Public school · Temecula Valley Unified

James L. Day Middle — Rating & test scores

40775 Camino Campos Verdes, Temecula · 932 students · Grades 6–8

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Campus map · © OpenStreetMap

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

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

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

Scope Score 77

SolidScope Score · 59th percentile. Higher than 59 in 100 of the 2,529 California public middle schools we score.

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

Above California in English, well above in math: 55% and 47% scored Proficient or Advanced in grades 6–8, spring 2026, against 49% and 37%.

Source for this line
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 866 in English, 874 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).

Overview

Is James L. Day a good middle school?

Solid. James L. Day is higher than most California middle schools on test results and progress in both subjects. James L. Day is lower than most on attendance.

Test results, spring 2026

English, Proficient or Advanced6755%
Math, Proficient or Advanced7647%
English, Advanced6719%
Math, Advanced6520%

Progress in a year, 2025

English68+6 pts
Math72+7 pts

Showing up, 2025–26

Attendance4218 in 100
James L. Day’s place among California middle schools, out of 100Temecula Valley Unified’s other middle schoolsBar colour, from the lowest quarter of schools to the highest

One more thing to know

On spring 2025 tests, students in grades 6–8 scored higher than California students who had the same scores the year before, in English (+6 pts) and math (+7 pts). The state calls both results Accelerated.

Each bar is James L. Day’s place among 2,529 California public middle schools we score. Our calculation from California Department of Education records, updated October 15, 2026.

How to read these bars, and their sources

A place counts the schools out of 100 with a lower figure. The dashed line is the middle. Test results are from spring 2026, grades 6–8. Progress is the state’s measure of how the same students’ scores changed against the score it expected, 2025. Attendance counts students who missed 10% or more of school days; fewer is better, so a higher place means fewer such students.

Source for the sentence
CDE growth model, 2025. Students with scores in both years in grades 6–8: 817 in English, 819 in math. 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.

In its own words

What does James L. Day say about itself?

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

Open dms.tvusd.k12.ca.us (opens in a new tab)

Progress

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

Yes, in both subjects. In 2025, students here in grades 6–8 scored 6 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 7 points higher, which the state calls Accelerated.

English

+6

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

By student group · students counted

Low-income348+4 points
Hispanic or Latino319+1 points
White265+5 points
Students with disabilities110−11 points
English learners92+4 points

Math

+7

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

By student group · students counted

Low-income350+7 points
Hispanic or Latino321+6 points
White265+3 points
Students with disabilities110+8 points
English learners93+18 points

Grades 6–8, 2025, 817 students in English, 819 in math with scores in both years. It describes results, not causes. Source: California Department of Education, growth model.

How the state’s growth measure works

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

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 6 points above that expected score, and in math 7 points above 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.

SchoolScope middle standardized cohort gain: approximately 35th percentile on a calibrated reference scale, not an empirical school rank. This score compares school-level grade groups across English and math, not matched students in California's separate growth model.

Nearby

How does it compare with schools nearby?

5 of the 6 middle schools nearby have a higher Scope Score than James L. Day. Each school is compared with every California middle school.

Scope Score

7 middle schools within 4.5 miles, highest score first. Under each name is how the school takes students.

  1. TemeculaNeighborhood school · by addressScope Score 8892nd
  2. Erle Stanley GardnerNeighborhood school · by addressScope Score 8179th
  3. Warm SpringsMurrieta Valley Unified · by addressScope Score 8179th
  4. Bella VistaNeighborhood school · by addressScope Score 8176th
  5. ShivelaMurrieta Valley Unified · by addressScope Score 8072nd
  6. James L. DayScope Score 7759th
  7. MargaritaNeighborhood school · by addressScope Score 7657th
Temecula Valley UnifiedA neighborhood school in another district

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

Scope Score from California Department of Education state tests (CAASPP), spring 2026, grades 6–8. Distance is a straight line from this campus and is not an attendance boundary. See these schools on the map

Scores and family income

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

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

English results: California Department of Education state tests (CAASPP), spring 2026, grades 6–8. Low-income is the share of students who qualified for free or reduced-price meals, 2024–25. The chart compares results, not causes.

