JCS - Pine Valleyhigher than 26 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
JCS - Pine Valleyhigher than 26 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
JCS - Pine Valleyhigher than 26 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
Near California in English and math: 42% and 29% scored Proficient or Advanced in grades 3 and 5, spring 2026, against 47% and 42%.
Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3 and 5: 31
Comparison
California: CDE’s grade 3 and 5 rows for the whole state combined, weighted by students tested (our calculation; 801,173 in English and 803,024 in math tested).
From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”).
This rating covers grades 3 and 5. JCS - Pine Valley teaches TK–12: grade 11 results ↓
For grades 6–8, the standing among California middle schools is in Academic achievement ↓
Drawn from OpenStreetMap, inside the campus outline from the California School Campus Database (2025). 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.
18 of 210 students missed 10% or more of school days in 2025–26, against 21 in 100 at the average Mountain Empire Unified elementary school.
Sources
The sentence above
CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 210. District and California figures are averages of school rates (7 Mountain Empire Unified schools; 5,726 scored California elementary schools), our calculation.
Common questions
How do I get in?
Ask JCS - Pine Valley how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓
Is JCS - Pine Valley a good school?
JCS - Pine Valley scores higher than 26 in 100 of California’s 5,726 scored public elementary schools: 26th percentile, Developing, spring 2026.
Grades 6–8: higher than 35 in 100 California middle schools we score (35th percentile, Developing, spring 2026)
How often do students miss school or get suspended?
In 2025–26, 9 in 100 students missed 10% or more of school days, against 21 in 100 at the average Mountain Empire Unified elementary school. 0 of 220 students were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓
More questions (4)
Did students here score above what the state expected?
In English, about as expected; in math, yes. In 2025, students here in grades 5–8 scored +3 points against the state’s expected score in English, which the state calls Average. In math, they scored +6 points, which it calls Accelerated.
In spring 2026, 48% of White students in grades 5 and 7 at JCS - Pine Valley scored Proficient or Advanced in English, against 63% for the same group across California.Evidence ↓
What does its own plan pay for?
In its 2026–27 plan, $599,609 is planned for 44 funded actions in 3 goals. That’s 21% of its $2.9 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan. Evidence ↓
What should I ask on a visit?
The questions drawn from this page are under Next steps, ready to copy. Evidence ↓
Academic achievement
How did students here do on state tests?
Below California in English (reading and writing); well below it in math.
State tests (CAASPP), spring 2026
In grades 3 and 5, spring 2026, 42% scored Proficient or Advanced in English and 29% in math, against 47% and 42% across California.
Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3 and 5: 31
Comparison
California: CDE’s grades 3 and 5 rows for the whole state combined, weighted by students tested (our calculation; 801,173 in English, 803,024 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard
English
Grades 3 and 5 · spring 2026 · 31 tested
Advanced
6%
Proficient
36%
Below the standard
58%
This school42%
California47%
Mountain Empire Unified36%
42% Proficient or Advanced in grades 3 and 5.
Math
Grades 3 and 5 · spring 2026 · 31 tested
Advanced
6%
Proficient
23%
Below the standard
71%
This school29%
California42%
Mountain Empire Unified27%
29% Proficient or Advanced in grades 3 and 5.
Results for each grade, spring 2026English and math · grades 3–8 and 11 · every level, with tested counts
English, grades 3–5: share of students tested, spring 2026
Measure
Grade 3
Grade 4
Grade 5
Proficient or Advanced
31%
suppressed
50%
Advanced
0%
suppressed
11%
Proficient
31%
suppressed
39%
Developing level
31%
suppressed
11%
Minimal
38%
suppressed
39%
Tested
13
7
18
California
44%
46%
49%
Difference
−13
—
+1
English, grades 6–8: share of students tested, spring 2026
Measure
Grade 6
Grade 7
Grade 8
Proficient or Advanced
32%
48%
53%
Advanced
5%
11%
5%
Proficient
27%
37%
48%
Developing level
42%
26%
15%
Minimal
26%
26%
32%
Tested
19
27
19
California
48%
51%
49%
Difference
−16
−3
+4
English, grade 11: share of students tested, spring 2026
Measure
Grade 11
Proficient or Advanced
31%
Advanced
8%
Proficient
23%
Developing level
54%
Minimal
15%
Tested
13
California
57%
Difference
−26
California is CDE’s statewide English row for each grade, counting every student tested there; the comparisons in the chapters combine these rows for their grades, weighted by students tested (our calculation).
