County community school · El Dorado County Office of Education · El Dorado, California

Charter Home Study Academy

El Dorado · TK–8 · 295 students (2024–25)

6520 Oak Dell Road, 95623edcoe.org ↗(530) 622-6984

Students come here by referral or placement rather than choosing among schools, so we publish its results without a rating.

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Common questions

How are students placed here?

Students are placed here by probation, district or voluntary referral. Confirm placement with El Dorado County Office of Education. Evidence ↓

How many students reached the top test level here?

In grades 3–5, spring 2026, 24% scored Advanced in English (reading and writing) and 20% in math. 54% scored below the standard in English and 54% in math. Evidence ↓

How often do students miss school or get suspended?

2 in 100 students were chronically absent in 2025–26 (8 of 341), meaning they missed 10% or more of school days. 0.6% of students (2 of 359) were suspended at least once in 2025–26. Evidence ↓

Academic achievement

How did students here do on state tests?

In grades 3–5, spring 2026, 46% of the 76 students tested scored Proficient or Advanced in English; 46% did in math.

State tests (CAASPP), spring 2026

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

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3–5: 76
Comparison: None shown: students here are placed rather than chosen, so other schools’ students are not a like group.

AdvancedProficientBelow the standard

English

Grades 3–5 · spring 2026 · 76 tested

Advanced: 24%
Proficient: 22%
Below the standard: 54%

46% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 76 tested

Advanced: 20%
Proficient: 26%
Below the standard: 54%

46% 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	44%	50%	43%
Advanced	33%	32%	10%
Proficient	11%	18%	33%
Developing level	28%	25%	34%
Minimal	28%	25%	23%
Tested	18	28	30

English, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	35%	48%	64%
Advanced	7%	10%	26%
Proficient	28%	38%	38%
Developing level	37%	24%	23%
Minimal	28%	28%	13%
Tested	46	60	53

Math

Math, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	61%	50%	33%
Advanced	44%	14%	10%
Proficient	17%	36%	23%
Developing level	17%	39%	27%
Minimal	22%	11%	40%
Tested	18	28	30

Math, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	22%	27%	51%
Advanced	9%	10%	19%
Proficient	13%	17%	32%
Developing level	40%	35%	19%
Minimal	38%	38%	30%
Tested	45	60	53

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?

In grades 6–8, spring 2026, 50% scored Proficient or Advanced in English and 34% in math.

English

Grades 6–8 · spring 2026 · 159 tested

Advanced: 14%
Proficient: 36%
Below the standard: 50%

50% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 158 tested

Advanced: 13%
Proficient: 21%
Below the standard: 66%

34% Proficient or Advanced in grades 6–8.

Have results changed?

English results were lower than in 2025; math results were similar. English went from 56% to 46% and math from 50% to 46%.

English · top two levels · grades 3–5

202556%68 tested

→

202646%76 tested

This school

Math · top two levels · grades 3–5

202550%68 tested

→

202646%76 tested

This school

Each year is a different group of students.

Did students here score above what the state expected?

In English, about as expected; in math, yes. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4–8 scored −2 points against that expected score in English, which the state calls Average. In math, they scored +11 points, which it calls Accelerated.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grades 4–8: 162 in English, 161 in math
Comparison: Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Grades 4–8 · 2025 · 162 students in English, 161 in math, with scores in both years

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

−2 pts

English

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

+11 pts

Math

The state calls it Accelerated, the fourth of its five growth levels.

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

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	24%	22%	29%	25%	76
Math, grades 3–5 · This school	20%	26%	29%	25%	76
English, grades 6–8 · This school	14%	36%	27%	23%	159
Math, grades 6–8 · This school	13%	21%	31%	35%	158

Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026.

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 20225 tested years shown

Chart and table: 2022–2026.

English top two levels, grades 3–5

This school

0%50%100%20222024202646%

Math top two levels, grades 3–5

This school

0%50%100%20222024202646%

In grades 3–5, the share at the state’s top two levels in English went from 63% in 2022 to 46% in 2026. In math, it went from 34% in 2022 to 46% in 2026. 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
2022	63% 48 tested
2023	52% 54 tested
2024	45% 60 tested
2025	56% 68 tested
2026	46% 76 tested

Math · top two levels · grades 3–5
Year	This school
2022	34% 50 tested
2023	52% 52 tested
2024	30% 60 tested
2025	50% 68 tested
2026	46% 76 tested

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

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 2 points below that expected score, and in math 11 points above it.

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.

Life at school

How often do students miss school or get suspended?

