English
22%
scored Proficient or Advanced.
463217California alternative high schools33%
Alternative school · Kit Carson Union Elementary
Kings Valley Academy II
312 West Seventh Street, Hanford · 1,090 students · Grades K–12
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Campus map · © OpenStreetMap
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.
Needs Support15th percentile. Ranked only against California alternative high schools. Higher than 15 of the 97 other scored California alternative high schools.
Kings Valley Academy II is an alternative school. Students are enrolled through a placement, application, or referral process specific to the program.
In 2024–25, 24% of the class graduated in four years (86 of 353); across California’s alternative high schools, 35%.
Source for this line
- Source
- CDE four-year adjusted cohort graduation rate (ACGR), 2024–25
- Students
- students who started 9th grade together: 353
- Comparison
- Alternative high schools with a graduation record: graduates divided by students who started 9th grade together, across 122 public schools’ rows (our combination, not CDE’s published state rate; 8,737 of 24,956). It counts every school with a graduation record, so it can differ from the number of schools we rank.
In its own words
What does Kings Valley Academy II 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.
“We are locally controlled, tuition free, and we give students the flexibility and one-on-one attention they need to succeed.”
How it teaches
Personalized Learning with flexible schedules and one-on-one teacher mentoring
See the page · link not verifiedPrograms
Credit Recovery – graduate with us or return to your previous school to graduate with friends.
See the page · link not verified
Every line here is from kingsvalleycharter2.org, read October 23, 2026.
Over time
Have results changed?
Results in both subjects were similar to 2025. English went from 26% to 22% and math from 5% to 6%.
Share at the state’s top two test levels, 2018 to 2026
Grade 11. Point at a year, tap it or use the arrow keys to read its figures.
English
No comparable testsNo tests25%50%75%201820192022202320242025202615%22%Kings Valley Academy IIThis school
Math
No comparable testsNo tests25%50%75%20182019202220232024202520260%6%Kings Valley Academy IIThis school
The lines break where a year has no comparable state test results. Each spring tests a different group of students. 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.
| Spring | Kings Valley Academy II | Tested here |
|---|---|---|
| 2018 | 15% | 207 |
| 2019 | 21% | 261 |
| 2022 | 27% | 237 |
| 2023 | 27% | 276 |
| 2024 | 26% | 256 |
| 2025 | 26% | 278 |
| 2026 | 22% | 270 |
| Spring | Kings Valley Academy II | Tested here |
|---|---|---|
| 2018 | 0% | 205 |
| 2019 | 1% | 258 |
| 2022 | 2% | 237 |
| 2023 | 3% | 279 |
| 2024 | 2% | 257 |
| 2025 | 5% | 278 |
| 2026 | 6% | 268 |
Tests
How does Kings Valley Academy II compare with California alternative schools?
Well below California alternative schools in English (reading and writing); below them in math.
Math
6%
scored Proficient or Advanced.
8410California alternative high schools14%
MinimalDeveloping levelProficientAdvanced
In grade 11, spring 2026, 22% scored Proficient or Advanced in English and 6% in math, against 33% and 14% at California alternative schools.
The state published these results on October 15, 2026. What changed across California. Spring 2026, grade 11 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).
How does math compare with English?
In grade 11, spring 2026, math trails English by 16 percentage points in the share who scored Proficient or Advanced, against 19 points at California alternative schools. The grade 11 cards above give each subject’s share.
All four test levels, with the number of students tested
| Students | Advanced | Proficient | Developing level | Minimal | Tested |
|---|---|---|---|---|---|
| English, grade 11 · This school | 5% | 17% | 32% | 46% | 270 |
| English, grade 11 · California alternative high schools | 10% | 23% | 29% | 38% | 11,827 |
| Math, grade 11 · This school | 5% | 1% | 10% | 84% | 268 |
| Math, grade 11 · California alternative high schools | 8% | 6% | 12% | 74% | 11,786 |
Spring 2026, grade 11 combined: 270 tested in English, 268 tested in math. California alternative schools combines those schools’ results, weighted by students tested (our calculation).
Who goes here
Who goes here?
