plan?
Trinity County Office of Education authorized this charter; its current term ends June 30, 2027.
Authorizer from the California Department of Education’s charter term file; term from its Charter School Database, checked October 22, 2026. Source
Placement
Students at California Heritage Youthbuild Academy II are placed here by probation, district or voluntary referral.
What has the state flagged?
2025–26 is its 4th year in a row in this support. The state named it for its graduation rate. This support comes with a school improvement plan, which must use approaches with evidence behind them and look at how money and staff are divided among schools. Ask the principal to see the school improvement plan.
Federal designation under the Every Student Succeeds Act, 2025–26. Source
Questions to ask
What should I ask, and when?
Bring these 7 questions to California Heritage Youthbuild Academy II. Confirm anything about applying with the school itself.
On a tour
- Which courses and career pathways does the school run, and who can enroll?
- How do counselors help students plan for college, training or work?
- What support is available when a student falls behind on graduation requirements?
- How does this approach show up in an ordinary lesson?From its own words, on how it teaches.
- Which grades take part in these programs, and how often?From its own words, on programs.
At the office
- What time does the day start and end, and is any day shorter?
- What transportation and before- or after-school options are available?
Ask families and staff yourselfWhat to ask the people at California Heritage Youthbuild Academy II
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.
Getting in
How are students placed here?
Confirm placement with Trinity County Office of Education.
Where it is
Where is this school?
- Address
- 8544 Airport Road, Redding 96002Get directions (opens Google Maps in a new tab)
- Office
- (530) 378-5254
- Website
- chybacharter.com
- Administrator
- Cathy Clouse-TaylorAs the state’s school directory lists it, last updated January 3, 2023.
A school’s place on the map is its address in the state directory. It does not show which homes the school serves. See nearby schools on the map
Short answers to 3 common questions
How are students placed here?
Students are placed here by probation, district or voluntary referral. Confirm placement with Trinity County Office of Education. See the details ↓
How many students reached the top test level here?
In grade 11, spring 2026, no student scored Advanced in English (reading and writing), and 3% did in math. 85% scored below the standard in English and 92% in math. See the details ↓
How often do students miss school or get suspended?
90 in 100 students were chronically absent in 2025–26 (171 of 191), meaning they missed 10% or more of school days. 0 of 208 students were suspended at least once in 2025–26. See the details ↓
Its own plan
What does this school’s own plan commit to?
$1.9 million is planned for 31 funded actions in 4 goals. That’s 44% of its $4.3 million general fund budget.
$1.9million
planned in the school’s own plan for 2026–27The three largest actions in the plan
- CTE Staff support student success in enhanced CTE pathways$228,240
- Expand Facilities for increasing pathway opportunities and enrollment$220,000
- Reduce Student to Staff Ratio with well-qualified staff$180,000
These are planned amounts; the charter school reports what it spent in a later plan. Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 141 pages), as posted to the California School Dashboard.
The whole plan: every goal, what it measures and what it pays for
The plan lists what the school commits to spend and measure.
The 2026–27 plan in short
Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 141 pages), as posted to the California School Dashboard.
Where the money goes
The money is spread out. No action gets more than 12%, and the three largest, CTE Staff support student success in enhanced CTE pathways; Expand Facilities for increasing pathway opportunities and enrollment; and Reduce Student to Staff Ratio with well-qualified staff, take 34% between them. The plan itself puts 71% of it toward staff.
Reading, math and catch-up help
3 of the plan’s 31 funded actions name reading, math, catch-up help or English learners in their titles.
- Catch-up help $96,563
Largest of these
- Systemic MTSS Enhancement: Programs, Materials and Support$44,863
- Credit recovery programs and support$28,000
- Full Access to Standards-Aligned Curriculum, A-G courses, credit recovery, assessments and intervention courses, engaging electives, and summer school$23,700
For high-need students
It plans $696,175 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $482,675 and estimates it spent $320,594, $162,081 (34%) less than planned (our arithmetic).