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

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. 0.6% of students were suspended at least once in 2025–26.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 8 of 341 students counted for it; suspension: 2 of 359 students enrolled during the year

Chronically absent, 2025–26

2 in 100This school

8 of 341 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0.6%

of students were suspended at least once (2 of 359).

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

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

Grades TK–3: not in the records we hold
Grades 4–6: 0 in 100, 0 of 123
Grades 7–8: 5 in 100, 6 of 132

Ask families and staff yourselfWhat to ask the people at Charter Home Study 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 ↓

Teach here? Tell us El Dorado County Office of Education’s email domain so staff can answer our workplace questions.

Every learner

How do kids like mine do here?

Student groups, grades 3–8, spring 2026

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).

Charter Home Study AcademySame group, California

White164 tested39%Same group, California 53%
Low-income47 tested26%Same group, California 26%

Proficient or Advanced, grades 3–8 math, spring 2026. In English the same groups run from 44% to 49%; every value is in the table below. Low-income students: grades 6–8 only.

Who are the students?

2025–26 · students counted

White70%
Hispanic or Latino13%
Not reported10%
Two or more races6%
Asian—
Black or African American—
Filipino—
American Indian or Alaska Native—
Pacific Islander—
Unallocated share1%

A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. “Not reported” is different: it is a category in the state’s own count of students. Source and comparisons: the full student mix below.

Who are the families and teachers?

33%of students qualified for free or reduced-price meals in 2024–25, 98 of 295.

19teachers, 2024–25

9 yearsaverage experience, 2024–25

0%in their first year, 2024–25

51%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school set learning goals for each student placed here, and how does it share progress with families?

All group results, district comparisons and sources

Proficient or Advancedgrades 3–8 · spring 2026

Group and subject	Here	vs El Dorado County Office of Education	vs California
Low-income · 48 tested in English, 47 in math · grades 6–8 only
English	44%	+638%	+539%
Math	26%	+422%	026%
White · 164 tested
English	49%	+445%	−1261%
Math	39%	+435%	−1453%

Each gap is to the same group, grades and subject: in El Dorado County Office of Education, and across California.

No published rate here for Hispanic or Latino, Asian, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners, students with disabilities and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
White	70%
Hispanic or Latino	13%
Not reported	10%
Two or more races	6%
Asian	—
Black or African American	—
Filipino	—
American Indian or Alaska Native	—
Pacific Islander	—

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

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 51% of teaching positions, 5 properly credentialed teaching-position FTE out of 9.9 total position FTE. This measures positions, not individual teachers.

In its own words

What does Charter Home Study Academy’s own plan commit to?

Its 2026–27 plan

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

$1.0 million

planned for 20 funded actions in 3 goals. These are planned amounts; the charter school reports what it spent in a later plan.

The 2026–27 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 65% of the money. The plan itself puts 66% of it toward staff.

Class Size Reduction in Middle School $275,000
Expand Course Offerings $196,302
Expand Mental Health Supports $190,147
17 other actions

Reading, math and catch-up help

8 of the plan’s 20 funded actions name reading, math, catch-up help or English learners in their titles.

Reading $117,441
Math $71,579
Catch-up help $132,160

An action naming two of these appears under both.

Largest of these

Middle School Academic Support$79,669
Math supports for students$56,659
ELA Supports Students$54,612

For high-need students

It plans $504,357 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $141,696 and estimates it spent $148,444, $6,748 (5%) more than planned (our arithmetic).

What changed

The total is $346,050 (52%) higher than in the 2025–26 plan. The biggest change in dollars is Middle School Academic Support, which went from $49,798 to $79,669.

Largest cuts

Professional Development In the subject areas and UDL and continuous improvement−⁠$14,079
Standards Based Report Cards−⁠$2,687

Largest increases

Middle School Academic Support+⁠$29,871
Expand Mental Health Supports+⁠$14,973
Expand Course Offerings+⁠$14,711

New in the 2026–27 plan

Class Size Reduction in Middle School$275,000
Small group or individual tutoring for students in K-3 for early literacy supports$14,074

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: 46% in English and 46% 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 3	50%	49%	down 1 pt
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 3	42%	38%	down 4 pts

Goals 1 and 2 aren’t shown because they track 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

Class Size Reduction in Middle School · $275,000
Expand Course Offerings · $196,302
Expand Mental Health Supports · $190,147

The full plan3 goals, 27 measures and where the money goes

We calculate each action’s share of the plan by dividing its planned amount by the total of the plan’s funded actions ($1.0 million).

Where does the money go?

55% to Goal 3. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.

