Alternative school · Orange County Department of Education · Fountain Valley, California

College and Career Preparatory Academy

Fountain Valley · 9–12 · 168 students (2024–25)

15872 South Harbor Boulevard, Bldg A, 92705ocde.us ↗(714) 796-8795

College and Career Preparatory Academy is an alternative school: students are enrolled through a placement, application, or referral process specific to the program. We have no 2025 Scope Score for it.

How to enroll

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap. 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.

Common questions

How do I get in?

Ask College and Career Preparatory Academy how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓

How often do students miss school or get suspended?

73 in 100 students were chronically absent in 2025–26 (229 of 313), meaning they missed 10% or more of school days. 0 of 360 students were suspended at least once in 2025–26. Evidence ↓

How do I visit College and Career Preparatory Academy?

Call the office at (714) 796-8795 to ask about a visit. Questions to bring are under Next steps. Evidence ↓

What you can do

Who can act on College and Career Preparatory Academy’s results?

The state has College and Career Preparatory Academy in its most intensive support; its own board decides its plan.

What has the state flagged?

2025–26 is its 4th year in a row in this support. The state named it for its graduation rate. This support comes with a school improvement plan, which must use approaches with evidence behind them and look at how money and staff are divided among schools. Ask the principal to see the school improvement plan.

Federal designation under the Every Student Succeeds Act, 2025–26. Source

Where is its yearly plan?

College and Career Preparatory Academy is a charter school that CDE lists as locally funded, through its district.

What its plan pays for ↓

Orange County Department of Education authorized this charter; its current term ends June 30, 2028.

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

Life at school

How many students here graduate, and where do they go next?

45% of students graduated in four years in 2024–25.

State graduation, readiness, college-going, attendance and suspension records

The four-year rate counts regular high school diplomas only, not a certificate of completion. Ask how many students here finish with each, and what each one leads to.

Preparation · each measure describes a different student group

Graduated in four years

45%

2024–25 · 45 of 99 students who started 9th grade together

Ready for college or career (state measure)

36%

2024–25 · 39 of 107 students in the state’s measure

Finished the UC/CSU course list

2024–25 · 0 of 45 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

19% enrolled in college within 12 months · 104 students who finished high school

University of California0 · 0%
California State University0 · 0%
California community college19 · 18%
In-state private1 · 1%
Out-of-state, 4-year0 · 0%
Out-of-state, 2-year0 · 0%
Not enrolled84 · 81%

Source: CDE college-going records, class of 2023. Shares are our arithmetic: each count divided by all high-school completers (graduates and other students who finished), rounded together so they total 100. “Not enrolled” does not describe employment, military service or other routes.

Ask: How does the school help students who don’t go to college plan what comes next?

Where these figures come fromEach measure’s source, student group and definition

Graduated in four years: 2024–25 · 45 of 99 students who started 9th grade together. California Department of Education, adjusted cohort graduation records.
Ready for college or career (state measure): 2024–25 · 39 of 107 students in the state’s measure. California Department of Education, College/Career Indicator (CCI), overall “Prepared” rate, among the students in the indicator’s group. Prepared is CDE’s overall classification, not AP participation or a college admission rate.
Finished the UC/CSU course list: 2024–25 · 0 of 45 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment.
Where students who finished high school went: CDE college-going records, class of 2023. College enrollment is counted for 12 months after finishing high school and matched to college records, so this runs about two years behind. A dash is unavailable, not zero.

How often do students miss school or get suspended?

73 in 100 students were chronically absent in 2025–26. That means they missed 10% or more of school days. 0 of 360 students were suspended at least once in 2025–26.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 229 of 313 students counted for it; suspension: 0 of 360 students enrolled during the year

Chronically absent, 2025–26

73 in 100This school

229 of 313 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 360

students were suspended at least once.

Ask: How does the school bring back students who are missing school, and what has it changed?

Ask families and staff yourselfWhat to ask the people at College and Career Preparatory 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 Orange County Department of Education’s email domain so staff can answer our workplace questions.

Every learner

Who goes here?

Hispanic or Latino students are the largest group here: 77%.

Students, families and teachers

Who are the students?

2025–26 · students counted

Hispanic or Latino77%
White11%
Not reported6%
Asian—
Black or African American—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Unallocated share6%

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?

96%of students qualified for free or reduced-price meals in 2024–25, 162 of 168.

8teachers, 2024–25

24 yearsaverage experience, 2024–25

0%in their first year, 2024–25

80%of teaching positions with proper credential and placement, 2021–22

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

8% 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 · 3 of 37 English learners8%

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 ↗.

