Independent charter school · Compton Unified · Compton, California

KIPP Compton Community — Rating & test scores

Compton · TK–8 · 783 students (2024–25)

1650 West 134th Street, 90061kippla.org ↗(323) 607-8811

Applications close , at 4 pm.

Applying for 2027–28. From the school’s site ↗, read October 27, 2026.

How to apply ↓

10thpercentileNeeds Support

The dots are California’s 5,726 scored public elementary schools, placed by Scope Score on spring 2026 tests. How it’s built →

Scope Score
19

Weighted composite · 2025–26
A weighted mix of six measures.

See this school’s score factors ↓
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Well below California in English (reading and writing) and math, grades 3–5, spring 2026: 20% and 17% scored Proficient or Advanced, against 46% and 42%.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 284
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).

From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”).

This rating covers grades 3–5. KIPP Compton Community teaches TK–8: grades 6 and 7 results ↓

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap, with building heights from LA County, inside the school’s parcel from the Los Angeles County Office of the Assessor’s parcel map. Volunteers map it, so a new building may be missing.

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.

38 in 100 students (333 of 867) missed 10% or more of school days in 2025–26. That compares with 8 in 100 at the average Compton Unified elementary school.

Sources
The sentence above
CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 867. District and California figures are averages of school rates (25 Compton Unified schools; 5,726 scored California elementary schools), our calculation.

Common questions

How do I get in?

Apply on KIPP Compton Community’s own application, by the dates its site lists. Charter schools set their own enrollment steps and dates. Evidence ↓

Is KIPP Compton Community a good elementary school?

KIPP Compton Community scores higher than 10 in 100 of California’s 5,726 scored public elementary schools: 10th percentile, Needs Support, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 38 in 100 students missed 10% or more of school days, against 8 in 100 at the average Compton Unified elementary school. 0.8% of students (7 of 892) 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?

About as expected, in both subjects. In 2025, students here in grades 4–7 scored −5 points against the state’s expected score in English, which the state calls Average. In math, they scored −3 points, which it calls Average.

  • Included in this measure: 273 students in English, 272 in math

Evidence ↓

How do kids like mine do here?

In spring 2026, 22% of low-income students in grades 3–7 at KIPP Compton Community scored Proficient or Advanced in English, against 37% for the same group across California. Evidence ↓

What does its own plan pay for?

In its 2026–27 plan, $20.5 million is planned for 10 funded actions in 3 goals. That’s all of its 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?

Well below California in both subjects.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 20% scored Proficient or Advanced in English and 17% in math, against 46% and 42% across California.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 284
Comparison
California: CDE’s grades 3–5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English, 1,211,701 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard

English

Grades 3–5 · spring 2026 · 284 tested

Advanced
6%
Proficient
14%
Below the standard
80%
This school20%
California46%
Compton Unified50%

20% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 284 tested

Advanced
5%
Proficient
12%
Below the standard
83%
This school17%
California42%
Compton Unified48%

17% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–7 · every level, with tested counts

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 Advanced18%20%23%
Advanced5%6%7%
Proficient13%14%16%
Developing level20%16%23%
Minimal62%64%54%
Tested10810274
California44%46%49%
Difference−26−26−26
English, grades 6 and 7: share of students tested, spring 2026
MeasureGrade 6Grade 7
Proficient or Advanced23%37%
Advanced10%4%
Proficient13%33%
Developing level27%28%
Minimal50%35%
Tested8289
California48%51%
Difference−25−14

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 Advanced15%21%14%
Advanced4%4%7%
Proficient11%17%7%
Developing level32%29%20%
Minimal53%50%66%
Tested10810274
California47%42%37%
Difference−32−21−23
Math, grades 6 and 7: share of students tested, spring 2026
MeasureGrade 6Grade 7
Proficient or Advanced16%12%
Advanced5%4%
Proficient11%8%
Developing level18%26%
Minimal66%62%
Tested8289
California37%38%
Difference−21−26

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.

New to these scores? Read CAASPP scores explained: how to read your child’s report →

How do the middle grades do?

