Public school · Los Angeles Unified · Carson, California

Caroldale Learning Community — Rating & test scores

Carson · TK–8 · 620 students (2024–25)

22424 Caroldale Avenue, 90745caroldalelc.lausd.org ↗(310) 320-8570

58thpercentileSolid

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

Scope Score

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

See this school’s score factors ↓

Caroldale Learning Communityhigher than 58 of the 100 California dots

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

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

Caroldale Learning Communityhigher than 58 of the 100 California dots

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

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

Caroldale Learning Communityhigher than 58 of the 100 California dots

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

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

Near California in English (reading and writing) and math: 51% and 48% scored Proficient or Advanced in grades 3–5, spring 2026, against 46% and 42%.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3–5: 205 in English, 206 in math
Comparison: California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).

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

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

How to enroll

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap, with building heights from LA County. Volunteers map it, so a new building may be missing.

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

Schools maintain a closed campus policy. For students’ safety, visitors may enter a campus only with the school’s official permission; this drawing implies no permission to enter.

In grades 3–5, spring 2026, 25% of students tested in English and 24% in math scored Advanced, against 24% and 21% across California. Advanced is the top of the state’s four levels.

Sources

The sentence above: California’s state tests (CAASPP), California Department of Education, spring 2026. All students tested in grades 3–5: 205 in English, 206 in math. California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).

Common questions

How do I get in?

If Caroldale Learning Community is the school for your address, you don’t apply: you register with LAUSD. Check which school serves your address first. Evidence ↓

Is Caroldale Learning Community a good school?

Caroldale Learning Community scores higher than 58 in 100 of California’s 5,726 scored public elementary schools: 58th percentile, Solid, spring 2026.

Grades 6–8: higher than 76 in 100 California middle schools we score (76th percentile, Strong, spring 2026)

Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 19 in 100 students missed 10% or more of school days, against 20 in 100 at the average Los Angeles Unified elementary school. 0 of 688 students were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

Did students here score above what the state expected?

About as expected, in both subjects. In 2025, students here in grades 4–8 scored +2 points against the state’s expected score in English, which the state calls Average. In math, they scored +2 points, which it calls Average.

Included in this measure: 331 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 50% of low-income students in grades 3–8 at Caroldale Learning Community in Carson scored Proficient or Advanced in English, against 37% for the same group across California. Evidence ↓

What do families and students say?

91% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD elementary schools 91%, 296 answered).

86% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD elementary schools 77%, 148 answered)
Source: Los Angeles Unified School District School Experience Survey, 2025–26

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?

Above California in both subjects.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 51% scored Proficient or Advanced in English and 48% in math, against 46% and 42% across California.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3–5: 205 in English, 206 in math
Comparison: California: CDE’s grades 3–5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English, 1,211,701 in math tested). The comparisons use the same grades and year.

AdvancedProficientBelow the standard

English

Grades 3–5 · spring 2026 · 205 tested

Advanced: 25%
Proficient: 26%
Below the standard: 49%

This school51%

California46%

Los Angeles Unified46%

51% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 206 tested

Advanced: 24%
Proficient: 24%
Below the standard: 52%

This school48%

California42%

Los Angeles Unified44%

48% Proficient or Advanced in grades 3–5.

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

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	41%	53%	59%
Advanced	22%	29%	23%
Proficient	19%	24%	36%
Developing level	32%	19%	28%
Minimal	27%	28%	13%
Tested	64	72	69
California	44%	46%	49%
Difference	−3	+7	+10

English, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	48%	48%	70%
Advanced	21%	11%	32%
Proficient	27%	37%	38%
Developing level	26%	18%	16%
Minimal	26%	34%	14%
Tested	82	73	57
California	48%	51%	49%
Difference	0	−3	+21

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	52%	49%	43%
Advanced	23%	27%	22%
Proficient	29%	22%	21%
Developing level	21%	28%	31%
Minimal	27%	23%	26%
Tested	64	73	69
California	47%	42%	37%
Difference	+5	+7	+6

Math, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	45%	30%	56%
Advanced	24%	16%	44%
Proficient	21%	14%	12%
Developing level	20%	38%	21%
Minimal	35%	32%	23%
Tested	83	73	57
California	37%	38%	36%
Difference	+8	−8	+20

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

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

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

How do the middle grades do?

Above California in both subjects. In grades 6–8, spring 2026, 54% scored Proficient or Advanced in English and 43% in math, against 49% and 37% across California. The middle grades are placed separately: 76th percentile (Strong) among California’s middle schools.

English

Grades 6–8 · spring 2026 · 212 tested

Advanced: 20%
Proficient: 34%
Below the standard: 46%

This school54%

California49%

Los Angeles Unified47%

54% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 213 tested

Advanced: 27%
Proficient: 16%
Below the standard: 57%

This school43%

California37%

Los Angeles Unified35%

43% Proficient or Advanced in grades 6–8.

Have results changed?

Results in both subjects were similar to 2025. English went from 48% to 51% and math from 45% to 48%.

English · top two levels · grades 3–5

202548%222 tested

→

202651%205 tested

This school

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

Math · top two levels · grades 3–5

202545%224 tested

→

202648%206 tested

This school

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

Each year is a different group of students.

Did students here score above what the state expected?