Hispanic or Latino students are the largest group here, at 54% of students. 854 of 1,316 students missed 10% or more of school days.
Missing school, 2025–26
612023–24692024–25652025–26
65in 100
students were chronically absent. That means they missed 10% or more of school days (854 of 1,316 students).
At the average California alternative high school we score: 44 in 100.
Suspensions: 0 students were suspended at least once. Average California alternative high school we score 1.0%.
Students, 2024–25
1,090
students in grades K–12.
Hispanic or Latino 54%White 37%Two or more races 4%Black or African American 3%American Indian or Alaska Native 1%
Family income
91%
of students qualified for free or reduced-price meals in 2024–25, 995 of 1,090.
Teachers, 2024–25
47
teachers, with 13 years of experience on average.
0% were in their first year.
23% of teaching positions had the right credential, 2021–22.
English learners
25%
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 (43 of 173 students).
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.
Full student mix, 2025–26
| Students | Here |
|---|---|
| Hispanic or Latino | 54% |
| White | 37% |
| Two or more races | 4% |
| Black or African American | 3% |
| American Indian or Alaska Native | 1% |
| Asian | — |
| Filipino | — |
| 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: 9.2 of 39.8 full-time teaching positions. It counts positions, not individual teachers.
Student groups
How do kids like mine do here?
Three student groups scored below the same groups at California alternative high schools in English.
This schoolThe same group, California alternative high schools
- White132 tested24%California alternative high schools 38%
- Low-income235 tested21%California alternative high schools 30%
- Hispanic or Latino116 tested18%California alternative high schools 31%
- English learners53 tested6%California alternative high schools 8%
- Students with disabilities41 tested5%California alternative high schools 15%
24% of White students scored Proficient or Advanced in English (grade 11, spring 2026), against 38% for the same group at California alternative high schools. Hispanic or Latino and low-income students also scored below the same groups at California alternative high schools; the chart gives their figures. Every group’s math results are in the table below.
Share who scored Proficient or Advanced, grade 11 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 against California alternative high schools
Low-income is the state’s “socioeconomically disadvantaged” group.
Proficient or Advancedgrade 11 · spring 2026
| Group and subject | Here | vs California alternative high schools |
|---|---|---|
| Low-income · 235 tested in English, 234 in math | ||
| English | 21% | −930% |
| Math | 6% | −713% |
| White · 132 tested | ||
| English | 24% | −1438% |
| Math | 10% | −1020% |
| Hispanic or Latino · 116 tested in English, 115 in math | ||
| English | 18% | −1331% |
| Math | 3% | −912% |
| English learners · 53 tested | ||
| English | 6% | −28% |
| Math | 6% | −410% |
| Students with disabilities · 41 tested | ||
| English | 5% | −1015% |
| Math | 5% | −38% |
Each gap is to the same group, grades and subject at California alternative high schools. No group that is behind at California alternative high schools does 10 or more points better here.
No published rate here for Asian, Black or African American, Filipino, 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.
After high school
How many students here graduate, and where do they go next?
24% of students graduated in four years in 2024–25. That compares with 35% at California alternative high schools. 7% were ready for college or career (state measure) in 2024–25. 35% of the class of 2023 enrolled in college within 12 months.
ready for college or career (state measure), 2024–25
7%
of graduates finished the UC/CSU course list, 2024–25
5%
Graduation, college and university records
Preparation · each measure describes a different student group
Graduated in four years
24%
California alternative high schools: 35%
Ready for college or career (state measure)
7%
California alternative high schools: 11%
Finished the UC/CSU course list
5%
California alternative high schools: 19%
Destinations · class of 2023
Where students who finished high school went
35% enrolled in college within 12 months · 164 students who finished high school
- University of California0 · 0%
- California State University1 · 1%
- California community college53 · 32%
- In-state private1 · 1%
- Out-of-state, 4-year2 · 1%
- Out-of-state, 2-year1 · <1%
- Not enrolled106 · 65%
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.
