Math
27%Grades 3 & 5 · Proficient or Advanced
Public elementary school
F. C. Joyce TK-8
The scores are below where anyone wants them. Here's what they don't tell you.
29% of tested students are Proficient or Advanced in English and 27% in math. Explore the evidence alongside the opportunities your child would use.
SchoolScope archetype
Building Momentum
What this means for your family
This label means the data doesn't clearly sort the school one way or the other — ask what the school is proud of, and what it's working on.
How archetypes are assigned →Data sources · Methodology · State tests: 2025
Contact
Phone(916) 566-1880
DistrictTwin Rivers Unified
PrincipalDiana Davidson
GradesTK-8
Enrollment537 students
English
29%Grades 3 & 5 · Proficient or Advanced
Students
537Total enrollment
Chronic absence
28%Students absent 10% or more of school days
What are you trying to decide?
The overall score is a starting point.
Look at subject results, trends and student groups, then consider the opportunities your child would use.
View school performance →Start with your child’s daily experience.
Explore teaching, coursework and student-group results. A schoolwide average cannot predict an individual experience.
Explore student experience →Confirm the enrollment route.
Check the address, grade and enrollment requirements directly with the district or school.
Check attendance and enrollment →Compare the options you can access.
Use comparable evidence alongside entry requirements, cost and location.
Compare nearby schools →Academic performance
What do the results tell us?
2025 results · Grades 3 & 5 · weighted by students tested within each subject.
Proficient or Advanced combines Levels 3 and 4, formerly Standard Met and Standard Exceeded. California changed the names for 2025–26; the cut scores did not. About the labels →
Share at Proficient or Advanced
● Math┄ English
Gaps in the lines mark years without annual results.
Exact annual results
| Year | Math | English |
|---|---|---|
| 2019 | 27% | 25% |
| 2022 | 13% | 24% |
| 2023 | 17% | 16% |
| 2024 | 15% | 10% |
| 2025 | 27% | 29% |
Each year describes that year’s tested students. Changes between years do not follow the same children over time. Cohort-growth evidence, when available, is labeled separately below.
How achievement is distributed
AdvancedStandard Exceeded
11%ProficientStandard Met
16%DevelopingStandard Nearly Met
18%MinimalStandard Not Met
55%AdvancedStandard Exceeded
11%ProficientStandard Met
18%DevelopingStandard Nearly Met
19%MinimalStandard Not Met
52%Achievement-level percentages are not percentiles. “Developing” here is a test achievement level, separate from the SchoolScope performance band with the same name.
Annual results and the full academic record
Is it getting better · CAASPP 2019 to 2025
Has stayed near the 19th percentile since 2019.
Most rating sites would stop at “28% proficient” and call it done. F. C. Joyce TK-8 deserves a closer read. Four in five of its students qualify for free or reduced lunch (California: 64%) — and reading the numbers without that context misreads the school.
Test scores are one lens, and at this school they're a rough one right now. The sections below show the fuller picture — including the parts that are working.
352 tested · 3 of 3 grades published · cohort of 47 tracked
F. C. Joyce TK-8 scores 24 of 100 on SchoolScope's Scope Score — the 19th percentile of 5,721 California elementary schools (CDE CAASPP 2025).
The pandemic drop is behind this school: 28% of students meet the standard today, above the 25% who did in 2019.
Percentile among 5,721 elementary schools statewide
ELAYellow(Increased Significantly)MathYellow(Increased)
ShowHide the by-grade tables, year by year
ELA — % met or exceeded, by grade
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | 18% | 18% | 13% | 8% | 31% |
| Grade 4 | 24% | 8% | 12% | 20% | 30% |
| Grade 5 | 31% | 30% | 19% | 13% | 27% |
| Grade 6 | 27% | 18% | 15% | 27% | 40% |
| Grade 7 | 15% | 23% | 15% | 26% | 27% |
| Grade 8 | 22% | 8% | 25% | 25% | 37% |
Math — % met or exceeded, by grade
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | 19% | 14% | 25% | 22% | 35% |
| Grade 4 | 22% | 8% | 16% | 20% | 23% |
| Grade 5 | 34% | 11% | 9% | 9% | 21% |
| Grade 6 | 22% | 5% | 23% | 31% | 28% |
| Grade 7 | 8% | 15% | 3% | 10% | 15% |
| Grade 8 | 5% | 2% | 9% | 7% | 11% |
Where students land · CAASPP 2024–25
One in four of students here meet the standard. One in ten clear it by a lot.
