Charter school · Los Angeles Unified

Carpenter Community Charter — Rating & test scores

Studio City · TK–5 · 863 students (2024–25)

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99thpercentileStrong

The dots are California’s 5,728 scored public elementary schools, placed by Scope Score on spring 2026 tests. How it’s built ›

Scope Score
88 / 100

Weighted composite · 2026
Not a grade or a test result.

See this school’s score factors ↓
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Well above California in English and math: 87% and 85% met or exceeded the standard in grades 3–5, against 46% and 42% statewide. Source
Source
CDE CAASPP Smarter Balanced results, spring 2026
Students
all students tested in grades 3–5: 398 in English, 400 in math
Comparison
California: CDE’s statewide grade 3, 4 and 5 rows combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).
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Academic achievement

Beyond a single score: who exceeds, meets or is still approaching the standard.

Learning

Are children building strong foundations?

Advanced (exceeded)Proficient (met)Below Proficient

English

grades 3–5Spring 2026

All students tested

Advanced
67%
Proficient
20%
Below Proficient
13%

87% proficient or advanced · 398 tested

Explore the results & sources
LevelHereCaliforniaLos Angeles Unified
Advanced67%24%23%
Proficient20%22%23%
Developing8%21%22%
Minimal5%33%32%

Below Proficient combines Developing and Minimal. The full track represents all students tested. Share of students tested. Data source: California Department of Education, spring 2026. State comparison combines the same grades, weighted by students tested.

Math

grades 3–5Spring 2026

All students tested

Advanced
61%
Proficient
24%
Below Proficient
15%

85% proficient or advanced · 400 tested

Explore the results & sources
LevelHereCaliforniaLos Angeles Unified
Advanced61%21%22%
Proficient24%21%22%
Developing11%25%25%
Minimal4%33%31%

Below Proficient combines Developing and Minimal. The full track represents all students tested. Share of students tested. Data source: California Department of Education, spring 2026. State comparison combines the same grades, weighted by students tested.

What these tests tell you · what to ask

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

Ask: How do you help children who need more support in reading or math, and those ready for more challenge?

Things worth knowing

Open a finding for the evidence
In 2025, students in grades 4–5 scored above what the state expected from their own earlier scores. The state calls both results Accelerated.grades 4–5 · 2025
+17 ptsEnglish · above expected+17 ptsMath · above expected
Source
CDE growth model, 2025
Students
students with scores in both years in grades 4–5: 256
Comparison
256 students in grades 4–5 with scores in both years. 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.
67% in English and 61% in math reached the top of the state’s four levels, about three times California’s rate in the same grades (24% and 21%).grades 3–5 · spring 2026
67%English · exceeded the standard61%Math · exceeded the standard
Source
CDE CAASPP Smarter Balanced results, spring 2026
Students
all students tested in grades 3–5: 398 in English, 400 in math
Comparison
California: CDE’s statewide grade 3, 4 and 5 rows combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).
Low-income students here (63 tested in English, 64 in math, grades 3–5, spring 2026) met or exceeded the standard far more often than low-income students across California in the same grades (36% and 31%).grades 3–5 · spring 2026
73%English · met or exceeded67%Math · met or exceeded
Source
CDE CAASPP research file, spring 2026
Students
low-income students (CDE: “socioeconomically disadvantaged”) in grades 3–5: 63 in English, 64 in math
Comparison
California: the same group in the same grades, CDE’s statewide rows combined, weighted by students tested (our calculation). Both gaps are more than twice the margin of error for 63 students in English and 64 in math.

Comparisons & progress

Put today’s results in context, then follow the longer view.

Same grades, same year

How does this school compare?

English

grades 3–5Spring 2026

All students tested

How it compares · proficient or advanced

Same grades · spring 2026 · 0–100%

This school87%
California46%

Tested: 398 here · 1,208,894 in California.

Same grades · spring 2026 · 0–100%

This school87%
Los Angeles Unified46%

Tested: 398 here · 108,229 in Los Angeles Unified. District public schools combined, weighted by students tested · 594 schools.

Explore the results & sources
LevelHereCaliforniaLos Angeles Unified
Advanced67%24%23%
Proficient20%22%23%
Developing8%21%22%
Minimal5%33%32%

Below Proficient combines Developing and Minimal. The full track represents all students tested. Share of students tested. Data source: California Department of Education, spring 2026. State comparison combines the same grades, weighted by students tested.

Math

grades 3–5Spring 2026

All students tested

How it compares · proficient or advanced

Same grades · spring 2026 · 0–100%

This school85%
California42%

Tested: 400 here · 1,211,701 in California.

Same grades · spring 2026 · 0–100%

This school85%
Los Angeles Unified44%

Tested: 400 here · 108,401 in Los Angeles Unified. District public schools combined, weighted by students tested · 594 schools.

Explore the results & sources
LevelHereCaliforniaLos Angeles Unified
Advanced61%21%22%
Proficient24%21%22%
Developing11%25%25%
Minimal4%33%31%

Below Proficient combines Developing and Minimal. The full track represents all students tested. Share of students tested. Data source: California Department of Education, spring 2026. State comparison combines the same grades, weighted by students tested.

Progress over time

How have test results changed?

English

Met or exceeded · grades 3–5 · all students tested

Latest annual comparison

202584%397 tested
→
202687%398 tested

This school

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

Math

Met or exceeded · grades 3–5 · all students tested

Latest annual comparison

202582%398 tested
→
202685%400 tested

This school

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

Each year tests a different group of students. These results do not track one child’s progress.

Explore the available years, charts & underlying data

English and math have stayed well above California in every tested year since 2015.

Chart: 2017–2026. The table includes all available years.

English met or exceeded, grades 3–5
This schoolCalifornia
0%50%100%201720222026No comparable state tests (COVID)87%46%
Math met or exceeded, grades 3–5
This schoolCalifornia
0%50%100%201720222026No comparable state tests (COVID)85%42%

Dotted stretches cross years without comparable results.

