Emilie J. Rosshigher than 62 of the 100 California dots
California’s public middle schools · 1 dot = 1 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Emilie J. Rosshigher than 62 of the 100 California dots
California’s public middle schools · 1 dot = 1 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Emilie J. Rosshigher than 62 of the 100 California dots
California’s public middle schools · 1 dot = 1 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Below California in English and math: 44% and 32% met or exceeded the standard in grades 6–8, against 49% and 37% statewide.Source
Source
CDE CAASPP Smarter Balanced results, spring 2026
Students
all students tested in grades 6–8: 472 in English, 474 in math
Comparison
California: CDE’s statewide grade 6, 7 and 8 rows combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).
In 2025, students in grades 6–8 scored above what the state expected from their own earlier scores. The state calls both results Accelerated.grades 6–8 · 2025
students with scores in both years in grades 6–8: 427 in English, 426 in math
Comparison
427 students in English and 426 in math in grades 6–8 with scores in both years. 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.
Academic achievement
Beyond a single score: who exceeds, meets or is still approaching the standard.
Below Proficient combines Developing and Minimal. The full track represents all students tested. Share of students tested. Data source: California Department of Education, spring 2026. State comparison combines the same grades, weighted by students tested.
Below Proficient combines Developing and Minimal. The full track represents all students tested. Share of students tested. Data source: California Department of Education, spring 2026. State comparison combines the same grades, weighted by students tested.
Each year tests a different group of students. These results do not track one child’s progress.
Explore the available years, charts & underlying data
Chart: 2017–2026. Hover, tap or focus a chart and use the arrow keys to see each year. The table includes all available years.
English met or exceeded, grades 6–8
Emilie J. RossCalifornia
0%50%100%201720222026No comparable state tests (COVID)COVID44%49%
Emilie J. RossCalifornia
Math met or exceeded, grades 6–8
Emilie J. RossCalifornia
0%50%100%201720222026No comparable state tests (COVID)COVID32%37%
Emilie J. RossCalifornia
Dotted stretches cross years without comparable results.
English went from 41% in 2017 to 44% in 2026, with 2025 and 2026 about the same. Math went from 23% in 2017 to 32% in 2026. Each year is a different group of students.
Annual values & tested counts
English · met or exceeded · grades 6–8
Year
Emilie J. Ross
California
2015
38% 459 tested
44% 1,356,180 tested
2016
47% 466 tested
48% 1,366,988 tested
2017
41% 456 tested
48% 1,377,836 tested
2018
47% 466 tested
49% 1,391,379 tested
2019
45% 469 tested
50% 1,390,416 tested
2022
34% 423 tested
47% 1,277,584 tested
2023
37% 423 tested
46% 1,267,562 tested
2024
44% 449 tested
46% 1,269,432 tested
2025
44% 454 tested
49% 1,266,619 tested
2026
44% 472 tested
49% 1,254,039 tested
Math · met or exceeded · grades 6–8
Year
Emilie J. Ross
California
2015
27% 460 tested
33% 1,359,309 tested
2016
27% 467 tested
36% 1,371,026 tested
2017
23% 455 tested
37% 1,383,609 tested
2018
25% 467 tested
37% 1,394,516 tested
2019
26% 466 tested
38% 1,394,239 tested
2022
14% 424 tested
31% 1,279,506 tested
2023
22% 428 tested
32% 1,272,024 tested
2024
27% 454 tested
33% 1,277,570 tested
2025
36% 455 tested
36% 1,272,526 tested
2026
32% 474 tested
37% 1,254,800 tested
The state’s growth measure427 students in English, 426 in math · grades 6–8 · 2025
English+5ptsCDE level: Accelerated (4 of 5)MinimalExceptional
Math+13ptsCDE level: Accelerated (4 of 5)MinimalExceptional
What the number means. California predicts each student’s score from that student’s own English and math scores the year before, based on how students with similar scores did across the state. Zero would mean students here scored as predicted. In English they scored 5 points above that prediction, and in math 13 points above it.