ELA32% met or exceeded
Exceeded 9%Met 23%Nearly Met 23%Not Met 45%
Math22% met or exceeded
Exceeded 8%Met 14%Nearly Met 24%Not Met 54%
Exceeded Met Nearly Met Not Met
California elementary schools · average21% exceeded · 43% met or exceeded
This school against the California average
2019–2025 trend · CDE CAASPP
| Scope | % Exceeded | % Met+ | Growth (2023 G3 → 2025 G5) | Absence | Suspension | |
|---|---|---|---|---|---|---|
| This school | 24 | 11% | 28% | Average · p48 | 27.8% | 6.1% |
| CA average · Elementary School | 39 | 21% | 43% | Average · p50 | 17.9% | 1.6% |
This schoolCA avg
Scope2439
% Exceeded11%21%
% Met+28%43%
Growth (2023 G3 → 2025 G5)Average · p48Average · p50
Absence27.8%17.9%
Suspension6.1%1.6%
California’s growth results and student groups
State growth model · CDE growth model 2024–25
Our growth read and California's own model disagree here — the 48th percentile against the state's 77th.
Context — never part of the Scope Score
California runs its own growth model, following individual children in grades 4 through 8 rather than comparing school-wide averages the way we do — and here the two measures disagree. Ours puts this school around the 48th percentile of California elementary schools; the state's puts it around the 77th in reading and math together — a better read than ours. We are not going to pretend one of those is the answer. Neither measure sees an individual child's classroom, and a disagreement this size is worth asking the principal about directly.
— pts vs expected is scale-score points above or below what California's model predicted for these same children from their own prior-year scores. It is not a percentage and not a percent of anything. A typical California elementary school lands at +2 in reading, and the middle half of them fall between −5 and +9 — the spread is wide, so read the rank, not the sign. CDE blends two consecutive years into each published figure, so adjacent years share input data and no year-over-year trend can honestly be drawn from them. It covers grades 4-8 only, and it is not part of the Scope Score — we assessed it and left it out: it tracks school demographics roughly three times as strongly as our own growth measure does, and one published year is not enough to test how stable it is.
The returning cohort, two years on
ELA · 2023 · Grade 3
9%
exceeded standard · 13% met or exceeded
ELA · 2025 · Grade 5
10%
exceeded standard · 27% met or exceeded
n = 47
returning cohort
returning cohort
Percent exceeded, ELA only. SchoolScope's scored growth measure uses a different metric — mean scale-score change across ELA and Math; California's own matched-student model is below.
Both measures, each ranked in its own field
Our growth measurereturning cohort, G3→G5SchoolScope growth measure: 48th percentile among California elementary schools.48th pctile
State model · readingmatched students, grades 4-8California growth model, reading: +13 scale-score points versus the state's expectation, 86th percentile of 7,519 reported schools.86th pctile · +13 pts
State model · mathmatched students, grades 4-8California growth model, math: +7 scale-score points versus the state's expectation, 68th percentile of 7,518 reported schools.68th pctile · +7 pts
this school| the tick is the middle of the California field
Students & opportunity
Who shares in the school’s results?
Who it works for · CAASPP 2024–25
Low-income students here meet the ELA standard behind the same group statewide.
At F. C. Joyce TK-8 in North Highlands, 31.8% of low-income students met or exceeded the ELA standard in 2025, compared to 34.9% district-wide and 38.2% statewide. F. C. Joyce TK-8 trails its district average for low-income students by 3.2 percentage points in ELA. Other subgroups: Low-Income students (21.5% Math proficient); English Learner students (16.7% ELA proficient). The largest proficiency gap is 17.6 percentage points for english learner students. Data source: California Department of Education, CAASPP 2024-25. 337 students tested.
