Independent charter school · Los Angeles Unified
9110 South Central Avenue, Los Angeles · 448 students · Grades TK–4
Applications close , at 4 pm.
Applying for 2027–28. From the school’s site ↗, read October 27, 2026.
Campus map · © OpenStreetMap
Drawn from OpenStreetMap, with building heights from LA County. 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.
Well below California in English and math: 19% and 22% scored Proficient or Advanced in grades 3 and 4, spring 2026, against 45% and 45%.
In its own words
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 committed to providing a challenging academic program while focusing on character development and civic responsibility.”
Structured. The school's own words describe rigor, high expectations, a set curriculum or direct teaching. Schools rarely say "teacher-led"; these are the words they use.
“Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career and beyond—so they can lead fulfilling lives and create a more just world.”
Social-emotional awareness and reflection that supports the growth of the whole child.
Every line here is from kippsocal.org, read October 27, 2026.
Progress
Yes, in both subjects. In 2025, students here in grade 4 scored 10 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 10 points higher, which the state calls Accelerated.
English
+10
points higher than California students who had the same score a year earlier. The state calls it Accelerated, the fourth of its five growth levels.
By student group · students counted
Math
+10
points higher than California students who had the same score a year earlier. The state calls it Accelerated, the fourth of its five growth levels.
By student group · students counted
Grade 4, 2025, 62 students with scores in both years. Faded rows have fewer than 40 students. It describes results, not causes. Source: California Department of Education, growth model.
The state calls this comparison an expected score. It sets one for each student from that student’s own score the year before.
California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 10 points above that expected score, and in math 10 points above it.
The state sorts every school’s growth result into five growth levels, from Minimal to Exceptional.
Here, as at most schools, the state’s figure blends the two most recent years, so it moves more slowly than one year’s scores.
Over time
Results in both subjects were similar to 2025. English went from 18% to 19% and math from 20% to 22%.
Share at the state’s top two test levels, 2022 to 2026
Grades 3 and 4. Point at a year, tap it or use the arrow keys to read its figures.
English
Math
Each spring tests a different group of students. Source: California Department of Education, state tests (CAASPP).
The top two levels were called Met or Exceeded before 2026 and are called Proficient or Advanced now.
| Spring | KIPP Ignite Academy | California | Tested here |
|---|---|---|---|
| 2022 | 10% | 43% | 149 |
| 2023 | 15% | 43% | 143 |
| 2024 | 16% | 43% | 142 |
| 2025 | 18% | 45% | 147 |
| 2026 | 19% | 45% | 159 |
| Spring | KIPP Ignite Academy | California | Tested here |
|---|---|---|---|
| 2022 | 11% | 41% | 149 |
| 2023 | 16% | 43% | 143 |
| 2024 | 9% | 43% | 143 |
| 2025 | 20% | 44% | 147 |
| 2026 | 22% | 45% | 158 |
Tests
Well below California in both subjects.
English
19%
scored Proficient or Advanced.
5526118Math
22%
scored Proficient or Advanced.
48301210In grades 3 and 4, spring 2026, 19% scored Proficient or Advanced in English and 22% in math, against 45% and 45% across California.
The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 3 and 4 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).
What each level means: California's level descriptions.
English
| Measure | Grade 3 | Grade 4 |
|---|---|---|
| Proficient or Advanced | 21% | 18% |
| Advanced | 6% | 10% |
| Proficient | 15% | 8% |
| Developing level | 31% | 20% |
| Minimal | 48% | 62% |
| Tested | 81 | 78 |
Math
| Measure | Grade 3 | Grade 4 |
|---|---|---|
| Proficient or Advanced | 24% | 21% |
| Advanced | 10% | 10% |
| Proficient | 14% | 11% |
| Developing level | 25% | 34% |
| Minimal | 51% | 45% |
| Tested | 80 | 78 |
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.
| Students | Advanced | Proficient | Developing level | Minimal | Tested |
|---|---|---|---|---|---|
| English, grades 3 and 4 · This school | 8% | 11% | 26% | 55% | 159 |
| English, grades 3 and 4 · California | 24% | 21% | 21% | 34% | 798,645 |
| English, grades 3 and 4 · Los Angeles Unified | 24% | 21% | 22% | 33% | 71,579 |
| Math, grades 3 and 4 · This school | 10% | 12% | 30% | 48% | 158 |
| Math, grades 3 and 4 · California | 21% | 24% | 25% | 30% | 800,621 |
| Math, grades 3 and 4 · Los Angeles Unified | 23% | 24% | 25% | 28% | 71,707 |
Spring 2026, grades 3 and 4 combined: 159 tested in English, 158 tested in math. California combines the state’s results for the same grades, weighted by students tested (our calculation).
