Charter school · Santa Rosa Elementary · Santa Rosa, California

Cesar Chavez Language Academy — Rating & test scores

Santa Rosa · TK–8 · 773 students (2024–25)

2480 Sebastopol Road, 95407ccla.srcschools.org ↗(707) 890-3890

31stpercentileDeveloping

Top: Santa Rosa Elementary’s other 9 scored elementary schools. Bottom: California’s 5,726 scored public elementary schools by Scope Score, 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 ↓

Cesar Chavez Language Academyhigher than 31 of the 100 California dotsand 6 of Santa Rosa Elementary’s 9 others

Santa Rosa Elementary’s other 9 schools · 1 dot each

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

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

Cesar Chavez Language Academyhigher than 31 of the 100 California dotsand 6 of Santa Rosa Elementary’s 9 others

Santa Rosa Elementary’s other 9 schools · 1 dot each

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

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

Cesar Chavez Language Academyhigher than 31 of the 100 California dotsand 6 of Santa Rosa Elementary’s 9 others

Santa Rosa Elementary’s other 9 schools · 1 dot each

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

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

Below California in English, well below in math: 38% and 30% 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: 177 in English, 176 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. Volunteers map it, so a new building may be missing. Buildings with no mapped height are drawn one storey high.

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.

6.0% of students (46 of 773) were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Sources

The sentence above: CDE suspension file, 2025–26. All students enrolled during the year (CDE’s cumulative enrollment): 773. District and California figures are averages of school rates (11 Santa Rosa Elementary schools; 5,726 scored California elementary schools), our calculation.

Common questions

How do I get in?

Ask Cesar Chavez Language Academy how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓

Is Cesar Chavez Language Academy a good school?

Cesar Chavez Language Academy scores higher than 31 in 100 of California’s 5,726 scored public elementary schools: 31st percentile, Developing, spring 2026.

Grades 6–8: higher than 11 in 100 California middle schools we score (11th percentile, Needs Support, spring 2026)

Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 14 in 100 students missed 10% or more of school days, against 21 in 100 at the average elementary school in the Santa Rosa Elementary district. 6.0% of students (46 of 773) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

How do kids like mine do here?

In spring 2026, 27% of low-income students in grades 3–8 at Cesar Chavez Language Academy in Santa Rosa scored Proficient or Advanced in English, against 37% for the same group across California. Evidence ↓

What does its own plan pay for?

In its 2025–26 plan, $2.7 million is planned for 28 funded actions in 3 goals. That’s 25% of its $11.2 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan. Evidence ↓

What should I ask on a visit?

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

Academic achievement

How did students here do on state tests?

Below California in English; well below it in math.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 38% scored Proficient or Advanced in English and 30% 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: 177 in English, 176 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 · 177 tested

Advanced: 16%
Proficient: 22%
Below the standard: 62%

This school38%

California46%

Santa Rosa Elementary29%

38% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 176 tested

Advanced: 11%
Proficient: 19%
Below the standard: 70%

This school30%

California42%

Santa Rosa Elementary28%

30% 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	39%	35%	39%
Advanced	20%	13%	17%
Proficient	19%	22%	22%
Developing level	30%	30%	24%
Minimal	31%	35%	37%
Tested	61	62	54
California	44%	46%	49%
Difference	−5	−11	−10

English, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	25%	29%	26%
Advanced	10%	6%	5%
Proficient	15%	23%	21%
Developing level	35%	21%	29%
Minimal	40%	50%	45%
Tested	52	156	137
California	48%	51%	49%
Difference	−23	−22	−23

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	38%	27%	22%
Advanced	20%	5%	7%
Proficient	18%	22%	15%
Developing level	27%	34%	35%
Minimal	35%	39%	43%
Tested	60	62	54
California	47%	42%	37%
Difference	−9	−15	−15

Math, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	10%	14%	9%
Advanced	6%	3%	1%
Proficient	4%	11%	8%
Developing level	21%	27%	20%
Minimal	69%	59%	71%
Tested	52	156	136
California	37%	38%	36%
Difference	−27	−24	−27

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?