Schools like it

How does James L. Day compare with schools like it?

James L. Day’s Scope Score is 77. 339 California middle schools, counting James L. Day, have a similar share of students from low-income families. Their typical score is 79. James L. Day’s result is higher than 122 of them.

The five schools with the highest results of the 339

  1. Students from low-income families: 44%

    Elkhorn

    Stockton

    Scope Score 98Strong · 99th percentile

  2. Students from low-income families: 36%

    Scope Score 96Strong · 99th percentile

  3. Students from low-income families: 43%

    Scope Score 93Strong · 97th percentile

  4. Students from low-income families: 37%

    Scope Score 93Strong · 97th percentile

  5. Students from low-income families: 48%

    Scope Score 92Strong · 97th percentile

339 California public middle schools where 36% to 48% of students qualified for free or reduced-price meals in 2024–25. The chart compares results, not causes. Our calculation from California Department of Education records, spring 2026.

How the group is chosen

The group is every California public middle school we score where 36% to 48% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of James L. Day’s share. The count includes James L. Day. Typical means the median: half are higher and half are lower. Schools differ in more than family income, and no score is changed for it. Our calculation from California Department of Education records: state tests (CAASPP), spring 2026, and school meal eligibility, 2024–25.

Over time

Have results changed?

English results were lower than in 2025; math results were similar. English went from 65% to 55% and math from 49% to 47%.

Share at the state’s top two test levels, 2017 to 2026

Grades 6–8. Point at a year, tap it or use the arrow keys to read its figures.

English

No comparable testsNo tests25%50%75%2017201820192022202320242025202663%62%60%Temecula Valley UnifiedDistrict55%James L. DayJames L. Day49%CaliforniaCalifornia

Math

No comparable testsNo tests25%50%75%2017201820192022202320242025202654%51%49%Temecula Valley UnifiedDistrict47%James L. DayJames L. Day37%CaliforniaCalifornia

The lines break where a year has no comparable state test results. Each spring tests a different group of students. Temecula Valley Unified’s line combines its 9 middle schools we score (our calculation). Faint lines are its other schools. Source: California Department of Education, state tests (CAASPP).

Each year’s results

The top two levels were called Met or Exceeded before 2026 and are called Proficient or Advanced now. Temecula Valley Unified’s figure weights each school by the students it tested.

English, grades 6–8: share at the top two levels
SpringJames L. DayTemecula Valley UnifiedCaliforniaTested here
201762%63%48%990
201867%64%49%1,019
201968%67%50%961
202265%64%47%875
202360%60%46%869
202462%61%46%863
202565%63%49%870
202655%60%49%866
Math, grades 6–8: share at the top two levels
SpringJames L. DayTemecula Valley UnifiedCaliforniaTested here
201751%54%37%999
201855%54%37%1,022
201952%55%38%964
202245%42%31%876
202344%44%32%875
202448%46%33%874
202549%48%36%883
202647%49%37%874

Tests

How did students here do on state tests?

Above California in English; well above it in math.

English

55%

scored Proficient or Advanced.

20253619
Temecula Valley Unified61%California49%

Math

47%

scored Proficient or Advanced.

25282720
Temecula Valley Unified50%California37%
MinimalDeveloping levelProficientAdvanced

In grades 6–8, spring 2026, 55% scored Proficient or Advanced in English and 47% in math, against 49% and 37% across California.

The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 6–8 combined. From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”). Source: California Department of Education, state tests (CAASPP).

Results for each grade, spring 2026

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 Advanced52%60%54%
Advanced16%23%19%
Proficient36%37%35%
Developing level25%25%24%
Minimal23%15%22%
Tested301280285
California48%51%49%
Difference+4+9+5

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

Math

Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced39%53%49%
Advanced16%24%22%
Proficient23%29%27%
Developing level34%25%25%
Minimal27%22%26%
Tested305281288
California37%38%36%
Difference+2+15+13

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

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

All four test levels, with the number of students tested
Share of students tested at each level, spring 2026. The state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal.
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 6–8 · This school19%36%25%20%866
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Temecula Valley Unified23%38%22%17%6,152
Math, grades 6–8 · This school20%27%28%25%874
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Temecula Valley Unified28%22%25%25%6,173

Spring 2026, grades 6–8 combined: 866 tested in English, 874 tested in math. California combines the state’s results for the same grades, weighted by students tested (our calculation).

