California’s public middle schools · 1 dot = 1 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Hoganhigher than 4 of the 100 California dots
California’s public middle schools · 1 dot = 1 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Hoganhigher than 4 of the 100 California dots
California’s public middle schools · 1 dot = 1 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Well below California in English and math: 24% and 17% met or exceeded the standard in grades 6–8, against 49% and 37% statewide.Source
Source
CDE CAASPP Smarter Balanced results, spring 2026
Students
all students tested in grades 6–8: 834 in English, 836 in math
Comparison
California: CDE’s statewide grade 6, 7 and 8 rows combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).
1 in 3 students (306 of 925) missed 10% or more of school days, against 27 in 100 at the average Vallejo City Unified school.2025–26
33 in 100students chronically absent, 2025–26
Ask: When a child starts missing school, who calls the family, and how soon?
Source
CDE chronic absenteeism file, 2025–26
Students
all students counted for chronic absence (CDE’s eligible enrollment): 925
Comparison
306 of 925. District and California figures are averages of school rates (7 Vallejo City Unified schools; 2,531 scored California middle schools), our calculation.
13.5% of students (128 of 947) were suspended at least once in 2025–26, against 3.7% at the average California middle school.2025–26
13.5%of students were suspended at least once, 2025–26
Ask: When a student is suspended, what happens before and after, and who talks with the family?
Source
CDE suspension file, 2025–26
Students
all students enrolled during the year (CDE’s cumulative enrollment): 947
Comparison
128 of 947. District and California figures are averages of school rates (7 Vallejo City Unified schools; 2,532 scored California middle schools), our calculation.
Academic achievement
Beyond a single score: who exceeds, meets or is still approaching the standard.
Below Proficient combines Developing and Minimal. The full track represents all students tested. Share of students tested. Data source: California Department of Education, spring 2026. State comparison combines the same grades, weighted by students tested.
Below Proficient combines Developing and Minimal. The full track represents all students tested. Share of students tested. Data source: California Department of Education, spring 2026. State comparison combines the same grades, weighted by students tested.
Each year tests a different group of students. These results do not track one child’s progress.
Explore the available years, charts & underlying data
English and math have stayed well below California in every tested year since 2015.
Chart: 2017–2026. Hover, tap or focus a chart and use the arrow keys to see each year. The table includes all available years.
English met or exceeded, grades 6–8
HoganCalifornia
0%50%100%201720222026No comparable state tests (COVID)COVID24%49%
HoganCalifornia
Math met or exceeded, grades 6–8
HoganCalifornia
0%50%100%201720222026No comparable state tests (COVID)COVID17%37%
HoganCalifornia
Dotted stretches cross years without comparable results.
English went from 29% in 2017 to 24% in 2026. Math went from 20% in 2017 to 17% in 2026, with 2025 and 2026 about the same. Each year is a different group of students.
Annual values & tested counts
English · met or exceeded · grades 6–8
Year
Hogan
California
2015
29% 1,022 tested
44% 1,356,180 tested
2016
34% 937 tested
48% 1,366,988 tested
2017
29% 908 tested
48% 1,377,836 tested
2018
32% 885 tested
49% 1,391,379 tested
2019
30% 823 tested
50% 1,390,416 tested
2022
28% 811 tested
47% 1,277,584 tested
2023
28% 824 tested
46% 1,267,562 tested
2024
27% 789 tested
46% 1,269,432 tested
2025
26% 750 tested
49% 1,266,619 tested
2026
24% 834 tested
49% 1,254,039 tested
Math · met or exceeded · grades 6–8
Year
Hogan
California
2015
19% 1,018 tested
33% 1,359,309 tested
2016
22% 935 tested
36% 1,371,026 tested
2017
20% 909 tested
37% 1,383,609 tested
2018
21% 882 tested
37% 1,394,516 tested
2019
17% 829 tested
38% 1,394,239 tested
2022
13% 787 tested
31% 1,279,506 tested
2023
14% 838 tested
32% 1,272,024 tested
2024
18% 809 tested
33% 1,277,570 tested
2025
16% 762 tested
36% 1,272,526 tested
2026
17% 836 tested
37% 1,254,800 tested
The state’s growth measure687 students in English, 685 in math · grades 6–8 · 2025
English−13ptsCDE level: Moderate (2 of 5)MinimalExceptional
Math−11ptsCDE level: Moderate (2 of 5)MinimalExceptional
What the number means. California predicts each student’s score from that student’s own English and math scores the year before, based on how students with similar scores did across the state. Zero would mean students here scored as predicted. In English they scored 13 points below that prediction, and in math 11 points below it.
