Independent charter school · San Diego Unified

King-Chavez Community Academy — Rating & test scores

415 31st Street, San Diego · 344 students · Grades TK–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 65

Needs SupportScope Score · 1st percentile. Higher than 1 in 100 of the 5,726 California public elementary schools we score.

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

Well below California in English (reading and writing) and math, grades 3–5, spring 2026: 21% and 15% scored Proficient or Advanced, against 46% and 42%.

Source for this line
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 242 in English, 243 in math
Comparison
California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).

For grades 6–8, the standing among California middle schools is in Tests ↓

Overview

Is King-Chavez Community Academy a good elementary school?

Needs Support. King-Chavez Community Academy is lower than most California elementary schools on test results and attendance.

Test results, spring 2026

English, Proficient or Advanced821%
Math, Proficient or Advanced815%
English, Advanced117%
Math, Advanced53%

Showing up, 2025–26

Attendance4018 in 100
King-Chavez Community Academy’s place among California elementary schools, out of 100San Diego Unified’s other elementary schoolsBar colour, from the lowest quarter of schools to the highest

One more thing to know

8.3% of students (63 of 760) were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Each bar is King-Chavez Community Academy’s place among 5,726 California public elementary 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 3–5. 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 suspension file, 2025–26. All students enrolled during the year (CDE’s cumulative enrollment): 760. District and California figures are averages of school rates (137 San Diego Unified schools; 5,726 scored California elementary schools), our calculation.

In its own words

What does King-Chavez Community Academy say about itself?

These lines come from the school’s own website. They are the school’s description. They are not parent reviews or test results.

“Our holistic approach to education includes: -A thriving Dual Language Immersion program promoting fluency in both Spanish and English -A wide range of FREE Expanded Learning Opportunities, including competitive athletics and clubs -A FREE Before-School Program that runs from 6:50AM-8:20AM daily, as well as a FREE After-School Program that runs from 2:35PM-6PM daily and from 1:00PM-6PM on Minimum Days -Small class sizes for individualized attention -Daily mindfulness practice and embedded mental health supports -A strong Community School model that connects families with vital resources and partnerships -Early exposure to college and career pathways”
community.sandiegoneighborhoodofschools.org (opens in a new tab), read October 28, 2026

What it puts first

  • Dual-language
  • Social-emotional learning

More in its own words

“At Community Academy, students grow not only as scholars, but as confident, compassionate leaders prepared to thrive in a diverse world.”
community.sandiegoneighborhoodofschools.org (opens in a new tab), read October 28, 2026

Every line here is from community.sandiegoneighborhoodofschools.org, read October 28, 2026.

Nearby

How does it compare with schools nearby?

7 of the 7 elementary schools nearby have a higher Scope Score than King-Chavez Community Academy. Each school is compared with every California elementary school.

Scope Score

8 elementary schools within 1.0 miles, highest score first. Under each name is how the school takes students.

  1. Albert Einstein AcademiesCharter · its own lotteryScope Score 7758th
  2. Golden Hill K-8Neighborhood school · by addressScope Score 7444th
  3. King-Chavez Academy of ExcellenceCharter · its own lotteryScope Score 7123rd
  4. KimbroughNeighborhood school · by addressScope Score 6914th
  5. Logan Memorial Educational CampusNeighborhood school · by addressScope Score 6914th
  6. BurbankNeighborhood school · by addressScope Score 6911th
  7. RodriguezNeighborhood school · by addressScope Score 6810th
  8. King-Chavez Community AcademyScope Score 651st
San Diego UnifiedCharter

A charter school takes applications from any family and holds a lottery when it has more applicants than seats.

Scope Score from California Department of Education state tests (CAASPP), spring 2026, grades 3–5. 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.

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

5 of 8 schools are named on the chart. Point at a dot or tap it to read any school.

English results: California Department of Education state tests (CAASPP), spring 2026, grades 3–5. 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 King-Chavez Community Academy compare with schools like it?

King-Chavez Community Academy’s Scope Score is 65. 1,370 California elementary schools, counting King-Chavez Community Academy, have a similar share of students from low-income families. Their typical score is 72. King-Chavez Community Academy’s result is higher than 48 of them.