Who goes here

Who goes here?

Hispanic or Latino students are the largest group here, at 39% of students. 170 of 960 students missed 10% or more of school days.

Missing school, 2025–26

18in 100

students were chronically absent. That means they missed 10% or more of school days (170 of 960 students).

At the average Temecula Valley Unified middle school: 13 in 100. At the average California middle school: 18 in 100.

Suspensions: 1.9% of students were suspended at least once (19 of 975). Average California middle school 3.7%.

Students, 2024–25

932

students in grades 6–8.

Hispanic or Latino 39%White 32%Two or more races 11%Filipino 7%Asian 6%Black or African American 4%

Family income

42%

of students qualified for free or reduced-price meals in 2024–25, 391 of 932. California: 63%.

Teachers, 2024–25

43

teachers, with 17 years of experience on average.

5% were in their first year.

90% of teaching positions had the right credential, 2021–22.

English learners

59%

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 (23 of 39 students).

Temecula Valley Unified: 51%. California: 47%.

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

Missing school, by grade
Grade 6
17 in 100 students in grade 6 were chronically absent (57 of 339).
Grades 7–8
18 in 100 students in grades 7–8 were chronically absent (113 of 621).
Full student mix, 2025–26
StudentsHere
Hispanic or Latino39%
White32%
Two or more races11%
Filipino7%
Asian6%
Black or African American4%
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Where these figures come from

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

Teaching credentials: California’s School Accountability Report Card, 2024–25, measured in 2021–22: 36.7 of 40.7 full-time teaching positions. It counts positions, not individual teachers.

Student groups

How do kids like mine do here?

Low-income and Hispanic or Latino students here scored well above the same groups across California in math.

This schoolThe same group, California
  • Asian57 tested68%California 71%
  • Filipino59 tested68%California 60%
  • Two or more races95 tested53%California 50%
  • White281 tested52%California 50%
  • Low-income451 tested39%California 26%
  • Hispanic or Latino347 tested38%California 25%
  • English learners36 tested17%California 7%
  • Students with disabilities102 tested13%California 10%

Both groups score below California’s rate for all students statewide. 39% 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: 38% in math, against 25% for the same group across California. Every group’s English results are in the table below.

Share who scored Proficient or Advanced, grades 6–8 math, spring 2026. Each group is compared with the same group in the same grades. Source: California Department of Education, state tests (CAASPP).

Every group’s results, with the district

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

Proficient or Advancedgrades 6–8 · spring 2026
Group and subjectHerevs Temecula Valley Unifiedvs California
Low-income · 445 tested in English, 451 in math
English47%−350%+839%
Math39%039%+1326%
Hispanic or Latino · 342 tested in English, 347 in math
English49%−352%+1039%
Math38%038%+1325%
White · 280 tested in English, 281 in math
English60%−363%−262%
Math52%−456%+250%
Two or more races · 95 tested
English63%−467%+162%
Math53%−255%+350%
Filipino · 59 tested
English68%−573%−674%
Math68%+464%+860%
Asian · 56 tested in English, 57 in math
English61%−1475%−1475%
Math68%−674%−371%
English learners · 33 tested in English, 36 in math · grades 6 and 8 only
English6%−17%−17%
Math17%+89%+107%
Students with disabilities · 102 tested
English13%−417%−114%
Math13%+211%+310%

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

Military-family students: fewer than 30 tested here. Black or African American students, 30 tested: no rate for grade 7 in our records, and fewer than 30 tested in the grades with one. No published rate here for American Indian or Alaska Native, Pacific Islander and homeless 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.

Family and staff answers

What would families and staff tell you?

Families can answer a short set of questions about James L. Day. These are not star ratings or reviews.

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

Families

No family answers yet

0 of 20 needed before answers show

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

Answer the family questionsResponder en españolHow family answers work

Staff

Staff can’t answer for this school yet

We don’t check staff emails for Temecula Valley Unified yet. Tell us your district’s email domain and we’ll work on adding it.

