Public school · Redlands Unified · Redlands, California

Franklin Elementary — Rating & test scores

Redlands · TK–5 · 624 students (2024–25)

850 East Colton Avenue, 92374franklin.redlandsusd.net ↗(909) 307-5530
18thpercentileNeeds Support

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

Scope Score
23

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

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

Well below California in English (reading and writing) and math, grades 3–5, spring 2026: 31% and 22% scored Proficient or Advanced, against 46% and 42%.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 289 in English, 288 in math
Comparison
California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).

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

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap. Volunteers map it, so a new building may be missing. Buildings with no mapped height are drawn one storey high.

A picture of the campus, not an attendance boundary or a rating.

Schools maintain a closed campus policy. For students’ safety, visitors may enter a campus only with the school’s official permission; this drawing implies no permission to enter.

28 in 100 students (173 of 625) missed 10% or more of school days in 2025–26. That is about one and a half times the rate at the average Redlands Unified elementary school.

Sources
The sentence above
CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 625. District and California figures are averages of school rates (16 Redlands Unified schools; 5,726 scored California elementary schools), our calculation.

Common questions

How do I get in?

Ask Redlands Unified which school serves your address. Evidence ↓

Is Franklin a good elementary school?

Franklin Elementary scores higher than 18 in 100 of California’s 5,726 scored public elementary schools: 18th percentile, Needs Support, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 28 in 100 students missed 10% or more of school days, against 18 in 100 at the average Redlands Unified elementary school. 0.5% of students (3 of 650) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

More questions (3)

Did students here score above what the state expected?

Below what the state expected, in both subjects. In 2025, students here in grades 4 and 5 scored −8 points against the state’s expected score in English, which the state calls Moderate. In math, they scored −10 points, which it calls Moderate.

  • Included in this measure: 194 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 29% of low-income students in grades 3–5 at Franklin Elementary in Redlands scored Proficient or Advanced in English, against 36% for the same group across California. Evidence ↓

What should I ask on a visit?

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

Academic achievement

How did students here do on state tests?

Well below California in both subjects.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 31% scored Proficient or Advanced in English and 22% in math, against 46% and 42% across California.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 289 in English, 288 in math
Comparison
California: CDE’s grades 3–5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English, 1,211,701 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard

English

Grades 3–5 · spring 2026 · 289 tested

Advanced
13%
Proficient
18%
Below the standard
69%
This school31%
California46%
Redlands Unified49%

31% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 288 tested

Advanced
7%
Proficient
15%
Below the standard
78%
This school22%
California42%
Redlands Unified39%

22% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–5 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced30%31%34%
Advanced12%16%11%
Proficient18%15%23%
Developing level28%22%24%
Minimal42%47%42%
Tested9095104
California44%46%49%
Difference−14−15−15

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

Math

Math, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced31%21%16%
Advanced9%8%5%
Proficient22%13%11%
Developing level28%35%23%
Minimal41%44%61%
Tested9095103
California47%42%37%
Difference−16−21−21

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

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

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

Have results changed?

English results were similar to 2025; math results were lower. English went from 35% to 31% and math from 27% to 22%.

English · top two levels · grades 3–5

202535%309 tested
→
202631%289 tested

This school

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

Math · top two levels · grades 3–5

202527%309 tested
→
202622%288 tested

This school

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

Each year is a different group of students.

Did students here score above what the state expected?

Below what the state expected, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4 and 5 scored −8 points against that expected score in English, which the state calls Moderate. In math, they scored −10 points, which it calls Moderate.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 4 and 5: 194
Comparison
Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Grades 4 and 5 · 2025 · 194 students with scores in both years

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

−8 pts

English

The state calls it Moderate, the second of its five growth levels.