About as expected, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4–8 scored +2 points against that expected score in English, which the state calls Average. In math, they scored +2 points, which it calls Average.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grades 4–8: 331
Comparison: Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Grades 4–8 · 2025 · 331 students with scores in both years

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

+2 pts

English

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

+2 pts

Math

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

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, grades 3–5 · This school	25%	26%	27%	22%	205
English, grades 3–5 · California	24%	22%	21%	33%	1,208,894
English, grades 3–5 · Los Angeles Unified	23%	23%	22%	32%	108,229
Math, grades 3–5 · This school	24%	24%	27%	25%	206
Math, grades 3–5 · California	21%	21%	25%	33%	1,211,701
Math, grades 3–5 · Los Angeles Unified	22%	22%	25%	31%	108,401
English, grades 6–8 · This school	20%	34%	21%	25%	212
English, grades 6–8 · California	19%	30%	23%	28%	1,254,039
English, grades 6–8 · Los Angeles Unified	17%	30%	23%	30%	106,147
Math, grades 6–8 · This school	27%	16%	26%	31%	213
Math, grades 6–8 · California	21%	16%	23%	40%	1,254,800
Math, grades 6–8 · Los Angeles Unified	19%	16%	23%	42%	106,060

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

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

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202651%46%

Math top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202648%42%

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

2026 was the highest year in this series in both subjects. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3–5
Year	This school	California
2017	38% 305 tested	45% 1,384,680 tested
2018	46% 310 tested	49% 1,346,907 tested
2019	46% 316 tested	50% 1,332,547 tested
2022	45% 222 tested	45% 1,260,830 tested
2023	43% 223 tested	44% 1,247,801 tested
2024	50% 219 tested	45% 1,235,509 tested
2025	48% 222 tested	46% 1,232,086 tested
2026	51% 205 tested	46% 1,208,894 tested

Math · top two levels · grades 3–5
Year	This school	California
2017	38% 309 tested	40% 1,392,040 tested
2018	42% 311 tested	42% 1,352,321 tested
2019	46% 317 tested	44% 1,338,625 tested
2022	39% 220 tested	38% 1,265,943 tested
2023	42% 223 tested	40% 1,256,519 tested
2024	46% 221 tested	41% 1,249,262 tested
2025	45% 224 tested	41% 1,241,652 tested
2026	48% 206 tested	42% 1,211,701 tested

How the state’s growth measure worksPoints above or below what the state expected from the same students’ earlier scores

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 2 points above that expected score, and in math 2 points above it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

The state sorts every school’s growth result into five growth levels, from Minimal to Exceptional.

Here, as at most schools, the state’s figure blends the two most recent years, so it moves more slowly than one year’s scores.

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

What you can do

Who can act on Caroldale Learning Community’s results?

Los Angeles Unified’s board decides Caroldale Learning Community’s plan.

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

What has the state flagged?

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

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

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

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

How to take part

Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
Send written comments on the actions and spending the plan proposes.
Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
Read the midyear report, due by February 28.
Read Los Angeles Unified’s 2026–27 plan (LCAP, PDF)

Reading screening in kindergarten through grade 2What the law requires, and what to ask

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

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

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

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

California Education Code § 53008. Source

Life at school

How often do students miss school or get suspended?

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

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. 0 of 688 students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Context Close to the 20 in 100 at the average Los Angeles Unified elementary school: a pattern across the district.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 129 of 677 students counted for it; suspension: 0 of 688 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 Los Angeles Unified elementary school 0.2%.

Chronically absent, 2025–26

19 in 100This school

20 in 100At the average Los Angeles Unified elementary school

17 in 100At the average California elementary school

129 of 677 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 688

students were suspended at least once. Average California elementary school 1.6%.

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

Chronic absence by grade2025–26 · per 100 students, with counts

Grades TK–3: not in the records we hold
Grades 4–6: 16 in 100, 39 of 245
Grades 7–8: 11 in 100, 16 of 141

What people say

What do students, families and staff say?

LAUSD School Experience Survey, 2025–26

This schoolLAUSD schools at the same level, same questionsEach bar 0–100%

Students

Elementary grades

148 of 149 students answered (99%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question86%LAUSD elementary 77% · 148 answered

Belonging · average of 5 questions70%LAUSD elementary 68% · 145–148 answered each

Caring adults · average of 8 questions74%LAUSD elementary 75% · 141–148 answered each

Engagement · average of 6 questions69%LAUSD elementary 68% · 140–145 answered each

High expectations · average of 2 questions85%LAUSD elementary 84% · 144–145 answered each

Bullied 2 or more times in the past 30 days · average of 4 questions21%LAUSD elementary 24% · 145–147 answered eachShare who said it happened to them 2 or more times in the past 30 days. A lower share means fewer reported it.

All 43 student questionseach with its answer count, beside LAUSD elementary schools