Ask us to add your district

Money

Where does the money go?

$17,184 for each student in 2024–25. California’s middle schools spent $19,269 for each student. Temecula Valley Unified’s plan for 2026–27 covers $29 million.

$17,184

for each student at this school, 2024–25
Spent at the school
$9,973
The school’s share of district office costs
$7,211
Of the total, from federal funds
$1,373
  • James L. Day$17,184
  • Temecula Valley Unified middle schools$16,684
  • California middle schools$19,269

The district and California figures combine their middle schools, weighted by enrollment (our calculation, 1,241 California schools). Spending does not show how well money is used. Source: California Department of Education, per-school spending report, 2024–25. Funding records ↓

Temecula Valley Unified’s yearly plan

$29million

in the district’s plan for 2026–27

$23million

planned for services for English learners, low-income students and foster youth

This is the district’s plan. It is not this school’s own budget. The plan has 6 goals. The district’s page lists each one. The plan covers $29 million of $453 million in total budgeted spending. Source: Temecula Valley Unified Local Control and Accountability Plan (LCAP), 2026–27. Read the district’s plan →

The neighborhood

What is the area around James L. Day like?

These figures are for everyone who lives in ZIP code 92591. They are not figures for the families at James L. Day.

Typical household income in a year

$114,160

Typical means half are higher and half are lower. The ZIP code is the school’s address, not its attendance area. Source: U.S. Census Bureau, American Community Survey, 2020–2024, ZIP code area 92591.

Typical home value
$690,600
People who live in this ZIP code
41,955
Typical age
37.7 years
Adults 25 and older with a four-year college degree
37%

What you can do

Who can act on James L. Day’s results?

Temecula Valley Unified’s board decides James L. Day’s plan.

When the plan is set

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

Read the 2026–27 plan (LCAP, PDF)

How to take part

  1. Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
  2. Send written comments on the actions and spending the plan proposes.
  3. Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
  4. Read the midyear report, due by February 28.

State support

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

Extra state help for the district

The state is giving Temecula Valley 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 Temecula Valley Unified: CDE’s assistance status file for the 2025 California School Dashboard. Source 

Questions to ask

What should I ask, and when?

Bring these 6 questions to James L. Day. Confirm anything about applying with the school itself.

On a tour

  1. When a child starts missing school, who calls the family, and how soon?18 in 100 chronically absent, 2025–26 (170 of 960 students); average Temecula Valley Unified middle school: 13 in 100
  2. What extra help do Hispanic students get, and how do you know it’s working?38% of Hispanic students scored Proficient or Advanced in math, grades 6–8, spring 2026 (347 students tested); the same group across California: 25%
  3. Which math courses can students take, and how are placements decided?
  4. Which electives and high-school transition supports are available?

At the office

  1. What time does the day start and end, and is any day shorter?
  2. Is there care before or after school, and what does it cost?

Getting in

What comes after James L. Day, and how do I get in?

Ask Temecula Valley Unified which school serves your address. Next comes Chaparral High.

In the district’s boundaries, James L. Day Middle draws from 3 elementary schools. Boundaries split some neighborhoods. Each school’s standing compares it with California schools at its own level.

Elementary · fed by
Middle · this school
James L. Day Middle
High · next
Chaparral High Scope Score 82Strong · 77th percentile · 2025

Assigned

From the district’s 2023 attendance boundaries. Shares are our estimate of where the zone’s children live. We use 2020 Census child counts, or land area where few children were counted. A share counts children living in the zone, not a school’s enrolled students. A boundary doesn’t guarantee a place. 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

  • Chaparral High

    Assigned

    Scope Score 82 · Strong · 77th percentile · 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: Chaparral High
Chaparral HighScope Score 82 · Strong · 77th percentile · 2025district-published assignment

The road from this school ends at Chaparral High. UC records 80 enrollees from Chaparral High for fall 2025. The AP Course Audit lists 27 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach Chaparral High around 2029, and a school can change a lot in 3 years. By the state’s 2023 count, 72% of the students who finished high school at Chaparral High enrolled in college within 12 months, UC or not.

