Public school · Long Beach Unified · Long Beach, California

Hamilton Middle — Rating & test scores

Long Beach · 6–8 · 748 students (2024–25)

1060 East 70th Street, 90805hamilton.lbschools.net ↗(562) 602-0302
13thpercentileNeeds Support

The dots are California’s 2,529 scored public middle 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 6–8, spring 2026: 36% and 16% scored Proficient or Advanced, against 49% and 37%.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 681 in English, 677 in math
Comparison
California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 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, with building heights from LA County. 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.

37 in 100 students (276 of 749) missed 10% or more of school days in 2025–26. That compares with 23 in 100 at the average Long Beach Unified middle school.

Sources
The sentence above
CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 749. District and California figures are averages of school rates (23 Long Beach Unified schools; 2,529 scored California middle schools), our calculation.

Common questions

How do I get in?

Ask Long Beach Unified which school serves your address. Evidence ↓

Is Hamilton a good middle school?

Hamilton Middle scores higher than 13 in 100 of California’s 2,529 scored public middle schools: 13th percentile, Needs Support, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 37 in 100 students missed 10% or more of school days, against 23 in 100 at the average Long Beach Unified middle school. 6.5% of students (50 of 767) were suspended at least once in 2025–26, against 3.7% at the average California middle school. Evidence ↓

More questions (4)

Did students here score above what the state expected?

In English, yes; in math, below what the state expected. In 2025, students here in grades 6–8 scored +12 points against the state’s expected score in English, which the state calls Accelerated. In math, they scored −19 points, which it calls Moderate.

  • Included in this measure: 639 students in English, 631 in math

Evidence ↓

How do kids like mine do here?

In spring 2026, 34% of low-income students in grades 6–8 at Hamilton Middle in Long Beach scored Proficient or Advanced in English, against 39% for the same group across California. Evidence ↓

Where does it lead?

By the district’s published 2026 attendance boundaries, Hamilton Middle is zoned to Jordan High. Boundaries change, are approximate at the edges and don’t guarantee placement, so confirm your address with the district.

  • Jordan High: 11th percentile (Needs Support) of California’s regular public and charter high schools, 2025 Scope Score

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 6–8, spring 2026, 36% scored Proficient or Advanced in English and 16% in math, against 49% and 37% across California.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 681 in English, 677 in math
Comparison
California: CDE’s grades 6–8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English, 1,254,800 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard

English

Grades 6–8 · spring 2026 · 681 tested

Advanced
12%
Proficient
24%
Below the standard
64%
This school36%
California49%
Long Beach Unified53%

36% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 677 tested

Advanced
5%
Proficient
11%
Below the standard
84%
This school16%
California37%
Long Beach Unified39%

16% Proficient or Advanced in grades 6–8.

Results for each grade, spring 2026English and math · grades 6–8 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced40%34%34%
Advanced14%12%10%
Proficient26%22%24%
Developing level29%31%25%
Minimal31%35%41%
Tested221228232
California48%51%49%
Difference−8−17−15

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 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced15%16%16%
Advanced7%5%4%
Proficient8%11%12%
Developing level26%25%30%
Minimal59%59%54%
Tested218228231
California37%38%36%
Difference−22−22−20

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 →

How does math compare with English?

In grades 6–8, spring 2026, math trails English by 20 percentage points in the share who scored Proficient or Advanced, against 12 points across California. The grades 6–8 cards above give each subject’s share.

Have results changed?

Results in both subjects were similar to 2025. English went from 39% to 36% and math from 14% to 16%.

English · top two levels · grades 6–8

202539%694 tested
→
202636%681 tested

This school

California, same grades49% → 49%2025 → 2026 · 1,266,619 → 1,254,039 tested

Math · top two levels · grades 6–8

202514%691 tested
→
202616%677 tested

This school

California, same grades36% → 37%2025 → 2026 · 1,272,526 → 1,254,800 tested

Each year is a different group of students.

Did students here score above what the state expected?

In English, yes; in math, below what the state expected. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 6–8 scored +12 points against that expected score in English, which the state calls Accelerated. In math, they scored −19 points, which it calls Moderate.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 6–8: 639 in English, 631 in math
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 6–8 · 2025 · 639 students in English, 631 in math, with scores in both years

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

+12 pts

English

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

−19 pts

Math

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

Ask: What extra help do students who are behind get, and how do you know it’s working?

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 6–8 · This school12%24%28%36%681
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Long Beach Unified21%32%22%25%13,373
Math, grades 6–8 · This school5%11%27%57%677
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Long Beach Unified21%18%24%37%13,358

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.

Read English and math separately, then look at progress and the courses students can take.

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown · English and math have been below California in every tested year since 2017

Chart and table: 2017–2026.