Ask: Why did estimated spending on these services come in $162,081 under the 2025–26 plan, and where does that money go in 2026–27?
What changed
The total is $472,200 (34%) higher than in the 2025–26 plan. The biggest change in dollars is Expand Facilities for increasing pathway opportunities and enrollment, which went from $20,000 to $220,000.
Largest increases
- Expand Facilities for increasing pathway opportunities and enrollment+$200,000
- Attendance Support: Interventions and Incentives+$80,000
- CTE Staff support student success in enhanced CTE pathways+$44,200
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: 15% in English and 8% in math, spring 2026.
| Measure | 2024–25 | 2025–26 | Change |
|---|---|---|---|
| English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1 | 9% | 15% | up 6 pts |
| Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1 | 2% | 8% | up 6 pts |
| Chronically absentGoal 2 | 91 in 100 | 90 in 100 | 1 fewer in 100 |
| Suspended at least onceGoal 2 | 0 of 227 | 0 of 208 | no change |
Goal 4 tracks named schools and Goal 3 tracks other measures, so they aren’t shown here.
Figures from CDE’s state test, chronic absence and suspension files. Test figures cover every grade the school tests (California tests grades 3–8 and 11), so they differ from a profile’s rated grades. Chronically absent means a student missed 10% or more of school days.
The plan’s own titles and amounts
- CTE Staff support student success in enhanced CTE pathways · $228,240
- Expand Facilities for increasing pathway opportunities and enrollment · $220,000
- Reduce Student to Staff Ratio with well-qualified staff · $180,000
The full plan4 goals, 31 measures and where the money goes
We calculate each action’s share of the plan by dividing its planned amount by the total of the plan’s funded actions ($1.9 million).
Where does the money go?
32% to Goal 3. 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.
G1
G2
G3
G4
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 1Maximize Academic Achievement, Engagement, and Progress for ALL Students including targeted supports for…$334,44218% of action budgets
“Maximize Academic Achievement, Engagement, and Progress for ALL Students including targeted supports for high-need student groups” p. 26 ↗
7 funded actions · 2025–26 plan: $299,442 (+$35,000)
Largest funded actions
- Reduce Student to Staff Ratio with well-qualified staff$180,000action 1.2 · p. 98 ↗ · marked as contributing to high-need services · of which $75,000 is state funding counted toward those services
- Increased transportation support: more routes, field trips, and electives/activities resulting in increased maintenance/fuel, drivers, etc$39,000action 1.6 · p. 98 ↗ · marked as contributing to high-need services
- Support for students with IEPs and special needs$38,742action 1.3 · p. 98 ↗
- Increased Assortment of Instructional Supplies and Operational Technology for Personalized Learning$37,500action 1.1 · p. 98 ↗
- Full Access to Standards-Aligned Curriculum, A-G courses, credit recovery, assessments and intervention courses, engaging electives, and summer school$23,700action 1.4 · p. 98 ↗ · marked as contributing to high-need services
2 more funded actions in this goal
- Personalized Learning, Independent Study, Materials and Training · action 1.7 · p. 99 ↗ · marked as contributing to high-need services$12,500
- Referrals to Coordinated Care provided by Community Partners · action 1.5 · p. 98 ↗ · marked as contributing to high-need services$3,000
Changes from last year’s plan, same title
- Reduce Student to Staff Ratio with well-qualified staff+$25,000$155,000 → $180,000 · p. 98 ↗
- Increased Assortment of Instructional Supplies and Operational Technology for Personalized Learning+$10,000$27,500 → $37,500 · p. 98 ↗
Every other line in this goal, against last year’s plan
- Increased transportation support: more routes, field trips, and electives/activities resulting in increased maintenance/fuel, drivers, etc · $39,000 → $39,000 · p. 98 ↗unchanged
- Support for students with IEPs and special needs · $38,742 → $38,742 · p. 98 ↗unchanged
- Full Access to Standards-Aligned Curriculum, A-G courses, credit recovery, assessments and intervention courses, engaging electives, and summer school · $23,700 → $23,700 · p. 98 ↗unchanged
- Personalized Learning, Independent Study, Materials and Training · $12,500 → $12,500 · p. 99 ↗unchanged
- Referrals to Coordinated Care provided by Community Partners · $3,000 → $3,000 · p. 98 ↗unchanged
How the plan measures it · 10 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 26 ↗.
