Public school · Los Angeles Unified

Charles Maclay Middle — Rating & test scores

12540 Pierce Avenue, Pacoima · 238 students · Grades 6–8

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Shared campus · © OpenStreetMap

The California School Campus Database records Bert Corona Charter High on this campus too; it gives each school the whole campus, so this drawing doesn’t show which buildings each uses.

Drawn from OpenStreetMap, with building heights from LA County, inside the campus outline from the California School Campus Database (2025). Volunteers map it, so a new building may be missing.

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

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

Scope Score 72

DevelopingScope Score · 35th percentile. Higher than 35 in 100 of the 2,529 California public middle schools we score.

75 is the typical California school. 100 is the best result in the state. How the score is built

Well below California in English (reading and writing) and math, grades 6–8, spring 2026: 33% and 17% scored Proficient or Advanced, against 49% and 37%.

Source for this line
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 196 in English, 198 in math
Comparison
California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).

Overview

Is Charles Maclay a good middle school?

Developing. Charles Maclay is higher than most California middle schools on progress in English. Charles Maclay is lower than most on test results, progress in math and attendance.

Test results, spring 2026

English, Proficient or Advanced2333%
Math, Proficient or Advanced1917%
English, Advanced288%
Math, Advanced145%

Progress in a year, 2025

English54+2 pts
Math41−4 pts

Showing up, 2025–26

Attendance636 in 100
Charles Maclay’s place among California middle schools, out of 100Los Angeles Unified’s other middle schoolsBar colour, from the lowest quarter of schools to the highest

One more thing to know

In grades 6–8, spring 2026, 8% of students tested in English scored Advanced, against 19% across California. Advanced is the top of the state’s four levels.

Each bar is Charles Maclay’s place among 2,529 California public middle schools we score. Our calculation from California Department of Education records, updated October 15, 2026.

How to read these bars, and their sources

A place counts the schools out of 100 with a lower figure. The dashed line is the middle. Test results are from spring 2026, grades 6–8. Progress is the state’s measure of how the same students’ scores changed against the score it expected, 2025. Attendance counts students who missed 10% or more of school days; fewer is better, so a higher place means fewer such students.

Source for the sentence
California’s state tests (CAASPP), California Department of Education, spring 2026. All students tested in grades 6–8. California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English tested).

In its own words

What does Charles Maclay say about itself?

We haven’t read Charles Maclay’s website yet. Until we do, the school’s own site is the best place to hear it in its own words.

Open maclayms.lausd.org (opens in a new tab)

Progress

Did students here score above what the state expected?

About as expected, in both subjects. In 2025, students here in grades 6–8 scored +2 points against the state’s expected score in English, which the state calls Average. In math, they scored −4 points, which it calls Average.

What “expected” means: for each student, California looks at students statewide who had a similar score the year before, and takes their typical score this year. The figure here is how far this school’s students scored above or below that, on average.

English

+2

points above the score California expected. The state calls it Average, the third of its five growth levels.

By student group · students counted

Low-income190+2 points
Hispanic or Latino180+2 points
English learners95−1 points
Students with disabilities49−22 points
Long-term English learners29+14 points

Math

−4

points below the score California expected. The state calls it Average, the third of its five growth levels.

By student group · students counted

Low-income191−4 points
Hispanic or Latino181−2 points
English learners96+2 points
Students with disabilities49−3 points
Long-term English learners29−1 points

Grades 6–8, 2025, 192 students in English, 193 in math with scores in both years. Faded rows have fewer than 40 students. It describes results, not causes. Source: California Department of Education, growth model.

How the state’s growth measure works

California sets an expected score for each student from that student’s own score the year before.

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 2 points above that expected score, and in math 4 points below it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

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

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

Our Scope Score measures growth another way. It compares the latest grade 8 scores here with the school’s grade 6 scores two years earlier (partly different children), then places that change among California schools at the same level. The state’s measure counts only students who took California’s test the year before, so the two can point different ways.

SchoolScope middle standardized cohort gain: approximately 72nd percentile on a calibrated reference scale, not an empirical school rank. This score compares school-level grade groups across English and math, not matched students in California's separate growth model.

Nearby

How does it compare with schools nearby?

6 of the 7 middle schools nearby have a higher Scope Score than Charles Maclay. Each school is compared with every California middle school.

Scope Score

8 middle schools within 3.5 miles, highest score first. Under each name is how the school takes students.

  1. PUC Lakeview Charter AcademyCharter · its own lotteryScope Score 7760th
  2. PUC Nueva Esperanza Charter AcademyCharter · its own lotteryScope Score 7339th
  3. Richard E. ByrdNeighborhood school · by addressScope Score 7338th
  4. PUC Inspire Charter AcademyCharter · its own lotteryScope Score 7337th
  5. Bert Corona CharterCharter · its own lotteryScope Score 7336th
  6. PacoimaNeighborhood school · by addressScope Score 7335th
  7. Charles MaclayScope Score 7235th
  8. San FernandoNeighborhood school · by addressScope Score 6913th
Los Angeles UnifiedCharter

A charter school takes applications from any family and holds a lottery when it has more applicants than seats.