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

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
Hispanic or Latino	77%
White	11%
Not reported	6%
Asian	—
Black or African American	—
Filipino	—
Two or more races	—
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: 80% of teaching positions, 8 properly credentialed teaching-position FTE out of 10 total position FTE. This measures positions, not individual teachers.

In its own words

What does College and Career Preparatory 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 15 funded actions in 3 goals. That’s 26% of its $3.9 million general fund budget. 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, 133 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 48% of the money. The plan itself puts 64% of it toward staff.

Implement a Multi-Tiered System of Support (MTSS) $183,045
Curriculum $181,436
Attendance and Student Engagement $128,377
12 other actions

Reading, math and catch-up help

3 of the plan’s 15 funded actions name reading, math, catch-up help or English learners in their titles.

Catch-up help $263,577

Largest of these

Implement a Multi-Tiered System of Support (MTSS)$183,045
Tiered Interventions to Provide Resources$51,186
Learning Recovery: CA Job ChalleNGe Evening Academic and Vision Support$29,346

For high-need students

It plans $821,572 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $731,882 and estimates it spent $769,642, $37,760 (5%) more than planned (our arithmetic).

What changed

The total is $173,704 (20%) higher than in the 2025–26 plan. The biggest change in dollars is Curriculum, which went from $78,705 to $181,436.

Largest cuts

Tiered Re-engagement Strategies and Forms−⁠$8,072
Staff Development−⁠$6,151

Largest increases

Curriculum+⁠$102,731
Community Awareness and Visibility+⁠$28,589
Increase Services to Support Student Achievement+⁠$8,516

New in the 2026–27 plan

Learning Recovery: CA Job ChalleNGe Evening Academic and Vision Support$29,346

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.

What its goals measure: state results, 2024–25 and 2025–26
Measure	2024–25	2025–26	Change
Chronically absentGoals 1, 2 and 3	73 in 100	73 in 100	no change
Suspended at least onceGoal 1 · ENGAGEMENT	0 of 343	0 of 360	no change

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

Implement a Multi-Tiered System of Support (MTSS) · $183,045
Curriculum · $181,436
Attendance and Student Engagement · $128,377

The full plan3 goals, 50 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?

39% to Goal 1, ENGAGEMENT. 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 1ENGAGEMENT$398,25039% of action budgets

“Provide all students with access to relevant programming, tiered re-engagement supports, family engagement, school events, extended learning opportunities, wellness-based engagement supports, hands-on elective and enrichment opportunities, and college and career readiness experiences that help students feel valued, connected, respected, and supported in and out of the classroom. CCPA will strengthen collaboration among teachers, classified staff, administrators, families, students, workforce partners, community agencies, and educational partners to build a coordinated framework for student engagement, attendance improvement, school connectedness, learning recovery, intervention tracking, and successful transition into college, career, military, or postsecondary training. These actions are intended to improve attendance, reduce chronic absenteeism, increase student connectedness, increase participation in school-based opportunities, support course progress and credit completion, strengthen college and career readiness, and improve CCPA’s ability to identify, document, and support students before they disengage” p. 30 ↗

6 funded actions · reworded since the 2025–26 plan

Largest funded actions

Attendance and Student Engagement$128,377action 1.1 · p. 94 ↗ · marked as contributing to high-need services · of which $113,221 is state funding counted toward those services
Community Awareness and Visibility$119,262action 1.2 · p. 94 ↗ · marked as contributing to high-need services
Family Engagement to Close Equity Gaps$61,164action 1.3 · p. 94 ↗ · marked as contributing to high-need services · of which $44,208 is state funding counted toward those services
Extended Learning Opportunities$51,601action 1.4 · p. 94 ↗ · marked as contributing to high-need services
Learning Recovery: CA Job ChalleNGe Evening Academic and Vision Support$29,346action 1.6 · p. 94 ↗ · marked as contributing to high-need services · of which $22,346 is state funding counted toward those services

1 more funded action in this goal

Equitable access for graduation ceremony · action 1.5 · p. 94 ↗ · marked as contributing to high-need services$8,500

Changes from last year’s plan, same title

Community Awareness and Visibility+⁠$28,589$90,673 → $119,262 · p. 94 ↗
Extended Learning Opportunities+⁠$7,420$44,181 → $51,601 · p. 94 ↗
Attendance and Student Engagement+⁠$3,524$124,853 → $128,377 · p. 94 ↗

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

Family Engagement to Close Equity Gaps · $63,411 → $61,164 · p. 94 ↗−⁠$2,247
Learning Recovery: CA Job ChalleNGe Evening Academic and Vision Support · $29,346 · p. 94 ↗new or renamed
Equitable access for graduation ceremony · $6,500 → $8,500 · p. 94 ↗+⁠$2,000

A reworded title counts as new.