Goal 2Provide an engaging, clean, healthy, and physically and emotionally safe environment to support students and…$507,25027% of action budgets
“Provide an engaging, clean, healthy, and physically and emotionally safe environment to support students and increase parent/community engagement” p. 41 ↗
11 funded actions · 2025–26 plan: $393,250 (+$114,000)
Largest funded actions
- Attendance Support: Interventions and Incentives$166,000action 2.1 · p. 99 ↗
- Personalized Work Areas, Smaller Class Size, Independent Study opportunities$102,000action 2.4 · p. 99 ↗
- Support staff enhances and improves student attendance, engagement, and well-being$95,572action 2.6 · p. 99 ↗ · marked as contributing to high-need services
- Systemic MTSS Enhancement: Programs, Materials and Support$44,863action 2.8 · p. 99 ↗ · marked as contributing to high-need services · of which $19,863 is state funding counted toward those services
- Staff Self-Care, Incentives, Professional Development Training, and Recognition to maximize staff retention and quality$36,500action 2.3 · p. 99 ↗
6 more funded actions in this goal
- Expanding Facilities: Clean, Well-Maintained, Safe, and Functional Facilities · action 2.5 · p. 99 ↗$28,815
- Building a Positive School Culture, informed by SEL, PBIS Trauma-Informed Care, and Restorative Practices · action 2.2 · p. 99 ↗$23,000
- At-Risk, Foster Youth & Homeless Supports (Transportation, etc.) · action 2.9 · p. 100 ↗ · marked as contributing to high-need services$3,500
- Community support services and related incentives for low income, unsheltered & foster youth in collaboration with COST · action 2.7 · p. 99 ↗ · marked as contributing to high-need services$3,000
- Sustain and Improve School-wide Communication & Engagement for Students, Educational Partners, and Staff · action 2.10 · p. 100 ↗$2,500
- Educational Partner Outreach · action 2.11 · p. 100 ↗$1,500
Changes from last year’s plan, same title
- Attendance Support: Interventions and Incentives+$80,000$86,000 → $166,000 · p. 99 ↗
- Staff Self-Care, Incentives, Professional Development Training, and Recognition to maximize staff retention and quality+$24,000$12,500 → $36,500 · p. 99 ↗
- Building a Positive School Culture, informed by SEL, PBIS Trauma-Informed Care, and Restorative Practices+$10,000$13,000 → $23,000 · p. 99 ↗
Every other line in this goal, against last year’s plan
- Personalized Work Areas, Smaller Class Size, Independent Study opportunities · $102,000 → $102,000 · p. 99 ↗unchanged
- Support staff enhances and improves student attendance, engagement, and well-being · $95,572 → $95,572 · p. 99 ↗unchanged
- Systemic MTSS Enhancement: Programs, Materials and Support · $44,863 → $44,863 · p. 99 ↗unchanged
- Expanding Facilities: Clean, Well-Maintained, Safe, and Functional Facilities · $28,815 → $28,815 · p. 99 ↗unchanged
- At-Risk, Foster Youth & Homeless Supports (Transportation, etc.) · $3,500 → $3,500 · p. 100 ↗unchanged
- Community support services and related incentives for low income, unsheltered & foster youth in collaboration with COST · $3,000 → $3,000 · p. 99 ↗unchanged
- Sustain and Improve School-wide Communication & Engagement for Students, Educational Partners, and Staff · $2,500 → $2,500 · p. 100 ↗unchanged
- Educational Partner Outreach · $1,500 → $1,500 · p. 100 ↗unchanged
How the plan measures it · 12 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 41 ↗.
