Public school · Compton Unified · Compton, California

Clinton, William Jefferson — Rating & test scores

Compton · Pre-K–8 · 692 students (2024–25)

6500 Compton Boulevard, 90221(562) 630-7912
67thpercentileSolid

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

Scope Score
44

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

See this school’s score factors ↓
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Near California in English (reading and writing) and math: 52% and 47% scored Proficient or Advanced in grades 3–5, spring 2026, against 46% and 42%.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 261 in English, 262 in math
Comparison
California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).

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

This rating covers grades 3–5. Clinton, William Jefferson teaches Pre–K–8: grades 6–8 results ↓

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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.

On spring 2025 tests, students in grades 4–8 scored above what the state expected in English (+20 pts) and math (+15 pts). The state bases that expectation on each student’s earlier scores.

Sources
The sentence above
CDE growth model, 2025. Students with scores in both years in grades 4–8: 366 in English, 364 in math. 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.

Common questions

How do I get in?

Ask Compton Unified which school serves your address. Evidence ↓

Is Clinton, William Jefferson a good elementary school?

Clinton, William Jefferson scores higher than 67 in 100 of California’s 5,726 scored public elementary schools: 67th percentile, Solid, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 2 in 100 students missed 10% or more of school days, against 8 in 100 at the average Compton Unified elementary school. 1.5% of students (10 of 669) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

More questions (3)

Did students here score above what the state expected?

Yes, in both subjects. In 2025, students here in grades 4–8 scored +20 points against the state’s expected score in English, which the state calls Exceptional. In math, they scored +15 points, which it calls Accelerated.

  • Included in this measure: 366 students in English, 364 in math

Evidence ↓

How do kids like mine do here?

In spring 2026, 61% of low-income students in grades 3–8 at Clinton, William Jefferson in Compton scored Proficient or Advanced in English, against 37% for the same group across California. Evidence ↓

What should I ask on a visit?

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

Academic achievement

How did students here do on state tests?

Above California in both subjects.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 52% scored Proficient or Advanced in English and 47% in math, against 46% and 42% across California.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 261 in English, 262 in math
Comparison
California: CDE’s grades 3–5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English, 1,211,701 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard

English

Grades 3–5 · spring 2026 · 261 tested

Advanced
28%
Proficient
24%
Below the standard
48%
This school52%
California46%
Compton Unified50%

52% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 262 tested

Advanced
22%
Proficient
25%
Below the standard
53%
This school47%
California42%
Compton Unified48%

47% 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
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced59%58%42%
Advanced33%37%19%
Proficient26%21%23%
Developing level15%25%22%
Minimal26%17%36%
Tested7381107
California44%46%49%
Difference+15+12−7
English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced63%81%77%
Advanced34%42%37%
Proficient29%39%40%
Developing level26%13%17%
Minimal11%6%6%
Tested656462
California48%51%49%
Difference+15+30+28

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

Math

Math, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced58%62%29%
Advanced27%30%13%
Proficient31%32%16%
Developing level19%19%25%
Minimal23%19%46%
Tested7481107
California47%42%37%
Difference+11+20−8
Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced51%62%63%
Advanced29%31%39%
Proficient22%31%24%
Developing level27%27%24%
Minimal22%11%13%
Tested656462
California37%38%36%
Difference+14+24+27

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

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

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

How do the middle grades do?

Well above California in both subjects. In grades 6–8, spring 2026, 74% scored Proficient or Advanced in English and 59% in math, against 49% and 37% across California.

English

Grades 6–8 · spring 2026 · 191 tested

Advanced
38%
Proficient
36%
Below the standard
26%
This school74%
California49%
Compton Unified53%

74% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 191 tested

Advanced
33%
Proficient
26%
Below the standard
41%
This school59%
California37%
Compton Unified45%

59% Proficient or Advanced in grades 6–8.

Have results changed?

English results were higher than in 2025; math results were similar. English went from 46% to 52% and math from 48% to 47%.

English · top two levels · grades 3–5

202546%276 tested
→
202652%261 tested

This school

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

Math · top two levels · grades 3–5

202548%274 tested
→
202647%262 tested

This school

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

Each year is a different group of students.

Did students here score above what the state expected?

Yes, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4–8 scored +20 points against that expected score in English, which the state calls Exceptional. In math, they scored +15 points, which it calls Accelerated.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 4–8: 366 in English, 364 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 · 366 students in English, 364 in math, with scores in both years

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

+20 pts

English

The state calls it Exceptional, the highest of its five growth levels.