The five schools with the highest results of the 1,370

  1. Students from low-income families: 88%

    Scope Score 89Strong · 92nd percentile

  2. Students from low-income families: 95%

    Scope Score 87Strong · 89th percentile

  3. Students from low-income families: 88%

    Scope Score 87Strong · 89th percentile

  4. Students from low-income families: 91%

    Scope Score 87Strong · 89th percentile

  5. Students from low-income families: 98%

    Scope Score 87Strong · 89th percentile

1,370 California public elementary schools where 88% to 100% 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 elementary school we score where 88% to 100% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of King-Chavez Community Academy’s share. The count includes King-Chavez Community Academy. 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.

Tests

How did students here do on state tests?

Well below California in both subjects.

English

21%

scored Proficient or Advanced.

5821147
San Diego Unified51%California46%

Math

15%

scored Proficient or Advanced.

622312
San Diego Unified49%California42%
MinimalDeveloping levelProficientAdvanced

In grades 3–5, spring 2026, 21% scored Proficient or Advanced in English and 15% in math, against 46% and 42% across California.

The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 3–5 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).

Grade 3 stands apart in math: 26% scored Proficient or Advanced, against 15% across grades 3–5 here, spring 2026. Each grade is a different group of students, so this describes one year’s class.

How do the middle grades do?

Well below California in both subjects. In grades 6–8, spring 2026, 16% scored Proficient or Advanced in English and 6% in math, against 49% and 37% across California. The middle grades are placed separately: 1st percentile (Needs Support) among California’s middle schools.

English

16%

scored Proficient or Advanced.

572715
San Diego Unified52%California49%

Math

6%

scored Proficient or Advanced.

6628
San Diego Unified40%California37%
Results for each grade, spring 2026

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced28%13%20%
Advanced10%7%4%
Proficient18%6%16%
Developing level23%30%11%
Minimal49%57%69%
Tested906983
California44%46%49%
Difference−16−33−29
English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced3%26%19%
Advanced0%0%3%
Proficient3%26%16%
Developing level30%23%28%
Minimal67%51%53%
Tested736968
California48%51%49%
Difference−45−25−30

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
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced26%10%8%
Advanced6%1%1%
Proficient20%9%7%
Developing level22%32%16%
Minimal52%58%76%
Tested906984
California47%42%37%
Difference−21−32−29
Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced3%10%6%
Advanced0%1%3%
Proficient3%9%3%
Developing level26%36%22%
Minimal71%54%72%
Tested736868
California37%38%36%
Difference−34−28−30

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 3–5 · This school7%14%21%58%242
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · San Diego Unified28%23%20%29%23,989
Math, grades 3–5 · This school3%12%23%62%243
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · San Diego Unified27%22%23%28%24,080
English, grades 6–8 · This school1%15%27%57%210
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · San Diego Unified21%31%22%26%23,703
Math, grades 6–8 · This school1%5%28%66%209
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · San Diego Unified23%17%24%36%23,742

Spring 2026, grades 3–5 combined: 242 tested in English, 243 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 98% of students. 133 of 745 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 (133 of 745 students).

At the average San Diego Unified elementary school: 18 in 100. At the average California elementary school: 17 in 100.

Suspensions: 8.3% of students were suspended at least once (63 of 760). Average California elementary school 1.6%.

Students, 2024–25

344

students in grades TK–8.

Hispanic or Latino 98%

Family income

94%

of students qualified for free or reduced-price meals in 2024–25, 322 of 344. California: 63%.

Teachers, 2024–25

18

teachers, with 10 years of experience on average.

0% were in their first year.

82% of teaching positions had the right credential, 2021–22.

English learners

36%

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 (97 of 268 students).

San Diego Unified: 44%. 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
Grades 4–6
14 in 100 students in grades 4–6 were chronically absent (32 of 232).
Grades 7–8
21 in 100 students in grades 7–8 were chronically absent (31 of 149).

Our records hold no figure for Grades TK–3.

Full student mix, 2025–26
StudentsHere
Hispanic or Latino98%
White—
Asian—
Black or African American—
Filipino—
Two or more races—
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: 14 of 17 full-time teaching positions. It counts positions, not individual teachers.

Student groups

How do kids like mine do here?

Four student groups scored below the same groups across California in English.