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

Annual values & tested counts

English · met or exceeded · grades 3–5
YearThis schoolCalifornia
201576%
431 tested		41%
1,396,572 tested
201680%
430 tested		45%
1,395,534 tested
201780%
458 tested		45%
1,384,680 tested
201878%
482 tested		49%
1,346,907 tested
201978%
476 tested		50%
1,332,547 tested
202281%
404 tested		45%
1,260,830 tested
202384%
413 tested		44%
1,247,801 tested
202483%
419 tested		45%
1,235,509 tested
202584%
397 tested		46%
1,232,086 tested
202687%
398 tested		46%
1,208,894 tested
Math · met or exceeded · grades 3–5
YearThis schoolCalifornia
201566%
431 tested		35%
1,401,446 tested
201673%
429 tested		39%
1,401,413 tested
201773%
459 tested		40%
1,392,040 tested
201875%
482 tested		42%
1,352,321 tested
201969%
476 tested		44%
1,338,625 tested
202281%
405 tested		38%
1,265,943 tested
202383%
417 tested		40%
1,256,519 tested
202482%
419 tested		41%
1,249,262 tested
202582%
398 tested		41%
1,241,652 tested
202685%
400 tested		42%
1,211,701 tested
The state’s growth measure256 students · grades 4–5 · 2025
English+17ptsCDE level: Accelerated (4 of 5)
Math+17ptsCDE level: Accelerated (4 of 5)

What the number means. California predicts each student’s score from that student’s own English and math scores the year before, based on how students with similar scores did across the state. Zero would mean students here scored as predicted. In English they scored 17 points above that prediction, and in math 17 points above it.

The levels. CDE sorts every school’s result into five levels, from Minimal to Exceptional. The bar under each number shows where this school landed.

Two years at once. For most schools, this one included, CDE’s figure blends the two most recent years of growth, so it moves more slowly than a single year’s scores.

Why our growth can differ. The growth in our Scope Score asks a different question. It doesn’t follow individual students: it compares the latest grade 5 scores here with the school’s grade 3 scores two years earlier, and places that change among California schools at the same level. Children who joined or left the school in between count in ours; the state’s counts only students who took California’s test the year before. So the two can point different ways.

School pattern, spring 2026High CeilingThe average Exceeded rate across the reported grades and subjects is at least 50%.
School pattern, spring 2026Solid BaseThe average Met + Exceeded rate across the reported grades and subjects is at least 65%.
School pattern, spring 2026Growth EngineThe school’s aggregate cohort-change index clears our stronger-gains threshold. This is a school-level comparison across years, not tracking of individual children.

Life at school

Explore the available evidence about the school day and opportunities.

What’s it like

Attendance and discipline

5 in 100students chronically absent, 2025–26
20in 100 at the average Los Angeles Unified school17in 100 at the average California elementary school

48 of 903 students missed 10% or more of school days.

This school5 in 100
at the average Los Angeles Unified school20 in 100
at the average California elementary school17 in 100
0.2%of students were suspended at least once (2 of 908), 2025–26
0.2%at the average Los Angeles Unified school1.6%at the average California elementary school

School Experience Survey, 2025–26

What students and families say

How students, families and staff at Carpenter Community Charter answered LAUSD’s 2025–26 School Experience Survey, beside the same questions across LAUSD schools at the same level.

This schoolLAUSD, same levelEach track 0–100%

Students

242 of 256 students answered (95%).

Safety13 points above LAUSD“I feel safe in this school or in online school sessions”: share who agreed or strongly agreed.90%LAUSD 77%1 question

One question, 242 answers. LAUSD: the same questions at all its elementary schools.

  • I feel safe in this school or in online school sessions90%LAUSD 77%242 answered
Belonging13 points above LAUSDShare who agreed or strongly agreed.81%LAUSD 68%5 questions

Average of 5 questions, 240–241 answers each. LAUSD: the same questions at all its elementary schools.

  • This school is a supportive and inviting place for students to learn92%LAUSD 78%240 answered
  • I am happy to be at this school86%LAUSD 74%240 answered
  • I feel like I am part of this school86%LAUSD 72%240 answered
  • I feel accepted for who I am at this school83%LAUSD 72%241 answered
  • Most kids at this school are kind to each other57%LAUSD 42%241 answered
Caring adults6 points above LAUSDShare who agreed or strongly agreed.81%LAUSD 75%8 questions

Average of 8 questions, 238–242 answers each. LAUSD: the same questions at all its elementary schools.

  • Teachers go out of their way to help students76%LAUSD 78%241 answered
  • The teachers at this school treat students fairly82%LAUSD 69%241 answered
  • Teachers care if I'm absent from school68%LAUSD 70%238 answered
  • Adults at this school treat all students with respect78%LAUSD 73%242 answered
  • There is an adult at my school whom I trust and can talk to no matter what is bothering me77%LAUSD 71%241 answered
  • There is at least one adult at my school who supports me89%LAUSD 80%240 answered
  • Teachers at my school know me90%LAUSD 78%240 answered
  • If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help me90%LAUSD 79%241 answered
Engagement10 points above LAUSDShare who agreed or strongly agreed.78%LAUSD 68%6 questions

Average of 6 questions, 240–241 answers each. LAUSD: the same questions at all its elementary schools.

  • Teachers give students a chance to take part in classroom discussions or activities87%LAUSD 81%240 answered
  • My teachers make learning fun76%LAUSD 67%240 answered
  • Students have a voice in decision making at this school68%LAUSD 55%241 answered
  • Teachers encourage students to make decisions80%LAUSD 72%240 answered
  • There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of class87%LAUSD 74%240 answered
  • 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 activities69%LAUSD 59%240 answered
High expectations6 points above LAUSDShare who agreed or strongly agreed.90%LAUSD 84%2 questions

Average of 2 questions, 240–241 answers each. LAUSD: the same questions at all its elementary schools.

  • In my classes, my teachers tell me how I can make my work better92%LAUSD 88%241 answered
  • Adults at this school encourage me to work hard so I can be successful in college or at the job I choose87%LAUSD 81%240 answered
Bullying3 points below LAUSDShare who said it happened to them 2 or more times in the past 30 days. A lower share means fewer reported it.21%LAUSD 24%4 questions

Average of 4 questions, 240–242 answers each. LAUSD: the same questions at all its elementary schools.