Where the class of 2023 went
35%enrolled in college within a year
164 completers, class of 2023
- University of California0 (0%)
- California State University1 (1%)
- California community college53 (32%)
- In-state private1 (1%)
- Out-of-state, 4-year2 (1%)
- Out-of-state, 2-year1 (0%)
- Not enrolled106 (65%)
Source: CDE’s college-going rate for the class of 2023 (enrolled in college within 12 months). Shares are our arithmetic: count ÷ completers, rounded together so they total 100. A dash means we have no figure for that row; it isn’t zero.
Where these figures come fromEach measure’s source, student group and definition
- Graduated in four years
- 2024–25 · 86 of 353 students who started 9th grade together. California Department of Education, adjusted cohort graduation records. Comparison is SchoolScope’s combination of graduates and cohort counts across the reference schools, not CDE’s published state rate.
- Ready for college or career (state measure)
- 2024–25 · 24 of 358 students in the state’s measure. California Department of Education, College/Career Indicator (CCI), overall “Prepared” rate, among the students in the indicator’s group. Prepared is CDE’s overall classification, not AP participation or a college admission rate. Comparison is SchoolScope’s combination of Prepared students and indicator students across California alternative high schools, not a CDE figure.
- Finished the UC/CSU course list
- 2024–25 · 4 of 86 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment. Comparison is SchoolScope’s combination of graduates who finished the list across California alternative high schools, not a CDE figure.
- 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.
Advanced courses on record
What other courses and pathways are on record?
- College courses in high school (dual enrollment)
- 267 students took one
The neighborhood
What is the area around Kings Valley Academy II like?
These figures are for everyone who lives in ZIP code 93280. They are not figures for the families at Kings Valley Academy II.
Typical household income in a year
$51,388
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 93280.
- Typical home value
- $274,900
- People who live in this ZIP code
- 27,407
- Typical age
- 30.5 years
- Adults 25 and older with a four-year college degree
- 6%
What you can do
Who can act on Kings Valley Academy II’s results?
The state has Kings Valley Academy II in its most intensive support; its own board decides its plan.
Where is its yearly plan?
Kit Carson Union Elementary authorized this charter; its current term ends June 30, 2028.
Authorizer from the California Department of Education’s charter term file; term from its Charter School Database, checked October 22, 2026. Source
What has the state flagged?
2025–26 is its 4th year in a row in this support. The state named it for its graduation rate. This support comes with a school improvement plan, which must use approaches with evidence behind them and look at how money and staff are divided among schools. Ask the principal to see the school improvement plan.
Federal designation under the Every Student Succeeds Act, 2025–26. Source
Extra state help
The state is giving Kings Valley Academy II extra help in 2026, because of results for English learners, Hispanic or Latino students, long-term English learners and students with disabilities.
Extra help for Kings Valley Academy II: CDE’s assistance status file for the 2026 California School Dashboard. 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 11 questions to Kings Valley Academy II. Confirm anything about applying with the school itself.
On a tour
- How much of each day do English learners spend learning English, and how do families see their progress?25% 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 (43 of 173 students); California: 47%
- What extra help do Hispanic students get, and how do you know it’s working?3% of Hispanic students scored Proficient or Advanced in math, grade 11, spring 2026 (115 students tested); the same group at California alternative high schools: 12%
- Which courses and career pathways does the school run, and who can enroll?
- How do counselors help students plan for college, training or work?
- What support is available when a student falls behind on graduation requirements?
- How does this approach show up in an ordinary lesson?From its own words, on how it teaches.
- Which grades take part in these programs, and how often?From its own words, on programs.
Before you apply
- Which grades are accepting applications, and who is eligible?
- What are the deadlines, enrollment priorities, and lottery or waitlist steps?
At the office
- What time does the day start and end, and is any day shorter?
- What transportation and before- or after-school options are available?
Ask families and staff yourselfWhat to ask the people at Kings Valley Academy II
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.
Getting in
How do I get in?
Ask Kings Valley Academy II how it admits students. Charter schools set their own enrollment steps and dates.
Where it is
Where is Kings Valley Academy II?
- Address
- 312 West Seventh Street, Hanford 93280Get directions (opens Google Maps in a new tab)
- Office
- (559) 242-2506
- Administrator
- Gagendeep GillAs the state’s school directory lists it, last updated August 9, 2023.
