Public school · Dublin Unified

J. M. Amador Elementary

Q: Is J. M. Amador Elementary a good elementary school?

J. M. Amador Elementary is in the 99th percentile (Strong) of California’s regular public and charter elementary schools. Its Scope Score is 83 of 100: it places the school among them; it isn’t a grade. In spring 2025, on California's state tests (CAASPP), J. M. Amador Elementary was well above California in English and math: 89% and 90% met or exceeded the standard in grades 3–5, against 46% and 41% statewide. The Scope Score combines 6 dimensions for elementary schools: exceeded standard, met or exceeded the standard, grade 3-to-5 growth, chronic absenteeism, suspension rate, and ELPAC English Learner proficiency. See the current formula and weights. Data source: California Department of Education CAASPP 2025, analyzed by SchoolScope.

Q: What are J. M. Amador Elementary's CAASPP test scores?

In spring 2025, 89% of students tested in grades 3–5 met or exceeded the English standard and 90% the math standard; 66% and 69% exceeded it. For the same grades, California's rate was 46% and 41% met or exceeded, 24% and 21% exceeded. 496 students were tested in English and 496 in math (CDE CAASPP 2024–25; California's rate combines CDE's statewide grade rows, weighted by students tested, our calculation).

Q: How does J. M. Amador Elementary rank in California?

J. M. Amador Elementary is in the 99th percentile of 5,721 California comprehensive elementary schools (Strong, 2025). J. M. Amador Elementary ranks #51 by Scope Score in that comparison pool. This ranking is based on a weighted composite of 2025 CAASPP test performance (exceeded and met rates), aggregate cohort comparison (2023 G3 → 2025 G5), chronic absenteeism, and suspension rate. Unlike single-number ratings, the Scope Score shows what drives the ranking so parents can decide what matters most to their family. See full methodology.

Q: Is J. M. Amador Elementary getting better or worse?

SchoolScope compares J. M. Amador Elementary's grade 3 results in 2023 with its grade 5 results in 2025, using school-level test aggregates. Students are not matched across years, and enrollment changes can affect the comparison. SchoolScope elementary standardized cohort gain: approximately 53rd percentile on a calibrated reference scale, not an empirical school rank. This score compares school-level grade groups across ELA and Math, not matched students in California's separate growth model. It describes an aggregate change; it cannot establish how individual students progressed or what caused it. See full methodology.

Q: What do attendance and suspension records show for J. M. Amador Elementary?

CDE chronic absence 2024–25: 5.2% of eligible students missed 10% or more of the days they were expected to attend; 48 chronically absent of 920 eligible students. CDE suspension 2024–25: 0.1%; 1 unduplicated suspended students of 923 cumulative enrollment. Separately, SchoolScope's adjusted chronic-absence scoring input is 5.6%. SchoolScope's adjusted suspension scoring input is 0.1%. These are model inputs, not CDE's reported rates. These figures cannot establish safety or everyday experience. How the Scope Score is built.

Q: How does J. M. Amador Elementary compare to other schools in Dublin?

J. M. Amador Elementary is in the 99th percentile (Strong) of California’s regular public and charter elementary 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 909 students. Use the schools in Dublin page or the map view to compare nearby elementary schools.

Dublin · TK–5 · 909 students (2024–25)

How to read this →

99thpercentileStrong

The dots are California’s 5,721 scored public elementary schools, placed by Scope Score on spring 2025 tests. How it’s built ›

Scope Score

83 / 100

Weighted composite · 2025
Not a grade or a test result.

See this school’s score factors ↓

J. M. Amadorhigher than 99 of the 100 California dots

California’s public elementary schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

J. M. Amadorhigher than 99 of the 100 California dots

California’s public elementary schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

J. M. Amadorhigher than 99 of the 100 California dots

California’s public elementary schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Well above California in English and math: 89% and 90% met or exceeded the standard in grades 3–5, against 46% and 41% statewide. Source

Source: CDE CAASPP Smarter Balanced results, spring 2025
Students: all students tested in grades 3–5: 496
Comparison: California: CDE’s statewide grade 3, 4 and 5 rows combined, weighted by students tested (our calculation; 1,232,086 in English and 1,241,652 in math tested).

How to enroll

Compare

Compare schools

Choose up to four elementary schools.

Find another school

Type at least two characters to search.

Save

Get an email when J. M. Amador Elementary’s 2025⁠–⁠26 results land

One email when new scores post for this school. Nothing else.

Academic achievement

Beyond a single score: who exceeds, meets or is still approaching the standard.

Learning

Are children building strong foundations?

