Independent charter school · Kern County Office of Education

Grow Public Schools — Rating & test scores

4800 Corporate Court, Bakersfield · 1,446 students · Grades TK–8

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Scope Score 76

SolidScope Score · 53rd percentile. Higher than 53 in 100 of the 5,726 California public elementary schools we score.

75 is the typical California school. 100 is the best result in the state. How the score is built

Near California in English (reading and writing) and math: 43% and 40% scored Proficient or Advanced in grades 3–5, spring 2026, against 46% and 42%.

Source for this line
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 501
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).

This rating covers grades 3–5. Grow Public Schools teaches TK–8.

Overview

Is Grow Public Schools a good elementary school?

Solid. Grow Public Schools is higher than most California elementary schools on math test results, progress in English and attendance. Grow Public Schools is lower than most on English test results and progress in math.

Test results, spring 2026

English, Proficient or Advanced4943%
Math, Proficient or Advanced5440%
English, Advanced5722%
Math, Advanced5015%

Progress in a year, 2025

English69+8 pts
Math45+1 pts

Showing up, 2025–26

Attendance5614 in 100
Grow Public Schools’s place among California elementary schools, out of 100Kern County Office of Education’s other elementary schoolsBar colour, from the lowest quarter of schools to the highest

One more thing to know

In grades 3–5, spring 2026, 15% of students tested in math scored Advanced, against 21% across California. Advanced is the top of the state’s four levels.

Each bar is Grow Public Schools’s place among 5,726 California public elementary schools we score. Our calculation from California Department of Education records, updated October 15, 2026.

How to read these bars, and their sources

A place counts the schools out of 100 with a lower figure. The dashed line is the middle. Test results are from spring 2026, grades 3–5. Progress is the state’s measure of how the same students’ scores changed against the score it expected, 2025. Attendance counts students who missed 10% or more of school days; fewer is better, so a higher place means fewer such students.

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

In its own words

What does Grow Public Schools say about itself?

We haven’t read Grow Public Schools’s website yet. Until we do, the school’s own site is the best place to hear it in its own words.

Open growpublicschools.org (opens in a new tab)

Progress

Did students here score higher than students who started at the same place?

In English, yes. In math, about the same. In 2025, students here in grades 4–8 scored 8 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 1 point higher, which the state calls Average.

English

+8

points higher than California students who had the same score a year earlier. The state calls it Accelerated, the fourth of its five growth levels.

By student group · students counted

Hispanic or Latino604+9 points
Low-income559+7 points
English learners238+1 points
Students with disabilities65+12 points
Long-term English learners43+3 points

Math

+1

point higher than California students who had the same score a year earlier. The state calls it Average, the third of its five growth levels.

By student group · students counted

Hispanic or Latino604+2 points
Low-income559+1 points
English learners238+5 points
Students with disabilities65−1 points
Long-term English learners43−8 points

Grades 4–8, 2025, 655 students with scores in both years. It describes results, not causes. Source: California Department of Education, growth model.

How the state’s growth measure works

The state calls this comparison an expected score. It sets one for each student from that student’s own score the year before.

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 above that expected score, and in math 1 point above it.

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

Nearby

How does it compare with schools nearby?

4 of the 7 elementary schools nearby have a higher Scope Score than Grow Public Schools. Each school is compared with every California elementary school.

Scope Score

8 elementary schools within 2.5 miles, highest score first. Under each name is how the school takes students.

  1. HighgatePanama-Buena Vista Union · by addressScope Score 8993rd
  2. Ronald ReaganPanama-Buena Vista Union · by addressScope Score 8483rd
  3. Buena VistaPanama-Buena Vista Union · by addressScope Score 8071st
  4. Leo B. HartPanama-Buena Vista Union · by addressScope Score 7654th
  5. Grow Public SchoolsScope Score 7653rd
  6. Sing LumPanama-Buena Vista Union · by addressScope Score 7547th
  7. Christa McAuliffePanama-Buena Vista Union · by addressScope Score 7337th
  8. Old RiverPanama-Buena Vista Union · by addressScope Score 7336th
Kern County Office of EducationA neighborhood school in another district

A neighborhood school in another district takes students who live in its area. Ask that district about a transfer.