Question	Here	LAUSD elementary schools	Answers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed	86%	77%	148
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed	77%	78%	145
I am happy to be at this schoolShare who agreed or strongly agreed	76%	74%	147
I feel like I am part of this schoolShare who agreed or strongly agreed	79%	72%	148
I feel accepted for who I am at this schoolShare who agreed or strongly agreed	74%	72%	147
Most kids at this school are kind to each otherShare who agreed or strongly agreed	47%	42%	147
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed	72%	78%	143
The teachers at this school treat students fairlyShare who agreed or strongly agreed	73%	69%	147
Teachers care if I'm absent from schoolShare who agreed or strongly agreed	67%	70%	147
Adults at this school treat all students with respectShare who agreed or strongly agreed	75%	73%	148
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed	70%	71%	142
There is at least one adult at my school who supports meShare who agreed or strongly agreed	80%	80%	141
Teachers at my school know meShare who agreed or strongly agreed	74%	78%	142
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help meShare who agreed or strongly agreed	84%	79%	147
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed	88%	81%	144
My teachers make learning funShare who agreed or strongly agreed	59%	67%	140
Students have a voice in decision making at this schoolShare who agreed or strongly agreed	56%	55%	145
Teachers encourage students to make decisionsShare who agreed or strongly agreed	62%	72%	144
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of classShare who agreed or strongly agreed	81%	74%	144
I participate in extra-curricular activities offered through my school, such as school clubs or organizations, musical groups, sports teams, student government, or any other extra-curricular activitiesShare who agreed or strongly agreed	69%	59%	145
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed	90%	88%	144
Adults at this school encourage me to work hard so I can be successful in college or at the job I chooseShare who agreed or strongly agreed	80%	81%	145
Bullied 2 or more times in the past 30 days
Had mean rumors or lies spread about you?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	23%	31%	147
Been made fun of because of your looks or the way you talk?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	25%	30%	146
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	21%	25%	145
Been bullied online?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	15%	12%	146
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed	83%	82%	144
Students know how they are expected to actShare who agreed or strongly agreed	52%	54%	146
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed	76%	80%	145
What is the highest level of education that you plan to complete?Share who answered “Four-year college degree” or “Graduate degree”	—	—	1
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”	81%	78%	144
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”	74%	75%	144
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”	70%	74%	145
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed	74%	64%	148
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”	54%	61%	140
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”	44%	49%	140
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”	63%	65%	140
I came to class preparedShare who answered “Often” or “Almost all the time”	80%	72%	145
I remembered and followed directionsShare who answered “Often” or “Almost all the time”	76%	75%	143
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”	54%	56%	145
How well did you get along with students who are different from you?Share who answered “Got along pretty well” or “Got along extremely well”	74%	72%	144
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”	66%	70%	145
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”	77%	78%	145

“—” beside fewer than 20 answers: too few people answered, so the share isn’t shown. Each share counts the answer its row names.

Middle grades

213 of 215 students answered (99%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question58%LAUSD middle 64% · 213 answered

Belonging · average of 6 questions50%LAUSD middle 55% · 129–211 answered each

Caring adults · average of 8 questions54%LAUSD middle 61% · 206–212 answered each

Engagement · average of 6 questions46%LAUSD middle 58% · 206–210 answered each

High expectations · average of 2 questions65%LAUSD middle 73% · 208–209 answered each

Bullied 2 or more times in the past 30 days · average of 5 questions27%LAUSD middle 19% · 128–212 answered eachShare who said it happened to them 2 or more times in the past 30 days. A lower share means fewer reported it.

All 45 student questionseach with its answer count, beside LAUSD middle schools

Question	Here	LAUSD middle schools	Answers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed	58%	64%	213
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed	46%	63%	205
I am happy to be at this schoolShare who agreed or strongly agreed	63%	64%	211
I feel like I am part of this schoolShare who agreed or strongly agreed	65%	58%	209
I feel accepted for who I am at this schoolShare who agreed or strongly agreed	58%	62%	208
Most kids at this school are kind to each otherShare who agreed or strongly agreed	26%	31%	209
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed	43%	53%	129
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed	50%	61%	207
The teachers at this school treat students fairlyShare who agreed or strongly agreed	38%	52%	207
Teachers care if I'm absent from schoolShare who agreed or strongly agreed	46%	55%	209
Adults at this school treat all students with respectShare who agreed or strongly agreed	56%	59%	212
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed	51%	57%	208
There is at least one adult at my school who supports meShare who agreed or strongly agreed	64%	69%	206
Teachers at my school know meShare who agreed or strongly agreed	66%	64%	207
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help meShare who agreed or strongly agreed	59%	68%	212
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed	71%	75%	206
My teachers make learning funShare who agreed or strongly agreed	30%	44%	209
Students have a voice in decision making at this schoolShare who agreed or strongly agreed	39%	48%	210
Teachers encourage students to make decisionsShare who agreed or strongly agreed	55%	61%	209
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of classShare who agreed or strongly agreed	47%	75%	209
I participate in extra-curricular activities offered through my school, such as school clubs or organizations, musical groups, sports teams, student government, or any other extra-curricular activitiesShare who agreed or strongly agreed	33%	44%	207
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed	68%	75%	209
Adults at this school encourage me to work hard so I can be successful in college or at the job I chooseShare who agreed or strongly agreed	62%	70%	208
Bullied 2 or more times in the past 30 days
Had mean rumors or lies spread about you?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	32%	25%	212
Been made fun of because of your looks or the way you talk?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	35%	30%	211
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	24%	17%	210
Been bullied online?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	13%	10%	209
Had sexual jokes, comments, or gestures made to you?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	29%	16%	128
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed	45%	61%	206
Students know how they are expected to actShare who agreed or strongly agreed	40%	45%	211
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed	69%	76%	210
What is the highest level of education that you plan to complete?The survey file we hold gives no share for this question, so none is shown	—	—	136
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”	70%	72%	207
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”	62%	71%	208
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”	66%	68%	206
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed	66%	62%	212
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”	40%	50%	205
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”	27%	42%	206
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”	47%	54%	204
I came to class preparedShare who answered “Often” or “Almost all the time”	73%	76%	210
I remembered and followed directionsShare who answered “Often” or “Almost all the time”	76%	79%	211
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”	57%	59%	210
How well did you get along with students who are different from you?Share who answered “Got along pretty well” or “Got along extremely well”	66%	67%	212
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”	61%	67%	210
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”	69%	75%	212

Each share counts the answer its row names.