Met or exceeded · reading and math combined
All students at this school: 27% met or exceeded
All StudentsAll Students: this school 27%, district —, state 43%27%
Socioeconomically DisadvantagedSocioeconomically Disadvantaged: this school 27%, district 30%, state 32%27% · −0 vs school
MaleMale: this school 28%, district 30%, state 42%28% · +1 vs school
FemaleFemale: this school 26%, district 33%, state 44%26% · −1 vs school
English LearnersEnglish Learners: this school 14%, district 13%, state 11%14% · −13 vs school
Hispanic/LatinoHispanic/Latino: this school 25%, district 30%, state 32%25% · −2 vs school
AsianAsian: this school 23%, district 33%, state 72%23% · −4 vs school
Students with DisabilitiesStudents with Disabilities: this school 13%, district 10%, state 15%13% · −13 vs school
HomelessHomeless: this school 26%, district 23%, state 22%26% · −1 vs school
WhiteWhite: this school 33%, district 39%, state 56%33% · +6 vs school
Two or More RacesTwo or More Races: this school 36%, district 33%, state 56%36% · +9 vs school
5 of 16 student groups here are too small to report — a privacy protection, not a gap.
this school district, same group California, same group
ShowHide Student-group results by grade
Student-group results by grade
Results compare different grade groups in the same year, relative to the lowest tested grade. They do not track the same children over time. Groups with fewer than 10 tested students per grade are not shown.
Low-income student ELA proficiency falls by 8.0pp from grade 3 to grade 5 at this school. District average: +0.6pp.
ShowHide California's growth model by student group
The state's growth model, by student group
California follows these children individually and predicts each one's score from their own prior year. Each row is read against the same group at a typical California elementary school — not against zero, and not against this school's all-students figure, because the state's expectation already differs by group.
Reading
Low-income students240 studentsLow-income students, reading: +13 scale-score points versus expectation, against 0 for the same group at a typical California elementary school, 240 students.+13 pts · +13 vs typical
English Only125 studentsEnglish Only, reading: +7 scale-score points versus expectation, against +3 for the same group at a typical California elementary school, 125 students.+7 pts · +4 vs typical
English Learner120 studentsEnglish Learner, reading: +17 scale-score points versus expectation, against −2 for the same group at a typical California elementary school, 120 students.+17 pts · +19 vs typical
English learners only96 studentsEnglish learners only, reading: +8 scale-score points versus expectation, against −11 for the same group at a typical California elementary school, 96 students.+8 pts · +19 vs typical
Hispanic or Latino students91 studentsHispanic or Latino students, reading: +14 scale-score points versus expectation, against +1 for the same group at a typical California elementary school, 91 students.+14 pts · +13 vs typical
Math
Low-income students237 studentsLow-income students, math: +7 scale-score points versus expectation, against −1 for the same group at a typical California elementary school, 237 students.+7 pts · +8 vs typical
English Only122 studentsEnglish Only, math: +5 scale-score points versus expectation, against +1 for the same group at a typical California elementary school, 122 students.+5 pts · +4 vs typical
English Learner120 studentsEnglish Learner, math: +9 scale-score points versus expectation, against +2 for the same group at a typical California elementary school, 120 students.+9 pts · +7 vs typical
English learners only96 studentsEnglish learners only, math: +9 scale-score points versus expectation, against −2 for the same group at a typical California elementary school, 96 students.+9 pts · +11 vs typical
Hispanic or Latino students88 studentsHispanic or Latino students, math: +1 scale-score points versus expectation, against −1 for the same group at a typical California elementary school, 88 students.+1 pts · +2 vs typical
this school typical California elementary school, same group| the centre tick is 0 = as predicted
— 4 more groups are reported here with between 11 and 29 students. We hold those back on purpose: at that size the figure swings about 17 points on its own, and a quarter of such groups land past the state's top or bottom cut point by chance alone. They are listed with their student counts in the data appendix. — A group not listed at all had fewer than 11 students with a growth score, so California published nothing for it here. That is a privacy protection, not a judgment about those students. — Context only. None of this enters the Scope Score.
The daily experience
What is it like to be a student here?
Students per teacher
Student–teacher ratio is a schoolwide staffing measure, not an average class size.
Teacher experience
Average teacher experience in the published staffing record. It does not measure individual teacher effectiveness.
Chronically absent
The share of students absent for at least 10% of their enrolled school days. Attendance reflects both school and out-of-school circumstances.
The people teaching · CDE staffing 2024–25
About 22 students for every teacher here.