Well below California in both subjects. In grades 6–8, spring 2026, 28% scored Proficient or Advanced in English and 11% in math, against 49% and 37% across California. The middle grades are placed separately: 11th percentile (Needs Support) among California’s middle schools.

English

Grades 6–8 · spring 2026 · 345 tested

Advanced: 6%
Proficient: 22%
Below the standard: 72%

This school28%

California49%

Santa Rosa Elementary33%

28% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 344 tested

Advanced: 3%
Proficient: 8%
Below the standard: 89%

This school11%

California37%

Santa Rosa Elementary21%

11% Proficient or Advanced in grades 6–8.

Have results changed?

Results in both subjects were similar to 2025. English stayed at 38% and math stayed at 30%.

English · top two levels · grades 3–5

202538%172 tested

→

202638%177 tested

This school

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

Math · top two levels · grades 3–5

202530%171 tested

→

202630%176 tested

This school

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

Each year is a different group of students.

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

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

Share of students tested at each level, spring 2026
Students	Advanced	Proficient	Developing level	Minimal	Tested
English, grades 3–5 · This school	16%	22%	28%	34%	177
English, grades 3–5 · California	24%	22%	21%	33%	1,208,894
English, grades 3–5 · Santa Rosa Elementary	12%	17%	23%	48%	1,719
Math, grades 3–5 · This school	11%	19%	31%	39%	176
Math, grades 3–5 · California	21%	21%	25%	33%	1,211,701
Math, grades 3–5 · Santa Rosa Elementary	10%	18%	26%	46%	1,719
English, grades 6–8 · This school	6%	22%	25%	47%	345
English, grades 6–8 · California	19%	30%	23%	28%	1,254,039
English, grades 6–8 · Santa Rosa Elementary	10%	23%	22%	45%	930
Math, grades 6–8 · This school	3%	8%	24%	65%	344
Math, grades 6–8 · California	21%	16%	23%	40%	1,254,800
Math, grades 6–8 · Santa Rosa Elementary	9%	12%	23%	56%	930

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 20196 tested years shown · English and math have been below California in every tested year since 2019

Chart and table: 2019–2026.

English top two levels, grades 3–5

This schoolCalifornia

0%50%100%20192023202638%46%

Math top two levels, grades 3–5

This schoolCalifornia

0%50%100%20192023202630%42%

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

In grades 3–5, the share at the state’s top two levels in English went from 31% in 2019 to 38% in 2026, with 2025 and 2026 about the same. In math, it went from 22% in 2019 to 30% in 2026, with 2025 and 2026 about the same. 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
2019	31% 143 tested	50% 1,332,547 tested
2022	30% 170 tested	45% 1,260,830 tested
2023	30% 175 tested	44% 1,247,801 tested
2024	34% 180 tested	45% 1,235,509 tested
2025	38% 172 tested	46% 1,232,086 tested
2026	38% 177 tested	46% 1,208,894 tested

Math · top two levels · grades 3–5
Year	This school	California
2019	22% 144 tested	44% 1,338,625 tested
2022	26% 176 tested	38% 1,265,943 tested
2023	21% 175 tested	40% 1,256,519 tested
2024	31% 180 tested	41% 1,249,262 tested
2025	30% 171 tested	41% 1,241,652 tested
2026	30% 176 tested	42% 1,211,701 tested

What you can do

Who can act on Cesar Chavez Language Academy’s results?

Cesar Chavez Language Academy’s own board decides its plan.

The state hasn’t placed Cesar Chavez Language Academy in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source

Where is its yearly plan?

Cesar Chavez Language Academy is a charter school that CDE lists as locally funded, through its district.

What its plan pays for ↓

Santa Rosa Elementary authorized this charter; its current term ends June 30, 2031.

Authorizer from the California Department of Education’s charter term file; term from its Charter School Database, checked October 22, 2026. Source

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

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

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

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

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

California Education Code § 53008. Source

Life at school

How often do students miss school or get suspended?