Scope Score from California Department of Education state tests (CAASPP), spring 2026, grades 3–5. Distance is a straight line from this campus and is not an attendance boundary. See these schools on the map

Scores and family income

Further right, more students are from low-income families. Higher up, more students scored Proficient or Advanced in English.

25%50%75%0%25%50%75%100%

6 of 8 schools are named on the chart. Point at a dot or tap it to read any school.

English results: California Department of Education state tests (CAASPP), spring 2026, grades 3–5. Low-income is the share of students who qualified for free or reduced-price meals, 2024–25. The chart compares results, not causes.

Schools like it

How does Grow Public Schools compare with schools like it?

Grow Public Schools’s Scope Score is 76. 1,416 California elementary schools, counting Grow Public Schools, have a similar share of students from low-income families. Their typical score is 72. Grow Public Schools’s result is higher than 1,128 of them.

The five schools with the highest results of the 1,416

  1. Students from low-income families: 85%

    Scope Score 94Strong · 97th percentile

  2. Students from low-income families: 88%

    Scope Score 89Strong · 92nd percentile

  3. Students from low-income families: 88%

    Scope Score 87Strong · 89th percentile

  4. Students from low-income families: 91%

    Scope Score 87Strong · 89th percentile

  5. Students from low-income families: 91%

    Scope Score 87Strong · 89th percentile

1,416 California public elementary schools where 79% to 91% of students qualified for free or reduced-price meals in 2024–25. The chart compares results, not causes. Our calculation from California Department of Education records, spring 2026.

How the group is chosen

The group is every California public elementary school we score where 79% to 91% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Grow Public Schools’s share. The count includes Grow Public Schools. Typical means the median: half are higher and half are lower. Schools differ in more than family income, and no score is changed for it. Our calculation from California Department of Education records: state tests (CAASPP), spring 2026, and school meal eligibility, 2024–25.

Over time

Have results changed?

Results in both subjects were similar to 2025. English went from 41% to 43% and math from 38% to 40%.

Share at the state’s top two test levels, 2025 to 2026

Grades 3–5. Point at a year, tap it or use the arrow keys to read its figures.

English

25%50%75%2025202639%41%46%CaliforniaCalifornia43%Grow Public SchoolsThis school41%Kern County Office of EducationDistrict

Math

25%50%75%2025202631%38%42%CaliforniaCalifornia40%Grow Public SchoolsThis school32%Kern County Office of EducationDistrict

Each spring tests a different group of students. Kern County Office of Education’s line combines its 6 elementary schools we score (our calculation). Faint lines are its other schools. Source: California Department of Education, state tests (CAASPP).

Each year’s results

The top two levels were called Met or Exceeded before 2026 and are called Proficient or Advanced now. Kern County Office of Education’s figure weights each school by the students it tested.

English, grades 3–5: share at the top two levels
SpringGrow Public SchoolsKern County Office of EducationCaliforniaTested here
202541%39%46%513
202643%41%46%501
Math, grades 3–5: share at the top two levels
SpringGrow Public SchoolsKern County Office of EducationCaliforniaTested here
202538%31%41%513
202640%32%42%501

Tests

How did students here do on state tests?

Near California in both subjects.

English

43%

scored Proficient or Advanced.

34232122
Kern County Office of Education40%California46%

Math

40%

scored Proficient or Advanced.

32282515
Kern County Office of Education32%California42%
MinimalDeveloping levelProficientAdvanced

In grades 3–5, spring 2026, 43% scored Proficient or Advanced in English and 40% in math, against 46% and 42% across California.

The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 3–5 combined. From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”). Source: California Department of Education, state tests (CAASPP).

How do the middle grades do?

Near California in English; below it in math. In grades 6–8, spring 2026, 48% scored Proficient or Advanced in English and 32% in math, against 49% and 37% across California.

English

48%

scored Proficient or Advanced.

24283315
Kern County Office of Education44%California49%

Math

32%

scored Proficient or Advanced.