Who goes here
Hispanic or Latino students are the largest group here, at 61% of students. 203 of 534 students missed 10% or more of school days.
Missing school, 2025–26
38in 100
students were chronically absent. That means they missed 10% or more of school days (203 of 534 students).
Suspensions: 0.2% of students were suspended at least once (1 of 554).
Students, 2024–25
448
students in grades TK–4.
Family income
87%
of students qualified for free or reduced-price meals in 2024–25, 390 of 448. California: 63%.
Teachers, 2024–25
21
teachers, with 5 years of experience on average.
5% were in their first year.
73% of teaching positions had the right credential, 2021–22.
English learners
45%
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 (35 of 78 students).
Los Angeles Unified: 52%. 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.
| Students | Here |
|---|---|
| Hispanic or Latino | 61% |
| Black or African American | 36% |
| White | — |
| Asian | — |
| Filipino | — |
| Two or more races | — |
| American Indian or Alaska Native | — |
| Pacific Islander | — |
| Not reported | — |
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: 14.3 of 19.5 full-time teaching positions. It counts positions, not individual teachers.
Student groups
Three student groups scored well below the same groups across California in English.
20% of low-income students scored Proficient or Advanced in English (grades 3 and 4, spring 2026), against 34% for the same group across California. Hispanic or Latino and Black or African American students also scored well 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 and 4 English, spring 2026. Each group is compared with the same group in the same grades. Source: California Department of Education, state tests (CAASPP).
Low-income is the state’s “socioeconomically disadvantaged” group.
| Group and subject | Here | vs Los Angeles Unified | vs California |
|---|---|---|---|
| Low-income · 150 tested in English, 149 in math | |||
| English | 20% | −1939% | −1434% |
| Math | 22% | −2042% | −1133% |
| Hispanic or Latino · 85 tested | |||
| English | 22% | −1739% | −1335% |
| Math | 29% | −1342% | −534% |
| Black or African American · 70 tested in English, 69 in math | |||
| English | 17% | −1633% | −1330% |
| Math | 13% | −1932% | −1326% |
| English learners · 42 tested | |||
| English | 17% | +413% | +314% |
| Math | 26% | +620% | +719% |
| Students with disabilities · 32 tested | |||
| English | 13% | −720% | −619% |
| Math | 9% | −1322% | −1221% |
Each gap is to the same group, grades and subject: in Los Angeles 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 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.
The school day
KIPP Ignite Academy has transitional kindergarten (TK). Its own site says the rest below. Ask the office for anything missing.
Transitional kindergarten (TK), 2025–26
45
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
These figures are for everyone who lives in ZIP code 90002. They are not figures for the families at KIPP Ignite Academy.
Typical household income in a year
$59,021
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 90002.
What you can do
KIPP Ignite Academy’s own board decides its plan.
Where is its yearly plan?
Los Angeles Unified 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
State support
The state hasn’t placed KIPP Ignite Academy in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source
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
Bring these 6 questions to KIPP Ignite Academy. Confirm anything about applying with the school itself.
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
Apply on KIPP Ignite Academy’s own application, by the dates its site lists. No assigned next school.
KIPP Ignite Academy 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.
These links come from past records and from distance. Confirm your child’s school with the district. Find a charter school in Los Angeles County · Explore schools on the map
Nearby same-district option · distance estimate, not a confirmed feeder
Scope Score 70 · Needs Support · 18th percentile · middle · 2026
Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
Scope Score 72 · Developing · 29th percentile · middle · 2026
Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
Scope Score 79 · Solid · 68th percentile · middle · 2026
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.
KIPP Ignite Academy is an independent charter, so you apply on its own application, not through LAUSD Choices.
Its site gives these dates: application deadline, February 12, 2027 at 4 pm; lottery application deadline, before 4 pm, February 12, 2027; lottery (February 27 and 28), February 27, 2027 (read October 27, 2026). Confirm them with the office.
Where it is
The closest first, by straight-line distance from this campus. No standing is shown beside KIPP Ignite Academy: it is compared only with schools of its own kind.
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
Apply on KIPP Ignite Academy’s own application, by the dates its site lists. Charter schools set their own enrollment steps and dates. See the details ↓
In grades 3 and 4, spring 2026, 8% scored Advanced in English (reading and writing) and 10% in math. 81% scored below the standard in English and 78% in math. See the details ↓
38 in 100 students were chronically absent in 2025–26 (203 of 534), meaning they missed 10% or more of school days. 0.2% of students (1 of 554) were suspended at least once in 2025–26. See the details ↓
Its own plan
$13.0 million is planned for 10 funded actions in 3 goals. These are planned amounts; the charter school reports what it spent in a later plan.
$13.0million
planned in the school’s own plan for 2026–27The three largest actions in the plan
Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 84 pages), as posted to the California School Dashboard.