Context — never part of the Scope Score
Students per teacher22 · district 23
Teaching staff27 teachers
Avg. experience12.1 years
Fully credentialed91%
First-year teachers4%
Intern / emergency permit4.3%
PrincipalDiana Davidson
ShowHide what the district pays
Teacher salary schedule$63,947 – $124,659
Principal salary$147,324 – $164,332
Superintendent salary$378,049
Pay is set by the district, not the school.
Attendance & discipline · 2024–25
Kids here miss more school, and get suspended more, than the state average.
27.8% of students miss a month or more of school, versus 17.9% statewide. High absence often tracks community stress — worth asking about on a tour.
Chronic absenteeismChronic absenteeism: this school 27.8%, district 26.4%, state 17.9%27.8% · +10.0pp vs state
Suspension rateSuspension rate: this school 6.1%, district —, state 1.6%6.1% · +4.5pp vs state
This schoolDistrictCalifornia
ShowHide attendance by student group and by grade
Chronic absenteeism by grade band
Grades 4–625.5%
Grades 7–826.7%
TK/K35.6%
Resources & neighborhood
What sits behind the school experience?
Explore school spending and the district budget
What gets spent · FY 2024–25
It spends $18,065 per student, more than the California average.
Context — never part of the Scope Score
These measure different things: this figure is spending attributed to this campus, while district-wide figures also include central administration, districtwide programs, and the state's pension contributions made on the district's behalf — costs that never get assigned to a single school. The district number runs higher at nearly every school, not just this one.
$736 per student arrives as federal Title funding — a measure of concentrated need, not school quality.
The district's current expense of education per student, from CDE's annual SACS filing — the freshest district spending figure the state publishes.
Per-pupil spendingPer-pupil spending: $18,065, CA average $14,491$18,065 · spent at this school
Federal share$736 per student
District current expense · FY 2024–25$22,643 per student
This schoolDistrictCalifornia
Where the district's dollars go · FY 2024–25 · CDE SACS
Instruction 54%Instruction support 12%Student services 10%Administration 6%Buildings & maintenance 9%Other 8%
District-level, from the district's own SACS general-ledger filing — school-by-school breakdowns aren't published by the state.
ShowHide the district's spending year by year
district detail, 2016–2020 — the newest published
2020$15,626 per pupil
2019$14,054 per pupil
2018$14,648 per pupil
2017$12,954 per pupil
2016$12,405 per pupil
Source: NCES F-33 · Full district breakdown →
The neighborhood · ACS 2024
Four in five of students here qualify for free or reduced lunch, versus three in five statewide.
Context — never part of the Scope Score
Worth knowing
Transitional kindergarten is offered here — confirmed by actual Census Day enrollment, not just the listed grade span.
On the state's science test (CAST), 18% met or exceeded the standard — science is tested in grades 5 and 8 and once in high school, and it never enters the Scope Score.
Hispanic or Latino35.8% · district 41.8% · CA 56.1%
White14.2% · district 23.8% · CA 19.9%
Asian24.9% · district 12.7% · CA 10.2%
Black9.9% · district 10.7% · CA 4.8%
Other15.3% · district 11.0% · CA 9.0%
Free or reduced lunch93.8% · CA 64%
Median income$68K · CA $85K
Median home value$356K · CA $659K
Bachelor's degree+12% · CA 35%
ZIP population35,451
Median age33 years
Source: U.S. Census Bureau, American Community Survey 5-year estimates (2024) · ZIP-level
Culture & philosophy
What is the school’s approach?
School-stated approach · questions for your visit
Look beyond the brochure
A source-reviewed culture summary is not available for this profile yet. Ask how teaching, student support and family communication work day to day.
Read the school’s own website ↗Family voices
What would you want another family to know about the daily experience here?
Ask a current family: “When your child needs help, how does the school respond?”
Educator voices
What should families understand about teaching, support and the school community?
Ask an educator: “How do you adapt a typical day for children with different needs?”
Compare nearby schools
What are the alternatives?
Compare schools serving the same grade stage. Private schools have no comparable state-test score.
2025 · elementary schools · combined reading and math measures. Percentiles compare schools within their enrollment group.