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

Where it is

Where is James L. Day?

Address
40775 Camino Campos Verdes, Temecula 92591Get directions (opens Google Maps in a new tab)
Administrator
Rob SousaAs the state’s school directory lists it, last updated February 9, 2023.

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

Short answers to 7 common questions

How do I get in?

Ask Temecula Valley Unified which school serves your address. See the details ↓

Is James L. Day a good middle school?

James L. Day Middle has a Scope Score of 77. It scored higher than 59 in 100 of California’s 2,529 scored public middle schools (Solid, 59th percentile, spring 2026). See the details ↓

How often do students miss school or get suspended?

In 2025–26, 18 in 100 students missed 10% or more of school days, against 13 in 100 at the average Temecula Valley Unified middle school. 1.9% of students (19 of 975) were suspended at least once in 2025–26, against 3.7% at the average California middle school. See the details ↓

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

Yes, in both subjects. In 2025, students here in grades 6–8 scored 6 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 7 points higher, which the state calls Accelerated.

  • Included in this measure: 817 students in English, 819 in math

See the details ↓

How do kids like mine do here?

In spring 2026, 47% of low-income students in grades 6–8 at James L. Day Middle in Temecula scored Proficient or Advanced in English, against 39% for the same group across California. See the details ↓

Where does it lead?

By the district’s published 2023 attendance boundaries, James L. Day Middle is zoned to Chaparral High. Boundaries change, are approximate at the edges and don’t guarantee placement, so confirm your address with the district.

  • Chaparral High: Scope Score 82, Strong, 77th percentile among California’s regular public and charter high schools, 2025 results

See the details ↓

What should I ask on a visit?

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

The full record

Source records

This page is built from 12 sets of records from public data sources. Every figure keeps its source, grades, year and count.

Data updated

October 15, 2026

Record sets on this page
12
Sources
California Department of EducationU.S. Census Bureau
State test years
2017–2026

Results

Students

Money and staff

Place, downloads and method

Score factorssource values, index and weights · 2025–26 · ranked #1,022 of 2,529 California middle schools we score · #9 of 10 in Temecula Valley Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math20%5342%
Proficient or Advancedaverage of English and math51%5923%
8th graders in 2026 against 6th graders in 2024 (partly different children)+36 scale-score pts3520%
Chronically absent18 in 100515%
Suspension rate1.9% (19 of 975)575%
English learners: top level28%585%

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
2025–267759#1022California 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)
2018–199 in 1004.1% (44 of 1,079)+4
2021–22not on filenot on file+12
2022–23not on filenot on file−4
2023–2418 in 1006.5% (64 of 983)+1
2024–2518 in 1003.8% (37 of 986)+10
2025–2618 in 1001.9% (19 of 975)+6

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 · English86619%55%
2026 · Math87420%47%
2025 · English87026%65%
2025 · Math88325%49%
2024 · English86323%62%
2024 · Math87424%48%
2023 · English86925%60%
2023 · Math87521%44%
2022 · English87526%65%
2022 · Math87623%45%
2019 · English96124%68%
2019 · Math96428%52%
2018 · English1,01927%67%
2018 · Math1,02229%55%
2017 · English99022%62%
2017 · Math99924%51%

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 · English26960%
2025 · Grade 7 · English28464%
2025 · Grade 8 · English31771%
2025 · Grade 6 · Math27344%
2025 · Grade 7 · Math29051%
2025 · Grade 8 · Math32052%
2024 · Grade 6 · English27959%
2024 · Grade 7 · English31767%
2024 · Grade 8 · English26759%
2024 · Grade 6 · Math28245%
2024 · Grade 7 · Math32251%
2024 · Grade 8 · Math27047%
2023 · Grade 6 · English30160%
2023 · Grade 7 · English26667%
2023 · Grade 8 · English30254%
2023 · Grade 6 · Math30642%
2023 · Grade 7 · Math26750%
2023 · Grade 8 · Math30241%
2022 · Grade 6 · English26962%
2022 · Grade 7 · English29865%
2022 · Grade 8 · English30868%
2022 · Grade 6 · Math26838%
2022 · Grade 7 · Math29939%
2022 · Grade 8 · Math30956%
2019 · Grade 6 · English29672%
2019 · Grade 7 · English32970%
2019 · Grade 8 · English33663%
2019 · Grade 6 · Math29842%
2019 · Grade 7 · Math32954%
2019 · Grade 8 · Math33759%
2018 · Grade 6 · English34273%
2018 · Grade 7 · English33568%
2018 · Grade 8 · English34261%
2018 · Grade 6 · Math34352%
2018 · Grade 7 · Math33753%
2018 · Grade 8 · Math34260%
2017 · Grade 6 · English33063%
2017 · Grade 7 · English34063%
2017 · Grade 8 · English32061%
2017 · Grade 6 · Math33254%
2017 · Grade 7 · Math34349%
2017 · Grade 8 · Math32450%