40281814
Kern County Office of Education25%California37%
Results for each grade, spring 2026

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 Advanced41%44%42%
Advanced20%21%24%
Proficient21%23%18%
Developing level25%24%23%
Minimal34%32%35%
Tested165164172
California44%46%49%
Difference−3−2−7
English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced53%46%44%
Advanced17%15%13%
Proficient36%31%31%
Developing level24%29%32%
Minimal23%25%24%
Tested173156158
California48%51%49%
Difference+5−5−5

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 Advanced46%40%34%
Advanced20%10%15%
Proficient26%30%19%
Developing level19%36%29%
Minimal35%24%37%
Tested165164172
California47%42%37%
Difference−1−2−3
Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced34%26%34%
Advanced13%14%16%
Proficient21%12%18%
Developing level30%28%29%
Minimal36%46%37%
Tested173156158
California37%38%36%
Difference−3−12−2

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.

All four test levels, with the number of students tested
Share of students tested at each level, spring 2026. The state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal.
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 3–5 · This school22%21%23%34%501
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Kern County Office of Education18%22%23%37%1,474
Math, grades 3–5 · This school15%25%28%32%501
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Kern County Office of Education12%20%30%38%1,473
English, grades 6–8 · This school15%33%28%24%487
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Kern County Office of Education12%32%27%29%1,590
Math, grades 6–8 · This school14%18%28%40%487
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Kern County Office of Education11%14%28%47%1,589

Spring 2026, grades 3–5 combined: 501 tested in English, 501 tested in math. California combines the state’s results for the same grades, weighted by students tested (our calculation).

Who goes here

Who goes here?

Hispanic or Latino students are the largest group here, at 93% of students. 228 of 1,638 students missed 10% or more of school days.

Missing school, 2025–26

14in 100

students were chronically absent. That means they missed 10% or more of school days (228 of 1,638 students).

At the average Kern County Office of Education elementary school: 13 in 100. At the average California elementary school: 17 in 100.

Suspensions: 1.5% of students were suspended at least once (25 of 1,646). Average California elementary school 1.6%.

Students, 2024–25

1,446

students in grades TK–8.

Hispanic or Latino 93%White 5%Black or African American <1%

Family income

85%

of students qualified for free or reduced-price meals in 2024–25, 1,232 of 1,446. California: 63%.

Teachers, 2024–25

84

teachers, with 5 years of experience on average.

19% were in their first year.

English learners

61%

of English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026 (218 of 356 students).

Kern County Office of Education: 41%. California: 47%.

It counts students moving up the test’s levels, so a student can count here before becoming fluent. Sources: California Department of Education and the California School Dashboard. Each tile names its year.

Missing school, by grade
Grades 4–6
13 in 100 students in grades 4–6 were chronically absent (68 of 528).
Grades 7–8
10 in 100 students in grades 7–8 were chronically absent (33 of 332).

Our records hold no figure for Grades TK–3.

Full student mix, 2025–26
StudentsHere
Hispanic or Latino93%
White5%
Black or African American<1%
Asian—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Where these figures come from

Attendance and suspensions: California Department of Education, 2025–26. Student mix: the students the state’s attendance file counts, 2025–26; a dash means our records hold no count. English learner progress: California School Dashboard, 2026 . Student count: California Department of Education enrollment, 2024–25. Teachers: California Department of Education staffing files, 2024–25.

Student groups

How do kids like mine do here?

Students with disabilities scored below the same group across California in English.

This schoolThe same group, California
  • Hispanic or Latino917 tested45%California 38%
  • Low-income818 tested40%California 37%
  • English learners239 tested17%California 11%
  • Students with disabilities98 tested9%California 17%

9% of students with disabilities scored Proficient or Advanced in English (grades 3–8, spring 2026), against 17% for the same group across California. Every group’s math results are in the table below.

Share who scored Proficient or Advanced, grades 3–8 English, spring 2026. Each group is compared with the same group in the same grades. Source: California Department of Education, state tests (CAASPP).

Every group’s results, with the district

Low-income is the state’s “socioeconomically disadvantaged” group.