The levels. CDE sorts every school’s result into five levels, from Minimal to Exceptional. The bar under each number shows where this school landed.
Two years at once. For most schools, this one included, CDE’s figure blends the two most recent years of growth, so it moves more slowly than a single year’s scores.
Ask: English is lower than in 2015 here (29% to 24%), while across California it went from 44% to 49%. How does the school check what’s working in English?
Life at school
How often students miss school or are suspended, and how the school describes itself where its website does.
What’s it like
Attendance and discipline
33 in 100students chronically absent, 2025–26
27in 100 at the average Vallejo City Unified school18in 100 at the average California middle school
306 of 925 students missed 10% or more of school days.
This school33 in 100
at the average Vallejo City Unified school27 in 100
at the average California middle school18 in 100
13.5%of students were suspended at least once (128 of 947), 2025–26
5.1%at the average Vallejo City Unified school3.7%at the average California middle school
Attendance by grade
Chronically absent, 2025–26
Per 100 students
Students
Grades 4–6
29
64 of 220
Grades 7–8
34
242 of 705
What people here say
Answers from students, families and staff. Each source stays separate.
Know this school? Add your answers
Have a child here? Answer 7 questions about how Hogan works for your family.
Ask current families about communication, belonging and support when a child needs help.
Staff
We don’t have staff survey results for Hogan. Ask about staff continuity, collaboration and support across the school.
Every learner
Who attends, and how outcomes differ across student groups.
Kids like mine
How each student group did
Proficient or Advanced · grades 6–8 · spring 2026. Compare each group with the same group in the same grades.
HereCaliforniaEach track: 0–100%
Low-income
756 English · 758 math tested
English
22% / 39%
Math
16% / 26%
Hispanic or Latino
433 English · 435 math tested
English
18% / 39%
Math
11% / 25%
Black or African American
183 English · 184 math tested
English
10% / 33%
Math
10% / 20%
Filipino
117 tested per subject
English
56% / 74%
Math
44% / 60%
Two or more races
39 English · 40 math tested
English
15% / 62%
Math
18% / 50%
English learners
170 tested per subject
English
4% / 7%
Math
2% / 7%
Students with disabilities
110 English · 111 math tested
English
5% / 14%
Math
6% / 10%
Homeless
33 English · 34 math tested · grades 7 and 8
English
9% / 28%
Math
18% / 17%
Low-income, Hispanic or Latino, Black or African American and Filipino students and students of two or more races did worse than the same groups statewide. English learners did worse than the same group statewide in math. Homeless students and students with disabilities did worse than the same groups statewide in English.
All group results, district comparisons and sources
Proficient or Advancedgrades 6–8 · spring 2026
Group and subject
Here
vs Vallejo City Unified
vs California
Low-income · 756 tested in English, 758 in math
English
22%
−325%
−1739%
Math
16%
016%
−1026%
Hispanic or Latino · 433 tested in English, 435 in math
English
18%
−624%
−2139%
Math
11%
−213%
−1425%
Black or African American · 183 tested in English, 184 in math
English
10%
−616%
−2333%
Math
10%
−212%
−1020%
Filipino · 117 tested
English
56%
+452%
−1874%
Math
44%
+539%
−1660%
Two or more races · 39 tested in English, 40 in math
English
15%
−1126%
−4762%
Math
18%
018%
−3250%
English learners · 170 tested
English
4%
+13%
−37%
Math
2%
−24%
−57%
Students with disabilities · 110 tested in English, 111 in math
English
5%
−27%
−914%
Math
6%
−17%
−410%
Homeless · 33 tested in English, 34 in math · grades 7 and 8 only
English
9%
+18%
−1928%
Math
18%
+315%
+117%
Each gap is to the same group, grades and subject: in Vallejo City Unified, and across California. None is green: no group that is behind statewide does 10 or more points better here than the same group statewide.