−10 pts

Math

The state calls it Moderate, the second 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
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 3–5 · This school13%18%25%44%289
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Redlands Unified25%24%22%29%3,806
Math, grades 3–5 · This school7%15%29%49%288
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Redlands Unified18%21%26%35%3,808

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

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

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202631%46%
Math top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202622%42%

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

2026 was the lowest year in this series in both subjects. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3–5
YearThis schoolCalifornia
201750%
364 tested		45%
1,384,680 tested
201846%
363 tested		49%
1,346,907 tested
201945%
352 tested		50%
1,332,547 tested
202232%
280 tested		45%
1,260,830 tested
202335%
282 tested		44%
1,247,801 tested
202433%
298 tested		45%
1,235,509 tested
202535%
309 tested		46%
1,232,086 tested
202631%
289 tested		46%
1,208,894 tested
Math · top two levels · grades 3–5
YearThis schoolCalifornia
201740%
364 tested		40%
1,392,040 tested
201842%
363 tested		42%
1,352,321 tested
201944%
351 tested		44%
1,338,625 tested
202226%
280 tested		38%
1,265,943 tested
202328%
282 tested		40%
1,256,519 tested
202427%
300 tested		41%
1,249,262 tested
202527%
309 tested		41%
1,241,652 tested
202622%
288 tested		42%
1,211,701 tested
How the state’s growth measure worksPoints above or below what the state expected from the same students’ earlier scores

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 8 points below that expected score, and in math 10 points below it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

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

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

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

What you can do

Who can act on Franklin’s results?

Redlands Unified’s board decides Franklin’s plan.

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

What has the state flagged?

The state is giving Redlands Unified extra help in 2026. It qualified on the 2025 and 2026 California School Dashboards. The 2026 Dashboard flagged results for long-term English learners on two measures: English, and math. The county office must help the district for at least three years, including a review of its yearly plan.

Extra help for Redlands Unified: CDE’s assistance status files for the 2025 and 2026 California School Dashboards. Source 

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

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

How to take part

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

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

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

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

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

California Education Code § 53008. Source 

Life at school

How often do students miss school or get suspended?

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

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. At the average Redlands Unified elementary school, 18 in 100 were. 0.5% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 173 of 625 students counted for it; suspension: 3 of 650 students enrolled during the year
Comparison
Each comparison is the rate at the average school (our average of school rates), not a pooled rate. Also: suspensions at the average Redlands Unified elementary school 1.2%.

Chronically absent, 2025–26

28 in 100This school
18 in 100At the average Redlands Unified elementary school
17 in 100At the average California elementary school

173 of 625 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0.5%

of students were suspended at least once (3 of 650). Average California elementary school 1.6%.

Ask: When a student is suspended, what happens before and after, and who talks with the family?

Ask families and staff yourselfWhat to ask the people at Franklin

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

Questions for your visit ↓

Have a child here? Answer 7 questionsResponder en español

Teach here? Tell us Redlands Unified’s email domain so staff can answer our workplace questions.

Every learner

How do kids like mine do here?

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

Student groups, grades 3–5, spring 2026

29% of low-income students scored Proficient or Advanced in English and 20% in math (grades 3–5, spring 2026), against 36% and 31% for the same group across California. Hispanic or Latino students scored well below the same group across California in math.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 3–5; 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).
FranklinSame group, California
  • Low-incomeEnglish · 247 tested29%Same group, California 36%
  • Low-incomeMath · 247 tested20%Same group, California 31%
  • Hispanic or LatinoEnglish · 222 tested30%Same group, California 36%
  • Hispanic or LatinoMath · 221 tested21%Same group, California 31%
  • Students with disabilitiesEnglish · 41 tested17%Same group, California 19%
  • Students with disabilitiesMath · 40 tested8%Same group, California 18%

Proficient or Advanced, grades 3–5, spring 2026.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 76%2. Black or African American: 9%3. White: 6%4. Not reported: 3%5. Two or more races: 3%6. Asian: 2%Unallocated share: 1%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino76%
  2. Black or African American9%
  3. White6%
  4. Not reported3%
  5. Two or more races3%
  6. Asian2%
  7. Filipino—
  8. American Indian or Alaska Native—
  9. Pacific Islander—
  10. Unallocated share1%
A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. “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?

55% 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 · 22 of 40 English learners55%
Redlands Unified · 537 of 99954%
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?

84%of students qualified for free or reduced-price meals in 2024–25, 524 of 624. California: 63%.