Proficient or Advancedgrades 3–8 · spring 2026
Group and subjectHerevs Kern County Office of Educationvs California
Low-income · 818 tested
English40%+1723%+337%
Math32%+239%+428%
Hispanic or Latino · 917 tested
English45%+1728%+738%
Math35%+2510%+728%
English learners · 239 tested
English17%—+611%
Math15%—+312%
Students with disabilities · 98 tested
English9%—−817%
Math2%—−1214%

Each gap is to the same group, grades and subject: in Kern County Office of Education, and across California. No group that is behind across California does 10 or more points better here.

White students, 54 tested: no rate for grades 3, 5, 7 and 8 in our records, and fewer than 30 tested in the grades with one. No published rate here for Asian, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Family and staff answers

What would families tell you?

Families can answer a short set of questions about Grow Public Schools. These are not star ratings or reviews.

  1. Family answers show once 20 families have answered.Until then this page shows how many have answered.
  2. The questions are about the school, never a person.No question asks about a named teacher or staff member.
  3. Answers are never part of the Scope Score.They sit beside the state’s records and do not change a school’s score.

Families

No family answers yet

0 of 20 needed before answers show

  • Does the school tell you how your child is doing, in a way you understand, before report cards arrive?Usually · Sometimes · Rarely
  • When you contact the school with a question, do you hear back within two school days?Usually · Sometimes · Rarely · Haven’t contacted them
  • Can you get school information in the language you read best?Yes · Mostly · No
  • And 4 more questions.

Answer the family questionsResponder en españolHow family answers work

The school day

What is the school day like?

Grow Public Schools has transitional kindergarten (TK). Our records do not hold school hours or before- and after-school care yet. Ask the office.

Transitional kindergarten (TK), 2025–26

80

TK students in 2025–26.

TK is California’s free public program for four-year-olds.

TK count: California Department of Education, Census Day enrollment, 2025–26. Find TK schools near you

The neighborhood

What is the area around Grow Public Schools like?

These figures are for everyone who lives in ZIP code 93311. They are not figures for the families at Grow Public Schools.

Typical household income in a year

$116,263

Typical means half are higher and half are lower. The ZIP code is the school’s address, not its attendance area. Source: U.S. Census Bureau, American Community Survey, 2020–2024, ZIP code area 93311.

Typical home value
$459,500
People who live in this ZIP code
55,555
Typical age
32.4 years
Adults 25 and older with a four-year college degree
40%

What you can do

Who can act on Grow Public Schools’ results?

Grow Public Schools’ own board decides its plan.

State support

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

Reading screening in kindergarten through grade 2

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 

Questions to ask

What should I ask, and when?

Bring these 6 questions to Grow Public Schools. Confirm anything about applying with the school itself.

On a tour

  1. What extra help do English learners get, and how do you know it’s working?15% of English learners scored Proficient or Advanced in math, grades 3–8, spring 2026 (239 students tested); the same group across California: 12%
  2. What extra help do students who are behind get, and how do you know it’s working?57% in English and 60% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (501 students tested in each); California: 54% and 58%

Before you apply

  1. Which grades are accepting applications, and who is eligible?
  2. What are the deadlines, enrollment priorities, and lottery or waitlist steps?

At the office

  1. What time does the day start and end, and is any day shorter?
  2. What transportation and before- or after-school options are available?

Getting in

How do I get in?

Ask Grow Public Schools how it admits students. Charter schools set their own enrollment steps and dates.

Where it is

Where is Grow Public Schools?

Address
4800 Corporate Court, Bakersfield 93311Get directions (opens Google Maps in a new tab)
Administrator
Ric EsquivelAs the state’s school directory lists it, last updated December 4, 2025.

A school’s place on the map is its address in the state directory. It does not show which homes the school serves. See nearby schools on the map

Short answers to 7 common questions

How do I get in?

Ask Grow Public Schools how it admits students. Charter schools set their own enrollment steps and dates. See the details ↓

Is Grow Public Schools a good elementary school?

Grow Public Schools has a Scope Score of 76. It scored higher than 53 in 100 of California’s 5,726 scored public elementary schools (Solid, 53rd percentile, spring 2026). See the details ↓

How often do students miss school or get suspended?