The levels. CDE sorts every school’s result into five levels, from Minimal to Exceptional. The bar under each number shows where this school landed.
Two years at once. For most schools, this one included, CDE’s figure blends the two most recent years of growth, so it moves more slowly than a single year’s scores.
Why our growth can differ. The growth in our Scope Score asks a different question. It doesn’t follow individual students: it compares the latest grade 8 scores here with the school’s grade 6 scores two years earlier, and places that change among California schools at the same level. Children who joined or left the school in between count in ours; the state’s counts only students who took California’s test the year before. So the two can point different ways.
School pattern, spring 2026Growth EngineThe school’s aggregate cohort-change index clears our stronger-gains threshold. This is a school-level comparison across years, not tracking of individual children.
Ask: Most students in grades 6–8 haven’t yet met the state’s standards in English and math. What extra help do they get, and how do you know it’s working?
Life at school
How often students miss school or are suspended, and how the school describes itself where its website does.
What’s it like
Attendance and discipline
11 in 100students chronically absent, 2025–26
18in 100 at the average California middle school
53 of 490 students missed 10% or more of school days.
This school11 in 100
at the average California middle school18 in 100
2.8%of students were suspended at least once (14 of 497), 2025–26
3.7%at the average California middle school
Attendance by grade
Chronically absent, 2025–26
Per 100 students
Students
Grades 4–6
7
12 of 167
Grades 7–8
13
41 of 323
What people here say
Answers from students, families and staff. Each source stays separate.
Know this school? Add your answers
Have a child here? Answer 7 questions about how Emilie J. Ross works for your family.
Ask current families about communication, belonging and support when a child needs help.
Staff
We don’t have staff survey results for Emilie J. Ross. Ask about staff continuity, collaboration and support across the school.
Every learner
Who attends, and how outcomes differ across student groups.
Kids like mine
How each student group did
Proficient or Advanced · grades 6–8 · spring 2026. Compare each group with the same group in the same grades.
HereCaliforniaEach track: 0–100%
Low-income
364 English · 366 math tested
English
40% / 39%
Math
30% / 26%
Hispanic or Latino
273 tested per subject
English
40% / 39%
Math
26% / 25%
White
186 English · 188 math tested
English
51% / 62%
Math
41% / 50%
English learners
72 tested per subject
English
8% / 7%
Math
0% / 7%
Students with disabilities
61 tested per subject
English
7% / 14%
Math
2% / 10%
White students did worse than the same group statewide. English learners and students with disabilities did worse than the same groups statewide in math.
All group results, district comparisons and sources
Proficient or Advancedgrades 6–8 · spring 2026
Group and subject
Here
vs Hughson Unified
vs California
Low-income · 364 tested in English, 366 in math
English
40%
040%
+139%
Math
30%
030%
+426%
Hispanic or Latino · 273 tested
English
40%
+139%
+139%
Math
26%
026%
+125%
White · 186 tested in English, 188 in math
English
51%
051%
−1162%
Math
41%
041%
−950%
English learners · 72 tested
English
8%
08%
+17%
Math
0%
00%
−77%
Students with disabilities · 61 tested
English
7%
+16%
−714%
Math
2%
02%
−810%
Each gap is to the same group, grades and subject: in Hughson Unified, and across California. None is green: no group that is behind statewide does 10 or more points better here than the same group statewide.
No published rate here for Asian, Black or African American, Filipino, 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.
Who goes here
Students and staff
Student mix
2025–26 · eligible enrollment
Incomplete category detail
1Hispanic or Latino58%
2White39%
3Asian—
4Black or African American—
5Filipino—
6Two or more races—
7American Indian or Alaska Native—
8Pacific Islander—
9Not reported—
–Unallocated share3%
Dashed remainder = 100% minus available shares, not a separate student group. Missing categories remain unavailable. Shares use eligible enrollment in the CDE chronic-absence file.Full student mix, comparisons & sources
Eligible enrollment, 2025–26
Here
Hispanic or Latino
58%
White
39%
Asian
—
Black or African American
—
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 use eligible enrollment; unavailable categories are shown as a dash.