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
Schoolwide28914%33%42%11%

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-income44547%−3+8
Hispanic or Latino34249%−3+10
White28060%−3−2
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
GroupEnglishnCDE categoryMathnCDE category
All students+6817Accelerated+7819Accelerated
English-only students+5673not categorized+5674not categorized
Low-income+4348Average+7350Accelerated
Hispanic or Latino+1319Average+6321Accelerated
White+5265Accelerated+3265Average
Students with disabilities−11110Moderate+8110Accelerated
English learners+492Average+1893Accelerated
Two or more races+1391Accelerated+1491Accelerated
Recently reclassified as fluent in English+1161not categorized+1161not categorized
Asian+1555Accelerated+2155Exceptional
Filipino+1353Accelerated+1653Accelerated
English learners only−1431not categorized+3032not categorized
Black or African American+828Accelerated−328Average
Long-term English learners (grades 6–8 only)+1424Accelerated+3624Exceptional

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
25%
exceeded standard · 59% met or exceeded
CDE CAASPP 2024 · 279 English test records with scores
English · 2026 · Grade 8
19%
Advanced · 54% Proficient or Advanced
CDE CAASPP 2026 · 285 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 281 (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+6 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

817 students

CDE growth category: Accelerated

California growth model, English: +6 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+7 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

819 students

CDE growth category: Accelerated

California growth model, math: +7 scale-score points versus the state's expectation, CDE category Accelerated, 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 · 18 in 100 → 2025–26 · 18 in 100 · 0 in 100
Suspension rate2024–25 · 3.8% (37 of 986) → 2025–26 · 1.9% (19 of 975) · −1.9 percentage points
Group2018–192025–26Change
Female9 in 10020 in 100+11 in 100
Male9 in 10016 in 100+7 in 100
Asian1 of 512 of 60—
Black or African American6 of 4813 of 35—
Filipino6 of 563 of 64—
Hispanic or Latino12 in 10019 in 100+7 in 100
Two or more races9 in 10014 in 100+5 in 100
White6 in 10020 in 100+14 in 100
Students with disabilities17 in 10026 in 100+9 in 100
English learners10 of 9116 of 60—
Low-income14 in 10024 in 100+10 in 100
All students9 in 10018 in 100+9 in 100

Two reported school years only; no intervening-year result is implied. Where fewer than 100 students were counted, the cell shows the count and no change is printed. Source: CDE school-level chronic absenteeism by student group.

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

Per-pupil spending

District · current expense$11,888 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 26,710 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$997 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 932

Central federal expenditures attributed here$376 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 932

District current expense · FY 2024–25$17,149 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 67%Instruction support 9%Student services 10%Administration 5%Buildings & maintenance 8%Other 1%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$286,333,54767.29%67%
Instruction support$38,679,8819.09%9%
Student services$41,063,6759.65%10%
Administration$20,138,7384.73%5%
Buildings & maintenance$34,321,2988.07%8%
Other$5,009,0271.18%1%
Total$425,546,165100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $425,546,165 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$11,888 per pupil
2020$10,891 per pupil
2019$10,666 per pupil
2018$9,650 per pupil
2017$9,797 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 92591 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 92591 area
MeasureEstimate
Median household income$114,160
Bachelor's degree or higher (adults 25+)37%
ZIP-area population41,955
Median age37.7 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 92591 →

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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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