Nearby high schools
The closest first, by straight-line distance from this campus. No standing is shown beside Kings Valley Academy II: it is compared only with schools of its own kind.
- Hanford Online CharterHanford Joint Union High · 0.4 mi · Charter school. Check how it admits students.
- Hanford West HighHanford Joint Union High · 0.6 mi
- Hanford HighHanford Joint Union High · 1.2 mi
- Sierra Pacific HighHanford Joint Union High · 2.4 mi
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 8 common questions
How do I get in?
Ask Kings Valley Academy II how it admits students. Charter schools set their own enrollment steps and dates. See the details ↓
Is Kings Valley Academy II a good alternative school?
Kings Valley Academy II scores higher than 15 in 100 of the 98 California alternative high schools we score, compared only within that group: 15th percentile, Needs Support, spring 2025. Why alternative schools are ranked separately. See the details ↓
How often do students miss school or get suspended?
In 2025–26, 65 in 100 students missed 10% or more of school days, against 44 in 100 at the average California alternative high school we score. 0 of 1,447 students were suspended at least once in 2025–26, against 1.0% at the average California alternative high school we score. See the details ↓
How do kids like mine do here?
In spring 2026, 21% of low-income students in grade 11 at Kings Valley Academy II in Hanford scored Proficient or Advanced in English, against 30% for the same group at California alternative high schools. See the details ↓
What could my child study here?
267 students took a college course for credit in 2023–24, by the federal Civil Rights Data Collection. See the details ↓
Where do students go after finishing high school here?
35% of the class of 2023 enrolled in college within 12 months, by CDE’s college-going records. See the details ↓
What does its own plan pay for?
In its 2026–27 plan, $16.2 million is planned for 21 funded actions in 4 goals. That’s 81% of its $20.1 million 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 Kings Valley Academy II’s own plan commit to?
$16.2 million is planned for 21 funded actions in 4 goals. That’s 81% of its $20.1 million general fund budget.
$16.2million
planned in the school’s own plan for 2026–27The three largest actions in the plan
- Teachers and staff are qualified and appropriately assigned$5.2 million
- Educational Materials for Effective School Program$5.2 million
- All academic interventions and program materials$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, 137 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, 137 pages), as posted to the California School Dashboard.
Where the money goes
Three actions take 73% of the money. The plan itself puts 56% of it toward staff.
- Teachers and staff are qualified and appropriately assigned $5.2 million
- Educational Materials for Effective School Program $5.2 million
- All academic interventions and program materials $1.5 million
- 18 other actions
Reading, math and catch-up help
5 of the plan’s 21 funded actions name reading, math, catch-up help or English learners in their titles.
- Catch-up help $3.1 million
- English learners $0.7 million
An action naming two of these appears under both.
Largest of these
- All academic interventions and program materials$1.5 million
- Long-term English Learners (LTEL) and English Learners support staff, interventions, and materials$743,000
- Tutoring and supports for students$680,000
For high-need students
It plans $4.3 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $4.7 million and estimates it spent $4.9 million, $0.2 million (3%) more than planned (our arithmetic).
What changed
The total is $2.0 million (11%) lower than in the 2025–26 plan. The biggest change in dollars is Teachers and staff are qualified and appropriately assigned, which went from $6.5 million to $5.2 million.
Largest cuts
- Teachers and staff are qualified and appropriately assigned−$1.4 million
- Educational Materials for Effective School Program−$384,782
- Long-term English Learners (LTEL) and English Learners support staff, interventions, and materials−$206,241
New in the 2026–27 plan
- LREBG - Intervention programs and support personnel to support students$201,920
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 grade 11 only: 22% in English and 6% in math, spring 2026.
| Measure | 2024–25 | 2025–26 | Change |
|---|---|---|---|
| English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 2 | 26% | 22% | down 4 pts |
| Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1 and 2 | 5% | 6% | up 1 pt |
| Suspended at least onceGoal 3 · Increase Student Retention | 0 of 1,618 | 0 of 1,447 | 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
- Teachers and staff are qualified and appropriately assigned · $5,195,496
- Educational Materials for Effective School Program · $5,178,812
- All academic interventions and program materials · $1,454,074
The full plan4 goals, 30 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 ($16.2 million).