Scope Score from California Department of Education state tests (CAASPP), spring 2026, grades 6–8. Distance is a straight line from this campus and is not an attendance boundary. See these schools on the map

Scores and family income

Further right, more students are from low-income families. Higher up, more students scored Proficient or Advanced in English.

25%50%0%25%50%75%100%

4 of 8 schools are named on the chart. Point at a dot or tap it to read any school.

English results: California Department of Education state tests (CAASPP), spring 2026, grades 6–8. Low-income is the share of students who qualified for free or reduced-price meals, 2024–25. The chart compares results, not causes.

Schools like it

How does Charles Maclay compare with schools like it?

Charles Maclay’s Scope Score is 72. 339 California middle schools, counting Charles Maclay, have a similar share of students from low-income families. Their typical score is 71. Charles Maclay’s result is higher than 210 of them.

The five schools with the highest results of the 339

  1. Students from low-income families: 92%

    Scope Score 89Strong · 93rd percentile

  2. Students from low-income families: 93%

    Scope Score 88Strong · 92nd percentile

  3. Students from low-income families: 96%

    Scope Score 87Strong · 91st percentile

  4. Students from low-income families: 94%

    Scope Score 82Strong · 82nd percentile

  5. Students from low-income families: 92%

    Scope Score 81Strong · 79th percentile

339 California public middle schools where 92% to 100% of students qualified for free or reduced-price meals in 2024–25. The chart compares results, not causes. Our calculation from California Department of Education records, spring 2026.

How the group is chosen

The group is every California public middle school we score where 92% to 100% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Charles Maclay’s share. The count includes Charles Maclay. Typical means the median: half are higher and half are lower. Schools differ in more than family income, and no score is changed for it. Our calculation from California Department of Education records: state tests (CAASPP), spring 2026, and school meal eligibility, 2024–25.

Over time

Have results changed?

English results were similar to 2025; math results were higher. English went from 30% to 33% and math from 9% to 17%.

Share at the state’s top two test levels, 2017 to 2026

Grades 6–8. Point at a year, tap it or use the arrow keys to read its figures.

English

No comparable testsNo tests25%50%75%2017201820192022202320242025202639%27%49%CaliforniaCalifornia47%Los Angeles UnifiedDistrict33%Charles MaclayThis school

Math

No comparable testsNo tests25%50%75%2017201820192022202320242025202628%17%37%CaliforniaCalifornia35%Los Angeles UnifiedDistrict17%Charles MaclayThis school

The lines break where a year has no comparable state test results. Each spring tests a different group of students. Los Angeles Unified’s line combines its 214 middle schools we score (our calculation). Faint lines are its other schools. Source: California Department of Education, state tests (CAASPP).

Each year’s results

The top two levels were called Met or Exceeded before 2026 and are called Proficient or Advanced now. Los Angeles Unified’s figure weights each school by the students it tested.

English, grades 6–8: share at the top two levels
SpringCharles MaclayLos Angeles UnifiedCaliforniaTested here
201727%39%48%647
201831%41%49%619
201923%43%50%571
202223%42%47%381
202321%39%46%358
202420%42%46%290
202530%45%49%247
202633%47%49%196
Math, grades 6–8: share at the top two levels
SpringCharles MaclayLos Angeles UnifiedCaliforniaTested here
201717%28%37%671
201817%30%37%628
201914%31%38%588
20228%25%31%379
20236%25%32%360
20246%28%33%295
20259%32%36%251
202617%35%37%198

Tests

How did students here do on state tests?

Well below California in both subjects.

English

33%

scored Proficient or Advanced.

4324258
Los Angeles Unified47%California49%

Math

17%

scored Proficient or Advanced.

602312
Los Angeles Unified35%California37%
MinimalDeveloping levelProficientAdvanced

In grades 6–8, spring 2026, 33% scored Proficient or Advanced in English and 17% in math, against 49% and 37% across California.

The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 6–8 combined. From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”). Source: California Department of Education, state tests (CAASPP).

How does math compare with English?

In grades 6–8, spring 2026, math trails English by 16 percentage points in the share who scored Proficient or Advanced, against 12 points across California. The grades 6–8 cards above give each subject’s share.

Results for each grade, spring 2026

What each level means: California's level descriptions.

English

English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced36%28%34%
Advanced13%3%10%
Proficient23%25%24%
Developing level20%26%25%
Minimal44%46%41%
Tested556873
California48%51%49%
Difference−12−23−15

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 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced16%17%16%
Advanced5%1%7%
Proficient11%16%9%
Developing level18%29%22%
Minimal66%54%62%
Tested566973
California37%38%36%
Difference−21−21−20

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

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

All four test levels, with the number of students tested
Share of students tested at each level, spring 2026. The state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal.
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 6–8 · This school8%25%24%43%196
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Los Angeles Unified17%30%23%30%106,147
Math, grades 6–8 · This school5%12%23%60%198
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Los Angeles Unified19%16%23%42%106,060

Spring 2026, grades 6–8 combined: 196 tested in English, 198 tested in math. California combines the state’s results for the same grades, weighted by students tested (our calculation).