Exceeded standardMet standardBelow standard

English

grades 3–5Spring 2025

All students tested

Exceeded standard: 66%
Met standard: 23%
Below standard: 11%

89% met or exceeded · 496 tested

Explore the results & sources

Level	Here	California	Dublin Unified
Exceeded	66%	24%	55%
Met	23%	22%	23%
Nearly met	9%	21%	12%
Not met	2%	33%	10%

Below standard combines nearly met and not met. The full track represents all students tested. Share of students tested. Data source: California Department of Education, spring 2025. State comparison combines the same grades, weighted by students tested.

Math

grades 3–5Spring 2025

All students tested

Exceeded standard: 69%
Met standard: 21%
Below standard: 10%

90% met or exceeded · 496 tested

Explore the results & sources

Level	Here	California	Dublin Unified
Exceeded	69%	21%	57%
Met	21%	20%	22%
Nearly met	8%	25%	13%
Not met	2%	34%	8%

What these tests tell you · what to ask

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

Ask: How do you help children who need more support in reading or math, and those ready for more challenge?

Things worth knowing

Open a finding for the evidence

In 2025, students in grades 4–5 scored above what the state expected from their own earlier scores. The state calls both results Accelerated.grades 4–5 · 2025

+7 ptsEnglish · above expected+17 ptsMath · above expected

Source: CDE growth model, 2025
Students: students with scores in both years in grades 4–5: 333
Comparison: 333 students in grades 4–5 with scores in both years. 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.

About 2 in 3 reached the top of the state’s four levels, about three times California’s rate in the same grades (24% and 21%).grades 3–5 · spring 2025

66%English · exceeded the standard69%Math · exceeded the standard

Source: CDE CAASPP Smarter Balanced results, spring 2025
Students: all students tested in grades 3–5: 496
Comparison: California: CDE’s statewide grade 3, 4 and 5 rows combined, weighted by students tested (our calculation; 1,232,086 in English and 1,241,652 in math tested).

Low-income students here (30 tested, grades 3 and 5, spring 2025) met or exceeded the standard far more often than low-income students across California in the same grades (35% and 30%).grades 3 and 5 · spring 2025

80%English · met or exceeded80%Math · met or exceeded

Source: CDE CAASPP research file, spring 2025
Students: low-income students (CDE: “socioeconomically disadvantaged”) in grades 3 and 5: 30
Comparison: California: the same group in the same grades, CDE’s statewide rows combined, weighted by students tested (our calculation). Both gaps are more than twice the margin of error for 30 students.

Comparisons & progress

Put today’s results in context, then follow the longer view.

Same grades, same year

How does this school compare?

English

grades 3–5Spring 2025

All students tested

How it compares · met or exceeded

Same grades · spring 2025 · 0–100%

This school89%

California46%

Tested: 496 here · 1,232,086 in California.

Same grades · spring 2025 · 0–100%

This school89%

Dublin Unified78%

Tested: 496 here · 2,968 in Dublin Unified. District public schools combined, weighted by students tested · 8 schools.

Explore the results & sources

Level	Here	California	Dublin Unified
Exceeded	66%	24%	55%
Met	23%	22%	23%
Nearly met	9%	21%	12%
Not met	2%	33%	10%

Math

grades 3–5Spring 2025

All students tested

How it compares · met or exceeded

Same grades · spring 2025 · 0–100%

This school90%

California41%

Tested: 496 here · 1,241,652 in California.

Same grades · spring 2025 · 0–100%

This school90%

Dublin Unified79%

Tested: 496 here · 2,973 in Dublin Unified. District public schools combined, weighted by students tested · 8 schools.

Explore the results & sources

Level	Here	California	Dublin Unified
Exceeded	69%	21%	57%
Met	21%	20%	22%
Nearly met	8%	25%	13%
Not met	2%	34%	8%

Progress over time

Are students making progress?

English

Met or exceeded · grades 3–5 · all students tested

201991%409 tested

→

202589%496 tested

J. M. Amador

California, same grades50% → 46%2019 → 2025 · 1,332,547 → 1,232,086 tested

Math

Met or exceeded · grades 3–5 · all students tested

201992%409 tested

→

202590%496 tested

J. M. Amador

California, same grades44% → 41%2019 → 2025 · 1,338,625 → 1,241,652 tested

A comparison of two years, not individual student growth. Each year is a different group of students.

Explore every year, the trend charts & underlying data

English and math have stayed well above California in every tested year since 2019.

English met or exceeded, grades 3–5

J. M. AmadorCalifornia

0%50%100%201920222025No comparable state tests (COVID)89%46%

Math met or exceeded, grades 3–5

J. M. AmadorCalifornia

0%50%100%201920222025No comparable state tests (COVID)90%41%

Dotted stretches cross years without comparable results; in 2020 and 2021 that was COVID.