This schoolThe same group, California
  • Low-income417 tested18%California 37%
  • Hispanic or Latino442 tested18%California 38%
  • English learners190 tested4%California 11%
  • Students with disabilities81 tested2%California 17%

18% of Hispanic or Latino students scored Proficient or Advanced in English (grades 3–8, spring 2026), against 38% for the same group across California. Low-income students, students with disabilities and English learners also scored below the same groups across California; the chart gives their figures. Every group’s math results are in the table below.

Share who scored Proficient or Advanced, grades 3–8 English, 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 3–8 · spring 2026
Group and subjectHerevs San Diego Unifiedvs California
Low-income · 417 tested
English18%−2038%−1937%
Math11%−2132%−1728%
Hispanic or Latino · 442 tested
English18%−1937%−2038%
Math10%−2030%−1828%
English learners · 190 tested in English, 189 in math
English4%−48%−711%
Math4%−812%−812%
Students with disabilities · 81 tested · grades 3–6 and 8 only
English2%−1921%−1517%
Math0%−2020%−1515%

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

No published rate here for Asian, Black or African American, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Family and staff answers

What would families tell you?

Families can answer a short set of questions about King-Chavez Community Academy. 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

The school day

What is the school day like?

King-Chavez Community Academy has transitional kindergarten (TK). Our records do not hold school hours or before- and after-school care yet. Ask the office.

Transitional kindergarten (TK), 2025–26

36

TK students in 2025–26.

TK is California’s free public program for four-year-olds.

TK count: California Department of Education, Census Day enrollment, 2025–26. Find TK schools near you

The neighborhood

What is the area around King-Chavez Community Academy like?

These figures are for everyone who lives in ZIP code 92102. They are not figures for the families at King-Chavez Community Academy.

Typical household income in a year

$77,248

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 92102.

Typical home value
$750,000
People who live in this ZIP code
38,901
Typical age
34.3 years
Adults 25 and older with a four-year college degree
30%

What you can do

Who can act on King-Chavez Community Academy’s results?

The state has King-Chavez Community Academy in targeted support; its own board decides its plan.

What has the state flagged?

The state named it because results were low for students with disabilities. This support comes with a school improvement plan, which must use approaches with evidence behind them. Ask the principal to see the school improvement plan.

Federal designation under the Every Student Succeeds Act, 2025–26. Source 

Reading screening in kindergarten through grade 2

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.

California Education Code § 53008. Source 

Questions to ask

What should I ask, and when?

Bring these 10 questions to King-Chavez Community Academy. Confirm anything about applying with the school itself.

On a tour

  1. What does the school try before a suspension, and who talks with the family?8.3% suspended at least once, 2025–26 (63 of 760 students); average California elementary school: 1.6%
  2. How much of each day do English learners spend learning English, and how do families see their progress?36% 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 (97 of 268 students); California: 47%
  3. What extra help do students who are behind get, and how do you know it’s working?79% in English and 85% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (242 tested in English, 243 in math); California: 54% and 58%
  4. How does the dual-language approach it describes show up in an ordinary lesson?From its own words, on how it teaches.
  5. Which grades take part in “Cuyamaca Outdoor School”, and how often?From its own words, on programs.
  6. Which grades learn Spanish, and for how much of the day?From its own words, on languages.

Before you apply

  1. Which grades are accepting applications, and who is eligible?
  2. What are the deadlines, enrollment priorities, and lottery or waitlist steps?

At the office

  1. What time does the day start and end, and is any day shorter?
  2. What transportation and before- or after-school options are available?

Getting in

How do I get in?

Ask King-Chavez Community Academy how it admits students. Charter schools set their own enrollment steps and dates.

Where it is

Where is King-Chavez Community Academy?

Address
415 31st Street, San Diego 92102Get directions (opens Google Maps in a new tab)
Administrator
Gerry GuevaraAs the state’s school directory lists it, last updated August 11, 2025.

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 King-Chavez Community Academy how it admits students. Charter schools set their own enrollment steps and dates. See the details ↓

Is King-Chavez Community Academy a good school?

King-Chavez Community Academy has a Scope Score of 65. It scored higher than 1 in 100 of California’s 5,726 scored public elementary schools (Needs Support, 1st percentile, spring 2026).