Goal 3Increase student engagement through various strategies, in particular Career and TechnicalEducation (CTE)…$593,74032% of action budgets
“Increase student engagement through various strategies, in particular Career and TechnicalEducation (CTE) participation and completion, so that all students are college and career ready: Provide added relevance and engagement for students through CTE activities, supplies, and materials in career pathways that support college and career readiness and serve as a dropout prevention strategy” p. 55 ↗
6 funded actions · 2025–26 plan: $279,540 (+$314,200)
Largest funded actions
- CTE Staff support student success in enhanced CTE pathways$228,240action 3.1 · p. 100 ↗ · marked as contributing to high-need services · of which $184,040 is state funding counted toward those services
- Expand Facilities for increasing pathway opportunities and enrollment$220,000action 3.6 · p. 100 ↗ · marked as contributing to high-need services
- CTE Work-Based Learning (WBL) and internships, apprenticeships and pre-apprenticeships$67,500action 3.5 · p. 100 ↗
- Accountant analyst manages grants and evaluates funding necessary for CTE activities$40,000action 3.4 · p. 100 ↗
- Travel and activity expenses for CTE/College and Career-Ready activities$30,000action 3.3 · p. 100 ↗ · marked as contributing to high-need services · of which $9,000 is state funding counted toward those services
1 more funded action in this goal
- CTE Courses/Tools/Supplies/ Materials/Equipment · action 3.2 · p. 100 ↗ · marked as contributing to high-need services$8,000
Changes from last year’s plan, same title
- Expand Facilities for increasing pathway opportunities and enrollment+$200,000$20,000 → $220,000 · p. 100 ↗
- CTE Staff support student success in enhanced CTE pathways+$44,200$184,040 → $228,240 · p. 100 ↗
- CTE Work-Based Learning (WBL) and internships, apprenticeships and pre-apprenticeships+$35,500$32,000 → $67,500 · p. 100 ↗
Every other line in this goal, against last year’s plan
- Accountant analyst manages grants and evaluates funding necessary for CTE activities · $40,000 → $40,000 · p. 100 ↗unchanged
- Travel and activity expenses for CTE/College and Career-Ready activities · $500 → $30,000 · p. 100 ↗+$29,500
- CTE Courses/Tools/Supplies/ Materials/Equipment · $3,000 → $8,000 · p. 100 ↗+$5,000
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. 55 ↗.
Goal 4 · Equity Multiplier Focus GoalBy June 2027, CHYBA will increase engagement and improve the graduation rate of socioeconomically disadvantaged students$422,50423% of action budgets
7 funded actions · 2025–26 plan: $413,504 (+$9,000) · p. 63 ↗
Largest funded actions
- Additional Student Support Assistance$150,400action 4.5 · p. 101 ↗
- LREBG-Funded Instructional Support Teacher$80,325action 4.7 · p. 101 ↗ · marked as contributing to high-need services
- Personalized Plan Navigator position$60,000action 4.1 · p. 101 ↗
- Support for Arts and Music Programming$53,668action 4.2 · p. 101 ↗
- LREBG-Funded Contracted Mental Health Therapist$30,000action 4.6 · p. 101 ↗ · marked as contributing to high-need services
2 more funded actions in this goal
- Credit recovery programs and support · action 4.3 · p. 101 ↗$28,000
- Support to expand CTE activities and connect students to jobs of interest · action 4.4 · p. 101 ↗$20,111
Changes from last year’s plan, same title
- Support for Arts and Music Programming+$9,000$44,668 → $53,668 · p. 101 ↗
Every other line in this goal, against last year’s plan
- Additional Student Support Assistance · $150,400 → $150,400 · p. 101 ↗unchanged
- LREBG-Funded Instructional Support Teacher · $80,325 → $80,325 · p. 101 ↗unchanged
- Personalized Plan Navigator position · $60,000 → $60,000 · p. 101 ↗unchanged
- LREBG-Funded Contracted Mental Health Therapist · $30,000 → $30,000 · p. 101 ↗unchanged
- Credit recovery programs and support · $28,000 → $28,000 · p. 101 ↗unchanged
- Support to expand CTE activities and connect students to jobs of interest · $20,111 → $20,111 · p. 101 ↗unchanged
How the plan measures it · 5 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 63 ↗.