Math
Math, grades 3–5: share of students tested, spring 2026
Measure
Grade 3
Grade 4
Grade 5
Proficient or Advanced
23%
suppressed
33%
Advanced
8%
suppressed
6%
Proficient
15%
suppressed
27%
Developing level
23%
suppressed
28%
Minimal
54%
suppressed
39%
Tested
13
7
18
California
47%
42%
37%
Difference
−24
—
−4
Math, grades 6–8: share of students tested, spring 2026
Measure
Grade 6
Grade 7
Grade 8
Proficient or Advanced
16%
30%
16%
Advanced
5%
11%
11%
Proficient
11%
19%
5%
Developing level
37%
40%
63%
Minimal
47%
30%
21%
Tested
19
27
19
California
37%
38%
36%
Difference
−21
−8
−20
Math, grade 11: share of students tested, spring 2026
Measure
Grade 11
Proficient or Advanced
23%
Advanced
15%
Proficient
8%
Developing level
23%
Minimal
54%
Tested
13
California
32%
Difference
−9
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.
Near California in English; well below it in math. In grades 6–8, spring 2026, 45% scored Proficient or Advanced in English and 22% in math, against 49% and 37% across California. The middle grades are placed separately: 35th percentile (Developing) among California’s middle schools.
English
Grades 6–8 · spring 2026 · 65 tested
Advanced
8%
Proficient
37%
Below the standard
55%
This school45%
California49%
Mountain Empire Unified39%
45% Proficient or Advanced in grades 6–8.
Math
Grades 6–8 · spring 2026 · 65 tested
Advanced
9%
Proficient
13%
Below the standard
78%
This school22%
California37%
Mountain Empire Unified28%
22% Proficient or Advanced in grades 6–8.
How do the high school grades do?
In grade 11, spring 2026, 31% scored Proficient or Advanced in English and 23% in math, against 57% and 32% across California. Fewer than 30 students tested, so one year can swing a lot; ask how results looked in other years.
English
Grade 11 · spring 2026 · 13 tested
Advanced
8%
Proficient
23%
Below the standard
69%
This school31%
California57%
Mountain Empire Unified51%
31% Proficient or Advanced in grade 11.
Math
Grade 11 · spring 2026 · 13 tested
Advanced
15%
Proficient
8%
Below the standard
77%
This school23%
California32%
Mountain Empire Unified38%
23% Proficient or Advanced in grade 11.
How does math compare with English?
In grades 3 and 5, spring 2026, math trails English by 13 percentage points in the share who scored Proficient or Advanced, against 5 points across California. The grades 3 and 5 cards above give each subject’s share.
Have results changed?
There’s no spring 2025 result to compare with spring 2026: fewer than 11 students tested here that year, so CDE withheld it.
Did students here score above what the state expected?
In English, about as expected; in math, yes. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 5–8 scored +3 points against that expected score in English, which the state calls Average. In math, they scored +6 points, which it calls Accelerated.
Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 5–8: 67
Comparison
Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.
Grades 5–8 · 2025 · 67 students with scores in both years
Points above or below what the state expected from the same students’ earlier scores.
+3 pts
English
The state calls it Average, the third of its five growth levels.
+6 pts
Math
The state calls it Accelerated, the fourth of its five growth levels.
Ask: What extra help do students who are behind get, and how do you know it’s working?