Data source: Los Angeles Unified School District, School Experience Survey 2025–26. Survey results from Los Angeles Unified School District (opens in a new tab)

Families

Elementary grades

305 of 307 family surveys came back (99%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question91%LAUSD elementary 91% · 296 answered

Belonging · average of 4 questions92%LAUSD elementary 94% · 297–305 answered each

Caring adults · average of 2 questions94%LAUSD elementary 94% · 299 answered

Engagement · average of 3 questions91%LAUSD elementary 91% · 299–305 answered each

Bullying reports taken seriously · 1 question78%LAUSD elementary 80% · 296 answered

All 34 family questionseach with its answer count, beside LAUSD elementary schools

Question	Here	LAUSD elementary schools	Answers
Safety
My child is safe on school groundsShare who agreed or strongly agreed	91%	91%	296
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed	88%	92%	299
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed	96%	96%	299
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed	92%	94%	297
I feel welcome to participate at this schoolShare who agreed or strongly agreed	93%	94%	305
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed	93%	94%	299
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed	95%	95%	299
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed	94%	94%	304
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed	92%	89%	305
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed	88%	91%	299
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed	78%	80%	296
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed	85%	89%	299
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed	87%	90%	299
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed	94%	94%	299
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed	88%	85%	298
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed	92%	91%	298
This school encourages my child to explore different career choicesShare who agreed or strongly agreed	75%	79%	305
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed	91%	89%	304
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed	87%	87%	304
This school provides high quality instruction to my childShare who agreed or strongly agreed	90%	92%	304
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed	88%	91%	305
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed	94%	95%	298
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed	90%	87%	298
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed	87%	88%	298
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed	94%	95%	304
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed	84%	87%	255
This school provides information on grade level requirements for my childShare who agreed or strongly agreed	88%	91%	293
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed	89%	91%	292
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed	88%	91%	299
This school offers extra academic support for my childShare who agreed or strongly agreed	90%	86%	304
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed	74%	83%	271
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed	83%	88%	259
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed	93%	92%	298
Discipline is fair at this schoolShare who agreed or strongly agreed	82%	82%	299

Each share counts the answer its row names.

Middle grades

84 of 206 family surveys came back (41%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question86%LAUSD middle 82% · 83 answered

Belonging · average of 4 questions89%LAUSD middle 89% · 83–84 answered each

Caring adults · average of 2 questions88%LAUSD middle 87% · 84 answered

Engagement · average of 3 questions83%LAUSD middle 84% · 84 answered

High expectations · average of 2 questions86%LAUSD middle 84% · 76–77 answered each

Bullying reports taken seriously · 1 question69%LAUSD middle 74% · 84 answered

All 38 family questionseach with its answer count, beside LAUSD middle schools

Question	Here	LAUSD middle schools	Answers
Safety
My child is safe on school groundsShare who agreed or strongly agreed	86%	82%	83
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed	87%	89%	84
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed	88%	90%	84
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed	89%	88%	83
I feel welcome to participate at this schoolShare who agreed or strongly agreed	92%	88%	84
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed	87%	86%	84
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed	88%	88%	84
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed	89%	89%	84
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed	82%	82%	84
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed	79%	81%	84
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed	79%	82%	77
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed	92%	86%	76
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed	69%	74%	84
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed	81%	84%	84
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed	77%	84%	84
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed	82%	85%	84
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed	87%	83%	84
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed	87%	85%	83
This school encourages my child to explore different career choicesShare who agreed or strongly agreed	80%	77%	84
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed	67%	69%	72
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed	72%	75%	71
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed	87%	82%	84
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed	75%	84%	84
This school provides high quality instruction to my childShare who agreed or strongly agreed	89%	87%	84
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed	88%	86%	84
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed	93%	86%	84
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed	89%	89%	84
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed	87%	87%	84
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed	93%	90%	84
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed	78%	82%	64
This school provides information on grade level requirements for my childShare who agreed or strongly agreed	84%	86%	80
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed	85%	84%	81
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed	82%	83%	84
This school offers extra academic support for my childShare who agreed or strongly agreed	84%	84%	84
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed	71%	77%	72
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed	75%	82%	65
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed	92%	91%	84
Discipline is fair at this schoolShare who agreed or strongly agreed	73%	72%	84

Each share counts the answer its row names.

Data source: Los Angeles Unified School District, School Experience Survey 2025–26. Survey results from Los Angeles Unified School District (opens in a new tab)

Staff

Elementary grades

73 of 76 staff answered (96%), 40 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question97%LAUSD elementary 97% · 71 answeredShare giving one of the two most positive answers.

Caring adults · average of 2 questions84%LAUSD elementary 89% · 71–72 answered each

High expectations · average of 2 questions94%LAUSD elementary 95% · 70–72 answered each

Bullying called a mild or insignificant problem · 1 question69%LAUSD elementary 86% · 71 answeredShare who called it a mild or insignificant problem.