White students: fewer than 30 tested here. No published rate here for Asian, American Indian or Alaska Native, Pacific Islander and military-family students 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.
Who goes here
Students and staff
Student mix
2025–26 · eligible enrollment
Incomplete category detail
1Hispanic or Latino51%
2Black or African American23%
3Filipino13%
4White5%
5Two or more races4%
6Asian2%
7Pacific Islander1%
8American Indian or Alaska Native—
9Not reported—
–Unallocated share1%
Dashed remainder = 100% minus available shares, not a separate student group. Missing categories remain unavailable. Shares use eligible enrollment in the CDE chronic-absence file.Full student mix, comparisons & sources
Eligible enrollment, 2025–26
Here
Hispanic or Latino
51%
Black or African American
23%
Filipino
13%
White
5%
Two or more races
4%
Asian
2%
Pacific Islander
1%
American Indian or Alaska Native
—
Not reported
—
Data source: California Department of Education chronic-absence file, 2025–26. Shares use eligible enrollment; unavailable categories are shown as a dash.
About 4 in 5 students qualified for free or reduced-price meals in 2024–25 (82%, 644 of 785). California: 63%.
Teachers, 2024–25
Teachers40
Average experience13 years
First-year teachers2%
72% of teaching positions with proper credential and placement · 2021–22
CDE SARC report 2024–25. The published rate is 71.84%: 29.4 properly credentialed teaching-position FTE out of 40.9 total position FTE. This measures positions, not individual teachers.
English learners
Are English learners making progress in English?
32%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
This school32%
Vallejo City Unified39%
California47%
59 of 187 English learners here; 745 of 1,915 in Vallejo City Unified; 355,274 of 748,916 in California. This measures progress, not fluency. Data source: California Department of Education, 2026 Dashboard ↗.
Questions & evidence
Turn the data into useful questions. Trace every result back to its record.
100% historical overlap of origin attendance-zone area · not a share of students
Links do not guarantee placement. Charter, magnet, transfer and other admission routes can differ. Each school’s percentile compares its own level and peer class; the stages are not one ranking.
High-school endpoint evidence · Jesse M. Bethel High
The road from this school ends at Jesse M. Bethel High. UC records 18 enrollees from Jesse M. Bethel High for fall 2025. Its AP Course Audit lists 17 authorized AP subjects for 2025 - 2026. Those figures come from dated records — a child starting here today would reach Jesse M. Bethel High around 2032, and 6 years is a long time for a school to hold still, and by the state's 2023 count 60% of Jesse M. Bethel High's graduates enrolled in college somewhere, UC or not.
Hogan Middle came off the state’s ATSI support list for 2025–26; it was on it in 2024–25.
Federal designation under the Every Student Succeeds Act, 2025–26. Source ↗
Common questions
Is Hogan Middle a good middle school?
Hogan Middle is in the 4th percentile (Needs Support) of California’s regular public and charter middle schools. Its Scope Score is 18 of 100: it places the school among them; it isn’t a grade. In spring 2026, on California's state tests (CAASPP), Hogan Middle was well below California in English and math: 24% and 17% met or exceeded the standard in grades 6–8, against 49% and 37% statewide. The 2026 Scope Score combines 6 dimensions for middle schools: exceeded standard, met or exceeded the standard, grade 6-to-8 growth, chronic absenteeism, suspension rate, and ELPAC English Learner proficiency. See the current formula and weights. Data source: California Department of Education CAASPP Smarter Balanced results, spring 2026, analyzed by SchoolScope.
What are Hogan Middle's CAASPP test scores?
In spring 2026, 24% of students tested in grades 6–8 met or exceeded the English standard and 17% the math standard; 5% and 7% exceeded it. For the same grades, California's rate was 49% and 37% met or exceeded, 19% and 21% exceeded. 834 students were tested in English and 836 in math (CDE CAASPP 2025–26; California's rate combines CDE's statewide grade rows, weighted by students tested, our calculation).