All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts
Share of students tested at each level, spring 2026
Students
Advanced
Proficient
Developing level
Minimal
Tested
English, grades 3 and 5 · This school
6%
36%
19%
39%
31
English, grades 3 and 5 · California
24%
23%
21%
32%
801,173
English, grades 3 and 5 · Mountain Empire Unified
13%
23%
21%
43%
512
Math, grades 3 and 5 · This school
6%
23%
26%
45%
31
Math, grades 3 and 5 · California
22%
20%
23%
35%
803,024
Math, grades 3 and 5 · Mountain Empire Unified
10%
17%
26%
47%
512
English, grade 11 · This school
8%
23%
54%
15%
13
English, grade 11 · California
27%
30%
21%
22%
414,559
English, grade 11 · Mountain Empire Unified
20%
31%
24%
25%
311
Math, grade 11 · This school
15%
8%
23%
54%
13
Math, grade 11 · California
16%
16%
20%
48%
413,523
Math, grade 11 · Mountain Empire Unified
22%
16%
19%
43%
308
English, grades 6–8 · This school
8%
37%
27%
28%
65
English, grades 6–8 · California
19%
30%
23%
28%
1,254,039
English, grades 6–8 · Mountain Empire Unified
10%
29%
26%
35%
839
Math, grades 6–8 · This school
9%
13%
46%
32%
65
Math, grades 6–8 · California
21%
16%
23%
40%
1,254,800
Math, grades 6–8 · Mountain Empire Unified
15%
13%
26%
46%
836
Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026. The state comparison combines CDE’s rows for the same grades, weighted by students tested (our calculation). The district row combines its public schools in the same grades, weighted by students tested.
English and math results for the tested grades. These do not measure the experience in kindergarten or the early grades.
Chart and table: 2022–2026. Hover, tap or focus a chart and use the arrow keys to see each year.
English top two levels, grades 3 and 5
This schoolCalifornia
0%50%100%20222024202642%47%
This schoolCalifornia
Math top two levels, grades 3 and 5
This schoolCalifornia
0%50%100%20222024202629%42%
This schoolCalifornia
The lines break across years without comparable results.
In grades 3 and 5, the share at the state’s top two levels in English went from 48% in 2022 to 42% in 2026. In math, it went from 28% in 2022 to 29% in 2026. Each year is a different group of students.
Each year’s results and tested counts
English · top two levels · grades 3 and 5
Year
This school
California
2019
— Withheld by CDE
—
2022
48% 29 tested
45% 841,049 tested
2024
36% 28 tested
45% 822,016 tested
2025
— Withheld by CDE
—
2026
42% 31 tested
47% 801,173 tested
Math · top two levels · grades 3 and 5
Year
This school
California
2019
— Withheld by CDE
—
2022
28% 29 tested
37% 844,365 tested
2024
25% 28 tested
40% 831,107 tested
2025
— Withheld by CDE
—
2026
29% 31 tested
42% 803,024 tested
CDE withholds a year’s results when fewer than 11 students tested, as it did here in 2019 and 2025.
How the state’s growth measure worksPoints above or below what the state expected from the same students’ earlier scores
California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 3 points above that expected score, and in math 6 points above it.
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.
What you can do
Who can act on JCS - Pine Valley’s results?
JCS - Pine Valley’s own board decides its plan.
The state hasn’t placed JCS - Pine Valley in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source ↗
Authorizer from the California Department of Education’s charter term file; term from its Charter School Database, checked October 22, 2026. Source ↗
Reading screening in kindergarten through grade 2What the law requires, and what to ask
California law requires schools to screen kindergartners through second graders for reading difficulties every year, with some exceptions. You get notice at least 15 days before, results within 45 days, and can opt out in writing.
Kindergartners can’t be screened before the 91st school day; transitional kindergarten isn’t covered.
If screening shows your child may be at risk for reading difficulties, the school must provide supports. That result isn’t a diagnosis, and screening can’t be used to delay a special-education evaluation.
Ask how many K–2 students screening found at risk last year, and how many got extra reading help.
How often do students miss school or get suspended?
9 in 100 students were chronically absent in 2025–26.
State attendance and suspension records, 2025–26
Destinations · class of 2023
Where students who finished high school went
38% enrolled in college within 12 months · 13 students who finished high school
University of California0 · 0%
California State University0 · 0%
California community college3 · 23%
In-state private0 · 0%
Out-of-state, 4-year2 · 15%
Out-of-state, 2-year0 · 0%
Not enrolled8 · 62%
Source: CDE college-going records, class of 2023. Shares are our arithmetic: each count divided by all high-school completers (graduates and other students who finished), rounded together so they total 100. “Not enrolled” does not describe employment, military service or other routes.