In 2025–26, 14 in 100 students missed 10% or more of school days, against 13 in 100 at the average Kern County Office of Education elementary school. 1.5% of students (25 of 1,646) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. See the details ↓

Did students here score higher than students who started at the same place?

In English, yes. In math, about the same. In 2025, students here in grades 4–8 scored 8 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 1 point higher, which the state calls Average.

  • Included in this measure: 655 students

See the details ↓

How do kids like mine do here?

In spring 2026, 40% of low-income students in grades 3–8 at Grow Public Schools in Bakersfield scored Proficient or Advanced in English, against 37% for the same group across California. See the details ↓

What does its own plan pay for?

In its 2026–27 plan, $8.5 million is planned for 23 funded actions in 3 goals. That’s 22% of its $38.0 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan.

What should I ask on a visit?

The questions drawn from this page are under Questions to ask, ready to copy. See the details ↓

Its own plan

What does Grow Public Schools’s own plan commit to?

$8.5 million is planned for 23 funded actions in 3 goals. That’s 22% of its $38.0 million general fund budget.

$8.5million

planned in the school’s own plan for 2026–27

The three largest actions in the plan

  • Multi-Tiered System of Supports Team$2.1 million
  • Intervention and Enrichment: Grades 3-8$1.2 million
  • Edible Schoolyard Program$997,616

These are planned amounts; the charter school reports what it spent in a later plan. Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 134 pages), as posted to the California School Dashboard.

The whole plan: every goal, what it measures and what it pays for

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

The 2026–27 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 134 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 51% of the money. The plan itself puts 92% of it toward staff.

  • Multi-Tiered System of Supports Team $2.1 million
  • Intervention and Enrichment: Grades 3-8 $1.2 million
  • Edible Schoolyard Program $997,616
  • 20 other actions
Reading, math and catch-up help

6 of the plan’s 23 funded actions name reading, math, catch-up help or English learners in their titles.

  • Reading $0.1 million
  • Catch-up help $2.1 million
  • English learners $0.1 million

Largest of these

  • Intervention and Enrichment: Grades 3-8$1.2 million
  • Intervention and Enrichment: Grades K-2$764,689
  • Intervention and Assessment Coordinator$176,889
For high-need students

It plans $6.9 million in extra services for English learners, low-income students and foster youth.

What changed

The total is $328,664 (4%) higher than in the 2025–26 plan. The biggest change in dollars is Multi-Tiered System of Supports Team, which went from $1.6 million to $2.1 million.

Largest cuts

  • Teacher Development Initiative−⁠$157,096
  • Intervention and Enrichment: Grades 3-8−⁠$124,021
  • Art, Music and Elective Programs−⁠$90,171

Largest increases

  • Multi-Tiered System of Supports Team+⁠$470,910
  • Edible Schoolyard Program+⁠$138,454
  • Intervention and Enrichment: Grades K-2+⁠$110,840

New in the 2026–27 plan

  • Learning and Innovation Specialists$240,529
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 3–5 only: 43% in English and 40% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure2024–252025–26Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1 and 244%45%up 1 pt
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1 and 234%36%up 2 pts
Chronically absentGoal 314 in 10014 in 100no change
Suspended at least onceGoal 31.5%1.5%no change

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

The plan’s own titles and amounts
  • Multi-Tiered System of Supports Team · $2,101,695
  • Intervention and Enrichment: Grades 3-8 · $1,195,029
  • Edible Schoolyard Program · $997,616
The full plan3 goals, 29 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 ($8.5 million).

Where does the money go?

58% to Goal 2. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.