Change since the 2025–26 plan, same title

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

Every goal, in the plan’s order

Goal 1Charter Alternative Program will maintain a safe and orderly school that offers a broad range of classes…$38,7824% of action budgets

“Charter Alternative Program will maintain a safe and orderly school that offers a broad range of classes being taught by appropriately credentialed staff to ensure positive, standards-based academic outcomes and positive social outcomes for students” p. 10 ↗

3 funded actions · 2025–26 plan: $41,469 (−⁠$2,687)

Largest funded actions

Standards Based Curriculum$35,000action 1.3 · p. 37 ↗
Standards Based Report Cards$2,782action 1.4 · p. 37 ↗
UDL Supported Practices$1,000action 1.5 · p. 37 ↗

Changes from last year’s plan, same title

Standards Based Report Cards−⁠$2,687$5,469 → $2,782 · p. 37 ↗

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

Standards Based Curriculum · $35,000 → $35,000 · p. 37 ↗unchanged
UDL Supported Practices · $1,000 → $1,000 · p. 37 ↗unchanged

How the plan measures it · 6 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 10 ↗.

Goal 2Charter Alternative Program will create a positive and welcoming learning environment to engage students and…$418,12441% of action budgets

“Charter Alternative Program will create a positive and welcoming learning environment to engage students and families and will seek feedback from key stakeholders on a regular basis to identify strengths and areas for improvement” p. 14 ↗

6 funded actions · 2025–26 plan: $386,500 (+⁠$31,624)

Largest funded actions

Expand Course Offerings$196,302action 2.6 · p. 37 ↗
Expand Mental Health Supports$190,147action 2.3 · p. 37 ↗
Expand Program Offerings$15,631action 2.5 · p. 37 ↗
School Events for Families and Students$7,098action 2.7 · p. 37 ↗
Implementation of Positive Behavior Interventions and Supports$4,500action 2.8 · p. 37 ↗

1 more funded action in this goal

Student Focus Groups on School Climate · action 2.4 · p. 37 ↗$4,446

Changes from last year’s plan, same title

Expand Mental Health Supports+⁠$14,973$175,174 → $190,147 · p. 37 ↗
Expand Course Offerings+⁠$14,711$181,591 → $196,302 · p. 37 ↗
School Events for Families and Students+⁠$2,348$4,750 → $7,098 · p. 37 ↗

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

Expand Program Offerings · $14,739 → $15,631 · p. 37 ↗+⁠$892
Implementation of Positive Behavior Interventions and Supports · $5,800 → $4,500 · p. 37 ↗−⁠$1,300
Student Focus Groups on School Climate · $4,446 → $4,446 · p. 37 ↗unchanged

How the plan measures it · 10 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 14 ↗.

Goal 3Charter Alternative Program will monitor social emotional well-being and academic progress for all students…$558,34455% of action budgets

“Charter Alternative Program will monitor social emotional well-being and academic progress for all students and sub-groups and engage in data analysis, improvement cycles, and support to ensure improved outcomes for all students and sub-groups” p. 25 ↗

11 funded actions · 2025–26 plan: $241,231 (+⁠$317,113)

Largest funded actions

Class Size Reduction in Middle School$275,000action 3.9 · p. 38 ↗ · marked as contributing to high-need services
Middle School Academic Support$79,669action 3.10 · p. 38 ↗ · marked as contributing to high-need services
Math supports for students$56,659action 3.6 · p. 38 ↗ · marked as contributing to high-need services
ELA Supports Students$54,612action 3.5 · p. 38 ↗ · marked as contributing to high-need services
Reading Intervention$38,417action 3.7 · p. 38 ↗ · marked as contributing to high-need services

6 more funded actions in this goal

Formative Math Assessments · action 3.4 · p. 38 ↗$14,920
Small group or individual tutoring for students in K-3 for early literacy supports · action 3.8 · p. 38 ↗$14,074
Professional Development In the subject areas and UDL and continuous improvement · action 3.1 · p. 38 ↗$12,823
Formative reading assessments · action 3.3 · p. 38 ↗$9,838
Benchmark testing K-2 · action 3.2 · p. 38 ↗$1,832
Parent Trainings Reading Writing · action 3.11 · p. 38 ↗$500

Changes from last year’s plan, same title

Middle School Academic Support+⁠$29,871$49,798 → $79,669 · p. 38 ↗
Professional Development In the subject areas and UDL and continuous improvement−⁠$14,079$26,902 → $12,823 · p. 38 ↗
Formative Math Assessments+⁠$7,420$7,500 → $14,920 · p. 38 ↗

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

Class Size Reduction in Middle School · $275,000 · p. 38 ↗new or renamed
Math supports for students · $52,133 → $56,659 · p. 38 ↗+⁠$4,526
ELA Supports Students · $56,601 → $54,612 · p. 38 ↗−⁠$1,989
Reading Intervention · $35,297 → $38,417 · p. 38 ↗+⁠$3,120
Small group or individual tutoring for students in K-3 for early literacy supports · $14,074 · p. 38 ↗new or renamed
Formative reading assessments · $11,000 → $9,838 · p. 38 ↗−⁠$1,162
Benchmark testing K-2 · $1,500 → $1,832 · p. 38 ↗+⁠$332
Parent Trainings Reading Writing · $500 → $500 · p. 38 ↗unchanged

A reworded title counts as new.