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.
The full record
Source records
This page is built from 12 sets of records from public data sources. Every figure keeps its source, grades, year and count.
Data updated
October 15, 2026
- Record sets on this page
- 12
- Sources
- California Department of EducationU.S. Census BureauU.S. Department of Education, Office for Civil RightsNational Student Clearinghouse
- State test years
- 2017–2026
Results
Students
After high school
Money and staff
Place, downloads and method
Results by gradeEnglish and math · grade 11 · spring 2026 · % of tested students
What each level means: California's level descriptions.
English · 2025–26 results by grade
| English | Tested | Advanced | Proficient | Developing level | Minimal | Proficient or Advanced |
|---|---|---|---|---|---|---|
| Grade 11 | 40 | 0% | 15% | 13% | 72% | 15% |
Math · 2025–26 results by grade
| Math | Tested | Advanced | Proficient | Developing level | Minimal | Proficient or Advanced |
|---|---|---|---|---|---|---|
| Grade 11 | 39 | 3% | 5% | 7% | 85% | 8% |
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.
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 | 40 | 0% | 15% |
| 2026 · Math | 39 | 3% | 8% |
| 2025 · English | 43 | 2% | 9% |
| 2025 · Math | 41 | 0% | 2% |
| 2024 · English | 30 | 3% | 20% |
| 2024 · Math | 30 | 0% | 3% |
| 2023 · English | 31 | 0% | 0% |
| 2023 · Math | 32 | 0% | 0% |
| 2022 · English | 31 | 0% | 19% |
| 2022 · Math | 31 | 0% | 0% |
| 2019 · English | 11 | 0% | 18% |
| 2019 · Math | 12 | 0% | 0% |
| 2018 · English | 11 | 0% | 9% |
| 2018 · Math | 11 | 0% | 0% |
| 2017 · English | 21 | 0% | 10% |
| 2017 · Math | 20 | 0% | 0% |
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 11 · English | 43 | 9% |
| 2025 · Grade 11 · Math | 41 | 2% |
| 2024 · Grade 11 · English | 30 | 20% |
| 2024 · Grade 11 · Math | 30 | 3% |
| 2023 · Grade 11 · English | 31 | 0% |
| 2023 · Grade 11 · Math | 32 | 0% |
| 2022 · Grade 11 · English | 31 | 19% |
| 2022 · Grade 11 · Math | 31 | 0% |
| 2019 · Grade 11 · English | 11 | 18% |
| 2019 · Grade 11 · Math | 12 | 0% |
| 2018 · Grade 11 · English | 11 | 9% |
| 2018 · Grade 11 · Math | 11 | 0% |
| 2017 · Grade 11 · English | 21 | 10% |
| 2017 · Grade 11 · Math | 20 | 0% |
Current 2025–26 grade results appear above. “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 | 11 | 9% | 0% | 45% | 45% |
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.
Student groups: test resultsEnglish · spring 2026
| Group · English | Tested | Proficient or Advanced |
|---|---|---|
| Low-income | 33 | 12% |
Shown as reported, with no comparison: students here are placed rather than chosen.