  • Grades 6–8: higher than 1 in 100 California middle schools we score (1st percentile, Needs Support, 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 18 in 100 at the average San Diego Unified elementary school. 8.3% of students (63 of 760) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. See the details ↓

How does grade 3 do in math?

Grade 3 stands apart in math: 26% scored Proficient or Advanced, against 15% across grades 3–5 here, spring 2026. Each grade is a different group of students, so this describes one year’s class. See the details ↓

How do kids like mine do here?

In spring 2026, 18% of low-income students in grades 3–8 at King-Chavez Community Academy in San Diego scored Proficient or Advanced in English, against 37% for the same group across California. See the details ↓

What does its own plan pay for?

In its 2026–27 plan, $14.6 million is planned for 15 funded actions in 4 goals. That’s all of its general fund budget. These are planned amounts; the charter school reports what it spent in a later plan.

What should I ask on a visit?

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

Its own plan

What does King-Chavez Community Academy’s own plan commit to?

$14.6 million is planned for 15 funded actions in 4 goals. That’s all of its general fund budget.

$14.6million

planned in the school’s own plan for 2026–27

The three largest actions in the plan

  • Base Staffing$5.7 million
  • Facilities, Operations, and Safety$2.4 million
  • Special Education$1.5 million

These are planned amounts; the charter school reports what it spent in a later plan. Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 65 pages), as posted to the California School Dashboard.

The whole plan: every goal, what it measures and what it pays for

The plan lists what the school commits to spend and measure.

The 2026–27 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 65 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 66% of the money. The plan itself puts 76% of it toward staff.

  • Base Staffing $5.7 million
  • Facilities, Operations, and Safety $2.4 million
  • Special Education $1.5 million
  • 12 other actions
Reading, math and catch-up help

4 of the plan’s 15 funded actions name reading, math, catch-up help or English learners in their titles.

  • Catch-up help $385,823
  • English learners $561,047

Largest of these

  • Designated ELD$387,851
  • Response to Instruction and Intervention (RTI2)$385,823
  • Integrated ELD$107,857
For high-need students

It plans $1.8 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $1.6 million and estimates it spent $1.6 million, the same as planned.

What changed

The total is $1.9 million (15%) higher than in the 2025–26 plan. The biggest change in dollars is Student Engagement, which went from $98,086 to $1.1 million.

Largest cuts

  • Community Engagement−⁠$1.0 million
  • Response to Instruction and Intervention (RTI2)−⁠$191,144

Largest increases

  • Student Engagement+⁠$1.0 million
  • Special Education+⁠$565,143
  • Professional Development+⁠$65,553

New in the 2026–27 plan

  • Base Staffing$5.7 million

Ask: What did Community Engagement pay for, and what changes now that the 2026–27 plan gives it $1.0 million 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 3–5 only: 21% in English and 15% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure2024–252025–26Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1 · Academic achievement35%19%down 16 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1 · Academic achievement25%11%down 14 pts
Chronically absentGoal 3 · A caring and inclusive school community27 in 10018 in 1009 fewer in 100
Suspended at least onceGoal 3 · A caring and inclusive school community0.6%8.3%up 7.7 pts
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25English learners · Goal 2 · Close the English Learner achievement gap8%4%down 4 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25English learners · Goal 2 · Close the English Learner achievement gap4%4%no change

Goal 4 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
  • Base Staffing · $5,702,469
  • Facilities, Operations, and Safety · $2,412,729
  • Special Education · $1,485,396
The full plan4 goals, 21 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 ($14.6 million).

Where does the money go?

58% to Goal 4, A safe and functional learning environment. 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.

G1
G2
G3
G4

Change since the 2025–26 plan, same title

  • fell 25% or more
  • fell 10–25%
  • fell 2–10%
  • within 2%
  • grew 2–10%
  • grew 10–25%
  • grew 25% or more
  • new or renamed title
  • not compared: unconfirmed, or repeated across goals

Every goal, in the plan’s order

Goal 1Academic achievement$2.2 million15% of action budgets

3 funded actions · 2025–26 plan: $1.8 million (+⁠$439,552) · p. 7 ↗

Largest funded actions

  1. Special Education$1.5 millionaction 1.3 · p. 28 ↗
  2. Response to Instruction and Intervention (RTI2)$0.4 millionaction 1.1 · p. 28 ↗ · marked as contributing to high-need services
  3. Professional Development$0.4 millionaction 1.2 · p. 28 ↗

Changes from last year’s plan, same title

  1. Special Education+⁠$0.6 million$0.9 million → $1.5 million · p. 28 ↗
  2. Response to Instruction and Intervention (RTI2)−⁠$191,144$576,967 → $385,823 · p. 28 ↗
  3. Professional Development+⁠$65,553$293,726 → $359,279 · p. 28 ↗

How the plan measures it · 5 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 7 ↗.