  • Had mean rumors or lies spread about you?26%LAUSD 31%242 answered
  • Been made fun of because of your looks or the way you talk?27%LAUSD 30%241 answered
  • Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?25%LAUSD 25%240 answered
  • Been bullied online?7%LAUSD 12%240 answered
All 43 questions, as a table
QuestionHereLAUSD elementary schoolsAnswers
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed90%77%242
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed92%78%240
I am happy to be at this schoolShare who agreed or strongly agreed86%74%240
I feel like I am part of this schoolShare who agreed or strongly agreed86%72%240
I feel accepted for who I am at this schoolShare who agreed or strongly agreed83%72%241
Most kids at this school are kind to each otherShare who agreed or strongly agreed57%42%241
Teachers go out of their way to help studentsShare who agreed or strongly agreed76%78%241
The teachers at this school treat students fairlyShare who agreed or strongly agreed82%69%241
Teachers care if I'm absent from schoolShare who agreed or strongly agreed68%70%238
Adults at this school treat all students with respectShare who agreed or strongly agreed78%73%242
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed77%71%241
There is at least one adult at my school who supports meShare who agreed or strongly agreed89%80%240
Teachers at my school know meShare who agreed or strongly agreed90%78%240
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 agreed90%79%241
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed87%81%240
My teachers make learning funShare who agreed or strongly agreed76%67%240
Students have a voice in decision making at this schoolShare who agreed or strongly agreed68%55%241
Teachers encourage students to make decisionsShare who agreed or strongly agreed80%72%240
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 agreed87%74%240
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 agreed69%59%240
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed92%88%241
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 agreed87%81%240
Had mean rumors or lies spread about you?Share who said it happened to them 2 or more times in the past 30 days26%31%242
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 days27%30%241
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 days25%25%240
Been bullied online?Share who said it happened to them 2 or more times in the past 30 days7%12%240
The teachers at this school grade me fairlyShare who agreed or strongly agreed86%82%241
Students know how they are expected to actShare who agreed or strongly agreed70%54%241
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed87%80%241
What is the highest level of education that you plan to complete?Share who answered “Four-year college degree” or “Graduate degree”——0
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”90%78%241
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”86%75%240
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”88%74%241
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed84%64%242
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”81%61%237
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”71%49%237
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”80%65%237
I came to class preparedShare who answered “Often” or “Almost all the time”95%72%241
I remembered and followed directionsShare who answered “Often” or “Almost all the time”90%75%238
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”76%56%240
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”83%72%242
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”80%70%242
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”90%78%241

Families

337 of 676 family surveys came back (50%).

Safety4 points above LAUSD“My child is safe on school grounds”: share who agreed or strongly agreed.95%LAUSD 91%1 question

One question, 321 answers. LAUSD: the same questions at all its elementary schools.

  • My child is safe on school grounds95%LAUSD 91%321 answered
Belonging3 points above LAUSDShare who agreed or strongly agreed.97%LAUSD 94%4 questions

Average of 4 questions, 322–336 answers each. LAUSD: the same questions at all its elementary schools.

  • Clerical/office staff treat me with respect in-person and online95%LAUSD 92%327 answered
  • Teachers treat me with respect in-person and online98%LAUSD 96%327 answered
  • I am greeted by school staff when I visit this school98%LAUSD 94%322 answered
  • I feel welcome to participate at this school97%LAUSD 94%336 answered
Caring adultsSame as LAUSDShare who agreed or strongly agreed.94%LAUSD 94%2 questions

Average of 2 questions, 323–327 answers each. LAUSD: the same questions at all its elementary schools.

  • Teachers take my concerns seriously94%LAUSD 94%323 answered
  • Teachers at this school let me know about my child's progress94%LAUSD 95%327 answered
Engagement3 points above LAUSDShare who agreed or strongly agreed.94%LAUSD 91%3 questions

Average of 3 questions, 327–336 answers each. LAUSD: the same questions at all its elementary schools.

  • This school informs me about school activities in different ways97%LAUSD 94%335 answered
  • This school includes me in important decisions about my child's education87%LAUSD 89%336 answered
  • This school recruits and organizes parents to help and support the school99%LAUSD 91%327 answered
Bullying taken seriously4 points below LAUSD“Reports of all types of bullying are taken seriously at this school”: share who agreed or strongly agreed.76%LAUSD 80%1 question

One question, 322 answers. LAUSD: the same questions at all its elementary schools.

  • Reports of all types of bullying are taken seriously at this school76%LAUSD 80%322 answered
All 34 questions, as a table
QuestionHereLAUSD elementary schoolsAnswers
My child is safe on school groundsShare who agreed or strongly agreed95%91%321
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed95%92%327
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed98%96%327
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed98%94%322
I feel welcome to participate at this schoolShare who agreed or strongly agreed97%94%336
Teachers take my concerns seriouslyShare who agreed or strongly agreed94%94%323
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed94%95%327
This school informs me about school activities in different waysShare who agreed or strongly agreed97%94%335
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed87%89%336
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed99%91%327
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed76%80%322
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed90%89%325
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed91%90%327
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed94%94%327
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed64%85%322
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed91%91%323
This school encourages my child to explore different career choicesShare who agreed or strongly agreed65%79%335
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed86%89%336
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed96%87%335
This school provides high quality instruction to my childShare who agreed or strongly agreed95%92%336
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed92%91%335
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed97%95%323
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed78%87%326
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed94%88%323
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed97%95%336
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed60%87%171
This school provides information on grade level requirements for my childShare who agreed or strongly agreed89%91%315
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed89%91%293
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed93%91%327
This school offers extra academic support for my childShare who agreed or strongly agreed79%86%334
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed67%83%215
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed72%88%194
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed90%92%321
Discipline is fair at this schoolShare who agreed or strongly agreed79%82%322

Staff

67 of 77 staff answered (87%), 41 of them teachers.