English went from 91% in 2019 to 89% in 2025, with 2024 and 2025 about the same. Math went from 92% in 2019 to 90% in 2025, with 2024 and 2025 about the same. Each year is a different group of students.

Annual values & tested counts

English · met or exceeded · grades 3–5
Year	J. M. Amador	California
2019	91% 409 tested	50% 1,332,547 tested
2022	93% 494 tested	45% 1,260,830 tested
2023	91% 516 tested	44% 1,247,801 tested
2024	88% 513 tested	45% 1,235,509 tested
2025	89% 496 tested	46% 1,232,086 tested

Math · met or exceeded · grades 3–5
Year	J. M. Amador	California
2019	92% 409 tested	44% 1,338,625 tested
2022	89% 494 tested	38% 1,265,943 tested
2023	90% 516 tested	40% 1,256,519 tested
2024	90% 514 tested	41% 1,249,262 tested
2025	90% 496 tested	41% 1,241,652 tested

The state’s growth measure333 students · grades 4–5 · 2025

English+7ptsCDE level: Accelerated (4 of 5)

Math+17ptsCDE level: Accelerated (4 of 5)

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 7 points above that prediction, and in math 17 points above 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.

Why our growth can differ. The growth in our Scope Score asks a different question. It doesn’t follow individual students: it compares the latest grade 5 scores here with the school’s grade 3 scores two years earlier, and places that change among California schools at the same level. Children who joined or left the school in between count in ours; the state’s counts only students who took California’s test the year before. So the two can point different ways.

School pattern, spring 2025High CeilingThe average Exceeded rate across the reported grades and subjects is at least 50%.

School pattern, spring 2025Strong All-AroundAt least half of students met or exceeded the standard in every tested grade, in both subjects, and the state’s growth measure was Average or above in both.

Life at school

Explore the available evidence about the school day and opportunities.

What’s it like

Attendance and discipline

5 in 100students chronically absent, 2024–25

9in 100 at the average Dublin Unified school18in 100 at the average California elementary school

48 of 920 students missed 10% or more of school days.

This school5 in 100

at the average Dublin Unified school9 in 100

at the average California elementary school18 in 100

0.1%of students were suspended at least once (1 of 923), 2024–25

0.4%at the average Dublin Unified school1.6%at the average California elementary school

Attendance by grade

Chronically absent, 2024–25	Per 100 students	Students
TK and kindergarten	12	17 of 136
Grades 1–3	4	15 of 430
Grades 4–5	4	16 of 354

Reviews & community voices

Parents’ experience · the school as a workplace

Parent voices

Parent reviews are not available on this profile yet.

Ask current families about communication, belonging and support when a child needs help.

Teacher & staff voices

School-level teacher and staff feedback is not available on this profile yet.

Ask about staff continuity, collaboration and support across the school.

Bring these questions on a visit →

Every learner

Who attends, and how outcomes differ across student groups.

Kids like mine

How each student group did

Met or exceeded · grades 3–5 · spring 2025. Compare each group with the same group in the same grades.

HereCaliforniaEach track: 0–100%

Low-income

30 tested per subject · grades 3 and 5

English80% / 35%

Math80% / 30%

Asian

419 tested per subject

English90% / 71%

Math91% / 71%

All group results, district comparisons and sources

Met or exceeded the standardgrades 3–5 · spring 2025

Group and subject	Here	vs Dublin Unified	vs California
Low-income · 30 tested · grades 3 and 5 only
English	80%	+2258%	+4535%
Math	80%	+2753%	+5030%
Asian · 419 tested
English	90%	+585%	+1971%
Math	91%	+388%	+2071%

Each gap is to the same group, grades and subject: in Dublin Unified, and across California. ■ Green: a group that is behind statewide does much better here, by 10 points or more and more than twice the margin of error.

White students: fewer than 30 tested here. No published rate here for Hispanic or Latino, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners, students with disabilities 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.

Low-income students here did far better than the same group statewide.

Read the student-group results as sentences

At J. M. Amador Elementary in Dublin, 80.0% of low-income students (CDE’s “socioeconomically disadvantaged” group) met or exceeded the ELA standard in 2025 for reported grades 3 and 5, compared to 57.8% district-wide for those same grades and 35.5% statewide for those same grades. J. M. Amador Elementary’s rate for low-income students exceeds its district average by 22.2 percentage points in ELA. Other subgroups: low-income students (80.0% met or exceeded the Math standard); Asian students (89.5% met or exceeded the ELA standard). The widest gap between a student group’s met-or-exceeded rate and the school-wide rate is 10.3 percentage points: low-income students in Math. Data source: California Department of Education, CAASPP 2024-25. 30 ELA grade test records.