All 43 staff questionseach with its answer count, beside LAUSD elementary schools

Question	Here	LAUSD elementary schools	Answers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers	97%	97%	71
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed	74%	84%	72
Adults at this school treat all students with respectShare who agreed or strongly agreed	94%	94%	71
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed	92%	95%	72
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed	97%	95%	70
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem	69%	86%	71
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed	75%	84%	72
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed	85%	84%	72
I get the help I need to communicate with parentsShare who agreed or strongly agreed	72%	81%	72
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed	93%	95%	72
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers	99%	88%	71
At this school, parents treat me with respect.Share who agreed or strongly agreed	82%	85%	73
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed	75%	82%	72
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed	80%	75%	73
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”	84%	86%	71
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”	68%	80%	69
Students treat adults at this school with respectShare who agreed or strongly agreed	66%	81%	70
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed	51%	80%	70
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed	41%	75%	69
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem	89%	93%	71
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed	—	75%	17
During the past year, how often did you communicate each individual English Learner’s progress towards reclassification as Fluent English Proficient (RFEP) to parents or students?* (teachers)The survey file we hold gives no share for this question, so none is shown	—	—	22
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed	50%	75%	22
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed	54%	84%	22
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed	54%	86%	22
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed	—	88%	14
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”	8%	16%	37
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”	14%	50%	37
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”	24%	59%	37
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”	20%	51%	39
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)Share who answered “Once a week” or “Twice a week or more”	28%	66%	40
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed	62%	79%	39
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)Share who agreed or strongly agreed	59%	79%	39
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed	90%	94%	39
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed	74%	91%	39
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed	54%	74%	39
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed	44%	74%	39
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed	36%	71%	39
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed	56%	75%	39
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed	51%	77%	39
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)Share who agreed or strongly agreed	63%	81%	38
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed	54%	76%	39
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed	85%	88%	39

“—” beside fewer than 20 answers: too few people answered, so the share isn’t shown. Each share counts the answer its row names.

Middle grades

73 of 76 staff answered (96%), 40 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question97%LAUSD middle 94% · 71 answeredShare giving one of the two most positive answers.

Caring adults · average of 2 questions84%LAUSD middle 84% · 71–72 answered each

High expectations · average of 2 questions94%LAUSD middle 92% · 70–72 answered each

Bullying called a mild or insignificant problem · 1 question69%LAUSD middle 71% · 71 answeredShare who called it a mild or insignificant problem.

All 46 staff questionseach with its answer count, beside LAUSD middle schools

Question	Here	LAUSD middle schools	Answers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers	97%	94%	71
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed	74%	78%	72
Adults at this school treat all students with respectShare who agreed or strongly agreed	94%	90%	71
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed	92%	91%	72
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed	97%	92%	70
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem	69%	71%	71
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed	75%	77%	72
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed	85%	81%	72
I get the help I need to communicate with parentsShare who agreed or strongly agreed	72%	77%	72
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed	93%	93%	72
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers	99%	86%	71
At this school, parents treat me with respect.Share who agreed or strongly agreed	82%	81%	73
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed	75%	78%	72
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed	80%	72%	73
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”	84%	86%	71
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”	68%	75%	69
Students treat adults at this school with respectShare who agreed or strongly agreed	66%	70%	70
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed	51%	74%	70
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed	41%	67%	69
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem	89%	81%	71
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed	—	79%	10
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed	—	80%	10
Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers)Share who agreed or strongly agreed	—	86%	10
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed	—	68%	17
During the past year, how often did you communicate each individual English Learner’s progress towards reclassification as Fluent English Proficient (RFEP) to parents or students?* (teachers)The survey file we hold gives no share for this question, so none is shown	—	—	22
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed	50%	54%	22
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed	54%	64%	22
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed	54%	70%	22
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed	—	78%	14
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”	8%	17%	37
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”	14%	35%	37
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”	24%	42%	37
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”	20%	33%	39
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)Share who answered “Once a week” or “Twice a week or more”	28%	45%	40
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed	62%	77%	39
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)Share who agreed or strongly agreed	59%	76%	39
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed	90%	92%	39
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed	74%	90%	39
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed	54%	65%	39
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed	44%	63%	39
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed	36%	60%	39
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed	56%	64%	39
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed	51%	69%	39
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)Share who agreed or strongly agreed	63%	73%	38
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed	54%	66%	39
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed	85%	85%	39

“—” beside fewer than 20 answers: too few people answered, so the share isn’t shown. Each share counts the answer its row names.

Data source: Los Angeles Unified School District, School Experience Survey 2025–26. Survey results from Los Angeles Unified School District (opens in a new tab)

Know this school? Add your answers

Have a child here? Answer 7 questions about how Caroldale Learning Community works for your family.

Answer the family questions Responder en español

Work here? Answer 8 questions about Caroldale Learning Community as a workplace, with your Los Angeles Unified work email.

Answer the staff questions

Ask: Does the school share its survey results with families, and what has it changed because of them?

About the survey and these figuresWho answers, what we show, and how a theme figure is made

Los Angeles Unified School District, School Experience Survey 2025–26 (researcher file). Students in grades 4–12 take it; some questions go only to older grades.

LAUSD publishes no minimum number of answers. We show a question only when at least 20 people answered it, and a group only when at least 10% of it responded, so the answers speak for more than the few who chose to reply.

Each row shows the percentage its label describes. For a theme, such as one marked “average of 5 questions”, we average the percentages for its questions, the way LAUSD averages its own topics. Each lane lists every question with its own percentage.

Every learner

How do kids like mine do here?

Low-income students and students with disabilities here scored well above the same groups across California in English.

Student groups, grades 3–8, spring 2026

Both groups score below California’s rate for all students statewide. 50% of low-income students scored Proficient or Advanced in English (grades 3–8, spring 2026), against 37% for the same group across California. Students with disabilities: 29% in English, against 16% for the same group across California. Every group’s math results are in the table below.

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grades 3–8; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison: California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).