Safety1 point above LAUSD“I feel safe on school grounds during the day”: share giving one of the two most positive answers.98%LAUSD 97%1 question

One question, 66 answers. LAUSD: the same questions at all its elementary schools.

  • I feel safe on school grounds during the day98%LAUSD 97%66 answered
Caring adults8 points above LAUSDShare who agreed or strongly agreed.97%LAUSD 89%2 questions

Average of 2 questions, 63–67 answers each. LAUSD: the same questions at all its elementary schools.

  • At this school, decisions are made based on students’ needs and interests97%LAUSD 84%67 answered
  • Adults at this school treat all students with respect97%LAUSD 94%63 answered
High expectations5 points above LAUSDShare who agreed or strongly agreed.100%LAUSD 95%2 questions

Average of 2 questions, 67 answers. LAUSD: the same questions at all its elementary schools.

  • This school sets high standards for academic performance for all students100%LAUSD 95%67 answered
  • This school emphasizes teaching lessons in ways relevant to students100%LAUSD 95%67 answered
Bullying seen as minor8 points above LAUSD“Harassment or bullying among students”: share who called it a mild or insignificant problem.94%LAUSD 86%1 question

One question, 67 answers. LAUSD: the same questions at all its elementary schools.

  • Harassment or bullying among students94%LAUSD 86%67 answered
All 49 questions, as a table
QuestionHereLAUSD elementary schoolsAnswers
I feel safe on school grounds during the dayNo share published for this question98%97%66
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed97%84%67
Adults at this school treat all students with respectShare who agreed or strongly agreed97%94%63
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed100%95%67
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed100%95%67
Harassment or bullying among studentsShare who called it a mild or insignificant problem94%86%67
I have the materials I need to do my job wellShare who agreed or strongly agreed98%84%67
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed94%84%67
I get the help I need to communicate with parentsShare who agreed or strongly agreed88%81%67
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed100%95%67
I feel safe in the neighborhood around my schoolNo share published for this question100%88%66
At this school, parents treat me with respect.Share who agreed or strongly agreed88%85%67
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed97%82%67
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed90%75%67
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”96%86%66
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”92%80%65
I feel comfortable talking with the school leadership about issues and concernsShare who agreed or strongly agreed97%78%66
Students treat adults at this school with respectShare who agreed or strongly agreed91%81%66
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed92%80%66
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed88%75%65
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem94%93%67
The informal observation process has increased the number of instruction-focused interactions with my school leader(s) about the Informal Observation process on MyPGS (teachers)Share who agreed or strongly agreed—74%16
During the informal observation process, my school leader provided actionable feedback about the Informal Observation process on MyPGS (teachers)Share who agreed or strongly agreed—85%16
The informal observation process provided the opportunity to reflect on my instructional practice about the Informal Observation process on MyPGS (teachers)Share who agreed or strongly agreed—83%16
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed—75%16
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)Share who answered “Two times this year” or “Three or more times this year”——16
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed—75%15
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed—84%15
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed—86%15
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed—88%5
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”17%16%41
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”41%50%39
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”72%59%39
How often does school leadership visit your classroom to observe you teach (teachers)Share who answered “Twice a month” or “Weekly”20%41%41
How often does school leadership provide useful feedback to you based on their observations (teachers)Share who answered “Often” or “Always”66%68%41
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”42%51%41
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”70%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 agreed95%79%41
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 agreed93%79%41
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed98%94%41
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed95%91%41
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed83%74%41
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed76%74%41
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed73%71%41
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed78%75%41
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed68%77%41
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 agreed78%81%40
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed80%76%41
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed98%88%41

Data source: 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. Theme figures are our average of the questions listed under each theme, the way LAUSD averages its own topics. LAUSD publishes no minimum number of answers; we show a question only when at least 20 people answered it, and a group’s answers only when at least 10% of that group responded. Los Angeles Unified School District survey results (opens in a new tab)

Every learner

Who attends, and how outcomes differ across student groups.

Kids like mine

How each student group did

Proficient or Advanced · grades 3–5 · spring 2026. Compare each group with the same group in the same grades.

HereCaliforniaEach track: 0–100%

Low-income

63 English · 64 math tested

English73% / 36%
Math67% / 31%

White

197 English · 199 math tested

English86% / 60%
Math82% / 56%

Two or more races

119 tested per subject

English92% / 60%
Math94% / 55%

Hispanic or Latino

51 tested per subject

English82% / 36%
Math71% / 31%

Students with disabilities

62 tested per subject

English65% / 19%
Math58% / 18%
All group results, district comparisons and sources
Proficient or Advancedgrades 3–5 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 63 tested in English, 64 in math
English73%+3340%+3736%
Math67%+2839%+3631%
White · 197 tested in English, 199 in math
English86%+1868%+2660%
Math82%+1567%+2656%
Two or more races · 119 tested
English92%+2864%+3260%
Math94%+3262%+3955%
Hispanic or Latino · 51 tested
English82%+4141%+4636%
Math71%+3239%+4031%
Students with disabilities · 62 tested
English65%+4619%+4619%
Math58%+3919%+4018%

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

Asian students: fewer than 30 tested here. No published rate here for Black or African American, Filipino, 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.

Low-income and Hispanic or Latino students and students with disabilities here did far better than the same groups statewide.

Read the student-group results as sentences

At Carpenter Community Charter in Studio City, 73.0% of low-income students (CDE’s “socioeconomically disadvantaged” group) met or exceeded the ELA standard in 2026 for reported grades 3, 4 and 5, compared to 40.4% district-wide for those same grades and 35.6% statewide for those same grades. Carpenter Community Charter’s rate for low-income students exceeds its district average by 32.6 percentage points in ELA. Other subgroups: low-income students (67.2% met or exceeded the Math standard); White students (85.8% met or exceeded the ELA standard). The widest gap between a student group’s met-or-exceeded rate and the school-wide rate is 26.9 percentage points: students with disabilities in Math. Data source: California Department of Education, CAASPP 2025-26. 63 ELA grade test records.

