Independent charter school · Los Angeles Unified · Los Angeles, California

Equitas Academy 5

Los Angeles · TK–4 · 184 students (2024–25)

1612 West Pico Boulevard, 90015equitasacademy.org ↗(213) 201-5936

Near California in English, well below in math, grades 3 and 4, spring 2026: 41% and 24% scored Proficient or Advanced, against 45% and 45%.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3 and 4: 51 in English, 50 in math
Comparison: California: CDE’s grade 3 and 4 rows for the whole state combined, weighted by students tested (our calculation; 798,645 in English and 800,621 in math tested).

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

Equitas Academy 5 has no 2026 Scope Score.

How to enroll

Save

Common questions

How do I get in?

Ask Equitas Academy 5 how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓

How many students reached the top test level here?

In grades 3 and 4, spring 2026, 12% scored Advanced in English (reading and writing) and 2% in math. 59% scored below the standard in English and 76% in math. Evidence ↓

How often do students miss school or get suspended?

26 in 100 students were chronically absent in 2025–26 (49 of 188), meaning they missed 10% or more of school days. 0 of 192 students were suspended at least once in 2025–26. Evidence ↓

Academic achievement

How did students here do on state tests?

Near California in English; well below it in math.

State tests (CAASPP), spring 2026

In grades 3 and 4, spring 2026, 41% scored Proficient or Advanced in English and 24% in math, against 45% and 45% across California.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3 and 4: 51 in English, 50 in math
Comparison: California: CDE’s grades 3 and 4 rows for the whole state combined, weighted by students tested (our calculation; 798,645 in English, 800,621 in math tested). The comparisons use the same grades and year.

AdvancedProficientBelow the standard

English

Grades 3 and 4 · spring 2026 · 51 tested

Advanced: 12%
Proficient: 29%
Below the standard: 59%

This school41%

California45%

Los Angeles Unified45%

41% Proficient or Advanced in grades 3 and 4.

Math

Grades 3 and 4 · spring 2026 · 50 tested

Advanced: 2%
Proficient: 22%
Below the standard: 76%

This school24%

California45%

Los Angeles Unified47%

24% Proficient or Advanced in grades 3 and 4.

Results for each grade, spring 2026English and math · grades 3 and 4 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 3 and 4: share of students tested, spring 2026
Measure	Grade 3	Grade 4
Proficient or Advanced	40%	42%
Advanced	4%	19%
Proficient	36%	23%
Developing level	20%	23%
Minimal	40%	35%
Tested	25	26

Math

Math, grades 3 and 4: share of students tested, spring 2026
Measure	Grade 3	Grade 4
Proficient or Advanced	21%	27%
Advanced	0%	4%
Proficient	21%	23%
Developing level	37%	42%
Minimal	42%	31%
Tested	24	26

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 does math compare with English?

In grades 3 and 4, spring 2026, math trails English by 17 percentage points in the share who scored Proficient or Advanced; across California, math doesn’t trail. The grades 3 and 4 cards above give each subject’s share.

Have results changed?

English results were higher than in 2025; math results were lower. English went from 36% to 41% and math from 32% to 24%.

English · top two levels · grades 3 and 4

202536%78 tested

→

202641%51 tested

This school

California, same grades45% → 45%2025 → 2026 · 814,372 → 798,645 tested

Math · top two levels · grades 3 and 4

202532%79 tested

→

202624%50 tested

This school

California, same grades44% → 45%2025 → 2026 · 820,989 → 800,621 tested

Each year is a different group of students.

Did students here score above what the state expected?

In English, yes; in math, about as expected. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grade 4 scored +10 points against that expected score in English, which the state calls Accelerated. In math, they scored −3 points, which it calls Average.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grade 4: 46
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.

Grade 4 · 2025 · 46 students with scores in both years

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

+10 pts

English

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

−3 pts

Math

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

Ask: How does the school check what’s working in math?

All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts

Share of students tested at each level, spring 2026
Students	Advanced	Proficient	Developing level	Minimal	Tested
English, grades 3 and 4 · This school	12%	29%	22%	37%	51
English, grades 3 and 4 · California	24%	21%	21%	34%	798,645
English, grades 3 and 4 · Los Angeles Unified	24%	21%	22%	33%	71,579
Math, grades 3 and 4 · This school	2%	22%	40%	36%	50
Math, grades 3 and 4 · California	21%	24%	25%	30%	800,621
Math, grades 3 and 4 · Los Angeles Unified	23%	24%	25%	28%	71,707

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 20243 tested years shown · English and math have been below California in every tested year since 2024

Chart and table: 2024–2026.