14 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. At the average elementary school in the Santa Rosa Elementary district, 21 in 100 were. 6.0% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 105 of 771 students counted for it; suspension: 46 of 773 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 elementary school in the Santa Rosa Elementary district 3.8%.

Chronically absent, 2025–26

14 in 100This school

21 in 100At the average elementary school in the Santa Rosa Elementary district

17 in 100At the average California elementary school

105 of 771 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

6.0%

of students were suspended at least once (46 of 773). Average California elementary school 1.6%.

Ask: What does the school do to settle conflicts before they lead to a suspension?

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

Grades TK–3: not in the records we hold
Grades 4–6: 8 in 100, 13 of 169
Grades 7–8: 17 in 100, 51 of 298

Ask families and staff yourselfWhat to ask the people at Cesar Chavez Language Academy

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

Questions for your visit ↓

Have a child here? Answer 7 questions Responder en español

Teach here? Tell us Santa Rosa Elementary’s email domain so staff can answer our workplace questions.

Every learner

How do kids like mine do here?

Three student groups scored below the same groups across California.

Student groups, grades 3–8, spring 2026

27% of low-income students scored Proficient or Advanced in English and 14% in math (grades 3–8, spring 2026), against 37% and 28% for the same group across California. Hispanic or Latino students and English learners also scored below the same groups across California; the chart gives their figures.

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).

Cesar Chavez Language AcademySame group, California

Low-incomeEnglish · 447 tested27%Same group, California 37%
Low-incomeMath · 445 tested14%Same group, California 28%
Hispanic or LatinoEnglish · 463 tested28%Same group, California 38%
Hispanic or LatinoMath · 461 tested15%Same group, California 28%
English learnersEnglish · 115 tested3%Same group, California 11%
English learnersMath · 114 tested4%Same group, California 13%

Proficient or Advanced, grades 3–8, spring 2026. English learners: grades 3, 4 and 6–8 only.

Who are the students?

2025–26 · students counted

Hispanic or Latino91%
White5%
Asian2%
Two or more races2%
Black or African American—
Filipino—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Unallocated share<1%

A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. Source and comparisons: the full student mix below.

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

39% 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 · 78 of 201 English learners39%

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?

74%of students qualified for free or reduced-price meals in 2024–25, 575 of 773. California: 63%.

44teachers, 2024–25

9 yearsaverage experience, 2024–25

2%in their first year, 2024–25

71%of teaching positions with proper credential and placement, 2021–22

Ask: What extra help is there for low-income students and other student groups, and how does the school check that it works?

All group results, district comparisons and sources

Proficient or Advancedgrades 3–8 · spring 2026

Group and subject	Here	vs Santa Rosa Elementary	vs California
Low-income · 447 tested in English, 445 in math
English	27%	+522%	−1037%
Math	14%	−418%	−1428%
Hispanic or Latino · 463 tested in English, 461 in math
English	28%	+820%	−1038%
Math	15%	−116%	−1328%
English learners · 115 tested in English, 114 in math · grades 3, 4 and 6–8 only
English	3%	−25%	−811%
Math	4%	−48%	−913%

Each gap is to the same group, grades and subject: in Santa Rosa Elementary, and across California. No group that is behind across California does 10 or more points better here.

Students with disabilities, 57 tested in English and 56 in math: no rate for grades 3, 5, 6 and 8 in our records, and fewer than 30 tested in the grades with one. No published rate here for Asian, Black or African American, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races 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	91%
White	5%
Asian	2%
Two or more races	2%
Black or African American	—
Filipino	—
American Indian or Alaska Native	—
Pacific Islander	—
Not reported	—

Data source: California Department of Education chronic-absence file, 2025–26. Shares are of the students the file counts for attendance (CDE’s “eligible enrollment”); unavailable categories are shown as a dash.