+15 pts

Math

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

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

All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts
Share of students tested at each level, spring 2026
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 3–5 · This school28%24%21%27%261
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Compton Unified26%24%19%31%4,231
Math, grades 3–5 · This school22%25%22%31%262
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Compton Unified24%24%24%28%4,229
English, grades 6–8 · This school38%36%18%8%191
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Compton Unified20%33%23%24%4,455
Math, grades 6–8 · This school33%26%26%15%191
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Compton Unified25%20%23%32%4,443

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

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

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown · Grades 3–5 are above California. Grades 6–8 are well above it

Chart and table: 2017–2026.

English top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202652%46%
Math top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202647%42%

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

In grades 3–5, the share at the state’s top two levels in English went from 42% in 2017 to 52% in 2026. In math, it went from 45% in 2017 to 47% in 2026, with 2025 and 2026 about the same. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3–5
YearThis schoolCalifornia
201742%
390 tested		45%
1,384,680 tested
201848%
359 tested		49%
1,346,907 tested
201943%
349 tested		50%
1,332,547 tested
202242%
303 tested		45%
1,260,830 tested
202337%
327 tested		44%
1,247,801 tested
202441%
303 tested		45%
1,235,509 tested
202546%
276 tested		46%
1,232,086 tested
202652%
261 tested		46%
1,208,894 tested
Math · top two levels · grades 3–5
YearThis schoolCalifornia
201745%
390 tested		40%
1,392,040 tested
201845%
358 tested		42%
1,352,321 tested
201941%
347 tested		44%
1,338,625 tested
202228%
302 tested		38%
1,265,943 tested
202332%
327 tested		40%
1,256,519 tested
202441%
302 tested		41%
1,249,262 tested
202548%
274 tested		41%
1,241,652 tested
202647%
262 tested		42%
1,211,701 tested
How the state’s growth measure worksPoints above or below what the state expected from the same students’ earlier scores

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 20 points above that expected score, and in math 15 points above it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

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

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

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

What you can do

Who can act on Clinton, William Jefferson’s results?

Compton Unified’s board decides Clinton, William Jefferson’s plan.

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

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

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

How to take part

  • Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
  • Send written comments on the actions and spending the plan proposes.
  • Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
  • Read the midyear report, due by February 28.
  • Read Compton Unified’s 2026–27 plan (LCAP, PDF) 
Reading screening in kindergarten through grade 2What the law requires, and what to ask

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

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

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

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

California Education Code § 53008. Source 

Life at school

How often do students miss school or get suspended?

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. At the average Compton Unified elementary school, 8 in 100 were. 1.5% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 15 of 663 students counted for it; suspension: 10 of 669 students enrolled during the year
Comparison
Each comparison is the rate at the average school (our average of school rates), not a pooled rate. Also: suspensions at the average Compton Unified elementary school 0.4%.

Chronically absent, 2025–26

2 in 100This school
8 in 100At the average Compton Unified elementary school
17 in 100At the average California elementary school

15 of 663 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

1.5%

of students were suspended at least once (10 of 669). Average California elementary school 1.6%.

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

Chronic absence by grade2025–26 · per 100 students, with counts
  • Grades 4–6: 3 in 100, 8 of 260
  • Grades 7–8: 1 in 100, 1 of 125
Ask families and staff yourselfWhat to ask the people at Clinton, William Jefferson

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

Questions for your visit ↓

Have a child here? Answer 7 questionsResponder en español

Work here? Answer the staff questions.

Every learner

How do kids like mine do here?

Hispanic or Latino and low-income students here scored well above the same groups across California.

Student groups, grades 3–8, spring 2026

Both groups score below California’s rate for all students statewide. 62% of Hispanic or Latino students scored Proficient or Advanced in English and 52% in math (grades 3–8, spring 2026), against 38% and 28% for the same group across California. Low-income students: 61% in English and 51% in math, against 37% and 28% for the same group across California.

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).
Clinton, William JeffersonSame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students
  • Low-incomeEnglish · 427 testedAhead of the same group across California, where that group scores below California’s rate for all students: 61%Same group, California 37%
  • Low-incomeMath · 428 testedAhead of the same group across California, where that group scores below California’s rate for all students: 51%Same group, California 28%
  • Hispanic or LatinoEnglish · 428 testedAhead of the same group across California, where that group scores below California’s rate for all students: 62%Same group, California 38%
  • Hispanic or LatinoMath · 429 testedAhead of the same group across California, where that group scores below California’s rate for all students: 52%Same group, California 28%
  • English learnersEnglish · 65 tested22%Same group, California 11%
  • English learnersMath · 66 tested14%Same group, California 13%

Proficient or Advanced, grades 3–8, spring 2026. English learners: grades 3, 5 and 6 only.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 95%2. Black or African American: 4%Unallocated share: 1%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino95%
  2. Black or African American4%
  3. White—
  4. Asian—
  5. Filipino—
  6. Two or more races—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. 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. Source and comparisons: the full student mix below.