G1
G2
G3

Change since the 2025–26 plan, same title

  • fell 25% or more
  • fell 10–25%
  • fell 2–10%
  • within 2%
  • grew 2–10%
  • grew 10–25%
  • grew 25% or more
  • new or renamed title
  • not compared: unconfirmed, or repeated across goals

Every goal, in the plan’s order

Goal 1Ensure equitable access to facilities, qualified teachers, instructional materials, grade level content…$1.1 million13% of action budgets

“Ensure equitable access to facilities, qualified teachers, instructional materials, grade level content standards, programs, and services fostering the optimal conditions for effective and comprehensive learning” p. 17 ↗

6 funded actions · 2025–26 plan: $1.1 million (−⁠$38,500)

Largest funded actions

  1. Teacher Development Initiative$619,824action 1.3 · p. 93 ↗ · marked as contributing to high-need services · of which $301,674 is state funding counted toward those services
  2. Learning and Innovation Specialists$240,529action 1.1 · p. 93 ↗ · marked as contributing to high-need services
  3. Induction, Credentials, and Teacher Assignments$108,825action 1.5 · p. 93 ↗ · marked as contributing to high-need services · of which $45,329 is state funding counted toward those services
  4. Academic Consultants$57,596action 1.4 · p. 93 ↗ · marked as contributing to high-need services
  5. Instructional Materials$55,750action 1.6 · p. 93 ↗ · marked as contributing to high-need services

1 more funded action in this goal

Changes from last year’s plan, same title

  1. Teacher Development Initiative−⁠$157,096$776,920 → $619,824 · p. 93 ↗
  2. Instructional Materials+⁠$30,000$25,750 → $55,750 · p. 93 ↗
  3. McKinney-Vento−⁠$15,274$30,274 → $15,000 · p. 93 ↗

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

  • Learning and Innovation Specialists · $240,529 · p. 93 ↗new or renamed
  • Induction, Credentials, and Teacher Assignments · $108,825 → $108,825 · p. 93 ↗unchanged
  • Academic Consultants · $57,596 → $57,596 · p. 93 ↗unchanged

A reworded title counts as new.

How the plan measures it · 12 measures · 3 quoted

  • Standards Implementation p. 18 ↗
    Baseline
    2023-24 100% of teachers are implementing state standards for all
    Target for year 3
    2026-27 100% of teachers are implementing state standards for all
  • Facilities p. 19 ↗
    Baseline
    2023-24 0 instances where facilities do not meet the "Good Repair" standard.
    Target for year 3
    2026-27 0 instances where facilities do not meet the "Good Repair" standard.
  • Broad Course of Study p. 19 ↗
    Baseline
    2023-24 100% have access to a broad course of study.
    Target for year 3
    2026-27 100% have access to a broad course of study.

9 more measures in the plan’s table.

Goal 2Provide a personalized and inclusive learning experience that inspires all students to achieve at high levels$5.0 million58% of action budgets

10 funded actions · 2025–26 plan: $4.6 million (+⁠$312,634) · p. 33 ↗

Largest funded actions

  1. Multi-Tiered System of Supports Team$2.1 millionaction 2.4 · p. 94 ↗ · marked as contributing to high-need services · of which $1.6 million is state funding counted toward those services
  2. Intervention and Enrichment: Grades 3-8$1.2 millionaction 2.2 · p. 93 ↗ · marked as contributing to high-need services · of which $605,676 is state funding counted toward those services
  3. Intervention and Enrichment: Grades K-2$0.8 millionaction 2.1 · p. 93 ↗ · marked as contributing to high-need services
  4. Educational Software, Assessment, and Data Analysis Tools$0.2 millionaction 2.3 · p. 94 ↗ · marked as contributing to high-need services
  5. Intervention and Assessment Coordinator$0.2 millionaction 2.6 · p. 94 ↗ · marked as contributing to high-need services

5 more funded actions in this goal

  • Director of Learning and Innovation · action 2.8 · p. 94 ↗ · marked as contributing to high-need services$0.2 million
  • Literacy Program · action 2.7 · p. 94 ↗ · marked as contributing to high-need services$0.1 million
  • High School, College, and Career Readiness · action 2.5 · p. 94 ↗ · marked as contributing to high-need services · of which $57,351 is state funding counted toward those services$0.1 million
  • English Learner Task Force · action 2.9 · p. 94 ↗ · marked as contributing to high-need services$0.1 million
  • Long-Term English Learners · action 2.10 · p. 94 ↗ · marked as contributing to high-need servicesunder $0.1 million