Who goes here

Who goes here?

Hispanic or Latino students are the largest group here, at 87% of students. 82 of 227 students missed 10% or more of school days.

Missing school, 2025–26

36in 100

students were chronically absent. That means they missed 10% or more of school days (82 of 227 students).

At the average Los Angeles Unified middle school: 24 in 100. At the average California middle school: 18 in 100.

Suspensions: 0 students were suspended at least once. Average California middle school 3.7%.

Students, 2024–25

238

students in grades 6–8.

Hispanic or Latino 87%Black or African American 6%

Family income

98%

of students qualified for free or reduced-price meals in 2024–25, 234 of 238. California: 63%.

Teachers, 2024–25

19

teachers, with 16 years of experience on average.

5% were in their first year.

77% of teaching positions had the right credential, 2021–22.

English learners

61%

of English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026 (19 of 31 students).

Los Angeles Unified: 52%. California: 47%.

It counts students moving up the test’s levels, so a student can count here before becoming fluent. Sources: California Department of Education and the California School Dashboard. Each tile names its year.

Missing school, by grade
Grade 6
19 of 62 students in grade 6 were chronically absent.
Grades 7–8
38 in 100 students in grades 7–8 were chronically absent (63 of 165).
Full student mix, 2025–26
StudentsHere
Hispanic or Latino87%
Black or African American6%
White—
Asian—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Where these figures come from

Attendance and suspensions: California Department of Education, 2025–26. Student mix: the students the state’s attendance file counts, 2025–26; a dash means our records hold no count. English learner progress: California School Dashboard, 2026 . Student count: California Department of Education enrollment, 2024–25. Teachers: California Department of Education staffing files, 2024–25.

Teaching credentials: California’s School Accountability Report Card, 2024–25, measured in 2021–22: 17.2 of 22.5 full-time teaching positions. It counts positions, not individual teachers.

Student groups

How do kids like mine do here?

Three student groups scored below the same groups across California in math.

This schoolThe same group, California
  • Low-incomeEnglish · 190 tested33%California 39%
  • Low-incomeMath · 192 tested16%California 26%
  • Hispanic or LatinoEnglish · 173 tested34%California 39%
  • Hispanic or LatinoMath · 174 tested17%California 25%
  • Students with disabilitiesEnglish · 57 tested5%California 14%
  • Students with disabilitiesMath · 58 tested0%California 10%

16% of low-income students scored Proficient or Advanced in math (grades 6–8, spring 2026), against 26% for the same group across California. Hispanic or Latino students and students with disabilities also scored below the same groups across California; the chart gives their figures.

Share who scored Proficient or Advanced, grades 6–8, spring 2026. Each group is compared with the same group in the same grades. Source: California Department of Education, state tests (CAASPP).

Every group’s results, with the district

Low-income is the state’s “socioeconomically disadvantaged” group.

Proficient or Advancedgrades 6–8 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 190 tested in English, 192 in math
English33%−1043%−639%
Math16%−1531%−1026%
Hispanic or Latino · 173 tested in English, 174 in math
English34%−842%−539%
Math17%−1431%−825%
Students with disabilities · 57 tested in English, 58 in math
English5%−1015%−914%
Math0%−1111%−1010%

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

English learners, 36 tested: no rate for grade 6 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.

What people say

What do students, families and staff say?

Students here answered less positively than at Los Angeles Unified middle schools on every theme. Staff here answered more positively on 1 of 4 themes and less positively on 3 than at those schools. Families here answered more positively on 3 of 6 themes than at those schools.

172

students answered

87

family surveys came back

32

staff answered
This schoolLos Angeles Unified middle schools, same questionsShare who gave one of the two most positive answers. Each line runs from 40% to 100%.

Students

172 answered

Feeling safe58%
Belonging44%
Caring adults51%
Having a say54%
High expectations62%
  • Higher than Los Angeles Unified
  • Students have a voice in decision making at this school53%district 48%
  • 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 activities48%district 44%
  • Lower than Los Angeles Unified
  • I am happy to be at this school43%district 64%
  • If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help me53%district 68%
  • Happened to them 2 or more times in 30 days · lower is better
  • Been made fun of because of your looks or the way you talk?36%district 30%
  • Had mean rumors or lies spread about you?23%district 25%

Families

Parents and guardians · 87 surveys came back

Child is safe88%
Feeling welcome89%
Caring adults87%
Being included88%
High expectations86%
Bullying handled79%
  • Higher than Los Angeles Unified
  • My child is safe on school grounds88%district 82%
  • I am greeted by school staff when I visit this school93%district 88%
  • This school recruits and organizes parents to help and support the school86%district 81%

Staff

Teachers and other staff · 32 answered, 13 of them teachers

Feeling safe90%
Caring adults81%
High expectations87%
Little bullying81%
  • Higher than Los Angeles Unified
  • Harassment or bullying among students81%district 71%
  • Lower than Los Angeles Unified
  • Adults at this school treat all students with respect83%district 90%
  • This school emphasizes teaching lessons in ways relevant to students86%district 92%