About 3 in 5 students qualified for free or reduced-price meals in 2024–25 (61%, 280 of 458). California: 63%.
83% of teaching positions with proper credential and placement · 2021–22
CDE SARC report 2024–25. The published rate is 83.32%: 16.9 properly credentialed teaching-position FTE out of 20.3 total position FTE. This measures positions, not individual teachers.
English learners
Are English learners making progress in English?
58%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
This school58%
Hughson Unified48%
California47%
42 of 72 English learners here; 132 of 274 in Hughson Unified; 355,274 of 748,916 in California. This measures progress, not fluency. Data source: California Department of Education, 2026 Dashboard ↗.
Questions & evidence
Turn the data into useful questions. Trace every result back to its record.
100% historical overlap of origin attendance-zone area · not a share of students
Links do not guarantee placement. Charter, magnet, transfer and other admission routes can differ. Each school’s percentile compares its own level and peer class; the stages are not one ranking.
The road from this school ends at Hughson High. UC records 15 enrollees from Hughson High for fall 2025. Its AP Course Audit lists 7 authorized AP subjects for 2025 - 2026. Those figures come from dated records — a child starting here today would reach Hughson High around 2032, and 6 years is a long time for a school to hold still, and by the state's 2023 count 64% of Hughson High's graduates enrolled in college somewhere, UC or not.
Most students in grades 6–8 haven’t yet met the state’s standards in English and math. What extra help do they get, and how do you know it’s working?
Which math courses can students take, and how are placements decided?
How do students get academic help and connect with a trusted adult?
Which electives and high-school transition supports are available?
Common questions
Is Emilie J. Ross Middle a good middle school?
Emilie J. Ross Middle is in the 62nd percentile (Solid) of California’s regular public and charter middle schools. Its Scope Score is 43 of 100: it places the school among them; it isn’t a grade. In spring 2026, on California's state tests (CAASPP), Emilie J. Ross Middle was below California in English and math: 44% and 32% met or exceeded the standard in grades 6–8, against 49% and 37% statewide. The 2026 Scope Score combines 6 dimensions for middle schools: exceeded standard, met or exceeded the standard, grade 6-to-8 growth, chronic absenteeism, suspension rate, and ELPAC English Learner proficiency. See the current formula and weights. Data source: California Department of Education CAASPP Smarter Balanced results, spring 2026, analyzed by SchoolScope.
What are Emilie J. Ross Middle's CAASPP test scores?
In spring 2026, 44% of students tested in grades 6–8 met or exceeded the English standard and 32% the math standard; 13% and 12% exceeded it. For the same grades, California's rate was 49% and 37% met or exceeded, 19% and 21% exceeded. 472 students were tested in English and 474 in math (CDE CAASPP 2025–26; California's rate combines CDE's statewide grade rows, weighted by students tested, our calculation).
How does Emilie J. Ross Middle rank in California?
Emilie J. Ross Middle is in the 62nd percentile of 2,532 California comprehensive middle schools (Solid, 2026). Emilie J. Ross Middle ranks #946 by Scope Score in that comparison pool. The 2026 Scope Score combines 6 dimensions for middle schools: exceeded standard, met or exceeded the standard, grade 6-to-8 growth, chronic absenteeism, suspension rate, and ELPAC English Learner proficiency. See full methodology.
Is Emilie J. Ross Middle getting better or worse?
SchoolScope compares Emilie J. Ross Middle's grade 6 results in 2024 with its grade 8 results in 2026, using school-level test aggregates. Students are not matched across years, and enrollment changes can affect the comparison. SchoolScope middle standardized cohort gain: approximately 90th percentile on a calibrated reference scale, not an empirical school rank. This score compares school-level grade groups across ELA and Math, not matched students in California's separate growth model. It describes an aggregate change; it cannot establish how individual students progressed or what caused it. See full methodology.
What do attendance and suspension records show for Emilie J. Ross Middle?