English top two levels, grades 3 and 4

This schoolCalifornia

0%50%100%20242025202641%45%

Math top two levels, grades 3 and 4

This schoolCalifornia

0%50%100%20242025202624%45%

In grades 3 and 4, the share at the state’s top two levels in English went from 27% in 2024 to 41% in 2026. In math, it went from 30% in 2024 to 24% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3 and 4
Year	This school	California
2024	27% 112 tested	43% 817,082 tested
2025	36% 78 tested	45% 814,372 tested
2026	41% 51 tested	45% 798,645 tested

Math · top two levels · grades 3 and 4
Year	This school	California
2024	30% 115 tested	43% 826,737 tested
2025	32% 79 tested	44% 820,989 tested
2026	24% 50 tested	45% 800,621 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 10 points above that expected score, and in math 3 points below it.

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

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

What you can do

Who can act on Equitas Academy 5’s results?

Equitas Academy 5’s own board decides its plan.

The state hasn’t placed Equitas Academy 5 in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source

Where is its yearly plan?

What its plan pays for ↓

Los Angeles Unified authorized this charter; its current term ends June 30, 2031.

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

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?

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

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. 0 of 192 students were suspended at least once in 2025–26.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 49 of 188 students counted for it; suspension: 0 of 192 students enrolled during the year

Chronically absent, 2025–26

26 in 100This school

49 of 188 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 192

students were suspended at least once.

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

Ask families and staff yourselfWhat to ask the people at Equitas Academy 5

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 ↓

Every learner

How do kids like mine do here?

Low-income students scored well below the same group across California in math.

Student groups, grades 3 and 4, spring 2026

19% of low-income students scored Proficient or Advanced in math (grades 3 and 4, spring 2026), against 33% for the same group across California.

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grades 3 and 4; 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).

Equitas Academy 5Same group, California

Low-incomeEnglish · 48 tested37%Same group, California 34%
Low-incomeMath · 47 tested19%Same group, California 33%
Hispanic or LatinoEnglish · 44 tested41%Same group, California 35%
Hispanic or LatinoMath · 44 tested25%Same group, California 34%

Proficient or Advanced, grades 3 and 4, spring 2026.

Who are the students?

2025–26 · students counted

Hispanic or Latino81%
Not reported14%
White—
Asian—
Black or African American—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Unallocated share5%

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.

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

51% 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 · 23 of 45 English learners51%

Los Angeles Unified · 24,781 of 47,33052%

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?

90%of students qualified for free or reduced-price meals in 2024–25, 165 of 184. California: 63%.

13teachers, 2024–25

5 yearsaverage experience, 2024–25

31%in their first year, 2024–25

100%of teaching positions with proper credential and placement, 2021–22

Ask: What extra help is there in math for low-income students, and how does the school check that it works?

All group results, district comparisons and sources

Proficient or Advancedgrades 3 and 4 · spring 2026

Group and subject	Here	vs Los Angeles Unified	vs California
Low-income · 48 tested in English, 47 in math
English	37%	−239%	+334%
Math	19%	−2342%	−1433%
Hispanic or Latino · 44 tested
English	41%	+239%	+635%
Math	25%	−1742%	−934%

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

English learners: fewer than 30 tested here. 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, students with disabilities and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
Hispanic or Latino	81%
Not reported	14%
White	—
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: 100% of teaching positions, 4 properly credentialed teaching-position FTE out of 4 total position FTE. This measures positions, not individual teachers.

In its own words

What does Equitas Academy 5’s own plan commit to?

Its 2026–27 plan

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

$4.1 million

planned for 15 funded actions in 3 goals. That’s 83% of its $4.9 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, 67 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 53% of the money. The plan itself puts 66% of it toward staff.

Highly Effective Teachers and School Leadership $1.0 million
Staffing, Training, and Supplies to Support Strong Community $594,963
Comprehensive After-School Program $546,913
12 other actions

Reading, math and catch-up help

1 of the plan’s 15 funded actions names reading, math, catch-up help or English learners in its title.

English learners $40,596

Largest of these

Effective ELD Program$40,596

For high-need students

It plans $698,146 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $744,225 and estimates it spent $755,464, $11,239 (2%) more than planned (our arithmetic).