English top two levels, grades 6–8
This schoolCalifornia
0%50%100%20172022202636%49%
Math top two levels, grades 6–8
This schoolCalifornia
0%50%100%20172022202616%37%

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

In grades 6–8, the share at the state’s top two levels in English went from 29% in 2017 to 36% in 2026. In math, it went from 23% in 2017 to 16% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 6–8
YearThis schoolCalifornia
201729%
865 tested		48%
1,377,836 tested
201836%
877 tested		49%
1,391,379 tested
201937%
897 tested		50%
1,390,416 tested
202239%
789 tested		47%
1,277,584 tested
202330%
759 tested		46%
1,267,562 tested
202437%
744 tested		46%
1,269,432 tested
202539%
694 tested		49%
1,266,619 tested
202636%
681 tested		49%
1,254,039 tested
Math · top two levels · grades 6–8
YearThis schoolCalifornia
201723%
873 tested		37%
1,383,609 tested
201831%
876 tested		37%
1,394,516 tested
201930%
906 tested		38%
1,394,239 tested
202225%
797 tested		31%
1,279,506 tested
202316%
754 tested		32%
1,272,024 tested
202413%
758 tested		33%
1,277,570 tested
202514%
691 tested		36%
1,272,526 tested
202616%
677 tested		37%
1,254,800 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 12 points above that expected score, and in math 19 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 8 scores here with the school’s grade 6 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 Hamilton’s results?

Long Beach Unified’s board decides Hamilton’s plan.

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

What has the state flagged?

The state is giving Long Beach Unified extra help in 2026. It qualified on the 2025 California School Dashboard. The county office must help the district for at least three years, including a review of its yearly plan.

Extra help for Long Beach Unified: CDE’s assistance status file for the 2025 California School Dashboard. Source 

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

Long Beach 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 Long Beach Unified’s 2026–27 plan (LCAP, PDF) 

Life at school

How often do students miss school or get suspended?

37 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 Long Beach Unified middle school, 23 in 100 were. 6.5% of students were suspended at least once in 2025–26, against 3.7% at the average California middle school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 276 of 749 students counted for it; suspension: 50 of 767 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 Long Beach Unified middle school 5.6%.

Chronically absent, 2025–26

37 in 100This school
23 in 100At the average Long Beach Unified middle school
18 in 100At the average California middle school

276 of 749 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

6.5%

of students were suspended at least once (50 of 767). Average California middle school 3.7%.

Ask: How do you support kids who arrive ahead, and kids who arrive behind?

Chronic absence by grade2025–26 · per 100 students, with counts
  • Grade 6: 34 in 100, 79 of 235
  • Grades 7–8: 38 in 100, 197 of 514
Ask families and staff yourselfWhat to ask the people at Hamilton

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

Work here? Answer the staff questions.

Every learner

How do kids like mine do here?

Three student groups scored below the same groups across California in math.

Student groups, grades 6–8, spring 2026

14% of low-income students scored Proficient or Advanced in math (grades 6–8, spring 2026), against 26% for the same group across California. Hispanic or Latino students and English learners also scored below the same groups across California; the chart gives their figures. Every group’s English results are in the table below.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 6–8; 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).
HamiltonSame group, California
  • Hispanic or Latino563 tested15%Same group, California 25%
  • Black or African American61 tested15%Same group, California 20%
  • Low-income580 tested14%Same group, California 26%
  • Students with disabilities95 tested7%Same group, California 10%
  • English learners154 tested2%Same group, California 7%

Proficient or Advanced, grades 6–8 math, spring 2026. In English the same groups run from 6% to 36%; every value is in the table below.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 82%2. Black or African American: 10%3. Asian: 3%4. Pacific Islander: 2%Unallocated share: 3%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino82%
  2. Black or African American10%
  3. Asian3%
  4. Pacific Islander2%
  5. White—
  6. Filipino—
  7. Two or more races—
  8. American Indian or Alaska Native—
  9. Not reported—
  10. Unallocated share3%
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. 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 · 108 of 196 English learners55%
Long Beach Unified · 3,165 of 7,09145%
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?

85%of students qualified for free or reduced-price meals in 2024–25, 633 of 748. California: 63%.

36teachers, 2024–25

9 yearsaverage experience, 2024–25

25%in their first year, 2024–25

78%of teaching positions with proper credential and placement, 2021–22

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

All group results, district comparisons and sources
Proficient or Advancedgrades 6–8 · spring 2026
Group and subjectHerevs Long Beach Unifiedvs California
Low-income · 584 tested in English, 580 in math
English34%−943%−539%
Math14%−1428%−1226%
Hispanic or Latino · 564 tested in English, 563 in math
English36%−1147%−339%
Math15%−1732%−1025%
Black or African American · 64 tested in English, 61 in math
English25%−1338%−833%
Math15%−823%−520%
English learners · 152 tested in English, 154 in math
English6%−39%−17%
Math2%−46%−57%
Students with disabilities · 96 tested in English, 95 in math
English9%−918%−514%
Math7%−613%−310%

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

No published rate here for Asian, Filipino, White, 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.