How the plan measures it · 11 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 25 ↗.

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 are students placed here?

Confirm placement with El Dorado County Office of Education.

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: edcoe.org ↗Office: (530) 622-6984Administrator: Michael Gillespie

Location and visiting

Get directions

6520 Oak Dell Road, El Dorado 95623

Directory location · Explore nearby schools on the map. Confirm placement with El Dorado County Office of Education.

Questions for your visit

How do you help children who need more support in reading or math, and those ready for more challenge?
When a child starts missing school, who calls the family, and how soon?
How does the school set learning goals for each student placed here, and how does it share progress with families?
How do you teach early reading and check each child’s progress?

Office (530) 622-69846520 Oak Dell Road, directions (opens Google Maps in a new tab)

Source records

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

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	235	17%	49%
2026 · Math	234	15%	38%
2025 · English	205	15%	50%
2025 · Math	206	18%	42%
2024 · English	154	11%	49%
2024 · Math	154	8%	32%
2023 · English	140	11%	40%
2023 · Math	139	8%	32%
2022 · English	130	12%	55%
2022 · Math	132	10%	28%
2019 · English	136	12%	46%
2019 · Math	136	4%	24%
2018 · English	155	9%	50%
2018 · Math	154	4%	32%
2017 · English	140	14%	44%
2017 · Math	140	7%	29%

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	17	65%
2025 · Grade 4 · English	21	57%
2025 · Grade 5 · English	30	50%
2025 · Grade 6 · English	36	22%
2025 · Grade 7 · English	53	53%
2025 · Grade 8 · English	48	60%
2025 · Grade 3 · Math	17	53%
2025 · Grade 4 · Math	21	57%
2025 · Grade 5 · Math	30	43%
2025 · Grade 6 · Math	37	46%
2025 · Grade 7 · Math	53	38%
2025 · Grade 8 · Math	48	31%
2024 · Grade 3 · English	19	42%
2024 · Grade 4 · English	21	48%
2024 · Grade 5 · English	20	45%
2024 · Grade 6 · English	35	54%
2024 · Grade 7 · English	32	50%
2024 · Grade 8 · English	27	48%
2024 · Grade 3 · Math	19	21%
2024 · Grade 4 · Math	21	52%
2024 · Grade 5 · Math	20	15%
2024 · Grade 6 · Math	35	43%
2024 · Grade 7 · Math	32	22%
2024 · Grade 8 · Math	27	37%
2023 · Grade 3 · English	16	31%
2023 · Grade 4 · English	16	31%
2023 · Grade 5 · English	22	82%
2023 · Grade 6 · English	26	23%
2023 · Grade 7 · English	29	41%
2023 · Grade 8 · English	31	32%
2023 · Grade 3 · Math	15	40%
2023 · Grade 4 · Math	15	40%
2023 · Grade 5 · Math	22	68%
2023 · Grade 6 · Math	26	31%
2023 · Grade 7 · Math	30	27%
2023 · Grade 8 · Math	31	3%
2022 · Grade 3 · English	12	33%
2022 · Grade 4 · English	17	65%
2022 · Grade 5 · English	19	79%
2022 · Grade 6 · English	30	37%
2022 · Grade 7 · English	23	57%
2022 · Grade 8 · English	29	62%
2022 · Grade 3 · Math	13	23%
2022 · Grade 4 · Math	17	47%
2022 · Grade 5 · Math	20	30%
2022 · Grade 6 · Math	30	37%
2022 · Grade 7 · Math	23	9%
2022 · Grade 8 · Math	29	24%
2019 · Grade 3 · English	12	67%
2019 · Grade 4 · English	10	—
2019 · Grade 5 · English	13	77%
2019 · Grade 6 · English	27	30%
2019 · Grade 7 · English	36	50%
2019 · Grade 8 · English	38	34%
2019 · Grade 3 · Math	12	17%
2019 · Grade 4 · Math	10	—
2019 · Grade 5 · Math	13	38%
2019 · Grade 6 · Math	27	22%
2019 · Grade 7 · Math	36	14%
2019 · Grade 8 · Math	38	29%
2018 · Grade 3 · English	—	—
2018 · Grade 4 · English	13	46%
2018 · Grade 5 · English	11	55%
2018 · Grade 6 · English	36	56%
2018 · Grade 7 · English	40	42%
2018 · Grade 8 · English	46	48%
2018 · Grade 3 · Math	—	—
2018 · Grade 4 · Math	13	62%
2018 · Grade 5 · Math	11	18%
2018 · Grade 6 · Math	36	28%
2018 · Grade 7 · Math	40	35%
2018 · Grade 8 · Math	45	27%
2017 · Grade 3 · English	—	—
2017 · Grade 4 · English	12	42%
2017 · Grade 5 · English	25	60%
2017 · Grade 6 · English	38	45%
2017 · Grade 7 · English	24	42%
2017 · Grade 8 · English	33	33%
2017 · Grade 3 · Math	—	—
2017 · Grade 4 · Math	12	25%
2017 · Grade 5 · Math	25	24%
2017 · Grade 6 · Math	38	34%
2017 · Grade 7 · Math	24	29%
2017 · Grade 8 · Math	33	21%