Each line is the average of the survey’s questions on that theme. The themes are our grouping. We show a question only when at least 20 people answered it. The lists name the questions 3 points or more from Los Angeles Unified middle schools. These answers are not part of the Scope Score. Source: Los Angeles Unified, School Experience Survey, 2025–26. Survey results (opens in a new tab)

All 45 student questions
QuestionHereLos Angeles Unified middle schoolsAnswers
Safety
I feel safe in this school or in online school sessions58%64%172
Belonging
This school is a supportive and inviting place for students to learn51%63%166
I am happy to be at this school43%64%169
I feel like I am part of this school52%58%169
I feel accepted for who I am at this school50%62%167
Most kids at this school are kind to each other23%31%170
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are accepted48%53%122
Caring adults
Teachers go out of their way to help students51%61%168
The teachers at this school treat students fairly38%52%166
Teachers care if I'm absent from school53%55%167
Adults at this school treat all students with respect46%59%168
There is an adult at my school whom I trust and can talk to no matter what is bothering me53%57%166
There is at least one adult at my school who supports me60%69%164
Teachers at my school know me54%64%165
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help me53%68%169
Engagement
Teachers give students a chance to take part in classroom discussions or activities60%75%166
My teachers make learning fun30%44%164
Students have a voice in decision making at this school53%48%171
Teachers encourage students to make decisions57%61%166
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of class74%75%166
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 activities48%44%169
High expectations
In my classes, my teachers tell me how I can make my work better62%75%169
Adults at this school encourage me to work hard so I can be successful in college or at the job I choose63%70%169
Bullied 2 or more times in the past 30 days
Had mean rumors or lies spread about you?A lower share means fewer students reported it.23%25%169
Been made fun of because of your looks or the way you talk?A lower share means fewer students reported it.36%30%168
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?A lower share means fewer students reported it.20%17%168
Been bullied online?A lower share means fewer students reported it.14%10%167
Had sexual jokes, comments, or gestures made to you?A lower share means fewer students reported it.12%16%119
Other questions
The teachers at this school grade me fairly53%61%169
Students know how they are expected to act38%45%170
Adults at this school clearly inform students what would happen if they break school rules68%76%169
What is the highest level of education that you plan to complete?——118
I can change my intelligence with hard work60%72%169
I can increase my intelligence by challenging myself61%71%167
I am capable of learning anything56%68%170
I feel safe in the neighborhood around this school54%62%164
I can do well on all my tests, even when they're difficult38%50%165
I can master the hardest topics in my classes29%42%164
I can meet all the learning goals my teachers set36%54%162
I came to class prepared56%76%171
I remembered and followed directions61%79%168
I paid attention, even when there were distractions43%59%169
How well did you get along with students who are different from you?50%67%171
When others disagreed with you, how respectful were you of their views?52%67%169
How carefully did you listen to other people's points of view?55%75%170

A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.

All 38 family questions
QuestionHereLos Angeles Unified middle schoolsAnswers
Safety
My child is safe on school grounds88%82%83
Belonging
Clerical/office staff treat me with respect in-person and online90%89%86
Teachers treat me with respect in-person and online88%90%85
I am greeted by school staff when I visit this school93%88%84
I feel welcome to participate at this school86%88%86
Caring adults
Teachers take my concerns seriously86%86%85
Teachers at this school let me know about my child's progress88%88%85
Engagement
This school informs me about school activities in different ways92%89%87
This school includes me in important decisions about my child's education85%82%87
This school recruits and organizes parents to help and support the school86%81%86
High expectations
School staff expect my child to attend college86%82%81
School staff expect my child to graduate from high school86%86%81
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this school79%74%85
Other questions
Clerical/office staff take my concerns seriously82%84%85
Clerical/office staff respond to my needs in a timely manner86%84%85
Teachers respond to my needs in a timely manner85%85%85
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school84%83%85
I am satisfied with my school's communication about how to support my child's learning86%85%85
This school encourages my child to explore different career choices79%77%87
School staff help me understand the requirements for CSU/UC admission77%69%79
School staff help me understand which courses my child needs to graduate from high school80%75%80
This school provides instructional resources to help me support my child's education87%82%87
This school offers extra activities for my child's personal growth87%84%87
This school provides high quality instruction to my child85%87%87
I am satisfied with how much my child is learning at this school88%86%86
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performances82%86%85
I feel comfortable supporting my child’s use of technology at home to access and complete school assignments92%89%86
I have visited my child's school website to get information and/or access resources78%87%85
This school provides me with information (verbal and written) I can understand90%90%87
School staff provide translation and interpretation services when I need them90%82%79
This school provides information on grade level requirements for my child93%86%84
This school informs me about activities sponsored by the parent and family center89%84%83
I can easily find information about parent workshops or other programs offered at this school85%83%86
This school offers extra academic support for my child86%84%86
I have visited or received assistance from the parent and family center personnel, website or resource pages available online81%77%83
I have received information about my child's progress as an English Learner83%82%81
My child is clearly informed about the consequences of breaking school rules91%91%85
Discipline is fair at this school76%72%85

A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.