How the plan measures it · 15 measures · 3 quoted

Attendance Rate p. 31 ↗
Baseline
53% (baseline 2022-23)
Target for year 3
60%
Local Data: Number of students enrolled p. 31 ↗
Baseline
211 students (baseline 2025-26)
Target for year 3
230 students
Chronic Absenteeism Rate p. 32 ↗
Baseline
87.6% (baseline 2022- 23)
Target for year 3
All students: 65% …

12 more measures in the plan’s table.

Goal 2PUPIL OUTCOMES$338,49333% of action budgets

“Provide all students with coordinated academic, instructional, behavioral, social-emotional, wellness, and postsecondary transition supports that improve pupil outcomes, particularly for CCPA’s lowest- performing student groups, including socioeconomically disadvantaged students, Hispanic students, English Learners, students with disabilities, and students experiencing homelessness. Through this goal, CCPA will strengthen academic intervention, tiered supports, instructional and behavioral supports, wellness services, progress monitoring, English Learner supports, credit completion, dual enrollment access, college and career readiness, and post-graduation outcome tracking. These actions are intended to reduce dropout rates, improve graduation outcomes, increase academic growth, improve English Learner progress and reclassification, expand access to postsecondary and career pathways, and ensure students receive timely academic and social- emotional supports that help them complete their diploma and transition successfully after graduation” p. 45 ↗

4 funded actions · reworded since the 2025–26 plan

Largest funded actions

Implement a Multi-Tiered System of Support (MTSS)$183,045action 2.4 · p. 95 ↗ · marked as contributing to high-need services · of which $140,312 is state funding counted toward those services
Increase Services to Support Student Achievement$58,186action 2.1 · p. 94 ↗ · marked as contributing to high-need services · of which $39,030 is state funding counted toward those services
Tiered Interventions to Provide Resources$51,186action 2.2 · p. 94 ↗ · marked as contributing to high-need services · of which $34,230 is state funding counted toward those services
Instructional and Behavioral Support$46,076action 2.3 · p. 94 ↗ · marked as contributing to high-need services · of which $14,620 is state funding counted toward those services

Changes from last year’s plan, same title

Increase Services to Support Student Achievement+⁠$8,516$49,670 → $58,186 · p. 94 ↗
Tiered Interventions to Provide Resources+⁠$2,016$49,170 → $51,186 · p. 94 ↗
Instructional and Behavioral Support−⁠$1,958$48,034 → $46,076 · p. 94 ↗

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

Implement a Multi-Tiered System of Support (MTSS) · $182,143 → $183,045 · p. 95 ↗+⁠$902

How the plan measures it · 21 measures · 3 quoted

Attendance Rates p. 46 ↗
Baseline
53% (baseline 2022-23)
Target for year 3
60%
High School Dropout Rate p. 46 ↗
Baseline
30% (baseline 2022-23)
Target for year 3
25%
Chronic Absenteeism Rate p. 46 ↗
Baseline
87.6% (baseline 2022- 23)
Target for year 3
All students: 65% …

18 more measures in the plan’s table.

Goal 3CONDITIONS OF LEARNING$292,24228% of action budgets

“Provide all students with access to safe, well-maintained learning environments, fully credentialed and appropriately assigned teachers, standards-aligned instructional materials, a broad course of study, culturally responsive curriculum, English Learner supports, dual enrollment opportunities, wellness-supportive learning spaces, and facilities maintained in good repair. Through this goal, CCPA will strengthen the conditions needed for students to access instruction, engage in learning, complete graduation requirements, access college and career pathways, and participate in safe and supportive school environments. These actions are intended to maintain access to standards-aligned curriculum and instructional materials, support independent study compliance and access to instruction, support English Learner and Long-Term English Learner progress, improve dual enrollment access, maintain safe and functional facilities, support school safety and student wellness, and ensure staff have the professional learning needed to implement effective instructional practices” p. 58 ↗

5 funded actions · reworded since the 2025–26 plan

Largest funded actions

Curriculum$181,436action 3.3 · p. 95 ↗ · marked as contributing to high-need services · of which $123,436 is state funding counted toward those services
Partner with Community Colleges$56,411action 3.2 · p. 95 ↗ · marked as contributing to high-need services
Tiered Re-engagement Strategies and Forms$39,989action 3.1 · p. 95 ↗ · marked as contributing to high-need services
Staff Development$7,499action 3.5 · p. 95 ↗ · marked as contributing to high-need services
Site Improvements and School Safety$6,907action 3.4 · p. 95 ↗ · marked as contributing to high-need services