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 71% of teaching positions, 31.1 properly credentialed teaching-position FTE out of 44.1 total position FTE. This measures positions, not individual teachers.

In its own words

What does Cesar Chavez Language Academy’s own plan commit to?

Its 2025–26 plan

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

$2.7 million

planned for 28 funded actions in 3 goals. That’s 25% of its $11.2 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan.

The 2025–26 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 74 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 45% of the money. The plan itself puts 81% of it toward staff.

Teachers on Special 2 $566,963
Bilingual Instructional Assistants $468,188
Vice Principal $198,445
25 other actions

Reading, math and catch-up help

3 of the plan’s 28 funded actions name reading, math, catch-up help or English learners in their titles.

Catch-up help $52,000
English learners $598,188

Largest of these

Bilingual Instructional Assistants$468,188
ELD and Newcomer Sections$130,000
Summer School$52,000

For high-need students

It plans $2.3 million in extra services for English learners, low-income students and foster youth. For 2024–25, it planned $2.0 million and estimates it spent $21.2 million, $19.2 million (944%) more than planned (our arithmetic).

What changed

The total is $561,040 (26%) higher than in the 2024–25 plan. The biggest change in dollars is Bilingual Instructional Assistants, which went from $368,188 to $468,188.

Largest cuts

Counselor−⁠$68,631
Online Educational Platforms−⁠$30,000
Teacher extended day−⁠$10,000

Largest increases

Bilingual Instructional Assistants+⁠$100,000
Summer School+⁠$20,000
Family engagement Facilitators+⁠$20,000

New in the 2025–26 plan

Teachers on Special 2$566,963
Vice Principal$198,445
Counselor$196,692

Ask: What did Counselor pay for, and what changes now that the 2025–26 plan gives it $68,631 less?

What its goals measure

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

The test rows are schoolwide results for every grade the school tests; the source doesn’t list which grades. The headline at the top of this page covers grades 3–5 only: 38% in English and 30% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure	2024–25	2025–26	Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1	31%	31%	no change
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1	17%	18%	up 1 pt
Chronically absentGoal 2	14 in 100	14 in 100	no change
Suspended at least onceGoal 2	6.5%	6.0%	down 0.5 pts

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

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

The plan’s own titles and amounts

Teachers on Special 2 · $566,963
Bilingual Instructional Assistants · $468,188
Vice Principal · $198,445

The full plan3 goals, 3 measures and where the money goes

We calculate each action’s share of the plan by dividing its planned amount by the total of the plan’s funded actions ($2.7 million).

Where does the money go?

61% to Goal 1. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.

Change since the 2024–25 plan, same title

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

Every goal, in the plan’s order

Goal 1CCLA has a goal of increasing academic achievement in the areas of English Language Arts and Math, as well as…$1.7 million61% of action budgets

“CCLA has a goal of increasing academic achievement in the areas of English Language Arts and Math, as well as improving English Learner Progress as measure on the ELPAC and CAASPP by 5% each year” p. 8 ↗

14 funded actions · 2024–25 plan: $1.3 million (+⁠$393,921)

Largest funded actions

Teachers on Special 2$566,963action 1.2 · p. 32 ↗ · marked as contributing to high-need services
Bilingual Instructional Assistants$468,188action 1.3 · p. 32 ↗ · marked as contributing to high-need services
Vice Principal$198,445action 1.14 · p. 33 ↗
ELD and Newcomer Sections$130,000action 1.13 · p. 33 ↗ · marked as contributing to high-need services
Materials and supplies$62,000action 1.11 · p. 33 ↗ · marked as contributing to high-need services