Where does the money go?
52% to Goal 1, Increase Academic Progress. 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
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
- small actions drawn together
Every goal, in the plan’s order
Goal 1 · Focus GoalIncrease Academic Progress$8.4 million52% of action budgets
“This is a focus goal for increasing academic progress for all students, especially our English Language learners, low-income and foster youth, who struggled during the previous year. In the next three years, we will have mitigated the negative impact learning loss had on our students, and we will see improvement in our NWEA, EL reclassification, credit completion and graduation rates” p. 35 ↗
8 funded actions · 2025–26 plan: $9.9 million (−$1.5 million)
Largest funded actions
- Teachers and staff are qualified and appropriately assigned$5.2 millionaction 1.6 · p. 98 ↗
- All academic interventions and program materials$1.5 millionaction 1.2 · p. 98 ↗ · marked as contributing to high-need services
- Long-term English Learners (LTEL) and English Learners support staff, interventions, and materials$0.7 millionaction 1.1 · p. 98 ↗ · marked as contributing to high-need services
- Tutoring and supports for students$0.7 millionaction 1.3 · p. 98 ↗ · marked as contributing to high-need services
- LREBG - Intervention programs and support personnel to support students$0.2 millionaction 1.8 · p. 98 ↗
3 more funded actions in this goal
- Counseling students towards graduation and materials · action 1.4 · p. 98 ↗ · marked as contributing to high-need services$0.1 million
- Student activities that increase learning efforts · action 1.5 · p. 98 ↗ · marked as contributing to high-need servicesunder $0.1 million
- Professional Development to Support English Learners and LTELs · action 1.7 · p. 98 ↗ · marked as contributing to high-need servicesunder $0.1 million
Changes from last year’s plan, same title
- Teachers and staff are qualified and appropriately assigned−$1.4 million$6.5 million → $5.2 million · p. 98 ↗
- Long-term English Learners (LTEL) and English Learners support staff, interventions, and materials−$206,241$949,241 → $743,000 · p. 98 ↗
- All academic interventions and program materials−$0.1 million$1.6 million → $1.5 million · p. 98 ↗
Every other line in this goal, against last year’s plan
- Tutoring and supports for students · $675,000 → $680,000 · p. 98 ↗+$5,000
- LREBG - Intervention programs and support personnel to support students · $201,920 · p. 98 ↗new or renamed
- Counseling students towards graduation and materials · $185,000 → $95,000 · p. 98 ↗−$90,000
- Student activities that increase learning efforts · $11,000 → $11,000 · p. 98 ↗unchanged
- Professional Development to Support English Learners and LTELs · $2,000 → $5,000 · p. 98 ↗+$3,000
A reworded title counts as new.
How the plan measures it · 8 measures · 3 quoted
- Reading – Lexile Growth – local metric p. 36 ↗
- Baseline
- All: 953.88 …
- Target for year 3
- All: 1120 …
- Mathematics -Quantile Growth - local NWEA p. 36 ↗
- Baseline
- All: 788.04 …
- Target for year 3
- All: 820 …
- Average Credit Completion – local metric p. 37 ↗
- Baseline
- All: 2.74 …
- Target for year 3
- All: 4.0 …
5 more measures in the plan’s table.