How does Hogan Middle rank in California?
Hogan Middle is in the 4th percentile of 2,532 California comprehensive middle schools (Needs Support, 2026). Hogan Middle ranks #2,408 by Scope Score in that comparison pool. The 2026 Scope Score combines 6 dimensions for middle schools: exceeded standard, met or exceeded the standard, grade 6-to-8 growth, chronic absenteeism, suspension rate, and ELPAC English Learner proficiency. See full methodology.
What do attendance and suspension records show for Hogan Middle?
CDE chronic absence 2025–26: 33.1% of eligible students missed 10% or more of the days they were expected to attend; 306 chronically absent of 925 eligible students. CDE suspension 2025–26: 13.5%; 128 unduplicated suspended students of 947 cumulative enrollment. These figures cannot establish safety or everyday experience. How the Scope Score is built.
How does Hogan Middle compare to other schools in Vallejo?
Hogan Middle is in the 4th percentile (Needs Support) of California’s regular public and charter middle schools. To compare with nearby schools, SchoolScope shows the same measures side by side: the share of students who met or exceeded the standard, the share who exceeded it, growth, chronic absence and suspensions. The school serves 785 students. Use the schools in Vallejo page or the map view to compare nearby middle schools.
What do reported student-group results show at Hogan Middle?
At Hogan Middle in Vallejo, 22% of low-income students (CDE’s “socioeconomically disadvantaged” group) in grades 6–8 scored Proficient or Advanced (formerly Met or Exceeded) in reading and writing in spring 2026, compared with 25% across the district and 39% across California for the same group in the same grades. That is 3 points below the district rate for the same group. Also: low-income students, 16% in math; Hispanic students, 18% in reading and writing. Data source: California Department of Education, CAASPP, spring 2026. 756 low-income students tested in reading and writing. SchoolScope shows disaggregated test scores by demographic subgroup so you can see how a school performs for your child's specific group — not just the school-wide average. Subgroup data is context, not part of the Scope Score: we don't penalize schools for who they serve. See our equity approach.
What high school does Hogan Middle feed into?
In the 2015–16 federal attendance-boundary survey, most of Hogan Middle's attendance area fell inside the attendance area of Jesse M. Bethel High. Jesse M. Bethel High is in the 10th percentile (Needs Support) of California’s regular public and charter high schools on its 2025 Scope Score. Boundaries come from the U.S. Department of Education’s School Attendance Boundary Survey, a 2015-16 collection and the most recent national one — they are approximate and may since have changed. A boundary is also not a placement guarantee: magnet, charter, open-enrollment and inter-district transfer options mean students from one school often continue to several different ones. Confirm your address with the district before making an enrollment or housing decision. Data source: NCES School Attendance Boundary Survey, analyzed by SchoolScope.
Other options
If this school isn’t the fit
The closest schools at the same level, by straight-line distance from this campus. Distance isn’t an attendance boundary.
↓ vs CA 17.7% · index 37 · 50 = CA middle-school midpoint
Met or exceeded
↓ vs CA 40.6% · index 33 · 50 = CA middle-school midpoint
Chronic absenteeism
↓ vs CA 17.8% · index 30 · 50 = CA middle-school midpoint · ▼ 0.9pp lower vs 2025
Suspension rate
↓ vs CA 3.8% · index 12 · 50 = CA middle-school midpoint · ▼ 1.0pp lower vs 2025
EL proficiency (ELPAC)
↓ vs CA 17.5% · index 35 · 50 = CA middle-school midpoint
Grade gap (G6→G8, different students)
↑ vs CA +3.0pp
Any absence or suspension percentage shown here is a SchoolScope model-adjusted scoring input, not a raw CDE-reported school rate. The State column averages these inputs across scored comprehensive California schools at this level.
02By grade & subgroupLook beyond the school average, by grade and student group.CAASPP 2025–26 · % of tested students+
From 2025–26 reporting, California calls Level 3 Proficient and Level 4 Advanced (formerly Standard Met and Standard Exceeded). “Proficient or Advanced” combines both levels in the 2025–26 results shown here. California's level descriptions.