Full student mix, comparisons and sources, 2025–26
Students, 2025–26Here
Hispanic or Latino82%
Black or African American10%
Asian3%
Pacific Islander2%
White—
Filipino—
Two or more races—
American Indian or Alaska Native—
Not reported—

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: 78% of teaching positions, 27 properly credentialed teaching-position FTE out of 34.5 total position FTE. This measures positions, not individual teachers.

Next steps

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

Jordan High.

In the district’s boundaries, Hamilton Middle draws from 3 elementary schools. Each school’s standing compares it with California schools at its own level.

Elementary · fed by
Middle · this school
Hamilton Middle
High · next
Jordan High 11th · Needs Support · 2025

Assigned

From the district’s 2026 attendance boundaries. 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

Elementary links

High-school links

  • Jordan High

    Assigned

    11th percentile · Needs Support · high · 2025

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: Jordan High
Jordan High11th · Needs Support · 2025 · Scope Score 41district-published assignment

The road from this school ends at Jordan High. UC records 21 enrollees from Jordan High for fall 2025. The AP Course Audit lists 13 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach Jordan High around 2029, and a school can change a lot in 3 years. By the state’s 2023 count, 71% of the students who finished high school at Jordan High enrolled in college within 12 months, UC or not.

21 UC enrollees (fall 2025) · 13 authorized AP courses (AP Course Audit 2025–26) → full record on Jordan High's page
Source: UC & College Board AP Course Ledger

How do I get in?

Ask Long Beach Unified which school serves your address.

School website: hamilton.lbschools.net ↗Office: (562) 602-0302Administrator: Laura Martin

Location and visiting

Get directions  (opens Google Maps in a new tab)
1060 East 70th Street, Long Beach 90805

Directory location · Explore nearby schools on the map. Confirm which school serves your address with Long Beach 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? 37 in 100 chronically absent, 2025–26 (276 of 749 students); average California middle school: 18 in 100
  2. What does the school try before a suspension, and who talks with the family? 6.5% suspended at least once, 2025–26 (50 of 767 students); average California middle school: 3.7%
  3. What extra help do students who are behind get, and how do you know it’s working? 64% in English and 84% in math scored at the Developing or Minimal level, grades 6–8, spring 2026 (681 tested in English, 677 in math); California: 51% and 63%
  4. What extra help do English learners get, and how do you know it’s working? 2% of English learners scored Proficient or Advanced in math, grades 6–8, spring 2026 (154 students tested); the same group across California: 7%
  5. Which math courses can students take, and how are placements decided?
  6. Which electives and high-school transition supports are available?

Office (562) 602-03021060 East 70th Street, directions  (opens Google Maps in a new tab)

Nearby middle schoolsClosest first, by straight-line distance

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

Nearby middle schoolsPercentile among California middle 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 #2,199 of 2,529 California middle schools we score · #22 of 23 in Long Beach Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math9%4042%
Proficient or Advancedaverage of English and math26%3823%
8th graders in 2026 against 6th graders in 2024 (partly different children)+32 scale-score pts2920%
Chronically absent37 in 100255%
Suspension rate6.5% (50 of 767)395%
English learners: top level21%505%

Index is where the school's value sits among the California middle 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
2025–262313#2199California middle schools · 2,529 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)
2018–1920 in 10012.4% (127 of 1,026)−5
2021–22not on filenot on file−9
2022–23not on filenot on file−8
2023–2430 in 10012.1% (105 of 865)+1
2024–2537 in 10010.0% (80 of 800)+3
2025–2637 in 1006.5% (50 of 767)−2

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

Grade gap: the same year’s grade 6 and grade 8 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 · English68112%36%
2026 · Math6775%16%
2025 · English69411%39%
2025 · Math6914%14%
2024 · English7448%37%
2024 · Math7584%13%
2023 · English7596%30%
2023 · Math7545%16%
2022 · English7898%39%
2022 · Math79711%25%
2019 · English89711%37%
2019 · Math90615%30%
2018 · English8779%36%
2018 · Math87615%31%
2017 · English8654%29%
2017 · Math87310%23%