Well below California in both subjects. In grades 6 and 7, spring 2026, 30% scored Proficient or Advanced in English and 14% in math, against 49% and 37% across California.

English

Grades 6 and 7 · spring 2026 · 171 tested

Advanced
7%
Proficient
23%
Below the standard
70%
This school30%
California49%
Compton Unified51%

30% Proficient or Advanced in grades 6 and 7.

Math

Grades 6 and 7 · spring 2026 · 171 tested

Advanced
5%
Proficient
9%
Below the standard
86%
This school14%
California37%
Compton Unified44%

14% Proficient or Advanced in grades 6 and 7.

Have results changed?

Results in both subjects were similar to 2025. English went from 22% to 20% and math from 20% to 17%.

English · top two levels · grades 3–5

202522%307 tested
→
202620%284 tested

This school

California, same grades46% → 46%2025 → 2026 · 1,232,086 → 1,208,894 tested

Math · top two levels · grades 3–5

202520%307 tested
→
202617%284 tested

This school

California, same grades41% → 42%2025 → 2026 · 1,241,652 → 1,211,701 tested

Each year is a different group of students.

Did students here score above what the state expected?

About as expected, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4–7 scored −5 points against that expected score in English, which the state calls Average. In math, they scored −3 points, which it calls Average.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 4–7: 273 in English, 272 in math
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 4–7 · 2025 · 273 students in English, 272 in math, with scores in both years

Points above or below what the state expected from the same students’ earlier scores.

−5 pts

English

The state calls it Average, the third of its five growth levels.

−3 pts

Math

The state calls it Average, the third 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
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 3–5 · This school6%14%19%61%284
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Compton Unified26%24%19%31%4,231
Math, grades 3–5 · This school5%12%28%55%284
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Compton Unified24%24%24%28%4,229
English, grades 6 and 7 · This school7%23%28%42%171
English, grades 6 and 7 · California19%30%23%28%832,685
English, grades 6 and 7 · Compton Unified20%31%24%25%2,969
Math, grades 6 and 7 · This school5%9%22%64%171
Math, grades 6 and 7 · California21%16%24%39%833,328
Math, grades 6 and 7 · Compton Unified23%21%23%33%2,963

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.

Each grade’s results: English ↑ · Math ↑

Results since 20243 tested years shown · Grades 3–5 are well below California. Grades 6 and 7 are also well below it

Chart and table: 2024–2026.

English top two levels, grades 3–5
This schoolCalifornia
0%50%100%20242025202620%46%
Math top two levels, grades 3–5
This schoolCalifornia
0%50%100%20242025202617%42%

2026 was the lowest year in this series in both subjects. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3–5
YearThis schoolCalifornia
202424%
286 tested		45%
1,235,509 tested
202522%
307 tested		46%
1,232,086 tested
202620%
284 tested		46%
1,208,894 tested
Math · top two levels · grades 3–5
YearThis schoolCalifornia
202418%
286 tested		41%
1,249,262 tested
202520%
307 tested		41%
1,241,652 tested
202617%
284 tested		42%
1,211,701 tested
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 5 points below that expected score, and in math 3 points below it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

The state sorts every school’s growth result into five growth levels, from Minimal to Exceptional.

Here, as at most schools, the state’s figure blends the two most recent years, so it moves more slowly than one year’s scores.

Our Scope Score measures growth another way. It compares the latest grade 5 scores here with the school’s grade 3 scores two years earlier (partly different children), then places that change among California schools at the same level. The state’s measure counts only students who took California’s test the year before, so the two can point different ways.

What you can do

Who can act on KIPP Compton Community’s results?

KIPP Compton Community’s own board decides its plan.

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

Where is its yearly plan?

What its plan pays for ↓

Compton Unified authorized this charter; its current term ends June 30, 2031.

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.

California Education Code § 53008. Source 

Life at school

How often do students miss school or get suspended?

38 in 100 students were chronically absent in 2025–26.