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	88	30%	25%	42%	3%

CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate.

Student groups: test resultsEnglish · spring 2026

Group · English	Tested	Proficient or Advanced
Low-income (grades 6–8 only)	48	44%
White	164	49%

Shown as reported, with no comparison: students here are placed rather than chosen.

Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected

Group	English	n	CDE category	Math	n	CDE category
All students	−2	162	Average	+11	161	Accelerated
English-only students	−2	160	not categorized	+11	159	not categorized
White	−1	119	Average	+13	118	Accelerated
Low-income	+2	46	Average	+9	46	Accelerated
Students with disabilities	+9	17	Accelerated	−11	16	Moderate
Hispanic or Latino	+5	16	Accelerated	−4	16	Average
Two or more races	−4	12	Average	+19	12	Accelerated

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

Growth recordsthe state’s student-by-student measure

California growth model · points vs expected

State model · English−2 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

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

All students, grades 4–8

162 students

CDE growth category: Average

State model · math+11 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

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

All students, grades 4–8

161 students

CDE growth category: Accelerated

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. 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.

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 · 3 in 100 → 2025–26 · 2 in 100 · −1 in 100
Suspension rate2024–25 · 1.2% (4 of 325) → 2025–26 · 0.6% (2 of 359) · −0.6 percentage points

Group	2018–19	2025–26
Female	11 in 100	1 in 100
Male	8 in 100	4 in 100
Hispanic or Latino	7 in 100	0 in 100
Two or more races	40 in 100	0 in 100
White	6 in 100	3 in 100
Students with disabilities	19 in 100	5 in 100
Low-income	20 in 100	4 in 100
All students	10 in 100	2 in 100

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

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

Per-pupil spending

District · current expense$36,374 per pupil

NCES F-33 · FY 2017–18 (2018) · fall district membership: 1,261 pupils

School-level federal expenditures$39 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 325

Central federal expenditures attributed here$2 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 325

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.

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

Instruction 32%Instruction support 34%Student services 11%Administration 19%Buildings & maintenance 3%Other 1%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$22,898,422	32.23%	32%
Instruction support	$24,256,894	34.15%	34%
Student services	$7,655,140	10.78%	11%
Administration	$13,559,482	19.09%	19%
Buildings & maintenance	$2,382,996	3.35%	3%
Other	$287,717	0.41%	1%
Total	$71,040,650	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $71,040,650 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2018; latest district record shown: 2018

2018$36,374 per pupil

2017$40,812 per pupil

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

Additional workforce records

Properly assigned intern credential holders0.0%

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

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 95623 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 95623 area
Measure	Estimate
Median household income	$109,102
Bachelor's degree or higher (adults 25+)	31%
ZIP-area population	4,844
Median age	47.5 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. See all schools in ZIP code 95623 →

Downloads and methodologyCSV · sources · corrections

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Data updated October 15, 2026

How we analyze · Request a correction

Charter Home Study Academy

Common questions

How are students placed here?

How many students reached the top test level here?

How often do students miss school or get suspended?

How did students here do on state tests?

English

Math

How do the middle grades do?

English

Math

Have results changed?

English · top two levels · grades 3–5

Math · top two levels · grades 3–5

Did students here score above what the state expected?

English

Math

Each year’s results and tested counts

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?

Who are the families and teachers?

What does Charter Home Study Academy’s own plan commit to?

The 2026–27 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 are students placed here?

Before you apply

Location and visiting

Questions for your visit

Source records

Per-pupil spending

Additional workforce records

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