What its goals measure

Read these state results for this school as context for the goals they measure; results alone can’t show what the plan caused.

The test rows are schoolwide results for every grade the school tests; the source doesn’t list which grades. The headline at the top of this page covers grades 3 and 4 only: 41% in English and 24% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure	2024–25	2025–26	Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 3 · Academic Success For All Students	36%	41%	up 5 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 3 · Academic Success For All Students	32%	24%	down 8 pts
Chronically absentGoal 1 · Healthy, Connected, and Equitable School Culture	35 in 100	26 in 100	9 fewer in 100
Suspended at least onceGoal 1 · Healthy, Connected, and Equitable School Culture	0.5%	0 of 192	down 0.5 pts

Goal 2 isn’t shown because it tracks other measures.

Figures from CDE’s state test, chronic absence and suspension files. Test figures cover every grade the school tests (California tests grades 3–8 and 11), so they differ from a profile’s rated grades. Chronically absent means a student missed 10% or more of school days.

The plan’s own titles and amounts

Highly Effective Teachers and School Leadership · $1,023,883
Staffing, Training, and Supplies to Support Strong Community · $594,963
Comprehensive After-School Program · $546,913

The full plan3 goals, 19 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 ($4.1 million).

Where does the money go?

48% to Goal 1, Healthy, Connected, and Equitable School Culture. Each box is one action, sized by its planned dollars. Tap a box to open its goal.

Every goal, in the plan’s order

Goal 1Healthy, Connected, and Equitable School Culture$2.0 million48% of action budgets

“Implement restorative practices and equity-minded approaches to ensure the well- being, safety, and connectedness of our school community, including their ability to advocate for equity. Key metrics for success on this goal include Student Engagement, School Climate, and Parent Engagement” p. 8 ↗

5 funded actions

Largest funded actions

Staffing, Training, and Supplies to Support Strong Community$594,963action 1.3 · p. 29 ↗ · marked as contributing to high-need services · of which $212,332 is state funding counted toward those services
Comprehensive After-School Program$546,913action 1.4 · p. 29 ↗ · marked as contributing to high-need services · of which $151,434 is state funding counted toward those services
Safe and Compliant Facility$503,067action 1.2 · p. 29 ↗
Effective Operations Management$207,347action 1.1 · p. 29 ↗
Summer Enrichment Program$101,250action 1.5 · p. 29 ↗ · marked as contributing to high-need services

How the plan measures it · 10 measures · 3 quoted

School Attendance Rate p. 9 ↗
Baseline
89% (2022-23)
Target for year 3
95%
Suspension Rate p. 9 ↗
Baseline
All: 0% …
Target for year 3
<1%
Expulsion Rate p. 9 ↗
Baseline
All: 0% …
Target for year 3
<1%

7 more measures in the plan’s table.

Goal 2High-Quality Teachers and Curriculum$1.6 million39% of action budgets

“Ensure all students have access to highly skilled and effective educators, as measured by credentialing and teacher surveys, and a high-quality curriculum that meets the needs of all students, measured by implementation of a broad course of study, rigorous standards-aligned courses and instructional materials, and full implementation of integrated and designated English Language Development” p. 13 ↗

4 funded actions

Largest funded actions

Highly Effective Teachers and School Leadership$1.0 millionaction 2.2 · p. 29 ↗
Core Special Education Program$0.5 millionaction 2.3 · p. 29 ↗
Network Talent Development & Support$0.1 millionaction 2.4 · p. 29 ↗ · marked as contributing to high-need services
Standards-Aligned Instructional Materialsunder $0.1 millionaction 2.1 · p. 29 ↗

How the plan measures it · 1 measure

None of these has an all-students line we can quote; the plan’s table lists them from p. 13 ↗.