Who goes here

Students and staff

Student mix

2025–26 · eligible enrollment

Incomplete category detail

1. White: 43%2. Not reported: 25%3. Hispanic or Latino: 14%4. Two or more races: 9%5. Asian: 6%6. Black or African American: 2%Unallocated share: <1%. 100% minus available shares; not a student group.Reported shares2025–26
  1. White43%
  2. Not reported25%
  3. Hispanic or Latino14%
  4. Two or more races9%
  5. Asian6%
  6. Black or African American2%
  7. Filipino—
  8. American Indian or Alaska Native—
  9. Pacific Islander—
  10. Unallocated share<1%
Dashed remainder = 100% minus available shares, not a separate student group. Missing categories remain unavailable. Shares use eligible enrollment in the CDE chronic-absence file.
Full student mix, comparisons & sources
Eligible enrollment, 2025–26Here
White43%
Not reported25%
Hispanic or Latino14%
Two or more races9%
Asian6%
Black or African American2%
Filipino—
American Indian or Alaska Native—
Pacific Islander—

Data source: California Department of Education chronic-absence file, 2025–26. Shares use eligible enrollment; unavailable categories are shown as a dash.

About 1 in 8 students qualified for free or reduced-price meals in 2024–25 (13%, 114 of 863). California: 63%.

100% of teaching positions with proper credential and placement · 2021–22

CDE SARC report 2024–25. The published rate is 100.00%: 37 properly credentialed teaching-position FTE out of 37 total position FTE. This measures positions, not individual teachers.

Questions & evidence

Turn the data into useful questions. Trace every result back to its record.

The school path beyond this campus

Explore schools on the map ↗

Historical links and nearby options · confirm your child’s address and current assignment with the district.

  1. ElementaryCarpenter Community CharterThis campus · grades K-5
  2. MiddleWalter Reed MiddleHistorical majority-area link · NCES SABS 2015–16
  3. High schoolLink not recordedAsk the district about this stage.
All recorded links and nearby alternatives

Middle-school links

  • Walter Reed Middle

    Historical majority-area link · NCES SABS 2015–16

    83rd percentile · Strong · middle · 2026

    100% historical overlap of origin attendance-zone area · not a share of students

High-school links

Links do not guarantee placement. Charter, magnet, transfer and other admission routes can differ. Each school’s percentile compares its own level and peer class; the stages are not one ranking.

Getting in

Ask Carpenter Community Charter how it admits students.

Charter schools set their own enrollment steps and dates.

carpenteres.lausd.org

Location and visiting

Get directions ↗
3909 Carpenter Avenue, Studio City 91604

Directory location · Explore nearby schools on the map. Confirm address eligibility and visit arrangements with the school.

Before you apply

Confirm this school’s current process directly.

Eligibility and entry grades
Which grades are accepting applications, and who is eligible?
Application and lottery
What are the deadlines, enrollment priorities, and lottery or waitlist steps?
The daily logistics
What transportation and before- or after-school options are available?

Questions

Questions to ask

A short list for your school visit.

  1. How do you support kids who arrive ahead, and kids who arrive behind?
  2. How do you teach early reading and check each child’s progress?
  3. What does extra support or enrichment look like during the school day?
  4. What are the school-day hours and after-school care options?

Call (818) 761-4363 to ask about a visit.

Other options

Schools to explore

Nearby means close to this campus. It does not establish an attendance boundary or a similar student population.

Nearby elementary schoolsStatewide percentile

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

Explore nearby schools on the map →

Similar student populations

Same school level, matched by enrollment and eligibility for free or reduced-price meals. This describes two aspects of the student population, not overall school fit.

Similar elementary schools2026 statewide percentile
How these schools are matched

CDE meal-eligibility record, 2024–25. Matches use 5.2–21.2% meal eligibility and 432–1,726 enrolled students, at the same level and in the comprehensive public-school class. Ordered by population match, not academic results. They may be elsewhere in the state.