CDE chronic absence 2025–26: 10.8% of eligible students missed 10% or more of the days they were expected to attend; 53 chronically absent of 490 eligible students. CDE suspension 2025–26: 2.8%; 14 unduplicated suspended students of 497 cumulative enrollment. These figures cannot establish safety or everyday experience. How the Scope Score is built.
How does Emilie J. Ross Middle compare to other schools in Hughson?
Emilie J. Ross Middle is in the 62nd percentile (Solid) of California’s regular public and charter middle schools. To compare with nearby schools, SchoolScope shows the same measures side by side: the share of students who met or exceeded the standard, the share who exceeded it, growth, chronic absence and suspensions. The school serves 458 students. Use the schools in Hughson page or the map view to compare nearby middle schools.
What do reported student-group results show at Emilie J. Ross Middle?
At Emilie J. Ross Middle in Hughson, 40% of low-income students (CDE’s “socioeconomically disadvantaged” group) in grades 6–8 scored Proficient or Advanced (formerly Met or Exceeded) in reading and writing in spring 2026, compared with 40% across the district and 39% across California for the same group in the same grades. That matches the district rate for the same group. Also: low-income students, 30% in math; Hispanic students, 40% in reading and writing. Data source: California Department of Education, CAASPP, spring 2026. 364 low-income students tested in reading and writing. SchoolScope shows disaggregated test scores by demographic subgroup so you can see how a school performs for your child's specific group — not just the school-wide average. Subgroup data is context, not part of the Scope Score: we don't penalize schools for who they serve. See our equity approach.
What high school does Emilie J. Ross Middle feed into?
In the 2015–16 federal attendance-boundary survey, most of Emilie J. Ross Middle's attendance area fell inside the attendance area of Hughson High. Hughson High is in the 55th percentile (Solid) of California’s regular public and charter high schools on its 2025 Scope Score. Boundaries come from the U.S. Department of Education’s School Attendance Boundary Survey, a 2015-16 collection and the most recent national one — they are approximate and may since have changed. A boundary is also not a placement guarantee: magnet, charter, open-enrollment and inter-district transfer options mean students from one school often continue to several different ones. Confirm your address with the district before making an enrollment or housing decision. Data source: NCES School Attendance Boundary Survey, analyzed by SchoolScope.
Source records
Explore the data
Available score factors, grade-level results, student-group measures, and nearby-school context, with source details.
↓ vs CA 17.7% · index 45 · 50 = CA middle-school midpoint
Met or exceeded
↓ vs CA 40.6% · index 49 · 50 = CA middle-school midpoint
Growth (2024 G6 → 2026 G8)
↑ vs CA average · ≈90th calibrated reference pctile
Chronic absenteeism
↑ vs CA 17.8% · index 60 · 50 = CA middle-school midpoint · ▼ 5.1pp lower vs 2025
Suspension rate
↑ vs CA 3.8% · index 54 · 50 = CA middle-school midpoint · ▼ 4.3pp lower vs 2025
EL proficiency (ELPAC)
↑ vs CA 17.5% · index 60 · 50 = CA middle-school midpoint
Any absence or suspension percentage shown here is a SchoolScope model-adjusted scoring input, not a raw CDE-reported school rate. The State column averages these inputs across scored comprehensive California schools at this level.
02By grade & subgroupLook beyond the school average, by grade and student group.CAASPP 2025–26 · % of tested students+
From 2025–26 reporting, California calls Level 3 Proficient and Level 4 Advanced (formerly Standard Met and Standard Exceeded). “Proficient or Advanced” combines both levels in the 2025–26 results shown here. California's level descriptions.
ELA · 2025–26 results by grade
Scroll for more columns →
Share of students tested, spring 2026
ELA
Tested
Advanced
Proficient
Developing
Minimal
Proficient or Advanced
California
Difference
Grade 6
156
6%
23%
32%
39%
29%
48%
−19
Grade 7
160
14%
40%
16%
30%
54%
51%
+3
Grade 8
156
17%
33%
28%
22%
50%
49%
+1
California is the state's own English result for each grade, counting every student tested there.