What could my child study here?
What other courses and pathways are on record?
College courses in high school (dual enrollment)
3 students took one
2023–24
Students taking a college course for credit while in high school, often through a community college. Federal Civil Rights Data Collection, school-reported.
Ask: Which of these courses will actually run in the years my child attends?
That means they missed 10% or more of school days. At the average Mountain Empire Unified elementary school, 21 in 100 were. 0 of 220 students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.
Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 18 of 210 students counted for it; suspension: 0 of 220 students enrolled during the year
Comparison
Each comparison is the rate at the average school (our average of school rates), not a pooled rate. Also: suspensions at the average Mountain Empire Unified elementary school 1.6%.
Chronically absent, 2025–26
9 in 100This school
21 in 100At the average Mountain Empire Unified elementary school
17 in 100At the average California elementary school
18 of 210 students were chronically absent, meaning they missed 10% or more of school days.
Suspensions, 2025–26
0 of 220
students were suspended at least once. Average California elementary school 1.6%.
Ask: When a child starts missing school, who calls the family, and how soon?
Chronic absence by grade2025–26 · per 100 students, with counts
Grades TK–3: not in the records we hold
Grades 4–6: 12 in 100, 6 of 52
Grades 7–8: 6 in 100, 3 of 50
Grades 9–12: 13 in 100, 8 of 60
Where these figures come fromEach measure’s source, student group and definition
Where students who finished high school went
CDE college-going records, class of 2023. College enrollment is counted for 12 months after finishing high school and matched to college records, so this runs about two years behind. A dash is unavailable, not zero.
Ask families and staff yourselfWhat to ask the people at JCS - Pine Valley
Ask current families how the school keeps them informed, and what happened when their child needed help. Ask staff how long teachers tend to stay.
White students scored well below the same group across California in math.
Student groups, grades 3 and 5–8, spring 2026
29% of White students scored Proficient or Advanced in math (grades 3 and 5–8, spring 2026), against 50% for the same group across California.
Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 3 and 5–8; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison
California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).
JCS - Pine ValleySame group, California
WhiteEnglish · 31 tested48%Same group, California 63%
WhiteMath · 31 tested29%Same group, California 50%
0%50%100%
Proficient or Advanced, grades 3 and 5–8, spring 2026. White students: grades 5 and 7 only.
Who are the students?
2025–26 · students counted
1White56%
2Hispanic or Latino31%
3Two or more races10%
4Asian—
5Black or African American—
6Filipino—
7American Indian or Alaska Native—
8Pacific Islander—
9Not reported—
–Unallocated share3%
A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. Source and comparisons: the full student mix below.
Who are the families and teachers?
46%of students qualified for free or reduced-price meals in 2024–25, 85 of 184. California: 63%.
24teachers, 2024–25
12 yearsaverage experience, 2024–25
8%in their first year, 2024–25
61%of teaching positions with proper credential and placement, 2021–22
Ask: What extra help is there in math for White students, and how does the school check that it works?
All group results, district comparisons and sources
Proficient or Advancedgrades 3 and 5–8 · spring 2026
Group and subject
Here
vs Mountain Empire Unified
vs California
White · 31 tested · grades 5 and 7 only
English
48%
+840%
−1563%
Math
29%
+623%
−2150%
Each gap is to the same group, grades and subject: in Mountain Empire Unified, and across California. No group that is behind across California does 10 or more points better here.
Low-income students, 53 tested: no rate for grades 3, 5, 6 and 8 in our records, and fewer than 30 tested in the grades with one. No published rate here for Hispanic or Latino, Asian, 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.
Full student mix, comparisons and sources, 2025–26
Students, 2025–26
Here
White
56%
Hispanic or Latino
31%
Two or more races
10%
Asian
—
Black or African American
—
Filipino
—
American Indian or Alaska Native
—
Pacific Islander
—
Not reported
—
Data source: California Department of Education chronic-absence file, 2025–26. Shares are of the students the file counts for attendance (CDE’s “eligible enrollment”); unavailable categories are shown as a dash.