Caroldale Learning CommunitySame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students

Filipino98 tested71%Same group, California 72%
Low-income330 testedAhead of the same group across California, where that group scores below California’s rate for all students: 50%Same group, California 37%
Hispanic or Latino194 tested37%Same group, California 38%
Students with disabilities58 testedAhead of the same group across California, where that group scores below California’s rate for all students: 29%Same group, California 16%

Proficient or Advanced, grades 3–8 English, spring 2026. In math the same groups run from 19% to 66%; every value is in the table below. Filipino students: grades 4–8 only. Students with disabilities: grades 4–7 only.

Who are the students?

2025–26 · students counted

Hispanic or Latino47%
Filipino22%
Black or African American10%
Not reported8%
Two or more races5%
Asian5%
White2%
American Indian or Alaska Native—
Pacific Islander—
Unallocated share1%

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. “Not reported” is different: it is a category in the state’s own count of students. Source and comparisons: the full student mix below.

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

52% 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 · 23 of 44 English learners52%

Los Angeles Unified · 24,781 of 47,33052%

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?

78%of students qualified for free or reduced-price meals in 2024–25, 483 of 620. California: 63%.

35teachers, 2024–25

20 yearsaverage experience, 2024–25

3%in their first year, 2024–25

89%of teaching positions with proper credential and placement, 2021–22

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

All group results, district comparisons and sources

Proficient or Advancedgrades 3–8 · spring 2026

Group and subject	Here	vs Los Angeles Unified	vs California
Low-income · 330 tested in English, 331 in math
English	50%	+941%	+1337%
Math	44%	+836%	+1628%
Hispanic or Latino · 194 tested in English, 195 in math
English	37%	−441%	−138%
Math	32%	−335%	+428%
Filipino · 98 tested in English, 99 in math · grades 4–8 only
English	71%	−576%	−172%
Math	66%	−167%	+660%
Students with disabilities · 58 tested · grades 4–7 only
English	29%	+1217%	+1316%
Math	19%	+514%	+613%

Each gap is to the same group, grades and subject: in Los Angeles 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.

Students of two or more races, 44 tested: no rate for grades 4–7 in our records, and fewer than 30 tested in the grades with one. No published rate here for Asian, Black or African American, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, English learners and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
Hispanic or Latino	47%
Filipino	22%
Black or African American	10%
Not reported	8%
Two or more races	5%
Asian	5%
White	2%
American Indian or Alaska Native	—
Pacific Islander	—

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: 89% of teaching positions, 32.1 properly credentialed teaching-position FTE out of 36 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Caroldale Learning Community, and how do I get in?

Grades TK–8 · this school
Caroldale Learning Community
For middle school, the district assigns most of this area to Stephen M. White Middle (68th · Solid · 2026).
High · by application
Families choose by application
3 options for this area: Carson Senior High, Academy of Medical Arts at Carson High, Academies of Education and Empowerment at Carson H · district-published, source year 2026

From the district’s 2026 attendance boundaries. A boundary doesn’t guarantee placement: transfers, permits, magnets and Choices can change the path. Check your child’s address and current assignment with the district. Explore schools on the map

All recorded links and nearby alternatives

Middle-school links

Stephen M. White Middle
Assigned
68th percentile · Solid · middle · 2026

High-school links

Carson Senior High
Option for this area, by application · district-published, source year 2026; no single school is assigned
64th percentile · Solid · high · 2025
Academy of Medical Arts at Carson High
Option for this area, by application · district-published, source year 2026; no single school is assigned
65th percentile · Solid · high · 2025
Academies of Education and Empowerment at Carson H
Option for this area, by application · district-published, source year 2026; no single school is assigned
52nd percentile · Solid · high · 2025

Links do not guarantee placement. Charter, magnet, transfer and other admission routes can differ. Each school’s percentile compares it with California schools at its own level (continuation and alternative schools only with their own kind); the stages are not one ranking.

Ask Los Angeles Unified which school serves your address.

Applying to Caroldale Learning Community for 2027–28

If Caroldale Learning Community is the school for your address, you don’t apply: you register with LAUSD. Check which school serves your address first.
LAUSD Resident School Identifier ↗
On-time Choices applications closed November 6, 2026. Late applications open December 1, 2026 and join the end of the waitlist.
apply.lausd.net ↗

Compare with other schools

How Choices, lotteries and waitlists work

School website: caroldalelc.lausd.org ↗Office: (310) 320-8570Administrator: Shane Riddle

Location and visiting

Get directions

22424 Caroldale Avenue, Carson 90745

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

Questions for your visit

What extra help do students who are behind get, and how do you know it’s working? 52% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (206 students tested); California: 58%
When a child starts missing school, who calls the family, and how soon?
Does the school share its survey results with families, and what has it changed because of them?
When a bullying report comes in, who handles it, and how is the family told? 21% (the average share reporting being bullied 2 or more times in the past 30 days, across 4 survey questions), 2025–26; LAUSD elementary schools: 24%
What are the school-day hours and after-school care options?