9 more funded actions in this goal

Receptionist.75 FTE · action 1.6 · p. 32 ↗ · marked as contributing to high-need services$55,530
Summer School · action 1.9 · p. 32 ↗ · marked as contributing to high-need services$52,000
Teacher extended day · action 1.12 · p. 33 ↗ · marked as contributing to high-need services$40,000
Colors of Spanish(Music Consultant) · action 1.4 · p. 32 ↗ · marked as contributing to high-need services$30,372
Extended Learning Opportunities · action 1.5 · p. 32 ↗$25,000
Online Educational Platforms · action 1.1 · p. 32 ↗ · marked as contributing to high-need services$20,000
Library Tech · action 1.7 · p. 32 ↗ · marked as contributing to high-need services$16,000
Subscriptions · action 1.8 · p. 32 ↗ · marked as contributing to high-need services$5,944
Technology/ Hardware · action 1.10 · p. 33 ↗ · marked as contributing to high-need services$5,000

Changes from last year’s plan, same title

Bilingual Instructional Assistants+⁠$100,000$368,188 → $468,188 · p. 32 ↗
Online Educational Platforms−⁠$30,000$50,000 → $20,000 · p. 32 ↗
Summer School+⁠$20,000$32,000 → $52,000 · p. 32 ↗

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

Teachers on Special 2 · $566,963 · p. 32 ↗new or renamed
Vice Principal · $198,445 · p. 33 ↗new or renamed
ELD and Newcomer Sections · $130,000 → $130,000 · p. 33 ↗unchanged
Materials and supplies · $62,000 → $62,000 · p. 33 ↗unchanged
Receptionist.75 FTE · $45,530 → $55,530 · p. 32 ↗+⁠$10,000
Teacher extended day · $50,000 → $40,000 · p. 33 ↗−⁠$10,000
Colors of Spanish(Music Consultant) · $30,372 → $30,372 · p. 32 ↗unchanged
Extended Learning Opportunities · $25,000 → $25,000 · p. 32 ↗unchanged
Library Tech · $16,000 → $16,000 · p. 32 ↗unchanged
Subscriptions · $5,944 → $5,944 · p. 32 ↗unchanged
Technology/ Hardware · $10,000 → $5,000 · p. 33 ↗−⁠$5,000

A reworded title counts as new.

How the plan measures it · 1 measure

None of these has an all-students line we can quote; the plan’s table lists them from p. 8 ↗.

Goal 2 · Focus GoalCCLA has a goal of decreasing suspension rates and chronic absenteeism as reported on the California…$1.0 million38% of action budgets

“CCLA has a goal of decreasing suspension rates and chronic absenteeism as reported on the California Dashboard. 3 full-time Counselor to facilitate the implementation of lunch bunch, SEL Program of Toolbox and participate in Tier 2 Care Team support, SSTs, 504s, one-to-one support and refer to inhouse and out of house therapists. Two full time Restorative Specialists will work with students to help with conflict management, pre- circles, circles, communication between student-teachers and students-students and suspension re- entries. The School & Climate Teacher on Special Assignment will work with classroom teachers to implement Tier I Interventions and provide Professional Development on student engagement strategies in the classroom so that students will be successful during their academic school day. A school will contract with Humanidad Therapy to offer 4 therapists for TK-8 students which will help support 75 students at any one time. Programs that support Social Emotional Learning during lunch with sports, after school sports programs, clubs and equipment. two full time campus supervisor to help administration with campus security and truancy issue and other incentive programs to engage all students” p. 13 ↗

13 funded actions · 2024–25 plan: $864,128 (+⁠$167,119)

Largest funded actions

Counselor$196,692action 2.5 · p. 33 ↗ · marked as contributing to high-need services · of which $123,974 is state funding counted toward those services
Campus Supervisors/ Student Safety Advisors$155,094action 2.3 · p. 33 ↗ · marked as contributing to high-need services
Restorative Specialist$146,189action 2.7 · p. 34 ↗ · marked as contributing to high-need services
Humanidad Therapy$143,000action 2.8 · p. 34 ↗ · marked as contributing to high-need services
Family engagement Facilitators$141,212action 2.6 · p. 34 ↗ · marked as contributing to high-need services