All 46 staff questions
QuestionHereLos Angeles Unified middle schoolsAnswers
Safety
I feel safe on school grounds during the day90%94%30
Caring adults
At this school, decisions are made based on students’ needs and interests78%78%32
Adults at this school treat all students with respect83%90%30
High expectations
This school sets high standards for academic performance for all students87%91%31
This school emphasizes teaching lessons in ways relevant to students86%92%29
Bullying called a mild or insignificant problem
Harassment or bullying among students81%71%31
Other questions
I have the materials I need to do my job well90%77%31
Generally speaking, my technology issues are resolved within an acceptable time period90%81%31
I get the help I need to communicate with parents81%77%31
The child abuse training I receive adequately prepares me to address child abuse at my school97%93%31
I feel safe in the neighborhood around my school69%86%29
At this school, parents treat me with respect.84%81%31
This school is a supportive and inviting place for staff to work74%78%31
This school promotes personnel participation in decision-making that affects the school practices and policies77%72%31
How many adults at this school support and treat each other with respect?74%86%31
How many adults at this school feel a responsibility to improve this school?73%75%30
Students treat adults at this school with respect69%70%29
This school clearly communicates to students the consequences of breaking school rules59%74%29
This school effectively handles student discipline and behavioral problems57%67%28
Racial/ethnic conflict among students87%81%30
The curriculum at this school is focused on helping students get ready for college (teachers)—79%13
Teachers expect most students in this school to go to college (teachers)—80%13
Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers)—86%12
The MyPGS informal observation process has helped me improve my teaching (teachers)—68%13
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)——11
I use ELPAC scores to plan instruction for my English learner students (teachers)—54%11
I know how to determine progress towards reclassification for my students who are English Learners (teachers)—64%11
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)—70%11
I know which of my students are long-term English learners (LTELs) (teachers)—78%11
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)—17%13
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)—35%13
Worked in grade-level or department-level teams to review and align grading practices (teachers)—42%13
Teachers meet to examine student performance data (teachers)—33%13
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)—45%12
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)—77%13
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)—76%12
I integrate technology into my instructional practices to meet the needs of my students (teachers)—92%11
I feel confident integrating technology into my instruction (teachers)—90%12
What I learn in our school professional development meetings addresses my students' needs (teachers)—65%13
The professional development I received this year has made a positive impact on my teaching practice (teachers)—63%12
The professional development I received this year has helped me improve students’ engagement in my class (teachers)—60%12
The professional development I received this year has helped me improve my students' learning outcomes (teachers)—64%13
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)—69%13
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)—73%13
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)—66%13
I enjoy teaching at this school (teachers)—85%12

A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.

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

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

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

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

Family and staff answers

What would families and staff tell you?

Families and staff can answer a short set of questions about Charles Maclay. These are not star ratings or reviews.

  1. Staff answers show once 5 people have answered.Until then this page shows no staff answers.
  2. Family answers show once 20 families have answered.Until then this page shows how many have answered.
  3. The questions are about the school, never a person.No question asks about a named teacher or staff member.
  4. Answers are never part of the Scope Score.They sit beside the state’s records and do not change a school’s score.
  5. Staff confirm a work email.Staff answers come only from people who confirmed an email address at Los Angeles Unified.

Families

No family answers yet

0 of 20 needed before answers show

  • Does the school tell you how your child is doing, in a way you understand, before report cards arrive?Usually · Sometimes · Rarely
  • When you contact the school with a question, do you hear back within two school days?Usually · Sometimes · Rarely · Haven’t contacted them
  • Can you get school information in the language you read best?Yes · Mostly · No
  • And 4 more questions.

Answer the family questionsResponder en españolHow family answers work

Staff

No staff answers yet

5 answers needed before they show

  • Would you send your own child to this school?Yes · Maybe · No
  • Do you plan to work at this school next year?Yes · Not sure · No
  • Do you have the materials and supplies you need to teach?Usually · Sometimes · Rarely
  • And 5 more questions.

Answer the staff questionsHow staff answers work

Money

Where does the money go?

$45,241 for each student in 2024–25. California’s middle schools spent $19,269 for each student. Los Angeles Unified’s plan for 2026–27 covers $7.9 billion.

$45,241

for each student at this school, 2024–25
Spent at the school
$40,235
The school’s share of district office costs
$5,006
Of the total, from federal funds
$6,413
  • Charles Maclay$45,241
  • Los Angeles Unified middle schools$24,956
  • California middle schools$19,269

The district and California figures combine their middle schools, weighted by enrollment (our calculation, 1,241 California schools). Spending does not show how well money is used. Source: California Department of Education, per-school spending report, 2024–25. Funding records ↓

Los Angeles Unified’s yearly plan

$7.9billion

in the district’s plan for 2026–27

$1.8billion

planned for services for English learners, low-income students and foster youth
  • Academic Excellence$5.8 billion
  • Operational Effectiveness$1.0 billion
  • Joy and Wellness$521 million
  • Investing in Staff$268 million
  • Black Student Achievement Plan Implementation$135 million
  • Engagement and Collaboration$68 million
  • Equity Multiplier$35 million
  • English Learner Supports$30 million

This is the district’s plan. It is not this school’s own budget. Each part of the bar is one goal in the plan, with the money for its actions added up (our calculation). The plan covers $7.9 billion of $11.3 billion in total budgeted spending. Source: Los Angeles Unified Local Control and Accountability Plan (LCAP), 2026–27. Read the district’s plan →

The neighborhood

What is the area around Charles Maclay like?