Goal 2 · Focus GoalClose the English Learner achievement gap$561,0474% of action budgets

3 funded actions · 2025–26 plan: $547,138 (+⁠$13,909) · p. 12 ↗

Largest funded actions

  1. Designated ELD$387,851action 2.2 · p. 28 ↗ · marked as contributing to high-need services · of which $344,505 is state funding counted toward those services
  2. Integrated ELD$107,857action 2.1 · p. 28 ↗ · marked as contributing to high-need services
  3. Support for At-Risk English Learners$65,339action 2.3 · p. 28 ↗ · marked as contributing to high-need services

Changes from last year’s plan, same title

  1. Support for At-Risk English Learners+⁠$21,100$44,239 → $65,339 · p. 28 ↗
  2. Designated ELD−⁠$7,191$395,042 → $387,851 · p. 28 ↗

Every other line in this goal, against last year’s plan

  • Integrated ELD · $107,857 → $107,857 · p. 28 ↗unchanged

How the plan measures it · 5 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 12 ↗.

Goal 3A caring and inclusive school community$3.3 million23% of action budgets

5 funded actions · 2025–26 plan: $3.3 million (+⁠$32,334) · p. 16 ↗

Largest funded actions

  1. Community Engagement$1.2 millionaction 3.1 · p. 28 ↗
  2. Student Engagement$1.1 millionaction 3.3 · p. 28 ↗
  3. Socio-Emotional and Behavioral (SEB) Supports$0.7 millionaction 3.4 · p. 28 ↗ · marked as contributing to high-need services · of which $674,423 is state funding counted toward those services
  4. Attendance$0.1 millionaction 3.5 · p. 29 ↗ · marked as contributing to high-need services
  5. Parent Engagement$0.1 millionaction 3.2 · p. 28 ↗

Changes from last year’s plan, same title

  1. Student Engagement+⁠$1.0 million$0.1 million → $1.1 million · p. 28 ↗
  2. Community Engagement−⁠$1.0 million$2.2 million → $1.2 million · p. 28 ↗
  3. Socio-Emotional and Behavioral (SEB) Supports+⁠$199$723,207 → $723,406 · p. 28 ↗

Every other line in this goal, against last year’s plan

  • Attendance · $136,528 → $136,528 · p. 29 ↗unchanged
  • Parent Engagement · $118,324 → $118,324 · p. 28 ↗unchanged

How the plan measures it · 6 measures · 1 quoted

  • Expulsion Rate p. 17 ↗
    Baseline
    2022-2023 0%
    Target for year 3
    <0.5% over the LCAP term

5 more measures in the plan’s table.

Goal 4 · Maintenance of Progress GoalA safe and functional learning environment$8.5 million58% of action budgets

4 funded actions · 2025–26 plan: $7.1 million (+⁠$1.4 million) · p. 21 ↗

Largest funded actions

  1. Base Staffing$5.7 millionaction 4.1 · p. 29 ↗
  2. Facilities, Operations, and Safety$2.4 millionaction 4.4 · p. 29 ↗
  3. Instructional materials$0.2 millionaction 4.3 · p. 29 ↗
  4. General supplies$0.1 millionaction 4.2 · p. 29 ↗

Changes from last year’s plan, same title

  1. Facilities, Operations, and Safety+⁠$0.1 million$2.4 million → $2.4 million · p. 29 ↗
  2. Instructional materials+⁠$54,897$181,763 → $236,660 · p. 29 ↗
  3. General supplies+⁠$23,012$108,069 → $131,081 · p. 29 ↗

Every other line in this goal, against last year’s plan

  • Base Staffing · $5.7 million · p. 29 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 5 measures · 2 quoted

  • Master schedule: % of students who have access to and are enrolled in the broad course of study described in the school's charter p. 22 ↗
    Baseline
    2023-2024 100%
    Target for year 3
    100%
  • Curriculum: % of students with access to sufficient standards-aligned instructional materials p. 22 ↗
    Baseline
    2023-2024 100%
    Target for year 3
    100%

3 more measures in the plan’s table.