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. At the average Compton Unified elementary school, 8 in 100 were. 0.8% of 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: 333 of 867 students counted for it; suspension: 7 of 892 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 Compton Unified elementary school 0.4%.

Chronically absent, 2025–26

38 in 100This school
8 in 100At the average Compton Unified elementary school
17 in 100At the average California elementary school

333 of 867 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0.8%

of students were suspended at least once (7 of 892). Average California elementary school 1.6%.

Ask: When a student is suspended, what happens before and after, and who talks with the family?

Chronic absence by grade2025–26 · per 100 students, with counts
  • Grades TK–3: not in the records we hold
  • Grades 4–6: 35 in 100, 101 of 287
  • Grades 7–8: 49 in 100, 50 of 103
Ask families and staff yourselfWhat to ask the people at KIPP Compton Community

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.

Questions for your visit ↓

Have a child here? Answer 7 questionsResponder en español

Every learner

How do kids like mine do here?

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

Student groups, grades 3–7, spring 2026

22% of low-income students scored Proficient or Advanced in English (grades 3–7, spring 2026), against 37% for the same group across California. Black or African American and Hispanic or Latino students and students with disabilities also scored below the same groups across California; the chart gives their figures. Every group’s math results are in the table below.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 3–7; 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).
KIPP Compton CommunitySame group, California
  • Hispanic or Latino124 tested29%Same group, California 38%
  • Low-income409 tested22%Same group, California 37%
  • Black or African American307 tested22%Same group, California 32%
  • Students with disabilities109 tested6%Same group, California 17%

Proficient or Advanced, grades 3–7 English, spring 2026. In math the same groups run from 3% to 24%; every value is in the table below.

Who are the students?

2025–26 · students counted
1. Black or African American: 66%2. Hispanic or Latino: 29%3. Two or more races: 2%4. Not reported: 1%Unallocated share: 2%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Black or African American66%
  2. Hispanic or Latino29%
  3. Two or more races2%
  4. Not reported1%
  5. White—
  6. Asian—
  7. Filipino—
  8. American Indian or Alaska Native—
  9. Pacific Islander—
  10. Unallocated share2%
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. “Not reported” is different: it is a category in the state’s own count of students. Source and comparisons: the full student mix below.

Are English learners moving up on the state’s English test?

26% of English learners here moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026.

Spring 2025 to spring 2026 · English learners with state English test (ELPAC) scores in both years

This school · 10 of 39 English learners26%
Compton Unified · 1,544 of 2,67958%
California · 355,274 of 748,91647%

It counts students moving up the test’s levels, so a student can count here before becoming fluent. Data source: California Department of Education, 2026 Dashboard ↗.

Who are the families and teachers?

76%of students qualified for free or reduced-price meals in 2024–25, 596 of 783. California: 63%.

34teachers, 2024–25

4 yearsaverage experience, 2024–25

21%in their first year, 2024–25

48%of teaching positions with proper credential and placement, 2021–22

Ask: What extra help is there in English for low-income students and other student groups, and how does the school check that it works?

All group results, district comparisons and sources
Proficient or Advancedgrades 3–7 · spring 2026
Group and subjectHerevs Compton Unifiedvs California
Low-income · 409 tested
English22%−3153%−1537%
Math13%−3649%−1629%
Black or African American · 307 tested
English22%−2850%−1032%
Math13%−3144%−922%
Hispanic or Latino · 124 tested
English29%−2554%−938%
Math24%−2751%−529%
Students with disabilities · 109 tested
English6%−1521%−1117%
Math3%−2023%−1215%

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

No published rate here for Asian, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners 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, 2025–26Here
Black or African American66%
Hispanic or Latino29%
Two or more races2%
Not reported1%
White—
Asian—
Filipino—
American Indian or Alaska Native—
Pacific Islander—

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: 48% of teaching positions, 9.2 properly credentialed teaching-position FTE out of 19.2 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after KIPP Compton Community, and how do I get in?

No assigned next school.

KIPP Compton Community is a charter, so a student’s later schools follow the family’s home address, not this campus, unless the family applies elsewhere. Each school’s standing compares it with California schools at its own level.