These figures are for everyone who lives in ZIP code 91331. They are not figures for the families at Charles Maclay.

Typical household income in a year

$84,227

Typical means half are higher and half are lower. The ZIP code is the school’s address, not its attendance area. Source: U.S. Census Bureau, American Community Survey, 2020–2024, ZIP code area 91331.

Typical home value
$633,200
People who live in this ZIP code
97,608
Typical age
35.4 years
Adults 25 and older with a four-year college degree
11%

What you can do

Who can act on Charles Maclay’s results?

Los Angeles Unified’s board decides Charles Maclay’s plan.

How to take part

  1. Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
  2. Send written comments on the actions and spending the plan proposes.
  3. Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
  4. Read the midyear report, due by February 28.

State support

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

Extra state help for the district

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

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

Questions to ask

What should I ask, and when?

Bring these 7 questions to Charles Maclay. Confirm anything about applying with the school itself.

On a tour

  1. Do families get each child’s absence count during the year, and what happens once a child starts missing school?36 in 100 chronically absent, 2025–26 (82 of 227 students); average California middle school: 18 in 100
  2. What changes for a student who falls behind in math?4 points below what the state expected in math from the same students’ earlier scores, grades 6–8, 2025 (193 students)
  3. When a bullying report comes in, who handles it, and how is the family told?21% (the average share reporting being bullied 2 or more times in the past 30 days, across 5 survey questions), 2025–26; LAUSD middle schools: 19%
  4. Which math courses can students take, and how are placements decided?
  5. Which electives and high-school transition supports are available?

At the office

  1. What time does the day start and end, and is any day shorter?
  2. Is there care before or after school, and what does it cost?

Getting in

What comes after Charles Maclay, and how do I get in?

Ask Los Angeles Unified which school serves your address. Next comes Verdugo Hills Senior High.

The district splits Charles Maclay’s attendance zone. The largest part of its children, 12%, is assigned to Verdugo Hills Senior High. In the district’s boundaries, Charles Maclay Middle draws from 8 elementary schools. Boundaries split some neighborhoods. Each school’s standing compares it with California schools at its own level.

Elementary · fed by
Middle · this school
Charles Maclay Middle
High · next
Verdugo Hills Senior High Scope Score 78Solid · 63rd percentile · 2025

Assigned for part of the zone

From the district’s 2026 attendance boundaries. Shares are our estimate of where the zone’s children live. We use 2020 Census child counts, or land area where few children were counted. A share counts children living in the zone, not a school’s enrolled students. A boundary doesn’t guarantee a place. Transfers, permits, magnets and Choices can change the path. Check your child’s address and current assignment with the district. Explore schools on the map

All recorded links and nearby alternatives

Elementary links

Middle-school links

High-school links

  • San Fernando Senior High

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    Scope Score 72 · Developing · 34th percentile · high · 2025

    88% of the zone’s children

  • Cesar E. Chavez Learning Academies-Technology Preparatory Academy

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    Scope Score 76 · Solid · 54th percentile · high · 2025

    88% of the zone’s children

  • Cesar E. Chavez Learning Academies-Social Justice Humanitas Academy

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    Scope Score 76 · Solid · 55th percentile · high · 2025

    88% of the zone’s children

  • Cesar E. Chavez Learning Academies-Academy of Scientific Exploration (ASE)

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    Scope Score 70 · Developing · 25th percentile · high · 2025

    88% of the zone’s children

  • Sylmar Charter High

    Option for this area, by application · district-published, source year 2026; no single school is assigned · Charter school. Check how it admits students.

    Scope Score 71 · Developing · 31st percentile · high · 2025

    88% of the zone’s children

  • Verdugo Hills Senior High

    Assigned for part of the zone

    Scope Score 78 · Solid · 63rd percentile · high · 2025

    12% of the zone’s children

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

Where the path ends: Verdugo Hills Senior High
Verdugo Hills Senior HighScope Score 78 · Solid · 63rd percentile · 2025district-published assignment for part of the zone

The road from this school ends at Verdugo Hills Senior High. UC records 17 enrollees from Verdugo Hills Senior High for fall 2025. The AP Course Audit lists 26 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach Verdugo Hills Senior High around 2029, and a school can change a lot in 3 years. By the state’s 2023 count, 64% of the students who finished high school at Verdugo Hills Senior High enrolled in college within 12 months, UC or not.