Who goes here

Students and staff

Student mix

2024–25 · eligible enrollment

Incomplete category detail

Asian82%
Two or more races5%
White5%
Filipino4%
Hispanic or Latino3%
Black or African American—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Unallocated share<1%

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, 2024–25	Here
Asian	82%
Two or more races	5%
White	5%
Filipino	4%
Hispanic or Latino	3%
Black or African American	—
American Indian or Alaska Native	—
Pacific Islander	—
Not reported	—

Data source: California Department of Education chronic-absence file, 2024–25. Shares use eligible enrollment; unavailable categories are shown as a dash.

7 in 100 students qualified for free or reduced-price meals in 2024–25 (7%, 65 of 909). California: 63%.

Teachers, 2024–25

Teachers39

Average experience14 years

First-year teachers0%

95% of teaching positions with proper credential and placement · 2021–22

CDE SARC report 2024–25. The published rate is 94.53%: 38 properly credentialed teaching-position FTE out of 40.2 total position FTE. This measures positions, not individual teachers.

Questions & evidence

Turn the data into useful questions. Trace every result back to its record.

The school path beyond this campus

Explore schools on the map ↗

Historical links and nearby options · confirm your child’s address and current assignment with the district.

ElementaryJ. M. Amador ElementaryThis campus · grades K-5
MiddleWells MiddleHistorical partial-area overlap · NCES SABS 2015–16
High schoolDublin HighInferred through another school · underlying source period unavailable; not a direct feeder

All recorded links and nearby alternatives

Middle-school links

Wells Middle
Historical partial-area overlap · NCES SABS 2015–16
75th percentile · Strong · middle · 2025
62% historical overlap of origin attendance-zone area · not a share of students
Eleanor Murray Fallon
Historical partial-area overlap · NCES SABS 2015–16
96th percentile · Strong · middle · 2025
38% historical overlap of origin attendance-zone area · not a share of students

High-school links

Dublin High
Inferred through another school · underlying source period unavailable; not a direct feeder
94th percentile · Strong · high · 2025

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 · Dublin High

Dublin HighScope 81estimated path

An inferred path through a middle-school overlap points to Dublin High. UC records 208 enrollees from Dublin High for fall 2025. Its AP Course Audit lists 28 authorized AP subjects for 2025 - 2026. Those figures come from dated records — if a child starting here today later attended Dublin High, that would be around 2035, and 10 years is a long time for a school to hold still, and by the state's 2023 count 88% of Dublin High's graduates enrolled in college somewhere, UC or not.

208 UC enrollees (fall 2025) · 28 authorized AP subjects (AP Course Audit 2025 - 2026) → full record on Dublin High's page

Source: UC & College Board AP Course Ledger

Getting in

Ask Dublin Unified which school serves your address.

aes.dublinusd.org

Location and visiting

Get directions ↗

2100 East Cantara Drive, Dublin 94568

Directory location · Explore nearby schools on the map. Confirm address eligibility and visit arrangements with the school.

Questions

Questions to ask

A short list for your school visit.

How do you support kids who arrive ahead, and kids who arrive behind?
How do you teach early reading and check each child’s progress?
What does extra support or enrichment look like during the school day?
What are the school-day hours and after-school care options?

Call (925) 307-1950 to ask about a visit.

Other options

Schools to explore

Nearby means close to this campus. It does not establish an attendance boundary or a similar student population.

Nearby elementary schoolsStatewide percentile

Cottonwood Creek0.5 mi96thStrong
Harold William Kolb0.8 mi99thStrong
John Green Elementary0.9 mi94thStrong

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

Explore nearby schools on the map →

Similar student populations

Same school level, matched by enrollment and eligibility for free or reduced-price meals. This describes two aspects of the student population, not overall school fit.

Similar elementary schools2025 statewide percentile

Lydiksen ElementaryPleasanton Unified · 586 enrolled · 7.2% meal eligibility96thStrong
Cherry Chase ElementarySunnyvale · 622 enrolled · 7.2% meal eligibility99thStrong
Blossom Hill ElementaryLos Gatos Union Elementary · 530 enrolled · 7% meal eligibility96thStrong
Placer ElementaryLoomis Union Elementary · 505 enrolled · 6.9% meal eligibility92ndStrong
Design 39 CampusPoway Unified · 1,216 enrolled · 6.9% meal eligibility98thStrong
Alta Vista ElementaryUnion Elementary · 584 enrolled · 6.8% meal eligibility98thStrong

How these schools are matched

CDE meal-eligibility record, 2024–25. Matches use 0–15.2% meal eligibility and 455–1,818 enrolled students, at the same level and in the comprehensive public-school class. Ordered by population match, not academic results. They may be elsewhere in the state.