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 · 91 in 100 → 2025–26 · 90 in 100 · −1 in 100 |
| Suspension rate2024–25 · 0 of 227 → 2025–26 · 0 of 208 · 0.0 percentage points |
| Group | 2018–19 | 2025–26 |
|---|---|---|
| Female | — | 75 of 82 |
| Male | — | 88 in 100 |
| Hispanic or Latino | — | 34 of 34 |
| Two or more races | — | 23 of 25 |
| White | — | 88 in 100 |
| Students with disabilities | — | 32 of 36 |
| Foster youth | — | 8 of 11 |
| Homeless | — | 37 of 40 |
| Low-income | — | 89 in 100 |
| All students | — | 90 in 100 |
Two reported school years only; no intervening-year result is implied. Where fewer than 100 students were counted, the cell shows the count and no change is printed. 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 11 students classified Prepared · denominator 66 CCI students. |
AP pathway among CCI Prepared studentsCDE College/Career Indicator · CCI source year 2025 · all students · AP pathway rate 0% · AP-pathway numerator 0 · denominator 11 (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.
This CDE-reported school CCI record has its own population and period. It does not recalculate a SchoolScope score, factor, or rank.
Graduation rate
38%
AP route, among those ready for college or career
0%
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)
0%
This school may not offer A–G courses
College-going rate
23%
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.
Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot
| Measure | This school |
|---|---|
| AP offered | not reported |
| AP course count | not reported |
| AP enrollment (male/female) | not reported |
| IB participation | not reported |
| Dual enrollment | offered · 4 enrolled |
| Algebra I in grade 8 | not reported |
| Calculus sections | 0 |
| Physics sections | 0 |
| Chemistry sections | 0 |
| Reported male/female enrollment (CRDC) | 106 |
These counts aren’t part of the Scope Score. “Not reported” means the federal record has no value for that item; it isn’t a zero. Enrollment counts add the male and female students the survey reports.
College destinationsclass of 2023 · state college-going records, 12 months after graduation
| Destination | Completers | % (derived) |
|---|---|---|
| University of California | 0 | 0% |
| California State University | 0 | 0% |
| California community college | 6 | 19% |
| In-state private | 1 | 3% |
| Out-of-state, 4-year | 0 | 0% |
| Out-of-state, 2-year | 0 | 0% |
| Not enrolled | 24 | 78% |
31 students who finished high school, class of 2023 · state-reported college-going rate 23% · % 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$52,108 per pupil
NCES F-33 · FY 2017–18 (2018) · fall district membership: 93 pupils
Selected General Fund operating costs · FY 2024–25 · SchoolScope calculation
Instruction 7%Instruction support 25%Student services 33%Administration 29%Buildings & maintenance 3%Other 3%
| Group | Dollars | Share, to two decimals | Printed |
|---|---|---|---|
| Instruction | $558,968 | 6.45% | 7% |
| Instruction support | $2,189,418 | 25.28% | 25% |
| Student services | $2,866,052 | 33.10% | 33% |
| Administration | $2,539,048 | 29.32% | 29% |
| Buildings & maintenance | $278,791 | 3.22% | 3% |
| Other | $227,647 | 2.63% | 3% |
| Total | $8,659,924 | 100.00% | 100% |
These shares are our arithmetic: each group’s dollars divided by the $8,659,924 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$52,108 per pupil
2017$47,777 per pupil
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 96002 · not the school’s students
| Measure | Estimate |
|---|---|
| Median household income | $73,222 |
| Bachelor's degree or higher (adults 25+) | 24% |
| ZIP-area population | 33,783 |
| Median age | 39.6 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. See all schools in ZIP code 96002 →
Downloads and methodologyCSV · sources · corrections
- Download CSV
- Methodology
- Data updates
- State test research files, California Department of Education (opens in new tab)
- Report a data issue
Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · federal civil rights data (CRDC) 2023–24, a past snapshot · state college-going records, class of 2023, matched to National Student Clearinghouse enrollment · Data updated October 15, 2026
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