Changes from last year’s plan, same title

Curriculum+⁠$102,731$78,705 → $181,436 · p. 95 ↗
Tiered Re-engagement Strategies and Forms−⁠$8,072$48,061 → $39,989 · p. 95 ↗
Site Improvements and School Safety+⁠$6,407$500 → $6,907 · p. 95 ↗

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

Partner with Community Colleges · $55,730 → $56,411 · p. 95 ↗+⁠$681
Staff Development · $13,650 → $7,499 · p. 95 ↗−⁠$6,151

How the plan measures it · 14 measures · 3 quoted

Attendance Rates p. 59 ↗
Baseline
53% (baseline 2022-23)
Target for year 3
60%
Chronic Absenteeism Rate p. 59 ↗
Baseline
87.6% (baseline 2022- 23)
Target for year 3
All students: 65% …
High School Dropout Rate p. 60 ↗
Baseline
30% (baseline 2022-23)
Target for year 3
25%

11 more measures in the plan’s table.

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

Next steps

How do I get in?

Ask College and Career Preparatory Academy how it admits students. Charter schools set their own enrollment steps and dates.

Before you apply

Confirm this school’s current process directly.

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

School website: ocde.us ↗Office: (714) 796-8795Administrator: Fatinah Judeh

Location and visiting

Get directions

15872 South Harbor Boulevard, Bldg A, Fountain Valley 92705

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

Questions for your visit

How much of each day do English learners spend learning English, and how do families see their progress? 8% 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 (3 of 37 students); California: 47%
How does the school help students who don’t go to college plan what comes next?
How does the school bring back students who are missing school, and what has it changed? 73 in 100 chronically absent, 2025–26 (229 of 313 students)
How does the school set learning goals for each student placed here, and how does it share progress with families?
Which courses and career pathways does the school run, and who can enroll?
What support is available when a student falls behind on graduation requirements?

Office (714) 796-879515872 South Harbor Boulevard, Bldg A, directions (opens Google Maps in a new tab)

Source records

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

CDE assessment recordsCDE CAASPP 2026 · every level, as published · raw grade–subject rows

What each level means: California's level descriptions.

All Grades is an aggregate, not another group of students. Same-year grade groups are not matched children. 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.

CDE CAASPP test year 2026 · all-students reporting group · publisher grade–subject records.
Grade · subject	Students tested with scores	Proficient or Advanced	Advanced	Proficient	Developing level	Minimal	Mean scale score
Grade 11 · ELA · 2026	8	suppressed	suppressed	suppressed	suppressed	suppressed	suppressed
All Grades · ELA · 2026	8	suppressed	suppressed	suppressed	suppressed	suppressed	suppressed
Grade 11 · Math · 2026	8	suppressed	suppressed	suppressed	suppressed	suppressed	suppressed
All Grades · Math · 2026	8	suppressed	suppressed	suppressed	suppressed	suppressed	suppressed

CDE CAASPP 2026: 2 individual grade–subject records; 2 records with a positive known tested count.

0 grade–subject counts unavailable; 2 grade–subject attainment rates unavailable.

Results by gradeEnglish and math · grade 11 · spring 2026 · % of tested students

English · 2025–26 results by grade

Share of students tested, spring 2026
English	Tested	Advanced	Proficient	Developing level	Minimal	Proficient or Advanced
Grade 11	8	suppressed	suppressed	suppressed	suppressed	suppressed

Math · 2025–26 results by grade

Share of students tested, spring 2026
Math	Tested	Advanced	Proficient	Developing level	Minimal	Proficient or Advanced
Grade 11	8	suppressed	suppressed	suppressed	suppressed	suppressed

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.

Every tested year2019–2026 · 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	8	—	—
2026 · Math	8	—	—
2025 · English	—	—	—
2025 · Math	—	—	—
2024 · English	0	—	—
2024 · Math	0	—	—
2023 · English	33	0%	30%
2023 · Math	31	0%	6%
2022 · English	25	0%	16%
2022 · Math	27	0%	0%
2019 · English	38	3%	11%
2019 · Math	31	0%	6%

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 11 · English	—	—
2025 · Grade 11 · Math	—	—
2024 · Grade 11 · English	0	—
2024 · Grade 11 · Math	0	—
2023 · Grade 11 · English	33	30%
2023 · Grade 11 · Math	31	6%
2022 · Grade 11 · English	25	16%
2022 · Grade 11 · Math	27	0%
2019 · Grade 11 · English	38	11%
2019 · Grade 11 · Math	31	6%

Current 2025–26 grade results appear above. “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	20	0%	20%	70%	10%

CAST is California’s science test, reported apart from English and math.