Common questions

Is J. M. Amador Elementary a good elementary school?

J. M. Amador Elementary is in the 99th percentile (Strong) of California’s regular public and charter elementary schools. Its Scope Score is 83 of 100: it places the school among them; it isn’t a grade. In spring 2025, on California's state tests (CAASPP), J. M. Amador Elementary was well above California in English and math: 89% and 90% met or exceeded the standard in grades 3–5, against 46% and 41% statewide. The Scope Score combines 6 dimensions for elementary schools: exceeded standard, met or exceeded the standard, grade 3-to-5 growth, chronic absenteeism, suspension rate, and ELPAC English Learner proficiency. See the current formula and weights. Data source: California Department of Education CAASPP 2025, analyzed by SchoolScope.

What are J. M. Amador Elementary's CAASPP test scores?

In spring 2025, 89% of students tested in grades 3–5 met or exceeded the English standard and 90% the math standard; 66% and 69% exceeded it. For the same grades, California's rate was 46% and 41% met or exceeded, 24% and 21% exceeded. 496 students were tested in English and 496 in math (CDE CAASPP 2024–25; California's rate combines CDE's statewide grade rows, weighted by students tested, our calculation).

How does J. M. Amador Elementary rank in California?

J. M. Amador Elementary is in the 99th percentile of 5,721 California comprehensive elementary schools (Strong, 2025). J. M. Amador Elementary ranks #51 by Scope Score in that comparison pool. This ranking is based on a weighted composite of 2025 CAASPP test performance (exceeded and met rates), aggregate cohort comparison (2023 G3 → 2025 G5), chronic absenteeism, and suspension rate. Unlike single-number ratings, the Scope Score shows what drives the ranking so parents can decide what matters most to their family. See full methodology.

Is J. M. Amador Elementary getting better or worse?

SchoolScope compares J. M. Amador Elementary's grade 3 results in 2023 with its grade 5 results in 2025, using school-level test aggregates. Students are not matched across years, and enrollment changes can affect the comparison. SchoolScope elementary standardized cohort gain: approximately 53rd percentile on a calibrated reference scale, not an empirical school rank. This score compares school-level grade groups across ELA and Math, not matched students in California's separate growth model. It describes an aggregate change; it cannot establish how individual students progressed or what caused it. See full methodology.

What do attendance and suspension records show for J. M. Amador Elementary?

CDE chronic absence 2024–25: 5.2% of eligible students missed 10% or more of the days they were expected to attend; 48 chronically absent of 920 eligible students. CDE suspension 2024–25: 0.1%; 1 unduplicated suspended students of 923 cumulative enrollment. Separately, SchoolScope's adjusted chronic-absence scoring input is 5.6%. SchoolScope's adjusted suspension scoring input is 0.1%. These are model inputs, not CDE's reported rates. These figures cannot establish safety or everyday experience. How the Scope Score is built.

How does J. M. Amador Elementary compare to other schools in Dublin?

J. M. Amador Elementary is in the 99th percentile (Strong) of California’s regular public and charter elementary 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 909 students. Use the schools in Dublin page or the map view to compare nearby elementary schools.

What do reported student-group results show at J. M. Amador Elementary?

Source records

Explore the data

Available score factors, grade-level results, student-group measures, and nearby-school context, with source details.

Downloads, sources & methodology

Download CSV Report a data issue Methodology Data updates CDE CAASPP research files

J. M. Amador Elementary is ranked #51 statewide · #2 of 8 in Dublin Unified.

Score factorsInspect source values, comparisons and score weights.Weighted composite · 2024–25

Score factors
Factor	School	State	Weight
Exceeded standard	67.3%	21.4%	42%
Met or exceeded	89.3%	42.7%	23%
Growth (2023 G3 → 2025 G5)	Average	average	20%
Chronic absenteeism	5.6%	17.9%	5%
Suspension rate	0.1%	1.6%	5%
EL proficiency (ELPAC)	54.2%	17.8%	5%

Exceeded standard: ↑ vs CA 21.4% · index 95 · 50 = CA elementary-school midpoint
Met or exceeded: ↑ vs CA 42.7% · index 86 · 50 = CA elementary-school midpoint
Growth (2023 G3 → 2025 G5): ↑ vs CA average · ≈53rd calibrated reference pctile
Chronic absenteeism: ↑ vs CA 17.9% · index 70 · 50 = CA elementary-school midpoint · ▼ 2.9pp lower vs 2024
Suspension rate: ↑ vs CA 1.6% · index 62 · 50 = CA elementary-school midpoint · → no change vs 2024
EL proficiency (ELPAC): ↑ vs CA 17.8% · index 100 · 50 = CA elementary-school midpoint

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.