8 more funded actions in this goal

Counselor · action 2.1 · p. 33 ↗ · marked as contributing to high-need services$98,061
Social emotional Learning · action 2.10 · p. 34 ↗ · marked as contributing to high-need services$60,000
Additional funding for other services · action 2.2 · p. 33 ↗ · marked as contributing to high-need services$25,000
Student Incentives · action 2.9 · p. 34 ↗ · marked as contributing to high-need services · of which $15,000 is state funding counted toward those services$25,000
Athletics · action 2.11 · p. 34 ↗ · marked as contributing to high-need services$20,000
Field Trips · action 2.13 · p. 34 ↗ · marked as contributing to high-need services$16,000
Parent involvement Opportunities · action 2.4 · p. 33 ↗$3,000
Increasing School to Home communication · action 2.12 · p. 34 ↗$2,000

Changes from last year’s plan, same title

Counselor−⁠$68,631$166,692 → $98,061 · p. 33 ↗
Family engagement Facilitators+⁠$20,000$121,212 → $141,212 · p. 34 ↗
Restorative Specialist+⁠$20,000$126,189 → $146,189 · p. 34 ↗

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

Counselor · $196,692 · p. 33 ↗new or renamed
Campus Supervisors/ Student Safety Advisors · $155,094 · p. 33 ↗new or renamed
Humanidad Therapy · $143,000 → $143,000 · p. 34 ↗unchanged
Social emotional Learning · $60,000 → $60,000 · p. 34 ↗unchanged
Additional funding for other services · $25,000 → $25,000 · p. 33 ↗unchanged
Student Incentives · $25,000 → $25,000 · p. 34 ↗unchanged
Athletics · $20,000 → $20,000 · p. 34 ↗unchanged
Field Trips · $16,000 → $16,000 · p. 34 ↗unchanged
Parent involvement Opportunities · $3,000 → $3,000 · p. 33 ↗unchanged
Increasing School to Home communication · $2,000 → $2,000 · p. 34 ↗unchanged

A reworded title counts as new.

How the plan measures it · 1 measure

None of these has an all-students line we can quote; the plan’s table lists them from p. 13 ↗.

Goal 3 · Focus GoalCCLA will increase the number of teachers participating in grade level/ department release days as well as…$35,0001% of action budgets

“CCLA will increase the number of teachers participating in grade level/ department release days as well as TWDI professional development. Each teacher will participate in PLC to look at data and to implement focused academic/ behavioral goals with students and parents” p. 17 ↗

1 funded action · 2024–25 plan: $35,000 (unchanged)

Largest funded actions

Release time for collaboration$35,000action 3.1 · p. 34 ↗ · marked as contributing to high-need services · of which $20,000 is state funding counted toward those services

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

Release time for collaboration · $35,000 → $35,000 · p. 34 ↗unchanged

How the plan measures it · 1 measure · 1 quoted

number of teachers participating in professional development and collaboration p. 17 ↗
Baseline
89% of teachers have participated
Target for year 3
100% of staff attending professional development

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

Next steps

How do I get in?

Ask Cesar Chavez Language Academy how it admits students. Charter schools set their own enrollment steps and dates.

Before you apply

Confirm this school’s current process directly.

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

School website: ccla.srcschools.org ↗Office: (707) 890-3890Administrator: Gabriela Mendoza-Torres

Location and visiting

Get directions

2480 Sebastopol Road, Santa Rosa 95407

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

Questions for your visit

What does the school try before a suspension, and who talks with the family? 6.0% suspended at least once, 2025–26 (46 of 773 students); average California elementary school: 1.6%
What extra help do students who are behind get, and how do you know it’s working? 62% in English and 70% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (177 tested in English, 176 in math); California: 54% and 58%
What does the school do to settle conflicts before they lead to a suspension?
What did Counselor pay for, and what changes now that the 2025–26 plan gives it $68,631 less?
What extra help do English learners get, and how do you know it’s working? 3% of English learners scored Proficient or Advanced in English, grades 3, 4 and 6–8, spring 2026 (115 students tested); the same group across California: 11%

Office (707) 890-38902480 Sebastopol Road, 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