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 6 · English22638%
2025 · Grade 7 · English23040%
2025 · Grade 8 · English23840%
2025 · Grade 6 · Math22710%
2025 · Grade 7 · Math23117%
2025 · Grade 8 · Math23314%
2024 · Grade 6 · English24534%
2024 · Grade 7 · English22637%
2024 · Grade 8 · English27339%
2024 · Grade 6 · Math24814%
2024 · Grade 7 · Math23214%
2024 · Grade 8 · Math27811%
2023 · Grade 6 · English24333%
2023 · Grade 7 · English27830%
2023 · Grade 8 · English23826%
2023 · Grade 6 · Math24120%
2023 · Grade 7 · Math27316%
2023 · Grade 8 · Math24011%
2022 · Grade 6 · English27444%
2022 · Grade 7 · English24739%
2022 · Grade 8 · English26833%
2022 · Grade 6 · Math27632%
2022 · Grade 7 · Math25118%
2022 · Grade 8 · Math27025%
2019 · Grade 6 · English33240%
2019 · Grade 7 · English28638%
2019 · Grade 8 · English27932%
2019 · Grade 6 · Math33629%
2019 · Grade 7 · Math28733%
2019 · Grade 8 · Math28328%
2018 · Grade 6 · English29537%
2018 · Grade 7 · English28238%
2018 · Grade 8 · English30035%
2018 · Grade 6 · Math29434%
2018 · Grade 7 · Math28229%
2018 · Grade 8 · Math30030%
2017 · Grade 6 · English29531%
2017 · Grade 7 · English30833%
2017 · Grade 8 · English26223%
2017 · Grade 6 · Math29526%
2017 · Grade 7 · Math31226%
2017 · Grade 8 · Math26614%

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
Schoolwide2352%12%58%28%

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-income58434%−9−5
Hispanic or Latino56436%−11−3
English learners1526%−3−1
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+12639Accelerated−19631Moderate
Low-income+10553Accelerated−20547Moderate
Hispanic or Latino+11522Accelerated−20514Moderate
English-only students+14311not categorized−21305not categorized
English learners+5213Accelerated−14212Moderate
English learners only−1148not categorized−14147not categorized
Long-term English learners (grades 6–8 only)−2103Average−16102Moderate
Students with disabilities−295Average−1591Moderate
Recently reclassified as fluent in English+1765not categorized−1865not categorized
Black or African American+964Accelerated−2563Minimal
Homeless+1227Accelerated−1426Moderate
Asian+1720Accelerated−1320Moderate
Pacific Islander+1312Accelerated−1713Moderate

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. 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 6–8. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure, and grade 8 against the same school’s grade 6 two years earlier, partly different children · two different measures

Grade 8 in 2026 against grade 6 in 2024 · English

English · 2024 · Grade 6
12%
exceeded standard · 34% met or exceeded
CDE CAASPP 2024 · 245 English test records with scores
English · 2026 · Grade 8
10%
Advanced · 34% Proficient or Advanced
CDE CAASPP 2026 · 232 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 232 (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+12 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

639 students

CDE growth category: Accelerated

California growth model, English: +12 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's −2-point median for California middle school records.

State model · math−19 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

631 students

CDE growth category: Moderate

California growth model, math: −19 scale-score points versus the state's expectation, CDE category Moderate, against SchoolScope's −3-point median for California middle 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 middle school records, the median English estimate is −2 and the middle half fall between −10 and +5 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 6–8, 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 · 37 in 100 → 2025–26 · 37 in 100 · 0 in 100
Suspension rate2024–25 · 10.0% (80 of 800) → 2025–26 · 6.5% (50 of 767) · −3.5 percentage points
Group2018–192025–26Change
Female19 in 10036 in 100+17 in 100
Male21 in 10037 in 100+16 in 100
Asian17 in 10016 in 100−1 in 100
Black or African American27 in 10045 in 100+18 in 100
Hispanic or Latino19 in 10036 in 100+17 in 100
Pacific Islander32 in 10050 in 100+18 in 100
White18 in 100——
Students with disabilities25 in 10047 in 100+22 in 100
English learners20 in 10034 in 100+14 in 100
Foster youth33 in 100——
Homeless29 in 10064 in 100+35 in 100
Low-income20 in 10038 in 100+18 in 100
All students20 in 10037 in 100+17 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$13,498 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 69,413 pupils

California · selected district mean$14,491 per pupil

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

School-level federal expenditures$1,173 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 748

Central federal expenditures attributed here$1,497 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 748

District current expense · FY 2024–25$21,199 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 60%Instruction support 13%Student services 11%Administration 5%Buildings & maintenance 10%Other 1%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$736,219,82160.54%60%
Instruction support$153,542,20912.63%13%
Student services$131,230,78810.79%11%
Administration$60,939,0305.01%5%
Buildings & maintenance$126,665,71510.42%10%
Other$7,400,6280.61%1%
Total$1,215,998,191100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $1,215,998,191 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$13,498 per pupil
2020$12,985 per pupil
2019$13,175 per pupil
2018$12,489 per pupil
2017$12,227 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 90805 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90805 area
MeasureEstimate
Median household income$73,415
Bachelor's degree or higher (adults 25+)18%
ZIP-area population92,402
Median age34.6 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-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 90805 →

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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 2,529 middle 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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