Common questions

Is Carpenter Community Charter a good elementary school?
Carpenter Community Charter is in the 99th percentile (Strong) of California’s regular public and charter elementary schools. Its Scope Score is 88 of 100: it places the school among them; it isn’t a grade. In spring 2026, on California's state tests (CAASPP), Carpenter Community Charter was well above California in English and math: 87% and 85% met or exceeded the standard in grades 3–5, against 46% and 42% statewide. The Scope Score combines 6 dimensions for elementary schools: exceeded standard, met or exceeded the standard, grade 3-to-5 growth, chronic absenteeism, suspension rate, and ELPAC English Learner proficiency. See the current formula and weights. Data source: California Department of Education CAASPP 2026, analyzed by SchoolScope.
What are Carpenter Community Charter's CAASPP test scores?
In spring 2026, 87% of students tested in grades 3–5 met or exceeded the English standard and 85% the math standard; 67% and 61% exceeded it. For the same grades, California's rate was 46% and 42% met or exceeded, 24% and 21% exceeded. 398 students were tested in English and 400 in math (CDE CAASPP 2025–26; California's rate combines CDE's statewide grade rows, weighted by students tested, our calculation).
How does Carpenter Community Charter rank in California?
Carpenter Community Charter is in the 99th percentile of 5,728 California comprehensive elementary schools (Strong, 2026). Carpenter Community Charter ranks #39 by Scope Score in that comparison pool. This ranking is based on a weighted composite of 2026 CAASPP test performance (exceeded and met rates), aggregate cohort comparison (2024 G3 → 2026 G5), chronic absenteeism, and suspension rate. Unlike single-number ratings, the Scope Score shows what drives the ranking so parents can decide what matters most to their family. See full methodology.
Is Carpenter Community Charter getting better or worse?
SchoolScope compares Carpenter Community Charter's grade 3 results in 2024 with its grade 5 results in 2026, using school-level test aggregates. Students are not matched across years, and enrollment changes can affect the comparison. SchoolScope elementary standardized cohort gain: approximately 93rd percentile on a calibrated reference scale, not an empirical school rank. This score compares school-level grade groups across ELA and Math, not matched students in California's separate growth model. It describes an aggregate change; it cannot establish how individual students progressed or what caused it. See full methodology.
What do attendance and suspension records show for Carpenter Community Charter?
CDE chronic absence 2025–26: 5.3% of eligible students missed 10% or more of the days they were expected to attend; 48 chronically absent of 903 eligible students. CDE suspension 2025–26: 0.2%; 2 unduplicated suspended students of 908 cumulative enrollment. Separately, SchoolScope's adjusted chronic-absence scoring input is 5.7%. SchoolScope's adjusted suspension scoring input is 0.3%. These are model inputs, not CDE's reported rates. These figures cannot establish safety or everyday experience. How the Scope Score is built.
How does Carpenter Community Charter compare to other schools in Studio City?
Carpenter Community Charter is in the 99th percentile (Strong) of California’s regular public and charter elementary schools. To compare with nearby schools, SchoolScope shows the same measures side by side: the share of students who met or exceeded the standard, the share who exceeded it, growth, chronic absence and suspensions. The school serves 863 students. Use the schools in Studio City page or the map view to compare nearby elementary schools.
What do reported student-group results show at Carpenter Community Charter?
At Carpenter Community Charter in Studio City, 73.0% of low-income students (CDE’s “socioeconomically disadvantaged” group) met or exceeded the ELA standard in 2026 for reported grades 3, 4 and 5, compared to 40.4% district-wide for those same grades and 35.6% statewide for those same grades. Carpenter Community Charter’s rate for low-income students exceeds its district average by 32.6 percentage points in ELA. Other subgroups: low-income students (67.2% met or exceeded the Math standard); White students (85.8% met or exceeded the ELA standard). The widest gap between a student group’s met-or-exceeded rate and the school-wide rate is 26.9 percentage points: students with disabilities in Math. Data source: California Department of Education, CAASPP 2025-26. 63 ELA grade test records. SchoolScope shows disaggregated test scores by demographic subgroup so you can see how a school performs for your child's specific group — not just the school-wide average. Subgroup data is context, not part of the Scope Score: we don't penalize schools for who they serve. See our equity approach.
What middle school does Carpenter Community Charter feed into?
By attendance boundary, Carpenter Community Charter is zoned to Walter Reed Middle. Walter Reed Middle has a Scope Score of 58 out of 100. Boundaries come from the U.S. Department of Education's School Attendance Boundary Survey, a 2015-16 collection and the most recent national one — they are approximate and may since have changed. A boundary is also not a placement guarantee: magnet, charter, open-enrollment and inter-district transfer options mean students from one school often continue to several different ones. Confirm your address with the district before making an enrollment or housing decision. Data source: NCES School Attendance Boundary Survey, analyzed by SchoolScope.
Source records

Explore the data

Available score factors, grade-level results, student-group measures, and nearby-school context, with source details.

Downloads, sources & methodology
Download CSVReport a data issueMethodologyData updatesCDE CAASPP research files (opens in new tab)

Carpenter Community Charter is ranked #39 statewide · #4 of 581 in Los Angeles Unified.

Score factorsInspect source values, comparisons and score weights.Weighted composite · 2025–26
Score factors
FactorSchoolStateWeight
Exceeded standard63.5%21.5%42%
Met or exceeded85.8%43.0%23%
Growth (2024 G3 → 2026 G5)Strongaverage20%
Chronic absenteeism5.7%16.9%5%
Suspension rate0.3%1.6%5%
Exceeded standard
↑ vs CA 21.5% · index 91 · 50 = CA elementary-school midpoint
Met or exceeded
↑ vs CA 43.0% · index 84 · 50 = CA elementary-school midpoint
Growth (2024 G3 → 2026 G5)
↑ vs CA average · ≈93rd calibrated reference pctile
Chronic absenteeism
↑ vs CA 16.9% · index 68 · 50 = CA elementary-school midpoint · ▼ 1.0pp lower vs 2025
Suspension rate
↑ vs CA 1.6% · index 62 · 50 = CA elementary-school midpoint · → no change vs 2025

Any absence or suspension percentage shown here is a SchoolScope model-adjusted scoring input, not a raw CDE-reported school rate. The State column averages these inputs across scored comprehensive California schools at this level.

By grade & subgroupLook beyond the school average, by grade and student group.CAASPP 2025–26 · % of tested students

From 2025–26 reporting, California calls Level 3 Proficient and Level 4 Advanced (formerly Standard Met and Standard Exceeded). “Proficient or Advanced” combines both levels in the 2025–26 results shown here. California's level descriptions.

ELA · 2025–26 results by grade

CDE CAASPP 2026
ELATestedEXCMETNEARNOTMET++/CA
Grade 314372%21%5%2%93%+50
Grade 413264%20%10%7%83%+39
Grade 512363%22%10%5%85%+37

California comparison: each reporting school contributes equally; schools with fewer than 15 tested in this grade and subject are excluded.

State grade 3 ELA equal-school mean: 43.1%; n=5685 reporting schools

State grade 4 ELA equal-school mean: 44.6%; n=5706 reporting schools

State grade 5 ELA equal-school mean: 48.1%; n=5715 reporting schools

Math · 2025–26 results by grade

CDE CAASPP 2026
MathTestedEXCMETNEARNOTMET++/CA
Grade 314463%31%4%3%93%+47
Grade 413361%23%13%3%84%+43
Grade 512359%17%18%7%76%+40

California comparison: each reporting school contributes equally; schools with fewer than 15 tested in this grade and subject are excluded.

State grade 3 Math equal-school mean: 46.0%; n=5687 reporting schools

State grade 4 Math equal-school mean: 41.4%; n=5704 reporting schools

State grade 5 Math equal-school mean: 35.6%; n=5717 reporting schools

We show the grade rows CDE publishes for this school. A missing grade or dash can mean the school does not serve that grade, that we hold no valid result for it, or that the tested group was too small to report. It does not mean zero.