How the credential rate is counted
CDE SARC report 2024–25, measured 2021–22: 61% of teaching positions, 5.7 properly credentialed teaching-position FTE out of 9.3 total position FTE. This measures positions, not individual teachers.
In its own words
What does JCS - Pine Valley’s own plan commit to?
Its 2026–27 plan
The plan lists what the school commits to spend and measure.
$599,609
planned for 44 funded actions in 3 goals. That’s 21% of its $2.9 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan.
The 2026–27 plan in short
Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 97 pages), as posted to the California School Dashboard.
Where the money goes
Three actions take 35% of the money. The plan itself puts 65% of it toward staff.
Tier II Instructional Support in ELA & Math $100,000
EL Parent Engagement $70,000
Technology Support $40,000
41 other actions
Reading, math and catch-up help
6 of the plan’s 44 funded actions name reading, math, catch-up help or English learners in their titles.
Reading $160,000
Math $120,000
Catch-up help $20,000
English learners $101,000
An action naming two of these appears under both.
Largest of these
Tier II Instructional Support in ELA & Math$100,000
EL Parent Engagement$70,000
Early Literacy$40,000
For high-need students
It plans $249,050 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $275,000 and estimates it spent $261,300, $13,700 (5%) less than planned (our arithmetic).
$261,300 spent (estimated)$275,000 planned
What changed
The total is $59,191 (9%) lower than in the 2025–26 plan. The biggest change in dollars is Technology Support, which went from $60,000 to $40,000.
Largest cuts
Technology Support−$20,000
Leader in Me−$15,000
High School Counselor−$10,000
Largest increases
HSA & SEL Support Services+$12,000
PD - SEL & Engagement+$3,000
Ask: What did Technology Support pay for, and what changes now that the 2026–27 plan gives it $20,000 less?
What its goals measure
Read these state results for this school as context for the goals they measure; results alone can’t show what the plan caused.
The test rows are schoolwide results for every grade the school tests; the source doesn’t list which grades. The headline at the top of this page covers grades 3 and 5 only: 42% in English and 29% in math, spring 2026.
What its goals measure: state results, 2024–25 and 2025–26
Measure
2024–25
2025–26
Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 2
44%
42%
down 2 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 2
28%
23%
down 5 pts
Chronically absentGoal 3
12 in 100
9 in 100
3 fewer in 100
Suspended at least onceGoal 3
0 of 210
0 of 220
no change
Goal 1 isn’t shown because it tracks other measures.
Figures from CDE’s state test, chronic absence and suspension files. Test figures cover every grade the school tests (California tests grades 3–8 and 11), so they differ from a profile’s rated grades. Chronically absent means a student missed 10% or more of school days.
The plan’s own titles and amounts
Tier II Instructional Support in ELA & Math · $100,000
EL Parent Engagement · $70,000
Technology Support · $40,000
The full plan3 goals, 37 measures and where the money goes
We calculate each action’s share of the plan by dividing its planned amount by the total of the plan’s funded actions ($599,609).
Where does the money go?
45% to Goal 2. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.
not compared: unconfirmed, or repeated across goals
Every goal, in the plan’s order
Goal 1Ensure all students have access to equitable conditions of learning by providing and investing in highly…$141,50024% of action budgets
“Ensure all students have access to equitable conditions of learning by providing and investing in highly qualified staff, well-maintained facilities and equipment, as well as robust standards-aligned instructional materials and resources” p. 17 ↗
TK-8 Standards-aligned Curriculum & Materials$20,000action 1.2 · p. 54 ↗ · marked as contributing to high-need services
Technology, Internet, and Instructional Materials$11,000action 1.5 · p. 54 ↗ · marked as contributing to high-need services · of which $1,000 is state funding counted toward those services
4 more funded actions in this goal
Professional Development - Induction · action 1.9 · p. 54 ↗$10,000
Highly Qualified Teachers · action 1.1 · p. 54 ↗$2,500
Programs & Services · action 1.8 · p. 54 ↗ · marked as contributing to high-need services$2,000
ELD Curriculum and Materials · action 1.4 · p. 54 ↗$1,000
Changes from last year’s plan, same title
Technology Support−$20,000$60,000 → $40,000 · p. 54 ↗
Every other line in this goal, against last year’s plan
Physical Education · $30,000 → $30,000 · p. 54 ↗unchanged
Physical Safety · $25,000 → $25,000 · p. 54 ↗unchanged
ELD Curriculum and Materials · $1,000 → $1,000 · p. 54 ↗unchanged
How the plan measures it · 7 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 17 ↗.