All amounts are planned. We read them from the PDF and added up each goal’s actions ourselves. Page links open the plan at that page.

The full record

Source records

This page is built from 11 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
11
Sources
California Department of EducationU.S. Census Bureau
State test years
2022–2026

Results

Students

Money and staff

Place, downloads and method

Score factorssource values, index and weights · 2025–26 · ranked #5,631 of 5,726 California elementary schools we score · #137 of 137 in San Diego Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math5%3442%
Proficient or Advancedaverage of English and math18%3023%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+64 scale-score pts3020%
Chronically absent18 in 100485%
Suspension rate8.3% (63 of 760)05%
English learners: top level4%325%

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. 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 year2025–26 · each year’s inputs, and the score for each year we could verify

Scope Score

School yearScope ScorePercentileRankComparison group
2025–26651#5631California elementary schools · 5,726 schools · current formula
School yearChronic absenceSuspensionGrade gap (points)
2025–2618 in 1008.3% (63 of 760)−12

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 year2022–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English4524%19%
2026 · Math4522%11%
2025 · English6912%35%
2025 · Math696%25%
2024 · English873%11%
2024 · Math887%18%
2023 · English760%4%
2023 · Math790%14%
2022 · English4010%25%
2022 · Math408%22%

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 3 · English6935%
2025 · Grade 3 · Math6925%
2024 · Grade 3 · English8711%
2024 · Grade 3 · Math8818%
2023 · Grade 3 · English764%
2023 · Grade 3 · Math7914%
2022 · Grade 3 · English4025%
2022 · Grade 3 · Math4022%

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
Schoolwide1520%7%56%37%

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-income41718%−20−19
Hispanic or Latino44218%−19−20
English learners1904%−4−7
Growth recordsgrade 5 against the same school’s grade 3 two years earlier, partly different children

Grade 5 in 2026 against grade 3 in 2024 · English

English · 2024 · Grade 3
3%
exceeded standard · 11% met or exceeded
CDE CAASPP 2024 · 87 English test records with scores
English · 2026 · Grade 5
4%
Advanced · 20% Proficient or Advanced
CDE CAASPP 2026 · 83 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 84 (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.

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 · 27 in 100 → 2025–26 · 18 in 100 · −9 in 100
Suspension rate2024–25 · 0.6% (2 of 357) → 2025–26 · 8.3% (63 of 760) · +7.7 percentage points
Group2018–192025–26Change
Female—20 in 100—
Male—16 in 100—
Hispanic or Latino—18 in 100—
Students with disabilities—24 in 100—
English learners—19 in 100—
Low-income—18 in 100—
All students—18 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$15,976 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 97,968 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$21,967 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
Instruction 63%Instruction support 12%Student services 12%Administration 5%Buildings & maintenance 7%Other 1%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$1,223,482,46063.42%63%
Instruction support$225,845,21211.71%12%
Student services$233,097,57212.08%12%
Administration$95,033,7834.93%5%
Buildings & maintenance$141,086,5867.31%7%
Other$10,769,2860.56%1%
Total$1,929,314,899100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $1,929,314,899 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$15,976 per pupil
2020$14,540 per pupil
2019$14,457 per pupil
2018$11,416 per pupil
2017$11,708 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 holders5.9%

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 92102 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 92102 area
MeasureEstimate
Median household income$77,248
Bachelor's degree or higher (adults 25+)30%
ZIP-area population38,901
Median age34.3 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 92102 →

Downloads, embed and methodologyCSV · embed code · sources · corrections

Embed this scorecard

<iframe
  src="https://schoolscope.co/embed/school/king-chavez-primary-academy-0190"
  width="100%" height="210" loading="lazy"
  style="border:0;border-radius:12px"
  title="King-Chavez Community Academy — SchoolScope scorecard">
</iframe>

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

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 · Data updated October 15, 2026

  • Its Scope Score is an elementary school score; results for its other grades are in these records.

How we analyzeRequest a correction