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

57% of English learners here moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026.

Spring 2025 to spring 2026 · English learners with state English test (ELPAC) scores in both years

This school · 93 of 162 English learners57%
Compton Unified · 1,544 of 2,67958%
California · 355,274 of 748,91647%

It counts students moving up the test’s levels, so a student can count here before becoming fluent. Data source: California Department of Education, 2026 Dashboard ↗.

Who are the families and teachers?

89%of students qualified for free or reduced-price meals in 2024–25, 614 of 692. California: 63%.

28teachers, 2024–25

15 yearsaverage experience, 2024–25

7%in their first year, 2024–25

97%of teaching positions with proper credential and placement, 2021–22

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

All group results, district comparisons and sources
Proficient or Advancedgrades 3–8 · spring 2026
Group and subjectHerevs Compton Unifiedvs California
Low-income · 427 tested in English, 428 in math
English61%+853%+2437%
Math51%+249%+2328%
Hispanic or Latino · 428 tested in English, 429 in math
English62%+755%+2438%
Math52%+151%+2428%
English learners · 65 tested in English, 66 in math · grades 3, 5 and 6 only
English22%+517%+1111%
Math14%−1327%+113%

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

Students with disabilities, 41 tested in English and 42 in math: no rate for grades 3 and 4 in our records, and fewer than 30 tested in the grades with one. No published rate here for Asian, Black or African American, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Full student mix, comparisons and sources, 2025–26
Students, 2025–26Here
Hispanic or Latino95%
Black or African American4%
White—
Asian—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Not reported—

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

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 97% of teaching positions, 29.9 properly credentialed teaching-position FTE out of 30.9 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Clinton, William Jefferson, and how do I get in?

Whaley Middle, then Manuel Dominguez High.

Clinton, William Jefferson’s attendance zone is split: 52% of its children are assigned to Whaley Middle and the other 48% to Early College Middle. Each school’s standing compares it with California schools at its own level.

  1. Elementary · this school
    Clinton, William Jefferson
    Grades Pre-K–8
  2. Middle · part of the zone
    Whaley Middle
    61st · Solid · 202652% of the zone’s children

    Or Early College Middle for the other 48% (91st · Strong · 2026). Check how it admits students.

  3. High · assigned
    Manuel Dominguez High
    66th · Solid · 2025

From the district’s 2026 attendance boundaries. Shares are our estimate of where the zone’s children live, from 2020 Census child counts, or land area where few children were counted; they describe children living in the zone, not a school’s enrolled students. A boundary doesn’t guarantee placement: transfers, permits, magnets and other programs can change the path. Check your child’s address and current assignment with the district. Explore schools on the map

All recorded links and nearby alternatives

Middle-school links

  • Whaley Middle

    Assigned for part of the zone

    61st percentile · Solid · middle · 2026

    52% of the zone’s children

  • Early College Middle

    Assigned for part of the zone · Check how it admits students.

    91st percentile · Strong · middle · 2026

    48% of the zone’s children

High-school links

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: Manuel Dominguez High
Manuel Dominguez High66th · Solid · 2025 · Scope Score 62district-published assignment

The road from this school ends at Manuel Dominguez High. UC records 26 enrollees from Manuel Dominguez High for fall 2025. The AP Course Audit lists 22 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach Manuel Dominguez High around 2035, and a school can change a lot in 9 years. By the state’s 2023 count, 54% of the students who finished high school at Manuel Dominguez High enrolled in college within 12 months, UC or not.

26 UC enrollees (fall 2025) · 22 authorized AP courses (AP Course Audit 2025–26) → full record on Manuel Dominguez High's page
Source: UC & College Board AP Course Ledger

How do I get in?

Ask Compton Unified which school serves your address.