By grade & subgroupLook beyond the school average, by grade and student group.CAASPP 2024–25 · % of tested students

These 2024–25 results use Standard Met (Level 3) and Standard Exceeded (Level 4); “Met or exceeded” combines both. California's 2025–26 student reports rename those levels Proficient and Advanced. The later results are not included in this 2024–25 record. California's level descriptions.

ELA · 2024–25 results by grade

CDE CAASPP 2025
ELA	Tested	EXC	MET	NEAR	NOT	MET+	+/CA
Grade 3	157	66%	22%	11%	1%	88%	+45
Grade 4	150	63%	23%	10%	3%	87%	+42
Grade 5	189	69%	22%	7%	2%	90%	+43

California comparison: each reporting school contributes equally; schools with fewer than 15 tested in this grade and subject are excluded.

State grade 3 ELA equal-school mean: 43.1%; n=5714 reporting schools

State grade 4 ELA equal-school mean: 44.6%; n=5721 reporting schools

State grade 5 ELA equal-school mean: 47.7%; n=5721 reporting schools

Math · 2024–25 results by grade

CDE CAASPP 2025
Math	Tested	EXC	MET	NEAR	NOT	MET+	+/CA
Grade 3	157	72%	25%	3%	0%	97%	+51
Grade 4	150	65%	23%	10%	3%	87%	+46
Grade 5	189	69%	18%	10%	3%	87%	+52

California comparison: each reporting school contributes equally; schools with fewer than 15 tested in this grade and subject are excluded.

State grade 3 Math equal-school mean: 45.4%; n=5714 reporting schools

State grade 4 Math equal-school mean: 41.3%; n=5721 reporting schools

State grade 5 Math equal-school mean: 35.0%; n=5724 reporting schools

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

Year · grade · subject	Students with scores	Met+
2024 · Grade 3 · ELA	150	84.0%
2024 · Grade 4 · ELA	190	85.8%
2024 · Grade 5 · ELA	173	93.6%
2024 · Grade 3 · Math	150	93.3%
2024 · Grade 4 · Math	191	89.0%
2024 · Grade 5 · Math	173	89.6%
2023 · Grade 3 · ELA	186	93.0%
2023 · Grade 4 · ELA	175	91.4%
2023 · Grade 5 · ELA	155	89.0%
2023 · Grade 3 · Math	186	95.2%
2023 · Grade 4 · Math	175	89.7%
2023 · Grade 5 · Math	155	85.2%
2022 · Grade 3 · ELA	159	92.5%
2022 · Grade 4 · ELA	150	90.0%
2022 · Grade 5 · ELA	185	95.1%
2022 · Grade 3 · Math	159	90.6%
2022 · Grade 4 · Math	150	84.7%
2022 · Grade 5 · Math	185	91.9%
2019 · Grade 3 · ELA	154	94.2%
2019 · Grade 4 · ELA	133	88.0%
2019 · Grade 5 · ELA	122	89.3%
2019 · Grade 3 · Math	154	92.2%
2019 · Grade 4 · Math	133	91.0%
2019 · Grade 5 · Math	122	93.4%

Current 2024–25 grade results appear above. These earlier school-level rows are stored CDE records; original historical files still need independent re-verification. “Students with scores” is the rate denominator for that grade, subject and year. A missing result is not zero or a matched cohort.

Science (CAST)	Tested	EXC	MET	NEAR	NOT
Schoolwide	189	46%	34%	19%	2%

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

Subgroup · ELA	Tested	MET+	vs district	vs CA
Socioeconomically Disadvantaged	30	80.0%	+22	+45
Asian	419	89.5%	+5	+19

Nearest elementary schoolsInspect the nearby-school comparison and its enrollment context.Nearby schools · distance and enrollment context

nearest by distance · Grade gap = grade 3 vs grade 5, this year, different students; Cohort growth = school-level grade groups from different years, not matched children, in scale-score points — that's the measurement the Scope Score weights

School	Dist	Scope · percentile · band	EXC	MET+	Grade gap	Cohort growth	Susp
J. M. Amador Elementary ←	—	8399th percentile · Strong · statewide · 2025	67.3%	89.3%	−3.7pp	+76 pts	0.1%
Cottonwood Creek	0.5 mi	7596th percentile · Strong · statewide · 2025	64.1%	84.6%	+1.5pp	—	1.2%
Harold William Kolb	0.8 mi	8899th percentile · Strong · statewide · 2025	64.9%	84.7%	+6.8pp	—	0.4%
John Green Elementary	0.9 mi	7194th percentile · Strong · statewide · 2025	54.1%	78.0%	+0.7pp	—	0.2%
California average	—	39School average · no percentile	21.4%	42.7%	−2.9pp	—	1.6%

Susp = SchoolScope model-adjusted suspension input, not the raw CDE-reported school rate.