17 UC enrollees (fall 2025) · 26 authorized AP courses (AP Course Audit 2025–26) → full record on Verdugo Hills Senior High's page
Source: UC & College Board AP Course Ledger

Applying to Charles Maclay for 2027–28

  1. If Charles Maclay is the school for your address, you don’t apply. You register with Los Angeles Unified (LAUSD). Check which school serves your address first.

    LAUSD Resident School Identifier 

  2. On-time Choices applications closed November 6, 2026. Late applications open December 1, 2026 and join the end of the waitlist.

    apply.lausd.net 

Compare with other schools

How Choices, lotteries and waitlists work

Where it is

Where is Charles Maclay?

Address
12540 Pierce Avenue, Pacoima 91331Get directions (opens Google Maps in a new tab)
Administrator
Richard GuillenAs the state’s school directory lists it, last updated August 17, 2023.

A school’s place on the map is its address in the state directory. It does not show which homes the school serves. See nearby schools on the map

Short answers to 7 common questions

How do I get in?

If Charles Maclay is the school for your address, you don’t apply. You register with Los Angeles Unified (LAUSD). Check which school serves your address first. See the details ↓

Is Charles Maclay a good middle school?

Charles Maclay Middle has a Scope Score of 72. It scored higher than 35 in 100 of California’s 2,529 scored public middle schools (Developing, 35th percentile, spring 2026). See the details ↓

How often do students miss school or get suspended?

In 2025–26, 36 in 100 students missed 10% or more of school days, against 24 in 100 at the average Los Angeles Unified middle school. 0 of 247 students were suspended at least once in 2025–26, against 3.7% at the average California middle school. See the details ↓

Did students here score above what the state expected?

About as expected, in both subjects. In 2025, students here in grades 6–8 scored +2 points against the state’s expected score in English, which the state calls Average. In math, they scored −4 points, which it calls Average.

  • Included in this measure: 192 students in English, 193 in math

See the details ↓

How do kids like mine do here?

In spring 2026, 33% of low-income students in grades 6–8 at Charles Maclay Middle in Pacoima scored Proficient or Advanced in English, against 39% for the same group across California. See the details ↓

What do families and students say?

88% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD middle schools 82%, 83 answered).

  • 58% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD middle schools 64%, 172 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

See the details ↓

What should I ask on a visit?

The questions drawn from this page are under Questions to ask, ready to copy. See the details ↓

The full record

Source records

This page is built from 12 sets of records from public data sources. Every figure keeps its source, grades, year and count.

Data updated

October 15, 2026

Record sets on this page
12
Sources
California Department of EducationU.S. Census Bureau
State test years
2017–2026

Results

Students

Money and staff

Place, downloads and method

Score factorssource values, index and weights · 2025–26 · ranked #1,642 of 2,529 California middle schools we score · #171 of 225 in Los Angeles Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math6%3842%
Proficient or Advancedaverage of English and math25%3823%
8th graders in 2026 against 6th graders in 2024 (partly different children)+54 scale-score pts5820%
Chronically absent36 in 100275%
Suspension rate0 of 247645%
English learners: top level31%615%

Index is where the school's value sits among the California middle 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 yearScope ScorePercentileRankComparison group
2025–267235#1642California middle schools · 2,529 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 yearChronic absenceSuspensionGrade gap (points)
2018–1918 in 1000.9% (6 of 645)+11
2021–22not on filenot on file0
2022–23not on filenot on file+4
2023–2430 in 1001.7% (6 of 349)+3
2024–2533 in 1000.3% (1 of 305)+1
2025–2636 in 1000 of 247−1

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

Grade gap: the same year’s grade 6 and grade 8 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 · subjectStudents with scoresTop levelTop two levels
2026 · English1968%33%
2026 · Math1985%17%
2025 · English2475%30%
2025 · Math2513%9%
2024 · English2902%20%
2024 · Math2953%6%
2023 · English3585%21%
2023 · Math3601%6%
2022 · English3815%23%
2022 · Math3792%8%
2019 · English5714%23%
2019 · Math5885%14%
2018 · English6194%31%
2018 · Math6285%17%
2017 · English6474%27%
2017 · Math6716%17%

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 · subjectStudents with scoresMet or exceeded
2025 · Grade 6 · English5826%
2025 · Grade 7 · English8836%
2025 · Grade 8 · English10128%
2025 · Grade 6 · Math6110%
2025 · Grade 7 · Math898%
2025 · Grade 8 · Math10110%
2024 · Grade 6 · English7420%
2024 · Grade 7 · English9619%
2024 · Grade 8 · English12020%
2024 · Grade 6 · Math754%
2024 · Grade 7 · Math983%
2024 · Grade 8 · Math12210%
2023 · Grade 6 · English9816%
2023 · Grade 7 · English12524%
2023 · Grade 8 · English13522%
2023 · Grade 6 · Math983%
2023 · Grade 7 · Math12610%
2023 · Grade 8 · Math1365%
2022 · Grade 6 · English9921%
2022 · Grade 7 · English14223%
2022 · Grade 8 · English14025%
2022 · Grade 6 · Math999%
2022 · Grade 7 · Math1419%
2022 · Grade 8 · Math1395%
2019 · Grade 6 · English16019%
2019 · Grade 7 · English19121%
2019 · Grade 8 · English22028%
2019 · Grade 6 · Math1688%
2019 · Grade 7 · Math19612%
2019 · Grade 8 · Math22421%
2018 · Grade 6 · English19420%
2018 · Grade 7 · English20932%
2018 · Grade 8 · English21640%
2018 · Grade 6 · Math19812%
2018 · Grade 7 · Math21214%
2018 · Grade 8 · Math21826%
2017 · Grade 6 · English20019%
2017 · Grade 7 · English21328%
2017 · Grade 8 · English23432%
2017 · Grade 6 · Math20416%
2017 · Grade 7 · Math22714%
2017 · Grade 8 · Math24022%