Goal 3Academic Success For All Students$541,49513% of action budgets

“Continue to use data-driven instruction to close achievement gaps and ensure student academic growth and success in literacy, including English language development, math, and science” p. 17 ↗

6 funded actions

Largest funded actions

Instructional Leadership and Support Staffing$295,270action 3.3 · p. 29 ↗ · marked as contributing to high-need services · of which $102,121 is state funding counted toward those services
Differentiated Instructional Supports$113,386action 3.1 · p. 29 ↗ · marked as contributing to high-need services · of which $43,169 is state funding counted toward those services
Academic Technology$65,630action 3.6 · p. 29 ↗ · marked as contributing to high-need services
Effective ELD Program$40,596action 3.4 · p. 29 ↗ · marked as contributing to high-need services · of which $30,771 is state funding counted toward those services
Additional Investments for Students with Disabilities$19,342action 3.5 · p. 29 ↗

1 more funded action in this goal

Professional Development · action 3.2 · p. 29 ↗ · marked as contributing to high-need services · of which $1,550 is state funding counted toward those services$7,271

How the plan measures it · 8 measures · 2 quoted

Student Performance on Internal State- Verified Data Assessment for Reading p. 18 ↗
Baseline
All: 40% …
Target for year 3
50%+ meeting growth expectations
Student Performance on Internal State- Verified Data Assessment for Math p. 18 ↗
Baseline
All: 54% …
Target for year 3
50%+ of students meeting growth expectations

6 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

What comes after Equitas Academy 5, and how do I get in?

No assigned next school.

Equitas Academy 5 is a charter, so a student’s later schools follow the family’s home address, not this campus, unless the family applies elsewhere. Each school’s standing compares it with California schools at its own level.

Elementary · this school
Equitas Academy 5
Grades TK–4
Middle
Equitas Academy 4
11th · Needs Support · 2026Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
High
Link not recorded
Ask the district about this stage.

Historical links and nearby options · confirm your child’s address and current assignment with the district. Explore schools on the map

All recorded links and nearby alternatives

Middle-school links

Equitas Academy 4
Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
11th percentile · Needs Support · middle · 2026
John H. Liechty Middle
Nearby same-district option · distance estimate, not a confirmed feeder
28th percentile · Developing · middle · 2026
Equitas Academy #2
Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
59th percentile · Solid · middle · 2026

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.

Ask Equitas Academy 5 how it admits students.

Applying to Equitas Academy 5 for 2027–28

Equitas Academy 5 is an independent charter, so you apply on its own application, not through LAUSD Choices.
It sets its own deadline and lottery date. Find both on the school’s site or ask the office.

Compare with other schools

How Choices, lotteries and waitlists work

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: equitasacademy.org ↗Office: (213) 201-5936Administrator: Sofia Roditti

Location and visiting

Get directions

1612 West Pico Boulevard, Los Angeles 90015

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

Questions for your visit

How does the school check what’s working in math? Math: 32% in 2025 to 24% in 2026 here; California: 44% to 45%
When a child starts missing school, who calls the family, and how soon?

Office (213) 201-59361612 West Pico 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 schoolsStatewide percentile

Tenth Street Elementary0.4 mi
46thDevelopingScope Score 34
Downtown Value0.5 mi · Charter school. Check how it admits students.
27thDevelopingScope Score 26
Magnolia Avenue Elementary0.6 mi
73rdSolidScope Score 48
Norwood Street Elementary0.6 mi
43rdDevelopingScope Score 32
Leo Politi Elementary0.7 mi
21stNeeds SupportScope Score 24

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.

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 3 · ELA · 2026	25	40%	4%	36%	20%	40%	2383
Grade 4 · ELA · 2026	26	42.31%	19.23%	23.08%	23.08%	34.62%	2452.7
All Grades · ELA · 2026	51	41.18%	11.76%	29.41%	21.57%	37.25%	not on file
Grade 3 · Math · 2026	24	20.83%	0%	20.83%	37.5%	41.67%	2377.3
Grade 4 · Math · 2026	26	26.92%	3.85%	23.08%	42.31%	30.77%	2434.6
All Grades · Math · 2026	50	24%	2%	22%	40%	36%	not on file

CDE CAASPP 2026: 4 individual grade–subject records; 4 records with a positive known tested count.

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

Every tested year2023–2026 · 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	51	12%	41%
2026 · Math	50	2%	24%
2025 · English	78	9%	36%
2025 · Math	79	9%	32%
2024 · English	112	12%	27%
2024 · Math	115	6%	30%
2023 · English	57	9%	25%
2023 · Math	57	7%	26%

Each year names its school year end (2026 = 2025–26). “Students with scores” counts each subject on its own, so don’t add the English and math counts together. A dash is unavailable, not zero.