ELA · 2025–26 results by grade
Scroll for more columns →
Share of students tested, spring 2026
ELA
Tested
Advanced
Proficient
Developing
Minimal
Proficient or Advanced
California
Difference
Grade 6
204
3%
14%
29%
54%
17%
48%
−31
Grade 7
323
5%
21%
24%
50%
26%
51%
−25
Grade 8
307
6%
19%
22%
53%
25%
49%
−24
California is the state's own English result for each grade, counting every student tested there.
Math · 2025–26 results by grade
Scroll for more columns →
Share of students tested, spring 2026
Math
Tested
Advanced
Proficient
Developing
Minimal
Proficient or Advanced
California
Difference
Grade 6
204
3%
8%
25%
64%
11%
37%
−26
Grade 7
326
7%
14%
23%
56%
21%
38%
−17
Grade 8
306
8%
9%
19%
64%
17%
36%
−19
California is the state's own math result for each grade, counting every student tested there.
We show the grade rows CDE publishes for this school. A missing grade or dash can mean the school does not serve that grade, that we hold no valid result for it, or that the tested group was too small to report. It does not mean zero.
Earlier years · grade and subject
Scroll for more columns →
Year · grade · subject
Students with scores
Met or exceeded
2025 · Grade 6 · ELA
148
25.7%
2025 · Grade 7 · ELA
276
24.6%
2025 · Grade 8 · ELA
326
26.4%
2025 · Grade 6 · Math
150
16.7%
2025 · Grade 7 · Math
284
13.4%
2025 · Grade 8 · Math
328
17.4%
2024 · Grade 6 · ELA
126
23.0%
2024 · Grade 7 · ELA
327
21.1%
2024 · Grade 8 · ELA
336
33.3%
2024 · Grade 6 · Math
128
7.8%
2024 · Grade 7 · Math
339
19.8%
2024 · Grade 8 · Math
342
19.3%
2023 · Grade 6 · ELA
143
17.5%
2023 · Grade 7 · ELA
351
34.5%
2023 · Grade 8 · ELA
330
25.1%
2023 · Grade 6 · Math
146
11.6%
2023 · Grade 7 · Math
357
21.0%
2023 · Grade 8 · Math
335
7.8%
2022 · Grade 6 · ELA
136
27.9%
2022 · Grade 7 · ELA
317
24.9%
2022 · Grade 8 · ELA
358
31.0%
2022 · Grade 6 · Math
125
12.8%
2022 · Grade 7 · Math
315
14.3%
2022 · Grade 8 · Math
347
13.0%
2019 · Grade 6 · ELA
278
25.2%
2019 · Grade 7 · ELA
275
27.6%
2019 · Grade 8 · ELA
270
38.5%
2019 · Grade 6 · Math
279
14.0%
2019 · Grade 7 · Math
277
19.1%
2019 · Grade 8 · Math
273
16.9%
2018 · Grade 6 · ELA
307
23.8%
2018 · Grade 7 · ELA
271
27.7%
2018 · Grade 8 · ELA
307
43.6%
2018 · Grade 6 · Math
309
14.9%
2018 · Grade 7 · Math
271
24.4%
2018 · Grade 8 · Math
302
23.5%
2017 · Grade 6 · ELA
289
28.0%
2017 · Grade 7 · ELA
316
26.6%
2017 · Grade 8 · ELA
303
32.3%
2017 · Grade 6 · Math
292
15.4%
2017 · Grade 7 · Math
316
26.6%
2017 · Grade 8 · Math
301
17.6%
2016 · Grade 6 · ELA
313
29%
2016 · Grade 7 · ELA
306
34%
2016 · Grade 8 · ELA
318
40%
2016 · Grade 6 · Math
312
19%
2016 · Grade 7 · Math
306
25%
2016 · Grade 8 · Math
317
22%
2015 · Grade 6 · ELA
357
23%
2015 · Grade 7 · ELA
325
26%
2015 · Grade 8 · ELA
340
37%
2015 · Grade 6 · Math
358
17%
2015 · Grade 7 · Math
324
24%
2015 · Grade 8 · Math
336
16%
Current 2025–26 grade results appear above. The 2015–2018 rows were checked against original CDE files; independent re-verification of other stored historical years remains incomplete. The 2015 and 2016 percentages are rounded to whole numbers in the source. “Students with scores” is the rate denominator for that grade, subject and year. A missing result is not zero or a matched cohort.