Office: (562) 630-7912Administrator: Susana Miranda

Location and visiting

Get directions  (opens Google Maps in a new tab)
6500 Compton Boulevard, Compton 90221

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

Questions for your visit

  1. What extra help do students who are behind get, and how do you know it’s working? 53% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (262 students tested); California: 58%
  2. When a child starts missing school, who calls the family, and how soon?
  3. What happens before a suspension, and who talks with the family? 1.5% suspended at least once, 2025–26 (10 of 669 students); average Compton Unified elementary school: 0.4%
  4. What extra help do English learners get, and how do you know it’s working? 14% of English learners scored Proficient or Advanced in math, grades 3, 5 and 6, spring 2026 (66 students tested); the same group across California: 13%
  5. What are the school-day hours and after-school care options?

Office (562) 630-79126500 Compton Boulevard, directions  (opens Google Maps in a new tab)

Nearby elementary schoolsClosest first, by straight-line distance

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

Nearby elementary schoolsPercentile among California elementary schools, 2026

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

Explore nearby schools on the map

Source records

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

Score factorssource values, index and weights · 2025–26 · ranked #1,886 of 5,726 California elementary schools we score · #13 of 25 in Compton Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math26%5542%
Proficient or Advancedaverage of English and math51%5623%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+72 scale-score pts4320%
Chronically absent2 in 100725%
Suspension rate1.5% (10 of 669)515%
English learners: top level23%605%

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

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

Scope Score

School yearScope ScorePercentileRankComparison group
2025–264467#1886California elementary schools · 5,726 schools · current formula

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

School yearChronic absenceSuspensionGrade gap (points)
2018–1911 in 1000 of 957−1
2021–22not on filenot on file−9
2022–23not on filenot on file−2
2023–2423 in 1000.4% (3 of 798)+2
2024–254 in 1002.3% (17 of 731)−8
2025–262 in 1001.5% (10 of 669)−23

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

Grade gap: the same year’s grade 3 and grade 5 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).
No 2019–20 or 2020–21 records in this SchoolScope series
Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English45232%61%
2026 · Math45327%52%
2025 · English46127%58%
2025 · Math45723%51%
2024 · English50321%51%
2024 · Math50320%45%
2023 · English52320%48%
2023 · Math52320%40%
2022 · English48919%53%
2022 · Math48817%36%
2019 · English59121%51%
2019 · Math58825%45%
2018 · English56618%51%
2018 · Math56519%46%
2017 · English59220%47%
2017 · Math59217%45%

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 3 · English8542%
2025 · Grade 4 · English9456%
2025 · Grade 5 · English9740%
2025 · Grade 6 · English6676%
2025 · Grade 7 · English6478%
2025 · Grade 8 · English5573%
2025 · Grade 3 · Math8547%
2025 · Grade 4 · Math9365%
2025 · Grade 5 · Math9632%
2025 · Grade 6 · Math6452%
2025 · Grade 7 · Math6448%
2025 · Grade 8 · Math5571%
2024 · Grade 3 · English9933%
2024 · Grade 4 · English10747%
2024 · Grade 5 · English9743%
2024 · Grade 6 · English6872%
2024 · Grade 7 · English6466%
2024 · Grade 8 · English6862%
2024 · Grade 3 · Math9941%
2024 · Grade 4 · Math10745%
2024 · Grade 5 · Math9635%
2024 · Grade 6 · Math6869%
2024 · Grade 7 · Math6540%
2024 · Grade 8 · Math6841%
2023 · Grade 3 · English11429%
2023 · Grade 4 · English10246%
2023 · Grade 5 · English11138%
2023 · Grade 6 · English6766%
2023 · Grade 7 · English6661%
2023 · Grade 8 · English6375%
2023 · Grade 3 · Math11432%
2023 · Grade 4 · Math10244%
2023 · Grade 5 · Math11120%
2023 · Grade 6 · Math6761%
2023 · Grade 7 · Math6645%
2023 · Grade 8 · Math6352%
2022 · Grade 3 · English9741%
2022 · Grade 4 · English10942%
2022 · Grade 5 · English9741%
2022 · Grade 6 · English6763%
2022 · Grade 7 · English6285%
2022 · Grade 8 · English5767%
2022 · Grade 3 · Math9639%
2022 · Grade 4 · Math10926%
2022 · Grade 5 · Math9721%
2022 · Grade 6 · Math6749%
2022 · Grade 7 · Math6253%
2022 · Grade 8 · Math5746%
2019 · Grade 3 · English11738%
2019 · Grade 4 · English10250%
2019 · Grade 5 · English13042%
2019 · Grade 6 · English10157%
2019 · Grade 7 · English7074%
2019 · Grade 8 · English7155%
2019 · Grade 3 · Math11540%
2019 · Grade 4 · Math10250%
2019 · Grade 5 · Math13035%
2019 · Grade 6 · Math10148%
2019 · Grade 7 · Math7067%
2019 · Grade 8 · Math7043%
2018 · Grade 3 · English10447%
2018 · Grade 4 · English13950%
2018 · Grade 5 · English11647%
2018 · Grade 6 · English7163%
2018 · Grade 7 · English7453%
2018 · Grade 8 · English6255%
2018 · Grade 3 · Math10362%
2018 · Grade 4 · Math13950%
2018 · Grade 5 · Math11624%
2018 · Grade 6 · Math7156%
2018 · Grade 7 · Math7447%
2018 · Grade 8 · Math6235%
2017 · Grade 3 · English14638%
2017 · Grade 4 · English11252%
2017 · Grade 5 · English13237%
2017 · Grade 6 · English7363%
2017 · Grade 7 · English6745%
2017 · Grade 8 · English6261%
2017 · Grade 3 · Math14653%
2017 · Grade 4 · Math11254%
2017 · Grade 5 · Math13229%
2017 · Grade 6 · Math7348%
2017 · Grade 7 · Math6734%
2017 · Grade 8 · Math6252%