Math · 2025–26 results by grade
Scroll for more columns →
Share of students tested, spring 2026
Math
Tested
Advanced
Proficient
Developing
Minimal
Proficient or Advanced
California
Difference
Grade 6
156
6%
15%
31%
48%
21%
37%
−16
Grade 7
160
13%
23%
28%
36%
36%
38%
−2
Grade 8
158
18%
23%
26%
33%
41%
36%
+5
California is the state's own math result for each grade, counting every student tested there.
We show the grade rows CDE publishes for this school. A missing grade or dash can mean the school does not serve that grade, that we hold no valid result for it, or that the tested group was too small to report. It does not mean zero.
Earlier years · grade and subject
Scroll for more columns →
Year · grade · subject
Students with scores
Met or exceeded
2025 · Grade 6 · ELA
149
36.9%
2025 · Grade 7 · ELA
140
48.6%
2025 · Grade 8 · ELA
165
47.9%
2025 · Grade 6 · Math
149
33.6%
2025 · Grade 7 · Math
141
43.3%
2025 · Grade 8 · Math
165
32.7%
2024 · Grade 6 · ELA
141
38.3%
2024 · Grade 7 · ELA
157
45.2%
2024 · Grade 8 · ELA
151
48.3%
2024 · Grade 6 · Math
142
23.9%
2024 · Grade 7 · Math
159
29.6%
2024 · Grade 8 · Math
153
26.1%
2023 · Grade 6 · ELA
146
30.8%
2023 · Grade 7 · ELA
144
45.1%
2023 · Grade 8 · ELA
133
33.8%
2023 · Grade 6 · Math
146
17.1%
2023 · Grade 7 · Math
146
30.1%
2023 · Grade 8 · Math
136
18.4%
2022 · Grade 6 · ELA
142
33.1%
2022 · Grade 7 · ELA
134
35.1%
2022 · Grade 8 · ELA
147
34.0%
2022 · Grade 6 · Math
142
16.2%
2022 · Grade 7 · Math
136
17.6%
2022 · Grade 8 · Math
146
7.5%
2019 · Grade 6 · ELA
152
47.4%
2019 · Grade 7 · ELA
167
45.5%
2019 · Grade 8 · ELA
150
42.7%
2019 · Grade 6 · Math
153
23.5%
2019 · Grade 7 · Math
166
24.7%
2019 · Grade 8 · Math
147
28.6%
2018 · Grade 6 · ELA
166
52.4%
2018 · Grade 7 · ELA
147
44.9%
2018 · Grade 8 · ELA
153
42.5%
2018 · Grade 6 · Math
166
28.3%
2018 · Grade 7 · Math
148
25.0%
2018 · Grade 8 · Math
153
22.9%
2017 · Grade 6 · ELA
147
32.0%
2017 · Grade 7 · ELA
153
41.2%
2017 · Grade 8 · ELA
156
48.7%
2017 · Grade 6 · Math
146
21.9%
2017 · Grade 7 · Math
153
20.3%
2017 · Grade 8 · Math
156
25.6%
2016 · Grade 6 · ELA
160
39%
2016 · Grade 7 · ELA
152
51%
2016 · Grade 8 · ELA
154
50%
2016 · Grade 6 · Math
160
24%
2016 · Grade 7 · Math
153
24%
2016 · Grade 8 · Math
154
32%
2015 · Grade 6 · ELA
155
41%
2015 · Grade 7 · ELA
150
42%
2015 · Grade 8 · ELA
154
32%
2015 · Grade 6 · Math
155
31%
2015 · Grade 7 · Math
150
25%
2015 · Grade 8 · Math
155
25%
Current 2025–26 grade results appear above. The 2015–2018 rows were checked against original CDE files; independent re-verification of other stored historical years remains incomplete. The 2015 and 2016 percentages are rounded to whole numbers in the source. “Students with scores” is the rate denominator for that grade, subject and year. A missing result is not zero or a matched cohort.