Goal 2Provide high-quality, equitable, and responsive instruction so that ALL students can reach their full…$268,60945% of action budgets
“Provide high-quality, equitable, and responsive instruction so that ALL students can reach their full academic potential and be well-prepared for post-secondary experiences” p. 24 ↗
Tier II Instructional Support in ELA & Math$100,000action 2.3 · p. 54 ↗ · marked as contributing to high-need services · of which $75,000 is state funding counted toward those services
PD - Tier I Practices for Academic Outcomes$30,000action 2.1 · p. 54 ↗ · marked as contributing to high-need services
EL Coordinator & ELD Teacher$30,000action 2.8 · p. 55 ↗ · marked as contributing to high-need services
ELA and Math Tutoring (EEPs)$20,000action 2.4 · p. 55 ↗ · marked as contributing to high-need services
13 more funded actions in this goal
High School Counselor · action 2.10 · p. 55 ↗$15,000
A-G Courses: Current, Culturally Relevant Curriculum · action 2.12 · p. 55 ↗ · marked as contributing to high-need services$7,500
High School Electives · action 2.13 · p. 55 ↗$7,500
College Course Credit Access · action 2.14 · p. 55 ↗ · marked as contributing to high-need services$5,000
Benchmark Assessments · action 2.2 · p. 54 ↗ · marked as contributing to high-need services · of which $2,000 is state funding counted toward those services$3,000
CTE Access · action 2.15 · p. 55 ↗ · marked as contributing to high-need services$3,000
Collaboration with SELPA · action 2.6 · p. 55 ↗$2,500
ParsecGO · action 2.9 · p. 55 ↗ · marked as contributing to high-need services$2,000
WASC Accreditation and Membership · action 2.17 · p. 55 ↗$1,300
SwD Professional Development · action 2.7 · p. 55 ↗$1,000
Beyond SST · action 2.5 · p. 55 ↗ · marked as contributing to high-need services$300
None of these has an all-students line we can quote; the plan’s table lists them from p. 24 ↗.
Goal 3Foster a welcoming and inclusive environment for all students, staff, parents, families and educational…$189,50032% of action budgets
“Foster a welcoming and inclusive environment for all students, staff, parents, families and educational partners in support of all students' success in school” p. 34 ↗
EL Parent Engagement$70,000action 3.17 · p. 57 ↗ · marked as contributing to high-need services · of which $35,000 is state funding counted toward those services
What extra help do students who are behind get, and how do you know it’s working? 58% in English and 71% in math scored at the Developing or Minimal level, grades 3 and 5, spring 2026 (31 students tested in each); California: 53% and 58%
Which of these courses will actually run in the years my child attends?
When a child starts missing school, who calls the family, and how soon?
What did Technology Support pay for, and what changes now that the 2026–27 plan gives it $20,000 less?
Every figure on this page, with its source, grades, year and count.
Score factorssource values, index and weights · 2025–26 · ranked #4,204 of 5,726 California elementary schools we score · #3 of 7 in Mountain Empire Unified
Score factors, 2025–26
Factor
School
Index
Weight
Advancedaverage of English and math
6%
36
42%
Proficient or Advancedaverage of English and math
34%
44
23%
Chronically absent
9 in 100
59
5%
Suspension rate
0 of 220
59
5%
Grade gap (G3→G5, different students)
+14.7pp
—
not scored
Index is where the school's value sits among the California elementary schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2025–26. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests. The weights above add to 75%: the remaining 25%, for measures with no value here, is shared out among the measures above.