Goal 2Students Will Gain Skills for College and Career-Readiness: This is a broad goal for helping students gain…$7.2 million45% of action budgets
“Students Will Gain Skills for College and Career-Readiness: This is a broad goal for helping students gain skills for college and career-readiness for all students, including low-income, English learners and foster youth students” p. 53 ↗
6 funded actions · 2025–26 plan: $7.7 million (−$514,503)
Largest funded actions
- Educational Materials for Effective School Program$5.2 millionaction 2.5 · p. 99 ↗
- Safe and Secure Facilities$1.3 millionaction 2.6 · p. 99 ↗
- Career and college-readiness for English Learners, low income and foster youth students$0.6 millionaction 2.1 · p. 99 ↗ · marked as contributing to high-need services
- Technology Access & Support$0.1 millionaction 2.3 · p. 99 ↗ · marked as contributing to high-need services
- Professional development addressing English Learners, low income, and foster youth studentsunder $0.1 millionaction 2.2 · p. 99 ↗ · marked as contributing to high-need services
1 more funded action in this goal
- Support for Standards-based Curriculum and Instruction · action 2.4 · p. 99 ↗ · marked as contributing to high-need servicesunder $0.1 million
Changes from last year’s plan, same title
- Educational Materials for Effective School Program−$0.4 million$5.6 million → $5.2 million · p. 99 ↗
- Career and college-readiness for English Learners, low income and foster youth students−$100,000$700,000 → $600,000 · p. 99 ↗
- Safe and Secure Facilities−$40,970$1.4 million → $1.3 million · p. 99 ↗
Every other line in this goal, against last year’s plan
How the plan measures it · 8 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 53 ↗.
Goal 3 · Maintenance of Progress GoalIncrease Student Retention$576,1144% of action budgets
“This is a maintenance goal for student retention. It is designed to continue the success we have had with addressing student disengagement from their schooling and supporting their decision to either rematriculate or graduate through our program. We have safe and welcoming facilities, with a positive school climate, which effectively encourages students to remain engaged in their schooling experience” p. 65 ↗
4 funded actions · 2025–26 plan: $538,753 (+$37,361)
Largest funded actions
- Student Retention$251,753action 3.1 · p. 99 ↗ · marked as contributing to high-need services
- Social and Emotional Supports$177,000action 3.2 · p. 99 ↗ · marked as contributing to high-need services
- Access to Nutrition$118,961action 3.4 · p. 99 ↗ · marked as contributing to high-need services
- Access to Transportation$28,400action 3.3 · p. 99 ↗ · marked as contributing to high-need services
Changes from last year’s plan, same title
- Access to Nutrition+$23,961$95,000 → $118,961 · p. 99 ↗
- Access to Transportation+$13,400$15,000 → $28,400 · p. 99 ↗
Every other line in this goal, against last year’s plan
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. 65 ↗.
Goal 4 · Maintenance of Progress GoalIncrease Educational Partners’ Engagement$19,000under 1% of action budgets
“This is a maintenance goal for sustaining our educational partners’ meaningful engagement. We believe that student, staff and parent/family participation improves the school community. We encourage all of our educational partners to participate in meaningful ways to promote positive school outcomes, such as safety and connectedness” p. 74 ↗
3 funded actions · 2025–26 plan: $19,000 (unchanged)
Largest funded actions
- Educational Partner Engagement$10,000action 4.3 · p. 99 ↗ · marked as contributing to high-need services
- Community/Parent Liaison and Meaningful School Activities$7,000action 4.1 · p. 99 ↗ · marked as contributing to high-need services
- Translation and Outreach Services$2,000action 4.2 · p. 99 ↗ · marked as contributing to high-need services
Every other line in this goal, against last year’s plan
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. 74 ↗.
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 14 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
- 14
- Sources
- California Department of EducationU.S. Census BureauU.S. Department of Education, Office for Civil RightsNational Student Clearinghouse
- State test years
- 2018–2026
Results
Students
After high school
Money and staff
Place, downloads and method
Score factorssource values and weights · 2024–25 · ranked #83 of 98 California alternative high schools we score
| Factor | School | Weight |
|---|---|---|
| Graduation rate | 24% | 25% |
| Exceeded standardaverage of English and math | 4% | 22% |
| Ready for college or career (state measure) | 7% | 20% |
| Met or exceededaverage of English and math | 16% | 18% |
| Chronically absent | 69 in 100 | 5% |
| Suspension rate | 0 of 1,618 | 5% |
| English learners: top level | 7% | 5% |
Kings Valley Academy II is ranked only among California alternative high schools, so this table sets it beside no other school; the chapters above compare each figure with that class. School values are from 2024–25. 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.