No nearby schools in this category are listed. The school being viewed stays visible for reference.
| School | Type | Performance band | Advanced | Proficient or Advanced | Distance | Select |
|---|---|---|---|---|---|---|
| F. C. Joyce TK-8 | Public | Needs Support | 11% | 28% | School being viewed | |
| Ridgepoint Elementary | Public | Solid | 26% | 50% | 2.2 mi | |
| Community Outreach Academy | Charter | Solid | 14% | 37% | 0.5 mi | |
| Creative Connections Arts Academy | Charter | Developing | 16% | 39% | 1.8 mi |
More nearby public and private options
Your other options
Your other options
Nearby public schools across grade levels, plus private options within 10 miles.
Private schools do not receive a Scope Score or statewide ranking on SchoolScope.
12 private schools within 10 miles
Not scored
What should I check before applying?
- District public
- Confirm the attendance boundary and any permit options.
- Charter
- Check applications, priorities and deadlines with each school.
- Private
- Confirm admission requirements, tuition and financial aid.
Moving & enrollment
Which schools could serve my child?
Check your address with the district
School location and nearby schools do not establish attendance eligibility. Confirm boundaries and permit requirements with Twin Rivers Unified.
District information →School website →Schools across the K–12 journey
Elementary · K–5
Middle · 6–8
High school · 9–12
Source: proximity. Schools are grouped by grade stage. Nearby schools are not confirmed feeder links or address assignments. Verify the current path and eligibility with the district.
Plan your next step
What should I do next?
Worth a school visit
Ask what changed in the last two years, and what the school is asking families for. Growth shows up in these numbers a year or two after it shows up in classrooms.
- Ask how the school follows up when a student starts missing days — chronic absence often starts outside the classroom, not inside it.
- Ask what typically leads to a suspension, and what happens before it gets there.
- Ask what changes between grade 3 and grade 5 here, and who teaches the older kids.
- Ask whether the tour can step into a working classroom — watch how the teacher handles a student who's stuck.
- Ask to tour while school's in session, and notice how hallways and transitions feel — culture shows up between classes, not just in them.
- Ask how the school communicates with families when a child starts to struggle.
- Ask what a typical day looks like for a new student in the first few weeks.
Questions
Frequently asked questions
Is F. C. Joyce TK-8 a good elementary school?
F. C. Joyce TK-8 has a Scope Score of 24 out of 100, placing it in the 19th percentile of California elementary schools and ranked #4,654 statewide. 10.7% of students exceeded the state standard on the 2025 CAASPP assessment, which is 10.7 percentage points below the California average of 21.4%. The Scope Score weights 6 dimensions for elementary schools: exceeded standard (42%), met or exceeded (proficient) (23%), grade 3-to-5 growth (20%), chronic absenteeism (5%), suspension rate (5%), and ELPAC English Learner proficiency (5%). Data source: California Department of Education CAASPP 2025, analyzed by SchoolScope.
What are F. C. Joyce TK-8's CAASPP test scores?
On the 2025 CAASPP Smarter Balanced Assessment, 27.8% of students at F. C. Joyce TK-8 met or exceeded the state standard in ELA and Math combined, and 10.7% exceeded it. The gap between those numbers matters: 17.1% of students are at the proficiency floor, while 10.7% went beyond it. Most rating sites report only the combined "proficient" number. SchoolScope surfaces the exceeded-vs-met split because it shows how many students go beyond the standard rather than only meeting it. 341 student-subject combinations were assessed.
How does F. C. Joyce TK-8 rank in California?
F. C. Joyce TK-8 ranks #4,654 among California elementary schools by Scope Score, placing it in the 19th percentile. This ranking is based on a weighted composite of 2025 CAASPP test performance (exceeded and met rates), same-cohort growth (2023 G3 → 2025 G5), chronic absenteeism, and suspension rate. Unlike single-number ratings, the Scope Score shows what drives the ranking so parents can decide what matters most to their family. See full methodology.
Is F. C. Joyce TK-8 getting better or worse?
SchoolScope follows the same cohort of students across grades rather than comparing two different grades in the same year. At F. C. Joyce TK-8 that cohort is 2023 G3 → 2025 G5, measured in SBAC scale-score points. Its gain ranks average among California elementary schools — roughly the 48th percentile, behind the typical school at this level. Read the ranking, not the raw point gain: scale scores rise with age, so nearly every school posts a positive number and only the relative position tells you anything. Growth is weighted at 20% in the elementary Scope Score because it is the least demographically confounded signal available — it tracks change over time rather than the level students arrived at. See full methodology.