Scroll for more columns →
Science (CAST)
Tested
Advanced
Proficient
Developing
Minimal
Schoolwide
156
13%
25%
54%
8%
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.
Scroll for more columns →
Subgroup · ELA
Tested
Proficient or Advanced
vs district
vs CA
Socioeconomically Disadvantaged
364
40%
+0
+1
Hispanic/Latino
273
40%
+0
+0
White
186
51%
+0
−10
03Nearest middle schoolsInspect the nearby-school comparison and its enrollment context.Nearby schools · distance and enrollment context+
Listed nearest first, by distance.
Advanced · Proficient or Advanced
Average every tested grade and subject, so they differ from the English and math figures above.
Grade gap
Grade 6 vs grade 8, this year, different students.
Cohort growth
School-level grade groups from different years, not matched children, in scale-score points. That’s the measurement the Scope Score weights.
Scroll for more columns →
School
Dist
Scope · percentile · band
Advanced
Proficient or Advanced
Grade gap
Cohort growth
Susp
Emilie J. Ross Middle ←
—
4362nd percentile · Solid · statewide · 2026
13%
38%
+20.6pp
+62 pts
2.8%
Average California middle school
—
40School average · no percentile
18%
41%
+3.0pp
—
3.8%
Susp = SchoolScope model-adjusted suspension input, not the raw CDE-reported school rate.
04More measuresRead additional measures and dated historical records.context · not all part of the Scope Score+
CDE reported all-students (TA) school rates for 2025 and 2026; the change is 2026 minus 2025 in percentage points.
Each year names its school year end (2026 = 2025–26). “Students with scores” is the subject-specific rate denominator; ELA and Math counts must not be added. The 2015–2018 rows were checked against CDE’s original research files. The 2015 and 2016 files report whole percentages; later rows round to one decimal here. Older stored rows from other years still need independent original-file re-verification. A dash is unavailable, not zero. Before spring 2026, Advanced was reported as Exceeded and proficient or advanced as met or exceeded.
Scroll for more columns →
Year
Scope
Pctile
Rank
Absent
Susp
Grade gap
2019
—
—
—
7.6%
4.4%
+0.2pp
2022
—
—
—
22.4%
7.8%
-3.9pp
2023
—
—
—
18.0%
7.6%
+2.1pp
2024
—
—
—
14.4%
3.8%
+6.1pp
2025
—
—
—
16.1%
7.1%
+5.1pp
2026
43
62
#946
11.0%
2.8%
+20.6pp
The Absent and Susp columns are SchoolScope model-adjusted scoring inputs, rather than raw CDE-reported school rates.
Grade gap = this year's grade 6 vs grade 8 result, two different sets of students, not a trend for any one child — it is not the measurement the Scope Score's growth dimension uses. See §01 above and /methodology#verdicts for the school's actual scored (cohort) growth.
NO 2020 OR 2021 RECORDS IN THIS SCHOOLSCOPE SERIES · SCORE AND PERCENTILE ARE RELATIVE TO EACH YEAR'S FIELD
05Climate by student groupCompare attendance and discipline records by student group.chronic absenteeism · 2018–19 vs 2025–26 school years+
Scroll for more columns →
Group
2018–19
2025–26
Δ
Female
6.5%
11.2%
+4.7pp
Male
8.4%
10.4%
+2.0pp
Hispanic/Latino
6.8%
10.5%
+3.7pp
White
8.8%
10.5%
+1.7pp
Students with Disabilities
14.0%
17.3%
+3.3pp
English Learners
4.9%
11.8%
+6.9pp
Military-Connected
0.0%
7.7%
+7.7pp
Socioeconomically Disadvantaged
8.6%
12.2%
+3.6pp
All Students
7.5%
10.8%
+3.3pp
Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.