Scope Score by year2018–19 to 2024–25 · each year’s inputs, and the score for each year we could verify
The 2024–25 Scope Score, in the current-formula row below, uses the state’s college-or-career readiness measure, 2024–25. No verified earlier Scope Scores are available here.
Scope Score
| School year | Scope Score | Percentile | Rank | Comparison group |
|---|---|---|---|---|
| 2024–25 | — | 15 | #83 | California alternative high schools · 98 schools · current formula |
2018–19, 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 |
|---|---|---|
| 2018–19 | not on file | not on file |
| 2021–22 | not on file | not on file |
| 2022–23 | not on file | not on file |
| 2023–24 | 61 in 100 | 0.1% (1 of 1,673) |
| 2024–25 | 69 in 100 | 0 of 1,618 |
Chronic absence and suspension are CDE’s all-students school rates for each year.
No 2019–20 or 2020–21 records in this SchoolScope series
Results by gradeEnglish and math · grade 11 · spring 2026 · % of tested students
What each level means: California's level descriptions.
English · 2025–26 results by grade
| English | Tested | Advanced | Proficient | Developing level | Minimal | Proficient or Advanced |
|---|---|---|---|---|---|---|
| Grade 11 | 270 | 5% | 17% | 32% | 46% | 22% |
Math · 2025–26 results by grade
| Math | Tested | Advanced | Proficient | Developing level | Minimal | Proficient or Advanced |
|---|---|---|---|---|---|---|
| Grade 11 | 268 | 5% | 1% | 10% | 84% | 6% |
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.
Every tested year2018–2026 · 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 | 270 | 5% | 22% |
| 2026 · Math | 268 | 5% | 6% |
| 2025 · English | 278 | 7% | 26% |
| 2025 · Math | 278 | 1% | 5% |
| 2024 · English | 256 | 5% | 26% |
| 2024 · Math | 257 | 1% | 2% |
| 2023 · English | 276 | 8% | 27% |
| 2023 · Math | 279 | 0% | 3% |
| 2022 · English | 237 | 6% | 27% |
| 2022 · Math | 237 | 0% | 2% |
| 2019 · English | 261 | 3% | 21% |
| 2019 · Math | 258 | 0% | 1% |
| 2018 · English | 207 | 2% | 15% |
| 2018 · Math | 205 | 0% | 0% |
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 11 · English | 278 | 26% |
| 2025 · Grade 11 · Math | 278 | 5% |
| 2024 · Grade 11 · English | 256 | 26% |
| 2024 · Grade 11 · Math | 257 | 2% |
| 2023 · Grade 11 · English | 276 | 27% |
| 2023 · Grade 11 · Math | 279 | 3% |
| 2022 · Grade 11 · English | 237 | 27% |
| 2022 · Grade 11 · Math | 237 | 2% |
| 2019 · Grade 11 · English | 261 | 21% |
| 2019 · Grade 11 · Math | 258 | 1% |
| 2018 · Grade 11 · English | 207 | 15% |
| 2018 · Grade 11 · Math | 205 | 0% |
Current 2025–26 grade results appear above. “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 | 22 | 5% | 18% | 77% | 0% |
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
| Group · English | Tested | Proficient or Advanced |
|---|---|---|
| Low-income | 235 | 21% |
| White | 132 | 24% |
| Hispanic or Latino | 116 | 18% |
Each group is compared with the same group at California alternative high schools under Every learner.
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 · 69 in 100 → 2025–26 · 65 in 100 · −4 in 100 |
| Suspension rate2024–25 · 0 of 1,618 → 2025–26 · 0 of 1,447 · 0.0 percentage points |
| Group | 2018–19 | 2025–26 | Change |
|---|---|---|---|
| Female | — | 61 in 100 | — |
| Male | — | 69 in 100 | — |
| Black or African American | — | 23 of 33 | — |
| Hispanic or Latino | — | 66 in 100 | — |
| American Indian or Alaska Native | — | 11 of 14 | — |
| Two or more races | — | 31 of 48 | — |
| White | — | 62 in 100 | — |
| Students with disabilities | — | 70 in 100 | — |
| English learners | — | 67 in 100 | — |
| Foster youth | — | 21 of 32 | — |
| Homeless | — | 44 of 59 | — |
| Military families | — | 19 of 29 | — |
| Low-income | — | 65 in 100 | — |
| All students | — | 65 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.