  1. Grades TK–8 · this school
    KIPP Compton Community
  2. High
    Centennial High
    47th · Developing · 2025Nearby same-district option · distance estimate, not a confirmed feeder

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

All recorded links and nearby alternatives

High-school links

  • Centennial High

    Nearby same-district option · distance estimate, not a confirmed feeder

    47th percentile · Developing · high · 2025

Links do not guarantee placement. Charter, magnet, transfer and other admission routes can differ. Each school’s percentile compares it with California schools at its own level (continuation and alternative schools only with their own kind); the stages are not one ranking.

Where the path ends: Centennial High
Centennial High47th · Developing · 2025 · Scope Score 55estimated path

The road from this school ends at Centennial High. UC records 17 enrollees from Centennial High for fall 2025. The AP Course Audit lists 16 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach Centennial High around 2036, and a school can change a lot in 10 years. By the state’s 2023 count, 56% of the students who finished high school at Centennial High enrolled in college within 12 months, UC or not.

17 UC enrollees (fall 2025) · 16 authorized AP courses (AP Course Audit 2025–26) → full record on Centennial High's page
Source: UC & College Board AP Course Ledger

How do I get in?

Apply on KIPP Compton Community’s own application, by the dates its site lists. Charter schools set their own enrollment steps and dates.

Before you apply

Confirm this school’s current process directly.

Eligibility and entry grades
Which grades are accepting applications, and who is eligible?
Application and lottery
What are the deadlines, enrollment priorities, and lottery or waitlist steps?
The daily logistics
What transportation and before- or after-school options are available?
School website: kippla.org ↗Office: (323) 607-8811Administrator: Christine Gaston

Location and visiting

Get directions  (opens Google Maps in a new tab)
1650 West 134th Street, Compton 90061

Directory location · Explore nearby schools on the map. Confirm enrollment with the school.

Questions for your visit

  1. Do families get each child’s absence count during the year, and what happens once a child starts missing school? 38 in 100 chronically absent, 2025–26 (333 of 867 students); average California elementary school: 17 in 100
  2. How much of each day do English learners spend learning English, and how do families see their progress? 26% 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 (10 of 39 students); California: 47%
  3. What extra help do students who are behind get, and how do you know it’s working? 80% in English and 83% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (284 students tested in each); California: 54% and 58%
  4. When a student is suspended, what happens before and after, and who talks with the family?

Office (323) 607-88111650 West 134th Street, directions  (opens Google Maps in a new tab)

Nearby elementary schoolsClosest first, by straight-line distance

The closest elementary schools, by straight-line distance from this campus. Distance isn’t an attendance boundary.

Nearby elementary schoolsPercentile among California elementary schools, 2026

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

Explore nearby schools on the map

Source records

Every figure on this page, with its source, grades, year and count.

Score factorssource values, index and weights · 2025–26 · ranked #5,112 of 5,726 California elementary schools we score · #25 of 25 in Compton Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math5%3442%
Proficient or Advancedaverage of English and math18%3123%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+76 scale-score pts5020%
Chronically absent38 in 100175%
Suspension rate0.8% (7 of 892)575%
English learners: top level4%315%

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 year2023–24 to 2025–26 · each year’s inputs, and the score for each year we could verify

Scope Score

School yearScope ScorePercentileRankComparison group
2025–261910#5112California elementary schools · 5,726 schools · current formula

2023–24 and 2024–25 have records on file but no Scope Score we could verify against that year’s source files, so no score is shown for them.