More measuresRead additional measures and dated historical records.context · not all part of the Scope Score

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.

District salary records

Teacher salary schedule$78,545 – $135,426

Average elementary principal salary$178,482

Average middle school principal salary$179,445

Average high school principal salary$195,409

Superintendent salary$387,825

CDE 2024–25 Form J-90, Table 1. These are district-wide reported amounts, not this school's staff salaries. Teacher figures are the district minimum and maximum schedule; principal figures are separate average annual salaries by school level, not career steps. Superintendent salary is the district's reported annual amount. Zero-valued source salary fields are treated as unavailable and omitted.

Earlier assessment years · legacy Scope Score model

Earlier assessment years · legacy Scope Score model
Assessment year	Scope Score	Percentile	Rank	Comparison group
2019	93/100	99	#20	California comprehensive elementary schools · 5,484 schools
2022	94/100	99	#24	California comprehensive elementary schools · 5,704 schools
2023	93/100	99	#25	California comprehensive elementary schools · 5,696 schools
2024	87/100	99	#22	California comprehensive elementary schools · 5,711 schools

These are retrospective calculations using earlier test results and current school levels and comparison classes. Each year's rank and percentile use that year's measured school group. They do not form a trend across different score models.

Historical ELPAC inputs are absent from these calculations. Missing factor weights are redistributed proportionally among available factors. Adjusted climate values are SchoolScope scoring inputs, distinct from the state’s reported rates.

CDE reported all-students (TA) school rates for 2024 and 2025; the change is 2025 minus 2024 in percentage points.

Year-over-year school rates
Chronic absenteeism2024 · 8.1% → 2025 · 5.2% · −2.9pp
Suspension rate2024 · 0.0% → 2025 · 0.1% · +0.1pp

ELA and Math by test year · all tested grades

Year · subject	Students with scores	Exc	Met+
2025 · ELA	496	66.3%	88.5%
2025 · Math	496	68.5%	90.1%
2024 · ELA	513	67.5%	87.9%
2024 · Math	514	67.3%	90.5%
2023 · ELA	516	71.5%	91.3%
2023 · Math	516	69.0%	90.3%
2022 · ELA	494	72.7%	92.7%
2022 · Math	494	67.4%	89.3%
2019 · ELA	409	70.2%	90.7%
2019 · Math	409	74.3%	92.2%

Each year names its school year end (2025 = 2024–25). “Students with scores” is the subject-specific rate denominator; ELA and Math counts must not be added. Earlier years are stored SchoolScope CDE records whose original files still need independent re-verification; a dash is unavailable, not zero.

Year	Scope	Pctile	Rank	Exc	Met+	Absent	Susp	Grade gap
2019	—	—	—	72.3%	91.3%	3.6%	0.2%	-1.8pp
2022	—	—	—	69.8%	90.8%	12.9%	0.2%	+2.0pp
2023	—	—	—	70.1%	90.6%	9.9%	0.2%	-7.0pp
2024	—	—	—	67.7%	89.2%	8.4%	0.0%	+3.0pp
2025	83	99	#51	67.3%	89.3%	5.6%	0.1%	-3.7pp

The Absent and Susp columns are SchoolScope model-adjusted scoring inputs, rather than raw CDE-reported school rates.

Grade gap = this year's grade 3 vs grade 5 result, two different sets of students, not a trend for any one child — it is not the measurement the Scope Score's growth dimension uses. See §01 above and /methodology#verdicts for the school's actual scored (cohort) growth.

NO 2020 OR 2021 RECORDS IN THIS SCHOOLSCOPE SERIES · SCORE AND PERCENTILE ARE RELATIVE TO EACH YEAR'S FIELD

Climate by student groupCompare attendance and discipline records by student group.chronic absenteeism · 2018–19 vs 2024–25 school years

Group	2018–19	2024–25	Δ
Female	2.4%	4.8%	+2.4pp
Male	4.2%	5.6%	+1.4pp
Asian	3.4%	4.9%	+1.5pp
Black/African American	0.0%	—	—
Filipino	11.1%	5.1%	-6.0pp
Hispanic/Latino	3.7%	7.7%	+4.0pp
Two or More Races	3.5%	8.2%	+4.7pp
White	0.0%	2.2%	+2.2pp
Students with Disabilities	16.4%	11.9%	-4.5pp
English Learners	9.0%	12.1%	+3.1pp
Socioeconomically Disadvantaged	9.1%	16.7%	+7.6pp
All Students	3.3%	5.2%	+1.9pp

Separate dots mark the reported school years; no line or intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.