Scope Score by year2021–22 to 2025–26 · each year’s inputs, and the score for each year we could verify
Scope Score
School year
Scope Score
Percentile
Rank
Comparison group
2025–26
26
26
#4204
California elementary schools · 5,726 schools · current formula
2021–22, 2022–23 and 2023–24 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 year
Chronic absence
Suspension
Grade gap (points)
2021–22
not on file
not on file
+15
2022–23
not on file
not on file
—
2023–24
11 in 100
0 of 192
−10
2025–26
9 in 100
0 of 220
+15
Chronic absence and suspension are CDE’s all-students school rates for each year.
Grade gap: the same year’s grade 3 and grade 5 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).
Every tested year2019–2026 · rates, tested counts, and each grade
English and math by test year · all tested grades
Year · subject
Students with scores
Top level
Top two levels
2026 · English
116
9%
42%
2026 · Math
116
9%
23%
2025 · English
99
11%
44%
2025 · Math
99
14%
28%
2024 · English
111
14%
31%
2024 · Math
112
9%
29%
2023 · English
74
14%
43%
2023 · Math
74
11%
28%
2022 · English
98
18%
46%
2022 · Math
98
10%
27%
2019 · English
76
13%
45%
2019 · Math
77
8%
25%
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 · subject
Students with scores
Met or exceeded
2025 · Grade 3 · English
7
—
2025 · Grade 4 · English
10
—
2025 · Grade 5 · English
8
—
2025 · Grade 6 · English
23
35%
2025 · Grade 7 · English
21
48%
2025 · Grade 8 · English
19
53%
2025 · Grade 11 · English
11
45%
2025 · Grade 3 · Math
7
—
2025 · Grade 4 · Math
10
—
2025 · Grade 5 · Math
8
—
2025 · Grade 6 · Math
23
17%
2025 · Grade 7 · Math
21
33%
2025 · Grade 8 · Math
19
37%
2025 · Grade 11 · Math
11
45%
2024 · Grade 3 · English
11
36%
2024 · Grade 4 · English
11
0%
2024 · Grade 5 · English
17
35%
2024 · Grade 6 · English
23
26%
2024 · Grade 7 · English
18
22%
2024 · Grade 8 · English
21
43%
2024 · Grade 11 · English
10
—
2024 · Grade 3 · Math
11
36%
2024 · Grade 4 · Math
11
0%
2024 · Grade 5 · Math
17
18%
2024 · Grade 6 · Math
23
39%
2024 · Grade 7 · Math
19
42%
2024 · Grade 8 · Math
21
29%
2024 · Grade 11 · Math
10
—
2023 · Grade 3 · English
11
9%
2023 · Grade 4 · English
16
38%
2023 · Grade 5 · English
7
—
2023 · Grade 6 · English
13
69%
2023 · Grade 7 · English
12
42%
2023 · Grade 8 · English
7
—
2023 · Grade 11 · English
8
—
2023 · Grade 3 · Math
11
9%
2023 · Grade 4 · Math
16
25%
2023 · Grade 5 · Math
7
—
2023 · Grade 6 · Math
13
31%
2023 · Grade 7 · Math
12
42%
2023 · Grade 8 · Math
7
—
2023 · Grade 11 · Math
8
—
2022 · Grade 3 · English
16
38%
2022 · Grade 4 · English
13
54%
2022 · Grade 5 · English
13
62%
2022 · Grade 6 · English
21
52%
2022 · Grade 7 · English
14
36%
2022 · Grade 8 · English
12
33%
2022 · Grade 11 · English
9
—
2022 · Grade 3 · Math
16
25%
2022 · Grade 4 · Math
13
46%
2022 · Grade 5 · Math
13
31%
2022 · Grade 6 · Math
21
24%
2022 · Grade 7 · Math
14
21%
2022 · Grade 8 · Math
12
25%
2022 · Grade 11 · Math
9
—
2019 · Grade 3 · English
9
—
2019 · Grade 4 · English
4
—
2019 · Grade 5 · English
5
—
2019 · Grade 6 · English
13
23%
2019 · Grade 7 · English
15
47%
2019 · Grade 8 · English
22
50%
2019 · Grade 11 · English
8
—
2019 · Grade 3 · Math
9
—
2019 · Grade 4 · Math
4
—
2019 · Grade 5 · Math
5
—
2019 · Grade 6 · Math
14
36%
2019 · Grade 7 · Math
15
27%
2019 · Grade 8 · Math
22
23%
2019 · Grade 11 · Math
8
—
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)
Tested
Advanced
Proficient
Developing level
Minimal
Schoolwide
64
8%
28%
61%
3%
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 · English
Tested
Proficient or Advanced
vs district
vs California
White
31
48%
+8
−15
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
Group
English
n
CDE category
Math
n
CDE category
All students
+3
67
Average
+6
67
Accelerated
English-only students
−1
61
not categorized
+4
61
not categorized
White
−1
42
Average
+8
42
Accelerated
Low-income
−6
34
Moderate
+2
34
Average
Hispanic or Latino
+11
19
Accelerated
−2
19
Average
Students with disabilities
+14
15
Accelerated
−7
15
Moderate
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. 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 5–8. SchoolScope does not use these CDE figures in its Scope Score.