30teachers, 2024–25

11 yearsaverage experience, 2024–25

3%in their first year, 2024–25

96%of teaching positions with proper credential and placement, 2021–22

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

All group results, district comparisons and sources
Proficient or Advancedgrades 3–5 · spring 2026
Group and subjectHerevs Redlands Unifiedvs California
Low-income · 247 tested
English29%−1140%−736%
Math20%−929%−1131%
Hispanic or Latino · 222 tested in English, 221 in math
English30%−1242%−636%
Math21%−1031%−1031%
Students with disabilities · 41 tested in English, 40 in math
English17%017%−219%
Math8%−715%−1018%

Each gap is to the same group, grades and subject: in Redlands Unified, and across California. No group that is behind across California does 10 or more points better 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, English learners and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Full student mix, comparisons and sources, 2025–26
Students, 2025–26Here
Hispanic or Latino76%
Black or African American9%
White6%
Not reported3%
Two or more races3%
Asian2%
Filipino—
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: 96% of teaching positions, 25.8 properly credentialed teaching-position FTE out of 26.8 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Franklin, and how do I get in?

Clement Middle, then Redlands East Valley High.

Franklin’s attendance zone is split: 66% of its children are assigned to Clement Middle and the other 34% to Moore Middle; 95% to Redlands East Valley High. Each school’s standing compares it with California schools at its own level.

  1. Elementary · this school
    Franklin Elementary
    Grades TK–5
  2. Middle · part of the zone
    Clement Middle
    18th · Needs Support · 202666% of the zone’s children

    Or Moore Middle for the other 34% (30th · Developing · 2026).

  3. High · part of the zone
    Redlands East Valley High
    68th · Solid · 202595% of the zone’s children

From the district’s 2021 attendance boundaries. Shares are our estimate of where the zone’s children live, from 2020 Census child counts, or land area where few children were counted; they describe children living in the zone, not a school’s enrolled students. A boundary doesn’t guarantee placement: transfers, permits, magnets and other programs can change the path. Check your child’s address and current assignment with the district. Explore schools on the map

All recorded links and nearby alternatives

Middle-school links

  • Clement Middle

    Assigned for part of the zone

    18th percentile · Needs Support · middle · 2026

    66% of the zone’s children

  • Moore Middle

    Assigned for part of the zone

    30th percentile · Developing · middle · 2026

    34% of the zone’s children

High-school links

Links do not guarantee placement. Charter, magnet, transfer and other admission routes can differ. Each school’s percentile compares it with California schools at its own level (continuation and alternative schools only with their own kind); the stages are not one ranking.

Where the path ends: Redlands East Valley High
Redlands East Valley High68th · Solid · 2025 · Scope Score 62district-published assignment for part of the zone

The road from this school ends at Redlands East Valley High. UC records 27 enrollees from Redlands East Valley High for fall 2025. The AP Course Audit lists 21 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach Redlands East Valley High around 2036, and a school can change a lot in 10 years. By the state’s 2023 count, 70% of the students who finished high school at Redlands East Valley High enrolled in college within 12 months, UC or not.

27 UC enrollees (fall 2025) · 21 authorized AP courses (AP Course Audit 2025–26) → full record on Redlands East Valley High's page
Source: UC & College Board AP Course Ledger

How do I get in?

Ask Redlands Unified which school serves your address.

School website: franklin.redlandsusd.net ↗Office: (909) 307-5530Administrator: James Benanti

Location and visiting

Get directions  (opens Google Maps in a new tab)
850 East Colton Avenue, Redlands 92374

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

Questions for your visit

  1. Do families get each child’s absence count during the year, and what happens once a child starts missing school? 28 in 100 chronically absent, 2025–26 (173 of 625 students); average California elementary school: 17 in 100
  2. How does the school check what’s working in math? Math: 27% in 2025 to 22% in 2026 here; California: 41% to 42%
  3. When a student is suspended, what happens before and after, and who talks with the family?
  4. What are the school-day hours and after-school care options?