What is the attendance and school culture like at F. C. Joyce TK-8?
27.8% of students at F. C. Joyce TK-8 are chronically absent (missing 10% or more of school days), compared to the California average of 17.9%. The suspension rate is 6.1%. SchoolScope includes these culture metrics in the Scope Score because they reflect day-to-day school experience in ways test scores alone cannot.
How does F. C. Joyce TK-8 compare to other schools in North Highlands?
F. C. Joyce TK-8 scores 24/100 (19th percentile) among California elementary schools. To compare with nearby schools, SchoolScope shows the same metrics side by side: exceeded rate, proficiency, growth trajectory, and school culture indicators. The school serves 537 students. Use the schools in North Highlands page or the map view to compare all elementary schools nearby.
How does F. C. Joyce TK-8 serve low-income and underrepresented students?
At F. C. Joyce TK-8 in North Highlands, 31.8% of low-income students met or exceeded the ELA standard in 2025, compared to 34.9% district-wide and 38.2% statewide. F. C. Joyce TK-8 trails its district average for low-income students by 3.2 percentage points in ELA. Other subgroups: Low-Income students (21.5% Math proficient); English Learner students (16.7% ELA proficient). The largest proficiency gap is 17.6 percentage points for english learner students. Data source: California Department of Education, CAASPP 2024-25. 337 students tested. 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.
A low score doesn't tell the whole story. Read: Your School Scored Low — Here's What That Actually Means
Use the published evidence to prepare questions, then verify fit and access with the school.
Behind the evidence
Inspect the full record
Public sources, visible methods and the underlying school record. Source years and limitations stay attached to the evidence.
How the Scope Score is calculated
On a narrow screen, scroll the table sideways to see the state comparison and weights.
What the score weighs · CAASPP 2024–25
The 6 things our score weighs
The school's returning cohort — mostly, not exactly, the same kids two years on — gained 74 scale-score points across the span. Almost every school gains points, so we rank the gain against every other California school in this level.
| What we weigh | Here | State | Weight |
|---|---|---|---|
| Exceeded standard | 10.7% | 21.4% | 42% |
| Met or exceeded | 27.8% | 42.7% | 23% |
| Growth (2023 G3 → 2025 G5) | Average | average | 20% |
| Chronic absenteeism | 27.8% | 17.9% | 5% |
| Suspension rate | 6.1% | 1.6% | 5% |
| EL proficiency (ELPAC) | 6.8% | 18.0% | 5% |
Source CAASPP 2025 · California Department of Education. Measures test performance, attendance, and climate — not arts, community, or your kid. How the score is built
A closer look at the evidence
F. C. Joyce TK-8: reading the evidence
F. C. Joyce TK-8 posts low test scores — and English learners here beat the state average for their group by 6 points in ELA. If this is your zoned school, the numbers below are where to start a conversation, not where to end one.
Subject proficiency describes tested students, while graduation describes a graduating cohort. These figures are not successive stages followed by the same students.
This label means the data doesn't clearly sort the school one way or the other — ask what the school is proud of, and what it's working on.
Explore the underlying data →Every number: score factors, grades, student groups and downloads
Every number · For the data nerds
Every number on this page
Score factors, grade-level breakdowns, subgroup proficiency, and nearest schools.