Robert L. Stevens ElementaryWright Elementary · 0.6 mi
62ndSolidScope Score 42
J. X. Wilson ElementaryWright Elementary · 0.6 mi
46thDevelopingScope Score 34
Roseland Creek ElementaryRoseland · 0.6 mi
2ndNeeds SupportScope Score 12
Roseland ElementaryRoseland · 0.9 mi
21stNeeds SupportScope Score 24
Sheppard ElementaryRoseland · 1.1 mi
41stDevelopingScope Score 32

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 #3,941 of 5,726 California elementary schools we score · #4 of 11 in Santa Rosa Elementary

Score factors, 2025–26
Factor	School	Index	Weight
Advancedaverage of English and math	14%	42	42%
Proficient or Advancedaverage of English and math	34%	43	23%
5th graders in 2026 against 3rd graders in 2024 (partly different children)	+74 scale-score pts	47	20%
Chronically absent	14 in 100	55	5%
Suspension rate	6.0% (46 of 773)	16	5%
English learners: top level	12%	43	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	28	31	#3941	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	8 in 100	2.4% (9 of 377)	+3
2021–22	not on file	not on file	−8
2022–23	not on file	not on file	+3
2023–24	22 in 100	8.3% (68 of 819)	−2
2024–25	14 in 100	6.5% (51 of 781)	−13
2025–26	14 in 100	6.0% (46 of 773)	−8

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	522	10%	31%
2026 · Math	520	5%	18%
2025 · English	495	10%	31%
2025 · Math	500	6%	17%
2024 · English	558	7%	23%
2024 · Math	562	4%	16%
2023 · English	602	5%	25%
2023 · Math	599	4%	13%
2022 · English	618	7%	25%
2022 · Math	633	5%	14%
2019 · English	143	11%	31%
2019 · Math	144	7%	22%
2018 · English	—	—	—
2018 · Math	—	—	—
2017 · English	38	8%	18%
2017 · Math	38	8%	26%

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	62	39%
2025 · Grade 4 · English	56	43%
2025 · Grade 5 · English	54	31%
2025 · Grade 6 · English	52	42%
2025 · Grade 7 · English	127	28%
2025 · Grade 8 · English	144	20%
2025 · Grade 3 · Math	61	36%
2025 · Grade 4 · Math	56	36%
2025 · Grade 5 · Math	54	17%
2025 · Grade 6 · Math	52	19%
2025 · Grade 7 · Math	132	11%
2025 · Grade 8 · Math	145	6%
2024 · Grade 3 · English	62	35%
2024 · Grade 4 · English	60	22%
2024 · Grade 5 · English	58	47%
2024 · Grade 6 · English	42	29%
2024 · Grade 7 · English	159	20%
2024 · Grade 8 · English	177	12%
2024 · Grade 3 · Math	62	42%
2024 · Grade 4 · Math	60	25%
2024 · Grade 5 · Math	58	26%
2024 · Grade 6 · Math	42	12%
2024 · Grade 7 · Math	161	13%
2024 · Grade 8 · Math	179	5%
2023 · Grade 3 · English	65	18%
2023 · Grade 4 · English	58	41%
2023 · Grade 5 · English	52	31%
2023 · Grade 6 · English	53	30%
2023 · Grade 7 · English	190	22%
2023 · Grade 8 · English	184	23%
2023 · Grade 3 · Math	65	26%
2023 · Grade 4 · Math	58	16%
2023 · Grade 5 · Math	52	19%
2023 · Grade 6 · Math	53	25%
2023 · Grade 7 · Math	188	8%
2023 · Grade 8 · Math	183	8%
2022 · Grade 3 · English	64	33%
2022 · Grade 4 · English	52	21%
2022 · Grade 5 · English	54	35%
2022 · Grade 6 · English	56	32%
2022 · Grade 7 · English	189	21%
2022 · Grade 8 · English	203	22%
2022 · Grade 3 · Math	64	38%
2022 · Grade 4 · Math	57	21%
2022 · Grade 5 · Math	55	18%
2022 · Grade 6 · Math	57	25%
2022 · Grade 7 · Math	196	10%
2022 · Grade 8 · Math	204	3%
2019 · Grade 3 · English	64	22%
2019 · Grade 4 · English	43	30%
2019 · Grade 5 · English	36	47%
2019 · Grade 3 · Math	64	30%
2019 · Grade 4 · Math	44	20%
2019 · Grade 5 · Math	36	11%
2018 · Grade 3 · English	—	—
2018 · Grade 4 · English	—	—
2018 · Grade 3 · Math	—	—
2018 · Grade 4 · Math	—	—
2017 · Grade 3 · English	38	18%
2017 · Grade 3 · Math	38	26%