Changes from last year’s plan, same title

  1. Multi-Tiered System of Supports Team+⁠$0.5 million$1.6 million → $2.1 million · p. 94 ↗
  2. Intervention and Enrichment: Grades 3-8−⁠$0.1 million$1.3 million → $1.2 million · p. 93 ↗
  3. Intervention and Enrichment: Grades K-2+⁠$110,840$653,849 → $764,689 · p. 93 ↗

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

  • Educational Software, Assessment, and Data Analysis Tools · $338,525 → $250,000 · p. 94 ↗−⁠$88,525
  • Intervention and Assessment Coordinator · $162,426 → $176,889 · p. 94 ↗+⁠$14,463
  • Director of Learning and Innovation · $174,512 → $174,512 · p. 94 ↗unchanged
  • Literacy Program · $176,272 → $125,488 · p. 94 ↗−⁠$50,784
  • High School, College, and Career Readiness · $173,950 → $114,702 · p. 94 ↗−⁠$59,248
  • English Learner Task Force · $16,936 → $50,342 · p. 94 ↗+⁠$33,406
  • Long-Term English Learners · $5,593 · p. 94 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 6 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 33 ↗.

Goal 3Provide an environment that fosters parent input and participation while supporting high levels of student engagement$2.4 million29% of action budgets

7 funded actions · 2025–26 plan: $2.4 million (+⁠$54,530) · p. 54 ↗

Largest funded actions

  1. Edible Schoolyard Program$997,616action 3.2 · p. 94 ↗ · marked as contributing to high-need services
  2. Art, Music and Elective Programs$607,681action 3.3 · p. 94 ↗ · marked as contributing to high-need services
  3. Physical Education$423,756action 3.4 · p. 95 ↗ · marked as contributing to high-need services
  4. Family and Community Engagement$364,784action 3.6 · p. 95 ↗ · marked as contributing to high-need services
  5. Positive Behavioral Intervention and Support Framework$28,000action 3.1 · p. 94 ↗ · marked as contributing to high-need services

2 more funded actions in this goal

  • Home Visits · action 3.8 · p. 95 ↗ · marked as contributing to high-need services$3,060
  • Parent Conferences and At-Home Learning Materials · action 3.7 · p. 95 ↗ · marked as contributing to high-need services$1,600

Changes from last year’s plan, same title

  1. Edible Schoolyard Program+⁠$138,454$859,162 → $997,616 · p. 94 ↗
  2. Art, Music and Elective Programs−⁠$90,171$697,852 → $607,681 · p. 94 ↗
  3. Physical Education+⁠$34,586$389,170 → $423,756 · p. 95 ↗

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

  • Family and Community Engagement · $370,675 → $364,784 · p. 95 ↗−⁠$5,891
  • Positive Behavioral Intervention and Support Framework · $41,399 → $28,000 · p. 94 ↗−⁠$13,399
  • Home Visits · $10,752 → $3,060 · p. 95 ↗−⁠$7,692
  • Parent Conferences and At-Home Learning Materials · $2,957 → $1,600 · p. 95 ↗−⁠$1,357

How the plan measures it · 11 measures · 2 quoted

  • Middle School Dropout Rate C MS Dropout Rate p. 59 ↗
    Baseline
    2023-24: 0%
    Target for year 3
    2025-26: 0%
  • Pupil Expulsion Rates B p. 60 ↗
    Baseline
    2023-24: 0%
    Target for year 3
    2026-27: 0%

9 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.

The full record

Source records

This page is built from 11 sets of records from public data sources. Every figure keeps its source, grades, year and count.

Data updated

October 15, 2026

Record sets on this page
11
Sources
California Department of EducationU.S. Census Bureau
State test years
2025–2026

Results

Students

Money and staff

Place, downloads and method

Score factorssource values, index and weights · 2025–26 · ranked #2,672 of 5,726 California elementary schools we score · #2 of 6 in Kern County Office of Education
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math18%4742%
Proficient or Advancedaverage of English and math41%4923%
Chronically absent14 in 100555%
Suspension rate1.5% (25 of 1,646)515%
English learners: top level21%575%
Grade gap (G3→G5, different students)-5.6pp—not scored

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. The weights above add to 80%: the remaining 20%, for measures with no value here, is shared out among the measures above.