F. C. Joyce TK-8 is ranked #4,654 statewide · #19 of 34 in Twin Rivers Unified.
01Score factorsWeighted composite · 2024–25
| Factor | School | State | Weight |
|---|---|---|---|
| Exceeded standard | 10.7% | 21.4% | 42% |
| Met or exceeded | 27.8% | 42.7% | 23% |
| Growth (2023 G3 → 2025 G5) | Average | average | 20% |
| Chronic absenteeism | 27.8% | 17.9% | 5% |
| Suspension rate | 6.1% | 1.6% | 5% |
| EL proficiency (ELPAC) | 6.8% | 18.0% | 5% |
- Exceeded standard
- ↓ vs CA 21.4% · index 40 · 50 = CA elementary-school midpoint
- Met or exceeded
- ↓ vs CA 42.7% · index 39 · 50 = CA elementary-school midpoint
- Growth (2023 G3 → 2025 G5)
- ↓ vs CA average · 48th pctile
- Chronic absenteeism
- ↓ vs CA 17.9% · index 34 · 50 = CA elementary-school midpoint · ▲ 1.2pp higher vs 2024
- Suspension rate
- ↓ vs CA 1.6% · index 13 · 50 = CA elementary-school midpoint · ▼ 0.5pp lower vs 2024
- EL proficiency (ELPAC)
- ↓ vs CA 18.0% · index 36 · 50 = CA elementary-school midpoint
02By grade & subgroupCAASPP 2024–25 · % of tested students
ShowHide table 02 — By grade & subgroup
| ELA | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 54 | 11% | 20% | 22% | 46% | 31% | −12 |
| Grade 4 | 54 | 11% | 19% | 19% | 52% | 30% | −15 |
| Grade 5 | 60 | 10% | 17% | 17% | 57% | 27% | −21 |
| Grade 6 | 68 | 9% | 31% | 24% | 37% | 40% | −6 |
| Grade 7 | 56 | 5% | 21% | 36% | 38% | 27% | −21 |
| Grade 8 | 60 | 10% | 27% | 22% | 42% | 37% | −10 |
| Math | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 54 | 15% | 20% | 19% | 46% | 35% | −10 |
| Grade 4 | 56 | 9% | 14% | 23% | 54% | 23% | −18 |
| Grade 5 | 63 | 8% | 13% | 17% | 62% | 21% | −14 |
| Grade 6 | 69 | 10% | 17% | 32% | 41% | 28% | −7 |
| Grade 7 | 61 | 0% | 15% | 21% | 64% | 15% | −19 |
| Grade 8 | 61 | 5% | 7% | 28% | 61% | 11% | −21 |
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.
| Science (CAST) | Tested | EXC | MET | NEAR | NOT |
|---|---|---|---|---|---|
| Schoolwide | 124 | 3% | 15% | 52% | 30% |
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.
| Subgroup · ELA | Tested | MET+ | vs district | vs CA |
|---|---|---|---|---|
| Socioeconomically Disadvantaged | 337 | 31.8% | −3 | −6 |
| English Learners | 132 | 16.7% | +3 | +6 |
| Hispanic/Latino | 123 | 30.1% | −6 | −9 |
03Nearest elementary schoolssorted by Scope Score · Grade gap = grade 3 vs grade 5, this year, different students; Cohort growth = one school's returning cohort tracked across grades (mostly, not exactly, the same kids), in scale-score points — that's the measurement the Scope Score weights
| School | Dist | Scope | EXC | MET+ | Grade gap | Cohort growth | Susp |
|---|---|---|---|---|---|---|---|
| F. C. Joyce TK-8 ← | — | 24 | 10.7% | 27.8% | −9.7pp | +74 pts | 6.1% |
| Ridgepoint Elementary | 2.2 mi | 46 | 25.9% | 50.3% | +7.8pp | — | 3.3% |
| Community Outreach Academy | 0.5 mi | 38 | 14.5% | 37.0% | −0.8pp | — | 2.7% |
| Creative Connections Arts Academy | 1.8 mi | 35 | 16.1% | 39.0% | −6.4pp | — | 5.6% |
| California average | — | 39 | 21.4% | 42.7% | −2.9pp | — | 1.6% |
04More measurescontext · not all part of the Scope Score
ShowHide table 04 — More measures
| Year | Scope | Pctile | Rank | Exc | Met+ | Absent | Susp | Grade gap |
|---|---|---|---|---|---|---|---|---|
| 2019 | 21 | 12 | #4847 | 10.0% | 24.8% | 15.8% | 5.2% | +14.1pp |
| 2022 | 14 | 4 | #5497 | 2.7% | 14.9% | 41.0% | 4.4% | +4.3pp |
| 2023 | 17 | 9 | #5192 | 6.2% | 15.7% | 33.8% | 4.0% | -5.0pp |
| 2024 | 21 | 10 | #5132 | 4.9% | 15.2% | 26.7% | 6.6% | -3.9pp |
| 2025 | 24 | 19 | #4654 | 10.7% | 27.8% | 27.8% | 6.1% | -9.7pp |
Grade gap = this year's grade 3 vs grade 5 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 STATEWIDE TESTING 2020–21 (COVID) · SCORE AND PERCENTILE ARE RELATIVE TO EACH YEAR'S FIELD
What we can't show
- — Scored here as an elementary school — other grade spans appear in the data appendix.