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	190	4%	12%	60%	24%

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	447	27%	+5	−10
Hispanic or Latino	463	28%	+8	−10
English learners (grades 3, 4 and 6–8 only)	115	3%	−2	−8

Growth recordsgrade 5 against the same school’s grade 3 two years earlier, partly different children

Grade 5 in 2026 against grade 3 in 2024 · English

English · 2024 · Grade 3

16%

exceeded standard · 35% met or exceeded

CDE CAASPP 2024 · 62 English test records with scores

English · 2026 · Grade 5

17%

Advanced · 39% Proficient or Advanced

CDE CAASPP 2026 · 54 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 54 (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.

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 · 14 in 100 → 2025–26 · 14 in 100 · 0 in 100
Suspension rate2024–25 · 6.5% (51 of 781) → 2025–26 · 6.0% (46 of 773) · −0.5 percentage points

Group	2018–19	2025–26	Change
Female	8 in 100	14 in 100	+6 in 100
Male	7 in 100	13 in 100	+6 in 100
Hispanic or Latino	8 in 100	14 in 100	+6 in 100
White	9 in 100	5 in 100	−4 in 100
Students with disabilities	3 in 100	21 in 100	+18 in 100
English learners	8 in 100	15 in 100	+7 in 100
Low-income	8 in 100	15 in 100	+7 in 100
All students	8 in 100	14 in 100	+6 in 100
Asian	—	7 in 100	—
Two or more races	—	7 in 100	—
Homeless	—	29 in 100	—
Military families	—	0 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

School-level federal expenditures$369 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 793

Central federal expenditures attributed here$993 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 793

Source: NCES F-33 · Full district breakdown →

Staffing recordsstate teacher credential-and-placement and district salary records · each for its own year

Additional workforce records

Properly assigned intern credential holders0.4%

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

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 95407 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 95407 area
Measure	Estimate
Median household income	$82,863
Bachelor's degree or higher (adults 25+)	17%
ZIP-area population	42,036
Median age	34.4 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 95407 →

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

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Free to embed with the credit link. Data updates automatically.

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 · Data updated October 15, 2026

How we analyze · Request a correction

Cesar Chavez Language Academy — Rating & test scores

Compare schools

Spring 2026 state test results

Common questions

How do I get in?

Is Cesar Chavez Language Academy a good school?

How often do students miss school or get suspended?

How do kids like mine do here?

What does its own plan pay for?

What should I ask on a visit?

How did students here do on state tests?

English

Math

How do the middle grades do?

English

Math

Have results changed?

English · top two levels · grades 3–5

Math · top two levels · grades 3–5

Each year’s results and tested counts

Who can act on Cesar Chavez Language Academy’s results?

Where is its yearly plan?

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

How do kids like mine do here?

Who are the students?

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

Who are the families and teachers?

What does Cesar Chavez Language Academy’s own plan commit to?

The 2025–26 plan in short

Where the money goes

Reading, math and catch-up help

For high-need students

What changed

What its goals measure

Where does the money go?

Every goal, in the plan’s order

How do I get in?

Before you apply

Location and visiting

Questions for your visit

Source records

Scope Score

Grade 5 in 2026 against grade 3 in 2024 · English

Additional workforce records

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