Earlier years · grade and subject

Year · grade · subjectStudents with scoresMet+
2025 · Grade 3 · ELA13785.4%
2025 · Grade 4 · ELA13179.4%
2025 · Grade 5 · ELA12986.0%
2025 · Grade 3 · Math13883.3%
2025 · Grade 4 · Math13183.2%
2025 · Grade 5 · Math12978.3%
2024 · Grade 3 · ELA13874.6%
2024 · Grade 4 · ELA13686.0%
2024 · Grade 5 · ELA14587.6%
2024 · Grade 3 · Math13882.6%
2024 · Grade 4 · Math13681.6%
2024 · Grade 5 · Math14582.8%
2023 · Grade 3 · ELA14278.9%
2023 · Grade 4 · ELA14785.7%
2023 · Grade 5 · ELA12486.3%
2023 · Grade 3 · Math14479.9%
2023 · Grade 4 · Math14985.9%
2023 · Grade 5 · Math12483.9%
2022 · Grade 3 · ELA14571.0%
2022 · Grade 4 · ELA12885.2%
2022 · Grade 5 · ELA13187.0%
2022 · Grade 3 · Math14577.9%
2022 · Grade 4 · Math12986.8%
2022 · Grade 5 · Math13180.2%
2019 · Grade 3 · ELA15978.0%
2019 · Grade 4 · ELA16168.9%
2019 · Grade 5 · ELA15688.5%
2019 · Grade 3 · Math16075.6%
2019 · Grade 4 · Math16160.3%
2019 · Grade 5 · Math15572.3%
2018 · Grade 3 · ELA16369.9%
2018 · Grade 4 · ELA16781.4%
2018 · Grade 5 · ELA15283.5%
2018 · Grade 3 · Math16373.6%
2018 · Grade 4 · Math16780.8%
2018 · Grade 5 · Math15269.7%
2017 · Grade 3 · ELA17077.1%
2017 · Grade 4 · ELA16477.4%
2017 · Grade 5 · ELA12487.9%
2017 · Grade 3 · Math17176.0%
2017 · Grade 4 · Math16474.4%
2017 · Grade 5 · Math12468.5%
2016 · Grade 3 · ELA17475%
2016 · Grade 4 · ELA12979%
2016 · Grade 5 · ELA12787%
2016 · Grade 3 · Math17575%
2016 · Grade 4 · Math12976%
2016 · Grade 5 · Math12568%
2015 · Grade 3 · ELA14769%
2015 · Grade 4 · ELA14079%
2015 · Grade 5 · ELA14480%
2015 · Grade 3 · Math14771%
2015 · Grade 4 · Math14069%
2015 · Grade 5 · Math14459%

Current 2025–26 grade results appear above. The 2015–2018 rows were checked against original CDE files; independent re-verification of other stored historical years remains incomplete. The 2015 and 2016 percentages are rounded to whole numbers in the source. “Students with scores” is the rate denominator for that grade, subject and year. A missing result is not zero or a matched cohort.

Science (CAST)TestedEXCMETNEARNOT
Schoolwide12343%33%24%1%

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

Subgroup · ELATestedMET+vs districtvs CA
Socioeconomically Disadvantaged6373.0%+33+37
White19785.8%+18+26
Two or More Races11991.6%+28+32
Nearest elementary schoolsInspect the nearby-school comparison and its enrollment context.Nearby schools · distance and enrollment context

nearest by distance · Grade gap = grade 3 vs grade 5, this year, different students; Cohort growth = school-level grade groups from different years, not matched children, in scale-score points — that's the measurement the Scope Score weights

SchoolDistScope · percentile · bandEXCMET+Grade gapCohort growthSusp
Carpenter Community Charter ←—8899th percentile · Strong · statewide · 202663.5%85.8%−12.5pp+91 pts0.3%
Colfax Charter Elementary1.3 mi7193rd percentile · Strong · statewide · 202657.0%79.7%−8.4pp—0.1%
Rio Vista Elementary1.4 mi4263rd percentile · Solid · statewide · 202626.4%50.5%−5.8pp—0.4%
Lankershim Elementary1.8 mi2524th percentile · Needs Support · statewide · 20266.6%22.8%+22.8pp—0.4%
California average—39School average · no percentile21.5%43.0%−2.7pp—1.6%

Susp = SchoolScope model-adjusted suspension input, not the raw CDE-reported school rate.

More measuresRead additional measures and dated historical records.context · not all part of the Scope Score

Earlier assessment years · legacy Scope Score model

Earlier assessment years · legacy Scope Score model
Assessment yearScope ScorePercentileRankComparison group
201968/10089#556California comprehensive elementary schools · 5,484 schools

These are retrospective calculations using earlier test results and current school levels and comparison classes. Each year's rank and percentile use that year's measured school group. They do not form a trend across different score models.

Historical ELPAC inputs are absent from these calculations. Missing factor weights are redistributed proportionally among available factors. Adjusted climate values are SchoolScope scoring inputs, distinct from the state’s reported rates.

CDE reported all-students (TA) school rates for 2025 and 2026; the change is 2026 minus 2025 in percentage points.

Year-over-year school rates
Chronic absenteeism2025 · 6.3% → 2026 · 5.3% · −1.0pp
Suspension rate2025 · 0.3% → 2026 · 0.2% · −0.1pp

ELA and Math by test year · all tested grades

Year · subjectStudents with scoresExcMet+
2026 · ELA39866.6%87.4%
2026 · Math40060.8%84.8%
2025 · ELA39763.5%83.6%
2025 · Math39856.0%81.7%
2024 · ELA41964.9%82.8%
2024 · Math41959.7%82.3%
2023 · ELA41359.6%83.5%
2023 · Math41758.3%83.2%
2022 · ELA40459.4%80.7%
2022 · Math40551.4%81.5%
2019 · ELA47652.3%78.4%
2019 · Math47641.8%69.3%
2018 · ELA48251.9%78.2%
2018 · Math48242.1%74.9%
2017 · ELA45854.8%80.1%
2017 · Math45942.0%73.4%
2016 · ELA43054%80%
2016 · Math42940%73%
2015 · ELA43144%76%
2015 · Math43134%66%

Each year names its school year end (2026 = 2025–26). “Students with scores” is the subject-specific rate denominator; ELA and Math counts must not be added. The 2015–2018 rows were checked against CDE’s original research files. The 2015 and 2016 files report whole percentages; later rows round to one decimal here. Older stored rows from other years still need independent original-file re-verification. A dash is unavailable, not zero.