Office (310) 320-857022424 Caroldale Avenue, directions (opens Google Maps in a new tab)

Nearby elementary schoolsClosest first, by straight-line distance

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

Nearby elementary schoolsPercentile among California elementary schools, 2026

Two Hundred Thirty-Second Place Elementary0.5 mi
85thStrongScope Score 59
Dolores Street Elementary0.7 mi
53rdSolidScope Score 37
Meyler Street Elementary0.7 mi
50thSolidScope Score 35
Carson Street Elementary0.8 mi
77thStrongScope Score 51
Catskill Avenue Elementary1.0 mi
67thSolidScope Score 45

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

Explore nearby schools on the map

Source records

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

Score factorssource values, index and weights · 2025–26 · ranked #2,381 of 5,726 California elementary schools we score · #283 of 581 in Los Angeles Unified

Score factors, 2025–26
Factor	School	Index	Weight
Advancedaverage of English and math	24%	53	42%
Proficient or Advancedaverage of English and math	50%	55	23%
5th graders in 2026 against 3rd graders in 2024 (partly different children)	+68 scale-score pts	36	20%
Chronically absent	19 in 100	47	5%
Suspension rate	0 of 688	63	5%
English learners: top level	24%	60	5%

Index is where the school's value sits among the California elementary schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2025–26. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests. Growth is the change between the school's earlier and later grade-level groups, in scale-score points; it does not follow the same students.

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

Scope Score

School year	Scope Score	Percentile	Rank	Comparison group
2025–26	39	58	#2381	California elementary schools · 5,726 schools · current formula

2018–19, 2021–22, 2022–23, 2023–24 and 2024–25 have records on file but no Scope Score we could verify against that year’s source files, so no score is shown for them.

School year	Chronic absence	Suspension	Grade gap (points)
2018–19	23 in 100	0.2% (2 of 964)	−2
2021–22	not on file	not on file	−9
2022–23	not on file	not on file	−4
2023–24	20 in 100	0.3% (2 of 700)	−28
2024–25	16 in 100	0.2% (1 of 666)	−1
2025–26	19 in 100	0 of 688	+5

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

Grade gap: the same year’s grade 3 and grade 5 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).

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

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

English and math by test year · all tested grades

Year · subject	Students with scores	Top level	Top two levels
2026 · English	417	23%	53%
2026 · Math	419	26%	45%
2025 · English	421	24%	52%
2025 · Math	424	26%	45%
2024 · English	434	21%	50%
2024 · Math	435	22%	43%
2023 · English	468	18%	46%
2023 · Math	469	20%	38%
2022 · English	468	16%	46%
2022 · Math	465	16%	36%
2019 · English	599	16%	49%
2019 · Math	601	21%	43%
2018 · English	592	16%	46%
2018 · Math	593	19%	39%
2017 · English	577	14%	43%
2017 · Math	581	20%	39%

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	71	46%
2025 · Grade 4 · English	66	47%
2025 · Grade 5 · English	85	51%
2025 · Grade 6 · English	76	49%
2025 · Grade 7 · English	59	63%
2025 · Grade 8 · English	64	56%
2025 · Grade 3 · Math	73	47%
2025 · Grade 4 · Math	65	51%
2025 · Grade 5 · Math	86	40%
2025 · Grade 6 · Math	77	40%
2025 · Grade 7 · Math	59	54%
2025 · Grade 8 · Math	64	41%
2024 · Grade 3 · English	56	64%
2024 · Grade 4 · English	80	44%
2024 · Grade 5 · English	83	46%
2024 · Grade 6 · English	61	54%
2024 · Grade 7 · English	77	51%
2024 · Grade 8 · English	77	49%
2024 · Grade 3 · Math	57	72%
2024 · Grade 4 · Math	81	41%
2024 · Grade 5 · Math	83	34%
2024 · Grade 6 · Math	61	52%
2024 · Grade 7 · Math	77	48%
2024 · Grade 8 · Math	76	22%
2023 · Grade 3 · English	72	40%
2023 · Grade 4 · English	81	38%
2023 · Grade 5 · English	70	50%
2023 · Grade 6 · English	81	43%
2023 · Grade 7 · English	78	49%
2023 · Grade 8 · English	86	53%
2023 · Grade 3 · Math	72	57%
2023 · Grade 4 · Math	81	32%
2023 · Grade 5 · Math	70	39%
2023 · Grade 6 · Math	81	33%
2023 · Grade 7 · Math	79	34%
2023 · Grade 8 · Math	86	35%
2022 · Grade 3 · English	66	47%
2022 · Grade 4 · English	73	47%
2022 · Grade 5 · English	83	42%
2022 · Grade 6 · English	86	40%
2022 · Grade 7 · English	85	58%
2022 · Grade 8 · English	75	41%
2022 · Grade 3 · Math	66	44%
2022 · Grade 4 · Math	73	44%
2022 · Grade 5 · Math	81	31%
2022 · Grade 6 · Math	85	32%
2022 · Grade 7 · Math	85	38%
2022 · Grade 8 · Math	75	29%
2019 · Grade 3 · English	107	43%
2019 · Grade 4 · English	112	49%
2019 · Grade 5 · English	97	45%
2019 · Grade 6 · English	102	49%
2019 · Grade 7 · English	103	52%
2019 · Grade 8 · English	78	55%
2019 · Grade 3 · Math	107	51%
2019 · Grade 4 · Math	112	41%
2019 · Grade 5 · Math	98	45%
2019 · Grade 6 · Math	103	37%
2019 · Grade 7 · Math	103	39%
2019 · Grade 8 · Math	78	49%
2018 · Grade 3 · English	107	47%
2018 · Grade 4 · English	98	46%
2018 · Grade 5 · English	105	46%
2018 · Grade 6 · English	98	44%
2018 · Grade 7 · English	83	49%
2018 · Grade 8 · English	101	46%
2018 · Grade 3 · Math	107	45%
2018 · Grade 4 · Math	98	46%
2018 · Grade 5 · Math	106	36%
2018 · Grade 6 · Math	98	36%
2018 · Grade 7 · Math	83	36%
2018 · Grade 8 · Math	101	37%
2017 · Grade 3 · English	98	41%
2017 · Grade 4 · English	107	36%
2017 · Grade 5 · English	100	38%
2017 · Grade 6 · English	82	46%
2017 · Grade 7 · English	99	39%
2017 · Grade 8 · English	91	58%
2017 · Grade 3 · Math	99	52%
2017 · Grade 4 · Math	109	29%
2017 · Grade 5 · Math	101	35%
2017 · Grade 6 · Math	82	34%
2017 · Grade 7 · Math	99	30%
2017 · Grade 8 · Math	91	56%