Office (909) 307-5530850 East Colton Avenue, directions  (opens Google Maps in a new tab)

Nearby elementary schoolsClosest first, by straight-line distance

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

Nearby elementary schoolsPercentile among California elementary schools, 2026

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

Explore nearby schools on the map

Source records

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

Score factorssource values, index and weights · 2025–26 · ranked #4,644 of 5,726 California elementary schools we score · #16 of 16 in Redlands Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math10%3942%
Proficient or Advancedaverage of English and math27%3723%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+70 scale-score pts3920%
Chronically absent28 in 100335%
Suspension rate0.5% (3 of 650)595%
English learners: top level10%405%

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

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

Scope Score

School yearScope ScorePercentileRankComparison group
2025–262318#4644California elementary schools · 5,726 schools · current formula

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

School yearChronic absenceSuspensionGrade gap (points)
2018–1914 in 1002.0% (15 of 742)+2
2021–22not on filenot on file−1
2022–23not on filenot on file−5
2023–2425 in 1002.2% (15 of 681)+3
2024–2528 in 1004.3% (30 of 690)−4
2025–2628 in 1000.5% (3 of 650)−6

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

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

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English28913%31%
2026 · Math2887%22%
2025 · English30913%35%
2025 · Math3098%27%
2024 · English29813%33%
2024 · Math3007%27%
2023 · English28216%35%
2023 · Math28210%28%
2022 · English28011%32%
2022 · Math2808%26%
2019 · English35222%45%
2019 · Math35116%44%
2018 · English36322%46%
2018 · Math36318%42%
2017 · English36424%50%
2017 · Math36418%40%

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

Earlier years · grade and subject

Year · grade · subjectStudents with scoresMet or exceeded
2025 · Grade 3 · English10137%
2025 · Grade 4 · English10634%
2025 · Grade 5 · English10234%
2025 · Grade 3 · Math10130%
2025 · Grade 4 · Math10628%
2025 · Grade 5 · Math10224%
2024 · Grade 3 · English10528%
2024 · Grade 4 · English10233%
2024 · Grade 5 · English9138%
2024 · Grade 3 · Math10727%
2024 · Grade 4 · Math10231%
2024 · Grade 5 · Math9123%
2023 · Grade 3 · English9433%
2023 · Grade 4 · English9636%
2023 · Grade 5 · English9236%
2023 · Grade 3 · Math9432%
2023 · Grade 4 · Math9631%
2023 · Grade 5 · Math9220%
2022 · Grade 3 · English9930%
2022 · Grade 4 · English9429%
2022 · Grade 5 · English8737%
2022 · Grade 3 · Math9930%
2022 · Grade 4 · Math9424%
2022 · Grade 5 · Math8722%
2019 · Grade 3 · English10937%
2019 · Grade 4 · English11349%
2019 · Grade 5 · English13049%
2019 · Grade 3 · Math10942%
2019 · Grade 4 · Math11357%
2019 · Grade 5 · Math12934%
2018 · Grade 3 · English11737%
2018 · Grade 4 · English12848%
2018 · Grade 5 · English11853%
2018 · Grade 3 · Math11744%
2018 · Grade 4 · Math12841%
2018 · Grade 5 · Math11842%
2017 · Grade 3 · English13643%
2017 · Grade 4 · English11657%
2017 · Grade 5 · English11251%
2017 · Grade 3 · Math13640%
2017 · Grade 4 · Math11641%
2017 · Grade 5 · Math11238%

Current 2025–26 grade results are under Academic achievement, in Results for each grade. “Students with scores” counts the students tested in that grade, subject and year. A missing result is not zero, and each year’s row is a different group of children.

Science (CAST)schoolwide · spring 2026
Science (CAST)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide1046%12%65%16%

CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate. Not part of the Scope Score.