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grades 5–8
67 students
CDE growth category: Average
California growth model, English: +3 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's +2-point median for California elementary school records.
State model · math+6 pts vs expected
matched students, grades 5–8
CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grades 5–8
67 students
CDE growth category: Accelerated
California growth model, math: +6 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's +2-point median for California elementary school records.
Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California elementary school records, the median English estimate is +2 and the middle half fall between −5 and +9 scale-score points — the spread is wide, so read the figure against it, not its sign alone. 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 5–8, 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 · 12 in 100 → 2025–26 · 9 in 100 · −3 in 100
Suspension rate2024–25 · 0 of 210 → 2025–26 · 0 of 220 · 0.0 percentage points
Group
2018–19
2025–26
Change
Female
—
4 in 100
—
Male
—
12 in 100
—
Hispanic or Latino
—
11 in 100
—
Two or more races
—
29 in 100
—
White
—
3 in 100
—
Students with disabilities
—
11 in 100
—
Low-income
—
9 in 100
—
All students
—
9 in 100
—
Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.
Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot
Measure
This school
AP offered
not reported
AP course count
not reported
AP enrollment (male/female)
not reported
IB participation
not reported
Dual enrollment
offered · 3 enrolled
Algebra I in grade 8
not reported
Calculus sections
0
Physics sections
1
Chemistry sections
0
Reported male/female enrollment (CRDC)
149
These counts aren’t part of the Scope Score. “Not reported” means the federal record has no value for that item; it isn’t a zero. Enrollment counts add the male and female students the survey reports.
College destinationsclass of 2023 · state college-going records, 12 months after graduation
Destination
Completers
% (derived)
University of California
0
0%
California State University
0
0%
California community college
3
23%
In-state private
0
0%
Out-of-state, 4-year
2
15%
Out-of-state, 2-year
0
0%
Not enrolled
8
62%
13 students who finished high school, class of 2023 · state-reported college-going rate 39% · % column is computed by SchoolScope (count ÷ all who finished high school; CDE calls them completers), not a CDE-native rate · an unavailable or suppressed cell is marked as missing; a reported zero remains distinct · source: CDE 12-mo CGR, 2023 cohort (the newest published), National Student Clearinghouse match.
Fundingschool and district spending, from state and federal finance records · each row names its fiscal year and measure
Per-pupil spending
District · current expense$15,429 per pupil
NCES F-33 · FY 2020–21 (2021) · fall district membership: 1,674 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
District current expense · FY 2024–25$23,242 per ADA
CDE SACS Current Expense of Education · district fiscal year ending 2025 · average daily attendance denominator
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
These shares are our arithmetic: each group’s dollars divided by the $36,151,025 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
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 91962 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 91962 area
Measure
Estimate
Median household income
$143,094
Bachelor's degree or higher (adults 25+)
41%
ZIP-area population
2,574
Median age
50.8 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 91962 →
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Free to embed with the credit link. Data updates automatically.
Its Scope Score is an elementary school score; results for its other grades are in these records.
Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 5,726 elementary schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · federal civil rights data (CRDC) 2023–24, a past snapshot · state college-going records, class of 2023, matched to National Student Clearinghouse enrollment · Data updated October 15, 2026