Graduation and readinessstate records · each rate for its own year and class of students
| Measure | Source record |
|---|---|
| This school · CCI overall Prepared | CDE College/Career Indicator · CCI source year 2025 · all students · all students in the current four-year graduation cohort, plus only Prepared fifth-year graduates from the prior cohort. Overall CCI Prepared rate 7% · numerator 24 students classified Prepared · denominator 358 CCI students. |
AP pathway among CCI Prepared studentsCDE College/Career Indicator · CCI source year 2025 · all students · AP pathway rate 0% · AP-pathway numerator 0 · denominator 24 (CCI Prepared students). This measure uses Prepared students as its denominator, not the whole CCI cohort; it is not an AP exam-taking rate or a count of AP courses offered. That cohort includes all students in the current four-year graduation cohort plus only Prepared fifth-year graduates from the prior cohort. In 2025 the pathway accepts two qualifying AP exams, two qualifying AP courses, or a combination of one of each in different subjects.
CDE's overall Prepared rate is the college-readiness factor in the Scope Score (20% of the high school score). The school rate is 24 of 358 CCI students, not the AP-only pathway or A–G completion rate. The school CCI rate has its own student cohort and source year.
Graduation rate
24%
AP route, among those ready for college or career
0%
2025 CDE CCI cohort · AP courses, exams, or both; share of students ready for college or career (CDE’s “Prepared”), not course offerings
Finished the UC/CSU course list (A–G)
5%
A–G are the 15 courses (across 7 subjects) required for UC/CSU eligibility
College-going rate
35%
These source periods and populations differ: graduation uses an adjusted cohort, while A–G completion and college-going use separately reported groups. The rates are shown individually, without a shared performance tier.
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 · 267 enrolled |
| Algebra I in grade 8 | not reported |
| Calculus sections | 0 |
| Physics sections | 0 |
| Chemistry sections | 6 |
| Reported male/female enrollment (CRDC) | 1,059 |
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 | 1 | 1% |
| California community college | 53 | 32% |
| In-state private | 1 | 1% |
| Out-of-state, 4-year | 2 | 1% |
| Out-of-state, 2-year | 1 | 0% |
| Not enrolled | 106 | 65% |
164 students who finished high school, class of 2023 · state-reported college-going rate 35% · % 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$13,275 per pupil
NCES F-33 · FY 2020–21 (2021) · fall district membership: 400 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$20,206 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 65%Instruction support 8%Student services 9%Administration 9%Buildings & maintenance 9%
| Group | Dollars | Share, to two decimals | Printed |
|---|---|---|---|
| Instruction | $4,318,535 | 64.47% | 65% |
| Instruction support | $558,859 | 8.34% | 8% |
| Student services | $594,134 | 8.87% | 9% |
| Administration | $615,421 | 9.19% | 9% |
| Buildings & maintenance | $589,425 | 8.80% | 9% |
| Total | $6,698,532 | 100.00% | 100% |
These shares are our arithmetic: each group’s dollars divided by the $6,698,532 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$13,275 per pupil
2020$12,490 per pupil
2019$12,293 per pupil
2018$12,916 per pupil
2017$12,195 per pupil
Staffing recordsstate teacher credential-and-placement and district salary records · each for its own year
Additional workforce records
Properly assigned intern credential holders0.8%
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 93280 · not the school’s students
| Measure | Estimate |
|---|---|
| Median household income | $51,388 |
| Bachelor's degree or higher (adults 25+) | 6% |
| ZIP-area population | 27,407 |
| Median age | 30.5 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 93280 →
Downloads, embed and methodologyCSV · embed code · sources · corrections
- Download CSV
- Methodology
- Data updates
- State test research files, California Department of Education (opens in new tab)
- Report a data issue
Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2024–25 results, compared across 98 alternative high 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
- Each percentile compares it only with California alternative high schools.
- Its Scope Score is a high school score; results for its other grades are in these records.
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