Student groups: test resultsEnglish · spring 2026 · against the same group in the district and California
Group · EnglishTestedProficient or Advancedvs districtvs California
Low-income24729%−11−7
Hispanic or Latino22230%−12−6
Students with disabilities4117%0−2
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
GroupEnglishnCDE categoryMathnCDE category
All students−8194Moderate−10194Moderate
English-only students−5162not categorized−11162not categorized
Low-income−8162Moderate−8162Moderate
Hispanic or Latino−9145Moderate−10145Moderate
Students with disabilities−2335Minimal−1735Moderate
English learners−2527Minimal−227Average
English learners only−3319not categorized−319not categorized
Black or African American−1316Moderate−1616Moderate
White+111Average+1111Accelerated

CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8; here that is grades 4 and 5. SchoolScope does not use these CDE figures in its Scope Score.

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

Grade 5 in 2026 against grade 3 in 2024 · English

English · 2024 · Grade 3
14%
exceeded standard · 28% met or exceeded
CDE CAASPP 2024 · 105 English test records with scores
English · 2026 · Grade 5
11%
Advanced · 34% Proficient or Advanced
CDE CAASPP 2026 · 104 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 104 (school-grade cohort proxy).

These paired percentages describe English results for grade groups at this school in two years. The groups are not matched students. SchoolScope's scored growth measure uses a different school-level scale-score proxy across English and math; California's matched-student model is a separate measure.

California growth model · points vs expected

State model · English−8 pts vs expected

matched students, grades 4 and 5

CDE California growth model · 2025 Dashboard

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

All students, grades 4 and 5

194 students

CDE growth category: Moderate

California growth model, English: −8 scale-score points versus the state's expectation, CDE category Moderate, against SchoolScope's +2-point median for California elementary school records.

State model · math−10 pts vs expected

matched students, grades 4 and 5

CDE California growth model · 2025 Dashboard

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

All students, grades 4 and 5

194 students

CDE growth category: Moderate

California growth model, math: −10 scale-score points versus the state's expectation, CDE category Moderate, against SchoolScope's +2-point median for California elementary school records.

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California elementary school records, the median English estimate is +2 and the middle half fall between −5 and +9 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8; here that is grades 4 and 5, and it is not part of the Scope Score.

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

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

Year-over-year school rates
Chronic absenteeism2024–25 · 28 in 100 → 2025–26 · 28 in 100 · 0 in 100
Suspension rate2024–25 · 4.3% (30 of 690) → 2025–26 · 0.5% (3 of 650) · −3.8 percentage points
Group2018–192025–26Change
Female13 in 10028 in 100+15 in 100
Male15 in 10027 in 100+12 in 100
Asian18 in 1008 in 100−10 in 100
Black or African American29 in 10033 in 100+4 in 100
Hispanic or Latino14 in 10027 in 100+13 in 100
Two or more races20 in 10033 in 100+13 in 100
White6 in 10030 in 100+24 in 100
Students with disabilities16 in 10035 in 100+19 in 100
English learners10 in 10030 in 100+20 in 100
Foster youth13 in 100——
Homeless17 in 10050 in 100+33 in 100
Low-income16 in 10030 in 100+14 in 100
All students14 in 10028 in 100+14 in 100

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

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

Per-pupil spending

District · current expense$13,906 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 20,109 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$387 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 624

Central federal expenditures attributed here$1,040 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 624

District current expense · FY 2024–25$19,828 per ADA

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

These figures are not directly comparable: school ESSA attributed spending and NCES district current expense use different measures and populations. Their fiscal years are labeled above.

How the California mean was selected

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

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation
Instruction 59%Instruction support 13%Student services 12%Administration 7%Buildings & maintenance 8%Other 1%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$211,339,79359.26%59%
Instruction support$45,833,05112.85%13%
Student services$40,933,93111.48%12%
Administration$25,916,5347.27%7%
Buildings & maintenance$29,599,0008.30%8%
Other$2,983,4310.84%1%
Total$356,605,741100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $356,605,741 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$13,906 per pupil
2020$12,721 per pupil
2019$11,919 per pupil
2018$10,625 per pupil
2017$10,377 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 92374 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 92374 area
MeasureEstimate
Median household income$102,813
Bachelor's degree or higher (adults 25+)35%
ZIP-area population45,262
Median age32.4 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score. See all schools in ZIP code 92374 →

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Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 5,726 elementary schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Data updated October 15, 2026

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