Scroll for more columns →
Science (CAST)
Tested
Advanced
Proficient
Developing
Minimal
Schoolwide
307
3%
9%
46%
42%
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.
Scroll for more columns →
Subgroup · ELA
Tested
Proficient or Advanced
vs district
vs CA
Socioeconomically Disadvantaged
756
22%
−3
−16
Hispanic/Latino
433
18%
−5
−21
Black/African American
183
10%
−6
−23
03More measuresRead additional measures and dated historical records.context · not all part of the Scope Score+
Additional workforce records
Properly assigned intern credential holders2.4%
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.
CDE reported all-students (TA) school rates for 2025 and 2026; the change is 2026 minus 2025 in percentage points.
Each year names its school year end (2026 = 2025–26). “Students with scores” is the subject-specific rate denominator; ELA and Math counts must not be added. The 2015–2018 rows were checked against CDE’s original research files. The 2015 and 2016 files report whole percentages; later rows round to one decimal here. Older stored rows from other years still need independent original-file re-verification. A dash is unavailable, not zero. Before spring 2026, Advanced was reported as Exceeded and proficient or advanced as met or exceeded.
Scroll for more columns →
Year
Scope
Pctile
Rank
Absent
Susp
Grade gap
2019
—
—
—
25.4%
17.3%
+8.1pp
2022
—
—
—
49.6%
13.4%
+1.6pp
2023
—
—
—
48.1%
15.4%
+1.9pp
2024
—
—
—
34.4%
16.7%
+10.9pp
2025
—
—
—
33.7%
14.3%
+0.7pp
2026
18
4
#2408
32.8%
13.3%
+7.6pp
The Absent and Susp columns are SchoolScope model-adjusted scoring inputs, rather than raw CDE-reported school rates.
Grade gap = this year's grade 6 vs grade 8 result, two different sets of students, not a trend for any one child — it is not the measurement the Scope Score's growth dimension uses. See §01 above and /methodology#verdicts for the school's actual scored (cohort) growth.
NO 2020 OR 2021 RECORDS IN THIS SCHOOLSCOPE SERIES · SCORE AND PERCENTILE ARE RELATIVE TO EACH YEAR'S FIELD
What we can't show
— Students classified as socioeconomically disadvantaged here trail the state average for their group by 16 points in ELA in grades 6–8 — worth asking how the school is closing that gap.
04Climate by student groupCompare attendance and discipline records by student group.chronic absenteeism · 2018–19 vs 2025–26 school years+
Scroll for more columns →
Group
2018–19
2025–26
Δ
Female
21.9%
32.3%
+10.4pp
Male
29.0%
33.8%
+4.8pp
Asian
23.3%
36.8%
+13.5pp
Black/African American
33.9%
46.7%
+12.8pp
Filipino
9.2%
11.6%
+2.4pp
Hispanic/Latino
26.4%
30.3%
+3.9pp
Pacific Islander
35.3%
54.5%
+19.2pp
Two or More Races
43.5%
38.9%
-4.6pp
White
28.8%
43.2%
+14.4pp
Students with Disabilities
32.8%
44.3%
+11.5pp
English Learners
23.7%
29.1%
+5.4pp
Foster Youth
18.2%
—
—
Homeless
37.5%
45.5%
+8.0pp
Socioeconomically Disadvantaged
31.8%
33.3%
+1.5pp
All Students
25.7%
33.1%
+7.4pp
Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.