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
Schoolwide1699%24%54%13%

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-income42761%+8+24
Hispanic or Latino42862%+7+24
English learners (grades 3, 5 and 6 only)6522%+5+11
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+20366Exceptional+15364Accelerated
Hispanic or Latino+20355Exceptional+14353Accelerated
Low-income+18345Accelerated+13343Accelerated
English learners+13156Accelerated+6156Accelerated
English-only students+26139not categorized+19137not categorized
English learners only−378not categorized−1078not categorized
Recently reclassified as fluent in English+2878not categorized+2478not categorized
Students with disabilities−224Average−123Average
Long-term English learners (grades 6–8 only)+312Average+1212Accelerated

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. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure, and grade 5 against the same school’s grade 3 two years earlier, partly different children · two different measures

Grade 5 in 2026 against grade 3 in 2024 · English

English · 2024 · Grade 3
17%
exceeded standard · 33% met or exceeded
CDE CAASPP 2024 · 99 English test records with scores
English · 2026 · Grade 5
19%
Advanced · 42% Proficient or Advanced
CDE CAASPP 2026 · 107 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 99 (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+20 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

366 students

CDE growth category: Exceptional

California growth model, English: +20 scale-score points versus the state's expectation, CDE category Exceptional, against SchoolScope's +2-point median for California elementary school records.

State model · math+15 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

364 students

CDE growth category: Accelerated

California growth model, math: +15 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's +2-point median for California elementary 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 elementary school records, the median English estimate is +2 and the middle half fall between −5 and +9 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8, and it is not part of the Scope Score.

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

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

Year-over-year school rates
Chronic absenteeism2024–25 · 4 in 100 → 2025–26 · 2 in 100 · −2 in 100
Suspension rate2024–25 · 2.3% (17 of 731) → 2025–26 · 1.5% (10 of 669) · −0.8 percentage points
Group2018–192025–26Change
Female11 in 1002 in 100−9 in 100
Male11 in 1002 in 100−9 in 100
Black or African American15 in 1004 in 100−11 in 100
Hispanic or Latino10 in 1002 in 100−8 in 100
White9 in 100——
Students with disabilities12 in 1009 in 100−3 in 100
English learners11 in 1003 in 100−8 in 100
Low-income11 in 1002 in 100−9 in 100
All students11 in 1002 in 100−9 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$15,556 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 19,179 pupils

California · selected district mean$14,491 per pupil

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

School-level federal expenditures$1,097 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 692

Central federal expenditures attributed here$3,135 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 692

District current expense · FY 2024–25$24,278 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 61%Instruction support 10%Student services 7%Administration 8%Buildings & maintenance 13%Other 1%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$229,307,16160.82%61%
Instruction support$39,404,35610.45%10%
Student services$25,793,9356.84%7%
Administration$32,432,4758.60%8%
Buildings & maintenance$47,638,19312.63%13%
Other$2,463,5130.65%1%
Total$377,039,634100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $377,039,634 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$15,556 per pupil
2020$15,360 per pupil
2019$15,206 per pupil
2018$13,338 per pupil
2017$12,258 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 90221 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90221 area
MeasureEstimate
Median household income$72,937
Bachelor's degree or higher (adults 25+)8%
ZIP-area population50,659
Median age33.5 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. These figures are not part of the Scope Score. See all schools in ZIP code 90221 →

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

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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 5,726 elementary schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Data updated October 15, 2026

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