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)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide753%19%52%27%

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 · EnglishTestedProficient or Advancedvs districtvs California
Low-income19033%−10−6
Hispanic or Latino17334%−8−5
Students with disabilities575%−10−9
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
GroupEnglishnCDE categoryMathnCDE category
All students+2192Average−4193Average
Low-income+2190Average−4191Average
Hispanic or Latino+2180Average−2181Average
English learners−195Average+296Average
Recently reclassified as fluent in English+970not categorized070not categorized
English-only students−155not categorized−1255not categorized
Students with disabilities−2249Minimal−349Average
Long-term English learners (grades 6–8 only)+1429Accelerated−129Average
English learners only−1125not categorized+926not categorized
Homeless+914Accelerated+1214Accelerated

CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. Long-term English learner counts cover grades 6–8 only (CDE’s rule), so that row is not comparable to the All students row. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8; here that is grades 6–8. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure, and grade 8 against the same school’s grade 6 two years earlier, partly different children · two different measures

Grade 8 in 2026 against grade 6 in 2024 · English

English · 2024 · Grade 6
3%
exceeded standard · 20% met or exceeded
CDE CAASPP 2024 · 74 English test records with scores
English · 2026 · Grade 8
10%
Advanced · 34% Proficient or Advanced
CDE CAASPP 2026 · 73 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 73 (school-grade cohort proxy).

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

California growth model · points vs expected

State model · English+2 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

192 students

CDE growth category: Average

California growth model, English: +2 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's −2-point median for California middle school records.

State model · math−4 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

193 students

CDE growth category: Average

California growth model, math: −4 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's −3-point median for California middle school records.

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California middle school records, the median English estimate is −2 and the middle half fall between −10 and +5 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8; here that is grades 6–8, and it is not part of the Scope Score.

Attendance and suspensionsState records · this school and each student group · 2018–19 and 2025–26

CDE’s all-students school rates for 2024–25 and 2025–26; the change is the difference between the two rates as printed.

Year-over-year school rates
Chronic absenteeism2024–25 · 33 in 100 → 2025–26 · 36 in 100 · +3 in 100
Suspension rate2024–25 · 0.3% (1 of 305) → 2025–26 · 0 of 247 · −0.3 percentage points
Group2018–192025–26Change
Female21 in 10032 of 99—
Male15 in 10039 in 100+24 in 100
Black or African American10 of 345 of 13—
Hispanic or Latino17 in 10036 in 100+19 in 100
White3 of 11——
Students with disabilities25 in 10026 of 70—
English learners18 in 10018 of 41—
Foster youth5 of 12——
Homeless12 of 4815 of 25—
Low-income18 in 10036 in 100+18 in 100
All students18 in 10036 in 100+18 in 100

Two reported school years only; no intervening-year result is implied. Where fewer than 100 students were counted, the cell shows the count and no change is printed. Source: CDE school-level chronic absenteeism by student group.

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

Per-pupil spending

District · current expense$18,180 per pupil

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

California · selected district mean$14,491 per pupil

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

School-level federal expenditures$5,860 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 238

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 238

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

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

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

How the California mean was selected

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

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation
Instruction 52%Instruction support 17%Student services 12%Administration 7%Buildings & maintenance 10%Other 2%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$5,655,379,38451.81%52%
Instruction support$1,791,152,34816.41%17%
Student services$1,344,873,23212.32%12%
Administration$763,652,7807.00%7%
Buildings & maintenance$1,099,649,06210.07%10%
Other$260,356,5952.39%2%
Total$10,915,063,400100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $10,915,063,400 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2021; latest district record shown: 2021
2021$18,180 per pupil
2020$16,355 per pupil
2019$15,793 per pupil
2018$13,247 per pupil
2017$13,549 per pupil

Source: NCES F-33 · Full district breakdown →

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

Additional workforce records

Properly assigned intern credential holders0.0%

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

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 91331 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 91331 area
MeasureEstimate
Median household income$84,227
Bachelor's degree or higher (adults 25+)11%
ZIP-area population97,608
Median age35.4 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 91331 →

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

Embed this scorecard

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  title="Charles Maclay Middle — SchoolScope scorecard">
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Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 2,529 middle schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026

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