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	127	13%	28%	53%	7%

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	330	50%	+9	+13
Hispanic or Latino	194	37%	−4	−1
Filipino (grades 4–8 only)	98	71%	−5	−1

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	+2	331	Average	+2	331	Average
Low-income	+3	252	Average	0	252	Average
English-only students	+3	251	not categorized	+1	251	not categorized
Hispanic or Latino	+1	155	Average	−8	155	Moderate
Filipino	+3	87	Average	+14	87	Accelerated
Students with disabilities	−11	48	Moderate	+5	48	Accelerated
English learners	−4	43	Average	+13	43	Accelerated
Black or African American	+3	41	Average	+8	41	Accelerated
Recently reclassified as fluent in English	0	35	not categorized	+13	35	not categorized
Two or more races	+10	17	Accelerated	+2	17	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, and grade 5 against the same school’s grade 3 two years earlier, partly different children · two different measures

Grade 5 in 2026 against grade 3 in 2024 · English

English · 2024 · Grade 3

36%

exceeded standard · 64% met or exceeded

CDE CAASPP 2024 · 56 English test records with scores

English · 2026 · Grade 5

23%

Advanced · 59% Proficient or Advanced

CDE CAASPP 2026 · 69 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 57 (school-grade cohort proxy).

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

California growth model · points vs expected

State model · English+2 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

331 students

CDE growth category: Average

State model · math+2 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

331 students

CDE growth category: Average

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 · 16 in 100 → 2025–26 · 19 in 100 · +3 in 100
Suspension rate2024–25 · 0.2% (1 of 666) → 2025–26 · 0 of 688 · −0.2 percentage points

Group	2018–19	2025–26	Change
Female	24 in 100	19 in 100	−5 in 100
Male	22 in 100	19 in 100	−3 in 100
Asian	25 in 100	6 in 100	−19 in 100
Black or African American	29 in 100	25 in 100	−4 in 100
Filipino	10 in 100	14 in 100	+4 in 100
Hispanic or Latino	25 in 100	19 in 100	−6 in 100
Pacific Islander	54 in 100	—	—
Two or more races	19 in 100	19 in 100	0 in 100
White	14 in 100	18 in 100	+4 in 100
Students with disabilities	27 in 100	22 in 100	−5 in 100
English learners	23 in 100	22 in 100	−1 in 100
Homeless	33 in 100	54 in 100	+21 in 100
Low-income	24 in 100	21 in 100	−3 in 100
All students	23 in 100	19 in 100	−4 in 100

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

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

Per-pupil spending

District · current expense$18,180 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 460,633 pupils

California · selected district mean$14,491 per pupil

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

School-level federal expenditures$1,989 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 620

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 620

District current expense · FY 2024–25$29,292 per ADA

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

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

How the California mean was selected

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

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

Instruction 52%Instruction support 17%Student services 12%Administration 7%Buildings & maintenance 10%Other 2%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$5,655,379,384	51.81%	52%
Instruction support	$1,791,152,348	16.41%	17%
Student services	$1,344,873,232	12.32%	12%
Administration	$763,652,780	7.00%	7%
Buildings & maintenance	$1,099,649,062	10.07%	10%
Other	$260,356,595	2.39%	2%
Total	$10,915,063,400	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $10,915,063,400 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$18,180 per pupil

2020$16,355 per pupil

2019$15,793 per pupil

2018$13,247 per pupil

2017$13,549 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 holders5.6%

CDE 2024–25 SARC, Teacher Preparation and Placement table; measured school year 2021–22. Share of reported school teaching-position full-time equivalents assigned to properly assigned intern credential holders. A reported 0.0% is shown; unavailable rates are omitted. This is a position share, not a count of current teachers or of emergency permits.

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 90745 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 90745 area
Measure	Estimate
Median household income	$107,988
Bachelor's degree or higher (adults 25+)	28%
ZIP-area population	57,397
Median age	41.8 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 90745 →

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

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

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 5,726 elementary schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026

How we analyze · Request a correction

Caroldale Learning Community — Rating & test scores

Compare schools

Spring 2026 state test results

Common questions

How do I get in?

Is Caroldale Learning Community a good school?

How often do students miss school or get suspended?

Did students here score above what the state expected?

How do kids like mine do here?

What do families and students say?

What should I ask on a visit?

How did students here do on state tests?

English

Math

How do the middle grades do?

English

Math

Have results changed?

English · top two levels · grades 3–5

Math · top two levels · grades 3–5

Did students here score above what the state expected?

English

Math

Each year’s results and tested counts

Who can act on Caroldale Learning Community’s results?

What has the state flagged?

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

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

What do students, families and staff say?

Students

Elementary grades

Middle grades

Families

Elementary grades

Middle grades

Staff

Elementary grades

Middle grades

Know this school? Add your answers

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 comes after Caroldale Learning Community, and how do I get in?

Middle-school links

High-school links

Applying to Caroldale Learning Community for 2027–28

Location and visiting

Questions for your visit

Source records

Scope Score

Grade 5 in 2026 against grade 3 in 2024 · English

Per-pupil spending

Additional workforce records

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