Scope Score by year2024–25 to 2025–26 · each year’s inputs, and the score for each year we could verify

Scope Score

School yearScope ScorePercentileRankComparison group
2025–267653#2672California elementary schools · 5,726 schools · current formula

2024–25 has records on file but no Scope Score we could verify against that year’s source files, so no score is shown for it.

School yearChronic absenceSuspensionGrade gap (points)
2024–2514 in 1001.5% (23 of 1,490)−9
2025–2614 in 1001.5% (25 of 1,646)−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).
Every tested year2025–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English98819%45%
2026 · Math98815%36%
2025 · English83818%44%
2025 · Math83813%34%

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 · English17140%
2025 · Grade 4 · English16939%
2025 · Grade 5 · English17343%
2025 · Grade 6 · English16050%
2025 · Grade 7 · English16550%
2025 · Grade 3 · Math17149%
2025 · Grade 4 · Math16938%
2025 · Grade 5 · Math17327%
2025 · Grade 6 · Math16026%
2025 · Grade 7 · Math16528%

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
Schoolwide33011%22%57%10%

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-income81840%+17+3
Hispanic or Latino91745%+17+7
English learners23917%—+6
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+8655Accelerated+1655Average
Hispanic or Latino+9604Accelerated+2604Average
Low-income+7559Accelerated+1559Average
English-only students+9333not categorized−2333not categorized
English learners+1238Average+5238Accelerated
English learners only−10146not categorized+3146not categorized
Recently reclassified as fluent in English+2092not categorized+792not categorized
Students with disabilities+1265Accelerated−165Average
Long-term English learners (grades 6–8 only)+343Average−843Moderate
White+438Average−838Moderate
Homeless+1211Accelerated−911Moderate

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. Long-term English learner counts cover grades 6–8 only (CDE’s rule), so that row is not comparable to the All students row. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure
California growth model · points vs expected

State model · English+8 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

All students, grades 4–8

655 students

CDE simple estimate

CDE growth category: Accelerated

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

State model · math+1 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

All students, grades 4–8

655 students

CDE simple estimate

CDE growth category: Average

California growth model, math: +1 scale-score points versus the state's expectation, CDE category Average, 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. The CDE measure covers grades 4–8, 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 · 14 in 100 → 2025–26 · 14 in 100 · 0 in 100
Suspension rate2024–25 · 1.5% (23 of 1,490) → 2025–26 · 1.5% (25 of 1,646) · 0.0 percentage points
Group2018–192025–26Change
Female—13 in 100—
Male—15 in 100—
Black or African American—4 of 13—
Hispanic or Latino—14 in 100—
White—6 of 82—
Students with disabilities—21 in 100—
English learners—13 in 100—
Foster youth—4 of 11—
Homeless—9 of 26—
Military families—5 of 46—
Low-income—16 in 100—
All students—14 in 100—

Two reported school years only; no intervening-year result is implied. Where fewer than 100 students were counted, the cell shows the count and no change is printed. 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$80,421 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 2,222 pupils

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation
Instruction 21%Instruction support 21%Student services 17%Administration 32%Buildings & maintenance 7%Other 2%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$44,206,45220.67%21%
Instruction support$44,393,10120.75%21%
Student services$37,219,44317.40%17%
Administration$68,383,44731.97%32%
Buildings & maintenance$14,386,7426.73%7%
Other$5,314,9712.48%2%
Total$213,904,156100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $213,904,156 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$80,421 per pupil
2020$76,691 per pupil
2019$71,849 per pupil
2018$36,995 per pupil
2017$36,964 per pupil

Source: NCES F-33 · Full district breakdown →

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 93311 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 93311 area
MeasureEstimate
Median household income$116,263
Bachelor's degree or higher (adults 25+)40%
ZIP-area population55,555
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 93311 →

Downloads, embed and methodologyCSV · embed code · sources · corrections

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<iframe
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Free to embed with the credit link. Data updates automatically.

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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