California 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

Group	ELA	n	CDE band	Math	n	CDE band
All Students	+7	333	Accelerated	+17	333	Accelerated
Asian	+7	283	Accelerated	+19	283	Accelerated
English Only	+9	178	not categorised	+16	178	not categorised
English Learner	+7	77	Accelerated	+26	77	Exceptional
Recently Reclassified Fluent-English Proficient Only	+11	69	not categorised	+27	69	not categorised
Socioeconomically Disadvantaged	+7	23	Accelerated	+14	23	Accelerated
Students with Disabilities	+4	20	Average	+5	20	Accelerated
White	0	18	Average	+6	18	Accelerated
Filipino	+40	12	Exceptional	+12	12	Accelerated
Two or More Races	+20	12	Exceptional	+19	12	Accelerated

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. 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.

Growth source detailSeparate historical trends, cohort comparisons and matched growth.CDE matched-student model and school-grade cohort record · distinct measures

School-grade cohort proxy · ELA endpoints

ELA · 2023 · Grade 3

78%

exceeded standard · 93% met or exceeded

CDE CAASPP 2023 · 186 ELA test records with scores

ELA · 2025 · Grade 5

69%

exceeded standard · 90% met or exceeded

CDE CAASPP 2025 · 189 ELA test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 186 (school-grade cohort proxy).

These paired percentages describe ELA 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 ELA and Math; California's matched-student model is a separate measure.

California growth model · reported-school field

State model · ELAmatched students, grades 4-8

Source and benchmark

CDE California growth model · 2025 Dashboard

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

ALL students, grades 4–8

333 students

estimate WEIGHTED

SchoolScope midrank among 7,519 reported ELA ALL school records in its retained school inventory

70th pctile · +7 pts

State model · mathmatched students, grades 4-8

Source and benchmark

CDE California growth model · 2025 Dashboard

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

ALL students, grades 4–8

333 students

estimate WEIGHTED

SchoolScope midrank among 7,518 reported MATH ALL school records in its retained school inventory

88th pctile · +17 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 elementary school records, the median ELA estimate is +2 and the middle half fall between −5 and +9 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.

Funding 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$11,565 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 12,625 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$753 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 909

Central federal expenditures attributed here$517 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 909

District current expense · FY 2024–25$16,009 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.

ShowHide 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 64%Instruction support 10%Student services 9%Administration 7%Buildings & maintenance 9%Other 1%

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.

ShowHide the district's spending year by year

NCES F-33 district fiscal-year history, 2017–2021; latest district record shown: 2021

2021$11,565 per pupil

2020$10,956 per pupil

2019$10,903 per pupil

2018$10,430 per pupil

2017$10,096 per pupil

Source: NCES F-33 · Full district breakdown →

09ZIP-area community recordACS 2020–2024 · ZCTA 94568

ShowHide table 09 — ZIP-area community record

American Community Survey 5-year estimates · 2020–2024 · ZIP Code Tabulation Area 94568
Measure	Estimate
Median household income	$214,385
Bachelor's degree or higher (adults 25+)	69.76%
ZCTA population	70,803
Median age	37.4 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/ZCTA context does not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score.

Embed this scorecard

<iframe
  src="https://schoolscope.co/embed/school/j-m-amador-elementary-1615"
  width="100%" height="210" loading="lazy"
  style="border:0;border-radius:12px"
  title="J. M. Amador Elementary — SchoolScope scorecard">
</iframe>

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

EXC = exceeded standard · MET+ = met or exceeded the standard · Source: CA Dept. of Education · CAASPP 2024–25 · n=5,721 elementary schools · Vintages: climate subgroups 2019+2025 · district finance per its label · ACS 2024 · Data updated 2026-09-27

SchoolScope scores and verdicts are our reading of public California Department of Education data, not an official rating. How we analyze · Request a correction

J. M. Amador Elementary

Compare schools

Get an email when J. M. Amador Elementary’s 2025⁠–⁠26 results land

Are children building strong foundations?

English

Math

How does this school compare?

English

Math

Are students making progress?

English

Math

Annual values & tested counts

Attendance and discipline

Parent voices

Teacher & staff voices

How each student group did

Low-income

Asian

Students and staff

Student mix

The school path beyond this campus

Middle-school links

High-school links

Ask Dublin Unified which school serves your address.

Location and visiting

Questions to ask

Schools to explore

Similar student populations

Common questions

Explore the data

Additional workforce records

Earlier assessment years · legacy Scope Score model

School-grade cohort proxy · ELA endpoints

Per-pupil spending

Help us make SchoolScope more useful