Earlier years · grade and subject

Year · grade · subject	Students with scores	Met or exceeded
2025 · Grade 3 · English	26	35%
2025 · Grade 4 · English	52	37%
2025 · Grade 3 · Math	27	30%
2025 · Grade 4 · Math	52	33%
2024 · Grade 3 · English	52	25%
2024 · Grade 4 · English	60	28%
2024 · Grade 3 · Math	55	33%
2024 · Grade 4 · Math	60	27%
2023 · Grade 3 · English	57	25%
2023 · Grade 3 · Math	57	26%

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.

Student groups: test resultsEnglish · spring 2026

Group · English	Tested	Proficient or Advanced
Low-income	48	37%
Hispanic or Latino	44	41%

Shown as reported, with no comparison.

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 · 35 in 100 → 2025–26 · 26 in 100 · −9 in 100
Suspension rate2024–25 · 0.5% (1 of 199) → 2025–26 · 0 of 192 · −0.5 percentage points

Group	2018–19	2025–26
Female	—	23 in 100
Male	—	30 in 100
Hispanic or Latino	—	26 in 100
Students with disabilities	—	31 in 100
English learners	—	14 in 100
Low-income	—	25 in 100
All students	—	26 in 100

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

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

Group	English	n	CDE category	Math	n	CDE category
All students	+10	46	Accelerated	−3	46	Average
Hispanic or Latino	+10	46	Accelerated	−3	46	Average
Low-income	+7	43	Accelerated	−3	43	Average
English learners	+7	32	Accelerated	+11	32	Accelerated
Recently reclassified as fluent in English	+23	19	not categorized	+12	19	not categorized
English learners only	−12	13	not categorized	+10	13	not categorized
English-only students	+9	12	not categorized	−29	12	not categorized

CDE reports scale-score points against the state’s expected score, not a percentage or percentile. All imported groups remain visible; a missing group has no imported record shown here. CDE growth covers grades 4–8; here that is grade 4.

Growth recordsthe state’s student-by-student measure

California growth model · points vs expected

State model · English+10 pts vs expected

matched students, grade 4

CDE California growth model · 2025 Dashboard

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

All students, grade 4

46 students

CDE growth category: Accelerated

State model · math−3 pts vs expected

matched students, grade 4

CDE California growth model · 2025 Dashboard

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

All students, grade 4

46 students

CDE growth category: Average

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8; here that is grade 4.

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

Per-pupil spending

District · current expense$18,180 per pupil

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

California · selected district mean$14,491 per pupil

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

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

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

How the California mean was selected

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

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

Instruction 52%Instruction support 17%Student services 12%Administration 7%Buildings & maintenance 10%Other 2%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$5,655,379,384	51.81%	52%
Instruction support	$1,791,152,348	16.41%	17%
Student services	$1,344,873,232	12.32%	12%
Administration	$763,652,780	7.00%	7%
Buildings & maintenance	$1,099,649,062	10.07%	10%
Other	$260,356,595	2.39%	2%
Total	$10,915,063,400	100.00%	100%

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

NCES F-33 district fiscal-year history, 2017–⁠2021; latest district record shown: 2021

2021$18,180 per pupil

2020$16,355 per pupil

2019$15,793 per pupil

2018$13,247 per pupil

2017$13,549 per pupil

Source: NCES F-33 · Full district breakdown →

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

Additional workforce records

Properly assigned intern credential holders0.0%

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

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 90015 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 90015 area
Measure	Estimate
Median household income	$69,268
Bachelor's degree or higher (adults 25+)	48%
ZIP-area population	24,704
Median age	32.9 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 90015 →

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

Equitas Academy 5

Common questions

How do I get in?

How many students reached the top test level here?

How often do students miss school or get suspended?

How did students here do on state tests?

English

Math

How does math compare with English?

Have results changed?

English · top two levels · grades 3 and 4

Math · top two levels · grades 3 and 4

Did students here score above what the state expected?

English

Math

Each year’s results and tested counts

Who can act on Equitas Academy 5’s results?

Where is its yearly plan?

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

How do kids like mine do here?

Who are the students?

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

Who are the families and teachers?

What does Equitas Academy 5’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 its goals measure

Where does the money go?

Every goal, in the plan’s order

What comes after Equitas Academy 5, and how do I get in?

Middle-school links

Applying to Equitas Academy 5 for 2027–28

Before you apply

Location and visiting

Questions for your visit

Source records

Per-pupil spending

Additional workforce records

Did you find what you were looking for?