Graduation and readinessstate records · each rate for its own year and class of students

Graduation rate

46%

99 students in the adjusted graduation cohort

Finished the UC/CSU course list (A–G)

This school may not offer A–G courses

College-going rate

19%

Postsecondary enrollment after high school; a different population from A–G completion

CDE reporting year 2025. Graduation uses an adjusted four-year cohort; A–G completion and college-going use their separately reported populations. These source periods and populations differ from CAASPP 2026. Rates shown here do not form a SchoolScope score or rank.

Measure	Source record
This school · CCI overall Prepared	CDE College/Career Indicator · CCI source year 2025 · all students · all students in the current four-year graduation cohort, plus only Prepared fifth-year graduates from the prior cohort. Overall CCI Prepared rate 36% · numerator 39 students classified Prepared · denominator 107 CCI students.

AP pathway among CCI Prepared studentsCDE College/Career Indicator · CCI source year 2025 · all students · AP pathway rate 0% · AP-pathway numerator 0 · denominator 39 (CCI Prepared students). This measure uses Prepared students as its denominator, not the whole CCI cohort; it is not an AP exam-taking rate or a count of AP courses offered. That cohort includes all students in the current four-year graduation cohort plus only Prepared fifth-year graduates from the prior cohort. In 2025 the pathway accepts two qualifying AP exams, two qualifying AP courses, or a combination of one of each in different subjects.

This CDE-reported school CCI record has its own population and period. It does not recalculate a SchoolScope score, factor, or rank.

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 · 73 in 100 → 2025–26 · 73 in 100 · 0 in 100
Suspension rate2024–25 · 0 of 343 → 2025–26 · 0 of 360 · 0.0 percentage points

Group	2018–19	2025–26
Female	79 in 100	75 in 100
Male	83 in 100	72 in 100
Black or African American	100 in 100	—
Hispanic or Latino	81 in 100	76 in 100
White	80 in 100	58 in 100
Students with disabilities	83 in 100	73 in 100
English learners	80 in 100	88 in 100
Foster youth	100 in 100	—
Homeless	81 in 100	88 in 100
Low-income	81 in 100	73 in 100
All students	81 in 100	73 in 100

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

College destinationsclass of 2023 · state college-going records, 12 months after graduation

Destination	Completers	% (derived)
University of California	0	0%
California State University	0	0%
California community college	19	18%
In-state private	1	1%
Out-of-state, 4-year	0	0%
Out-of-state, 2-year	0	0%
Not enrolled	84	81%

104 students who finished high school, class of 2023 · % = count ÷ all who finished high school (CDE calls them completers), not a CDE-native rate · CDE 12-mo CGR, 2023 cohort. Missing values are unavailable or suppressed.

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

Per-pupil spending

District · current expense$70,768 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 2,773 pupils

School-level federal expenditures$3,939 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 168

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 27%Instruction support 46%Student services 8%Administration 14%Buildings & maintenance 5%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$79,104,704	26.41%	27%
Instruction support	$138,712,166	46.31%	46%
Student services	$23,320,338	7.79%	8%
Administration	$42,696,911	14.26%	14%
Buildings & maintenance	$15,683,337	5.24%	5%
Total	$299,517,456	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $299,517,456 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$70,768 per pupil

2020$67,286 per pupil

2019$61,708 per pupil

2018$32,576 per pupil

2017$30,374 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 92705 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 92705 area
Measure	Estimate
Median household income	$129,331
Bachelor's degree or higher (adults 25+)	47%
ZIP-area population	48,781
Median age	39.6 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 92705 →

Downloads and methodologyCSV · sources · corrections

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Census survey (ACS) 2020–2024 · staffing and finance name their own sources and years beside each figure · Data updated October 15, 2026.

How we analyze · Request a correction

College and Career Preparatory Academy

Common questions

How do I get in?

How often do students miss school or get suspended?

How do I visit College and Career Preparatory Academy?

Who can act on College and Career Preparatory Academy’s results?

What has the state flagged?

Where is its yearly plan?

How many students here graduate, and where do they go next?

Graduated in four years

Ready for college or career (state measure)

Finished the UC/CSU course list

Where students who finished high school went

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

Who goes here?

Who are the students?

Who are the families and teachers?

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

What does College and Career Preparatory 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 do I get in?

Before you apply

Location and visiting

Questions for your visit

Source records

Per-pupil spending

Additional workforce records

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