05Climate by student groupchronic absenteeism · 2019 vs 2025 — the two years CDE publishes at subgroup level
ShowHide table 05 — Climate by student group
| Group | 2019 | 2025 | Δ |
|---|---|---|---|
| Female | 15.4% | 27.4% | +12.0pp |
| Male | 17.0% | 29.9% | +12.9pp |
| Asian | 3.9% | 15.2% | +11.3pp |
| Black/African American | 24.8% | 42.6% | +17.8pp |
| Filipino | 0.0% | — | — |
| Hispanic/Latino | 10.6% | 32.5% | +21.9pp |
| Two or More Races | 20.5% | 33.3% | +12.8pp |
| White | 23.0% | 26.8% | +3.8pp |
| Students with Disabilities | 19.0% | 36.8% | +17.8pp |
| English Learners | 8.2% | 21.7% | +13.5pp |
| Homeless | 27.8% | 32.4% | +4.6pp |
| Socioeconomically Disadvantaged | 16.8% | 28.7% | +11.9pp |
| All Students | 16.3% | 28.7% | +12.4pp |
| Pacific Islander | — | 41.7% | — |
06California growth model, by student group2025 · scale-score points vs the state's prediction · shown, never scored
ShowHide table 06 — California growth model, by student group
| Group | Reading | n | CDE band | Math | n | CDE band |
|---|---|---|---|---|---|---|
| All Students | +13 | 252 | Accelerated | +7 | 249 | Accelerated |
| Socioeconomically Disadvantaged | +13 | 240 | Accelerated | +7 | 237 | Accelerated |
| English Only | +7 | 125 | not categorised | +5 | 122 | not categorised |
| English Learner | +17 | 120 | Accelerated | +9 | 120 | Accelerated |
| English Learners Only | +8 | 96 | not categorised | +9 | 96 | not categorised |
| Hispanic or Latino | +14 | 91 | Accelerated | +1 | 88 | Average |
| Students with Disabilities | +4 | 57 | Average | +8 | 57 | Accelerated |
| Asian | +9 | 55 | Accelerated | +11 | 55 | Accelerated |
| White | +16 | 41 | Accelerated | +5 | 41 | Accelerated |
| Homeless Youth | +7 | 34 | Accelerated | −7 | 34 | Moderate |
| Long-Term English Learner (grades 6-8 only) | +10 | 29 | Accelerated | −15 | 29 | Moderate |
| Black or African American | −4 | 25 | Average | +19 | 25 | Accelerated |
| Recently Reclassified Fluent-English Proficient Only | +42 | 24 | not categorised | +11 | 24 | not categorised |
| Two or More Races | +10 | 14 | Accelerated | 0 | 14 | Average |
Whole scale-score points above or below what CDE's model predicted for these same children from their own prior-year scores — not a percentage, not a percentile. Statewide a typical school lands near +1 with a spread of about 13 points either side, so read a figure against its group's own typical value, not against zero. Muted rows have fewer than 30 students with a growth score — published by CDE, held back from the narrative sections above because at that size the figure swings about 17 points on its own. “Not categorised” is CDE assigning no band — English Only, Recently Reclassified, and English Learners Only receive a value and no band, for every school in the state. It is not a missing number. Long-Term English Learner counts cover grades 6-8 only (CDE), so that row is not comparable to the All Students row. Most figures blend two consecutive years, so adjacent published years share input data and no trend line can honestly be drawn across them. A group absent from this table had fewer than 11 students with a growth score and was never published. Grades 4-8 only. None of this enters the Scope Score — it is more strongly correlated with school demographics than our own growth measure, and one published year is not enough to test its reliability.
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EXC = exceeded standard · MET+ = met or exceeded ("proficient") · Source: CA Dept. of Education · CAASPP 2024–25 · n=5,721 elementary schools · Vintages: climate subgroups 2019+2025 · district finance per its label · ACS 2022 · Data updated 2026-09-18
SchoolScope scores and verdicts are our interpretation of public California Department of Education data — independent analysis, not an official rating. How we analyze · Request a correction