YearScopePctileRankExcMet+AbsentSuspGrade gap
2019———47.1%73.9%10.6%0.1%+3.5pp
2022———55.8%81.3%13.7%0.1%+9.1pp
2023———58.8%83.4%11.3%0.3%+5.7pp
2024———62.1%82.5%8.0%0.3%+6.5pp
2025———59.8%82.6%6.7%0.3%-2.2pp
20268899#3963.5%85.8%5.7%0.3%-12.5pp

The Absent and Susp columns are SchoolScope model-adjusted scoring inputs, rather than raw CDE-reported school rates.

Grade gap = this year's grade 3 vs grade 5 result, two different sets of students, not a trend for any one child — it is not the measurement the Scope Score's growth dimension uses. See §01 above and /methodology#verdicts for the school's actual scored (cohort) growth.
NO 2020 OR 2021 RECORDS IN THIS SCHOOLSCOPE SERIES · SCORE AND PERCENTILE ARE RELATIVE TO EACH YEAR'S FIELD
Climate by student groupCompare attendance and discipline records by student group.chronic absenteeism · 2018–19 vs 2025–26 school years
Group2018–192025–26Δ
Female9.9%6.9%-3.0pp
Male11.3%3.5%-7.8pp
Asian7.6%3.6%-4.0pp
Black/African American14.8%10.5%-4.3pp
Hispanic/Latino8.8%11.8%+3.0pp
Two or More Races6.8%3.8%-3.0pp
White11.0%3.6%-7.4pp
Students with Disabilities15.2%5.0%-10.2pp
English Learners21.1%11.8%-9.3pp
Socioeconomically Disadvantaged16.3%11.4%-4.9pp
All Students10.6%5.3%-5.3pp

Separate dots mark the reported school years; no line or intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.

California growth model, by student groupInspect CDE growth-model records and group sample sizes.2025 · scale-score points vs the state's prediction · shown, never scored
GroupELAnCDE bandMathnCDE band
All Students+17256Accelerated+17256Accelerated
English Only+18236not categorised+17236not categorised
White+22160Exceptional+17160Accelerated
Socioeconomically Disadvantaged+1048Accelerated+1148Accelerated
Students with Disabilities+145Average+1645Accelerated
Hispanic or Latino+639Accelerated+1339Accelerated
Asian+2122Exceptional+3322Exceptional
Two or More Races+1719Accelerated+1119Accelerated

CDE reports scale-score points versus its growth-model prediction — 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 categorised” means this imported CDE row has a growth value without a performance category. CDE labels at least one imported estimate here WEIGHTED; that describes its aggregation method, 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 source detailSeparate historical trends, cohort comparisons and matched growth.CDE matched-student model and school-grade cohort record · distinct measures

School-grade cohort proxy · ELA endpoints

ELA · 2024 · Grade 3
54%
exceeded standard · 75% met or exceeded
CDE CAASPP 2024 · 138 ELA test records with scores
ELA · 2026 · Grade 5
63%
exceeded standard · 85% met or exceeded
CDE CAASPP 2026 · 123 ELA test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 123 (school-grade cohort proxy).

These paired percentages describe ELA 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 ELA and Math; California's matched-student model is a separate measure.

California growth model · reported-school field
State model · ELAmatched students, grades 4-8
Source and benchmark

CDE California growth model · 2025 Dashboard

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

ALL students, grades 4–8

256 students

estimate WEIGHTED

SchoolScope midrank among 7,519 reported ELA ALL school records in its retained school inventory

California growth model, ELA: +17 scale-score points versus the state's expectation, 92nd percentile of 7,519 reported schools in SchoolScope's retained inventory.92nd pctile · +17 pts
State model · mathmatched students, grades 4-8
Source and benchmark

CDE California growth model · 2025 Dashboard

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

ALL students, grades 4–8

256 students

estimate WEIGHTED

SchoolScope midrank among 7,518 reported MATH ALL school records in its retained school inventory

California growth model, math: +17 scale-score points versus the state's expectation, 88th percentile of 7,518 reported schools in SchoolScope's retained inventory.88th pctile · +17 pts
this school| center tick: 50th percentile in SchoolScope's retained-school field, calculated separately for ELA and Math

Source notes. CDE reports scale-score points versus its prediction for matched students, never a percentage. Among SchoolScope's retained California elementary school records, the median ELA estimate is +2 and the middle half fall between −5 and +9 scale-score points — the spread is wide, so read its position among reported schools, not the sign. 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 is not part of the Scope Score.

Funding source detailFollow funding records at their school or district source grain.CDE ESSA school · CDE SACS district · NCES F-33 district; each row labels 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$511 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 863

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 863

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.

ShowHide 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 16%Student services 12%Administration 7%Buildings & maintenance 10%Other 2%

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.

ShowHide the district's spending year by year
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 →

09ZIP-area community recordACS 2020–2024 · ZCTA 91604
ShowHide table 09 — ZIP-area community record
American Community Survey 5-year estimates · 2020–2024 · ZIP Code Tabulation Area 91604
MeasureEstimate
Median household income$141,875
Bachelor's degree or higher (adults 25+)65.07%
ZCTA population32,469
Median age40.7 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/ZCTA context does not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score.

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EXC = exceeded standard · MET+ = met or exceeded the standard · Source: CA Dept. of Education · CAASPP 2025–26 · n=5,728 elementary schools · Vintages: climate subgroups 2019+2025 · district finance per its label · ACS 2024 · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated 2026-10-15

SchoolScope scores and verdicts are our reading of public California Department of Education data, not an official rating. How we analyze · Request a correction