06California growth model, by student groupInspect CDE growth-model records and group sample sizes.2025 · scale-score points vs the state's prediction · shown, never scored+
Scroll for more columns →
Group
ELA
n
CDE band
Math
n
CDE band
All Students
+5
427
Accelerated
+13
426
Accelerated
English Only
+6
292
not categorised
+15
291
not categorised
Socioeconomically Disadvantaged
+3
264
Average
+8
263
Accelerated
Hispanic or Latino
+3
235
Average
+7
235
Accelerated
White
+4
181
Average
+18
180
Accelerated
English Learner
+1
112
Average
+2
112
Average
Recently Reclassified Fluent-English Proficient Only
+9
63
not categorised
+9
63
not categorised
Students with Disabilities
−23
53
Minimal
−15
53
Moderate
English Learners Only
−11
49
not categorised
−8
49
not categorised
Long-Term English Learner (grades 6-8 only)
−5
40
Average
−2
40
Average
CDE reports scale-score points versus its growth-model prediction — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. “Not categorised” means this imported CDE row has a growth value without a performance category. Long-Term English Learner counts cover grades 6-8 only (CDE), so that row is not comparable to the All Students row. CDE labels at least one imported estimate here WEIGHTED; that describes its aggregation method, 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.
07Growth source detailSeparate historical trends, cohort comparisons and matched growth.CDE matched-student model and school-grade cohort record · distinct measures+
School-grade cohort proxy · ELA endpoints
ELA · 2024 · Grade 6
11%
exceeded standard · 38% met or exceeded
CDE CAASPP 2024 · 141 ELA test records with scores
→
ELA · 2026 · Grade 8
17%
exceeded standard · 50% met or exceeded
CDE CAASPP 2026 · 156 ELA test records with scores
Minimum rounded subject-mean records with scores at the endpoints: 142 (school-grade cohort proxy).
These paired percentages describe ELA 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 ELA and Math; California's matched-student model is a separate measure.
California growth model · reported-school field
State model · ELAmatched 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
427 students
estimate WEIGHTED
SchoolScope midrank among 7,519 reported ELA ALL school records in its retained school inventory
California growth model, ELA: +5 scale-score points versus the state's expectation, 63rd percentile of 7,519 reported schools in SchoolScope's retained inventory.63rd pctile · +5 pts
State model · mathmatched 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
426 students
estimate WEIGHTED
SchoolScope midrank among 7,518 reported MATH ALL school records in its retained school inventory
California growth model, math: +13 scale-score points versus the state's expectation, 82nd percentile of 7,518 reported schools in SchoolScope's retained inventory.82nd pctile · +13 pts
this school| center tick: 50th percentile in SchoolScope's retained-school field, calculated separately for ELA and Math
Source notes. CDE reports scale-score points versus its prediction for matched students, never a percentage. Among SchoolScope's retained California middle school records, the median ELA estimate is −2 and the middle half fall between −10 and +5 scale-score points — the spread is wide, so read its position among reported schools, not the sign. 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 is not part of the Scope Score.
08Funding source detailFollow funding records at their school or district source grain.CDE ESSA school · CDE SACS district · NCES F-33 district; each row labels its fiscal year and measure+
Per-pupil spending
District · current expense$12,996 per pupil
NCES F-33 · FY 2020–21 (2021) · fall district membership: 2,058 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$1,336 per pupil
CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 458
Central federal expenditures attributed here$978 per pupil
CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 458
District current expense · FY 2024–25$18,008 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
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$12,996 per pupil
2020$12,225 per pupil
2019$11,596 per pupil
2018$11,867 per pupil
2017$11,603 per pupil
09ZIP-area community recordRead census estimates for the surrounding ZIP area, not the school's students.ACS 2020–2024 · ZCTA 95326+
Scroll for more columns →
American Community Survey 5-year estimates · 2020–2024 · ZIP Code Tabulation Area 95326
Measure
Estimate
Median household income
$87,500
Bachelor's degree or higher (adults 25+)
19.06%
ZCTA population
10,593
Median age
38.6 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/ZCTA context does 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 95326 →
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Source: CA Dept. of Education · CAASPP 2025–26 · n=2,532 middle schools · Vintages: climate subgroups 2019+2025 · district finance per its label · ACS 2024 · Data updated 2026-10-15
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