School yearChronic absenceSuspensionGrade gap (points)
2023–2445 in 1000 of 689+16
2024–2542 in 1001.0% (8 of 838)−13
2025–2638 in 1000.8% (7 of 892)+2

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 · English4556%24%
2026 · Math4555%16%
2025 · English4036%22%
2025 · Math4044%17%
2024 · English2867%24%
2024 · Math2865%18%
2023 · English2008%17%
2023 · Math2014%20%
2022 · English9710%33%
2022 · Math979%28%

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 · English11226%
2025 · Grade 4 · English10523%
2025 · Grade 5 · English9018%
2025 · Grade 6 · English9622%
2025 · Grade 3 · Math11328%
2025 · Grade 4 · Math10519%
2025 · Grade 5 · Math8911%
2025 · Grade 6 · Math976%
2024 · Grade 3 · English10219%
2024 · Grade 4 · English9815%
2024 · Grade 5 · English8640%
2024 · Grade 3 · Math10215%
2024 · Grade 4 · Math9813%
2024 · Grade 5 · Math8627%
2023 · Grade 3 · English10413%
2023 · Grade 4 · English9621%
2023 · Grade 3 · Math10418%
2023 · Grade 4 · Math9722%
2022 · Grade 3 · English9733%
2022 · Grade 3 · Math9728%

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
Schoolwide741%16%51%31%

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-income40922%−31−15
Black or African American30722%−28−10
Hispanic or Latino12429%−25−9
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
GroupEnglishnCDE categoryMathnCDE category
All students−5273Average−3272Average
English-only students−5249not categorized−2248not categorized
Low-income−4215Average−4214Average
Black or African American−8185Moderate−5184Average
Hispanic or Latino+678Accelerated+678Accelerated
Students with disabilities−260Average+160Average
English learners−218Average−918Moderate
English learners only+514not categorized−814not categorized

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 4–7. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure, and grade 5 against the same school’s grade 3 two years earlier, partly different children · two different measures

Grade 5 in 2026 against grade 3 in 2024 · English

English · 2024 · Grade 3
6%
exceeded standard · 19% met or exceeded
CDE CAASPP 2024 · 102 English test records with scores
English · 2026 · Grade 5
7%
Advanced · 23% Proficient or Advanced
CDE CAASPP 2026 · 74 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 74 (school-grade cohort proxy).

These paired percentages describe English results for grade groups at this school in two years. The groups are not matched students. SchoolScope's scored growth measure uses a different school-level scale-score proxy across English and math; California's matched-student model is a separate measure.

California growth model · points vs expected

State model · English−5 pts vs expected

matched students, grades 4–7

CDE California growth model · 2025 Dashboard

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

All students, grades 4–7

273 students

CDE growth category: Average

California growth model, English: −5 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−3 pts vs expected

matched students, grades 4–7

CDE California growth model · 2025 Dashboard

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

All students, grades 4–7

272 students

CDE growth category: Average

California growth model, math: −3 scale-score points versus the state's expectation, CDE category Average, 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 4–7, 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 · 42 in 100 → 2025–26 · 38 in 100 · −4 in 100
Suspension rate2024–25 · 1.0% (8 of 838) → 2025–26 · 0.8% (7 of 892) · −0.2 percentage points
Group2018–192025–26Change
Female—37 in 100—
Male—40 in 100—
Black or African American—42 in 100—
Hispanic or Latino—31 in 100—
Two or more races—24 in 100—
Students with disabilities—39 in 100—
English learners—33 in 100—
Foster youth—16 in 100—
Homeless—54 in 100—
Low-income—41 in 100—
All students—38 in 100—

Two reported school years only; no intervening-year result is implied. 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$15,556 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 19,179 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$24,278 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 61%Instruction support 10%Student services 7%Administration 8%Buildings & maintenance 13%Other 1%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$229,307,16160.82%61%
Instruction support$39,404,35610.45%10%
Student services$25,793,9356.84%7%
Administration$32,432,4758.60%8%
Buildings & maintenance$47,638,19312.63%13%
Other$2,463,5130.65%1%
Total$377,039,634100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $377,039,634 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$15,556 per pupil
2020$15,360 per pupil
2019$15,206 per pupil
2018$13,338 per pupil
2017$12,258 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 holders10.4%

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 90061 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90061 area
MeasureEstimate
Median household income$61,046
Bachelor's degree or higher (adults 25+)12%
ZIP-area population30,051
Median age33.0 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 90061 →

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

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  • 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 · Data updated October 15, 2026

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