05California growth model, by student groupInspect CDE growth-model records and group sample sizes.2025 · scale-score points vs the state's prediction · shown, never scored+
Scroll for more columns →
Group
ELA
n
CDE band
Math
n
CDE band
All Students
−13
687
Moderate
−11
685
Moderate
Socioeconomically Disadvantaged
−14
592
Moderate
−11
590
Moderate
English Only
−11
401
not categorised
−8
400
not categorised
Hispanic or Latino
−17
344
Moderate
−18
343
Moderate
English Learner
−17
193
Moderate
−12
192
Moderate
Black or African American
−19
136
Moderate
−8
136
Moderate
English Learners Only
−25
135
not categorised
−14
134
not categorised
Filipino
−15
111
Moderate
0
111
Average
Students with Disabilities
−33
98
Minimal
−16
98
Moderate
Long-Term English Learner (grades 6-8 only)
−18
96
Moderate
−11
95
Moderate
Recently Reclassified Fluent-English Proficient Only
−1
58
not categorised
−7
58
not categorised
White
−2
31
Average
+4
30
Average
Asian
−7
24
Moderate
+1
24
Average
Homeless Youth
−15
20
Moderate
+2
20
Average
Two or More Races
+5
15
Accelerated
−10
15
Moderate
Native Hawaiian or Pacific Islander
−4
15
Average
−20
15
Moderate
CDE reports scale-score points versus its growth-model prediction — 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 categorised” means this imported CDE row has a growth value without a performance category. Long-Term English Learner counts cover grades 6-8 only (CDE), so that row is not comparable to the All Students row. CDE labels at least one imported estimate here WEIGHTED; that describes its aggregation method, 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. SchoolScope does not use these CDE figures in its Scope Score.
06Growth source detailSeparate historical trends, cohort comparisons and matched growth.CDE matched-student model and school-grade cohort record · distinct measures+
California growth model · reported-school field
State model · ELAmatched students, grades 4-8
CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
ALL students, grades 4–8
687 students
estimate WEIGHTED
SchoolScope midrank among 7,519 reported ELA ALL school records in its retained school inventory
California growth model, ELA: −13 scale-score points versus the state's expectation, 11th percentile of 7,519 reported schools in SchoolScope's retained inventory.11th pctile · −13 pts
State model · mathmatched students, grades 4-8
CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
ALL students, grades 4–8
685 students
estimate WEIGHTED
SchoolScope midrank among 7,518 reported MATH ALL school records in its retained school inventory
California growth model, math: −11 scale-score points versus the state's expectation, 18th percentile of 7,518 reported schools in SchoolScope's retained inventory.18th pctile · −11 pts
this school| center tick: 50th percentile in SchoolScope's retained-school field, calculated separately for ELA and Math
Source notes. CDE reports scale-score points versus its prediction for matched students, never a percentage. Among SchoolScope's retained California middle school records, the median ELA estimate is −2 and the middle half fall between −10 and +5 scale-score points — the spread is wide, so read its position among reported schools, not the sign. 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 and is not part of the Scope Score.
07Funding source detailFollow funding records at their school or district source grain.CDE ESSA school · CDE SACS district · NCES F-33 district; each row labels its fiscal year and measure+
Per-pupil spending
District · current expense$13,178 per pupil
NCES F-33 · FY 2020–21 (2021) · fall district membership: 11,095 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$1,433 per pupil
CDE ESSA · school-attributed per-pupil record · FY 2023–24 (2024) · source denominator: 849
Central federal expenditures attributed here$2,414 per pupil
CDE ESSA · central expenditures attributed to this school · FY 2023–24 (2024) · source denominator: 849
District current expense · FY 2024–25$27,521 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 63%Instruction support 9%Student services 9%Administration 8%Buildings & maintenance 11%
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
08ZIP-area community recordRead census estimates for the surrounding ZIP area, not the school's students.ACS 2020–2024 · ZCTA 94591+
Scroll for more columns →
American Community Survey 5-year estimates · 2020–2024 · ZIP Code Tabulation Area 94591
Measure
Estimate
Median household income
$104,550
Bachelor's degree or higher (adults 25+)
31.94%
ZCTA population
58,193
Median age
42.0 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/ZCTA context does 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 94591 →
Free to embed with the credit link. Data updates automatically.
Source: CA Dept. of Education · CAASPP 2025–26 · n=2,532 middle schools · Vintages: climate subgroups 2019+2025 · district finance per its label · ACS 2024 · Data updated 2026-10-15
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