The plan lists what the school commits to spend and measure.
Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 84 pages), as posted to the California School Dashboard.
Three actions take 89% of the money. The plan itself puts 48% of it toward staff.
1 of the plan’s 10 funded actions names reading, math, catch-up help or English learners in its title.
Largest of these
It plans $2.5 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $2.1 million and estimates it spent $2.2 million, $0.1 million (2%) more than planned (our arithmetic).
The total is $1.7 million (16%) higher than in the 2025–26 plan. The biggest change in dollars is 1b - Safe Facilities and Other Base Services - Non Contributing, which went from $8.0 million to $9.4 million.
Largest increases
Read these state results for this school as context for the goals they measure; results alone can’t show what the plan caused.
The test rows are schoolwide results for every grade the school tests; the source doesn’t list which grades. The headline at the top of this page covers grades 3 and 4 only: 19% in English and 22% 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 1 | 18% | 20% | up 2 pts |
| Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1 | 20% | 22% | up 2 pts |
| Chronically absentGoal 2 | 43 in 100 | 38 in 100 | 5 fewer in 100 |
| Suspended at least onceGoal 2 | 0 of 508 | 0.2% | up 0.2 pts |
Goal 3 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.
We calculate each action’s share of the plan by dividing its planned amount by the total of the plan’s funded actions ($13.0 million).
80% to Goal 3. 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.
Change since the 2025–26 plan, same title
“All students will achieve. This goal encompasses our efforts to promote schoolwide academic growth, including targeted support for high-need student groups. Through data-driven instruction, blended learning, and differentiated support for English Learners and students with disabilities, we will meet our 2026-27 desired outcomes in ELA proficiency, math proficiency, science proficiency, EL progress, and EL reclassification rate. We will increase the percentage of our students meeting and surpassing rigorous state standards” p. 14 ↗
3 funded actions · 2025–26 plan: $1.9 million (+$355,404)
Largest funded actions
Changes from last year’s plan, same title
How the plan measures it · 6 measures · 3 quoted
3 more measures in the plan’s table.
“Support student, family, and school engagement. We recognize that the success of any school begins with stakeholder trust. By providing intentional opportunities for parent and family engagement, using Positive Behavior Supports and Intervention (PBIS), and implementing strategies to support student attendance, we will meet our 2026-27 desired outcomes in parent engagement opportunities, suspension and expulsion rate, student satisfaction, average daily attendance, chronic absenteeism, and middle school dropout rate. We will increase the overall engagement of all stakeholder groups” p. 20 ↗
3 funded actions · reworded since the 2025–26 plan
Largest funded actions
Changes from last year’s plan, same title
How the plan measures it · 7 measures · 3 quoted
4 more measures in the plan’s table.
“Create spaces and opportunities for student achievement. In order to meet goals 1 and 2, certain base services must be in place to set the foundation for academic and cultural success. Through our teacher hiring practices, student access to technology, programmatic planning and scheduling, consistent professional development, and the provision of safe school spaces and facilities, we will meet or 2026-27 desired outcomes and maintain compliance with credentialed teachers, Common Core-aligned materials, Common Core and ELD professional development, student access to electives, and facility ratings” p. 29 ↗
4 funded actions · 2025–26 plan: $9.1 million (+$1.4 million)
Largest funded actions
Changes from last year’s plan, same title
Every other line in this goal, against last year’s plan
How the plan measures it · 6 measures · 3 quoted
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
This page is built from 10 sets of records from public data sources. Every figure keeps its source, grades, year and count.
Data updated
October 15, 2026
Results
Students
Money and staff
Place, downloads and method
What each level means: California's level descriptions.
All Grades is an aggregate, not another group of students. Same-year grade groups are not matched children. 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.
| Grade · subject | Students tested with scores | Proficient or Advanced | Advanced | Proficient | Developing level | Minimal | Mean scale score |
|---|---|---|---|---|---|---|---|
| Grade 3 · ELA · 2026 | 81 | 20.99% | 6.17% | 14.81% | 30.86% | 48.15% | 2362.4 |
| Grade 4 · ELA · 2026 | 78 | 17.95% | 10.26% | 7.69% | 20.51% | 61.54% | 2401.3 |
| All Grades · ELA · 2026 | 159 | 19.5% | 8.18% | 11.32% | 25.79% | 54.72% | not on file |
| Grade 3 · Math · 2026 | 80 | 23.75% | 10% | 13.75% | 25% | 51.25% | 2368.3 |
| Grade 4 · Math · 2026 | 78 | 20.51% | 10.26% | 10.26% | 34.62% | 44.87% | 2417 |
| All Grades · Math · 2026 | 158 | 22.15% | 10.13% | 12.03% | 29.75% | 48.1% | not on file |
CDE CAASPP 2026: 4 individual grade–subject records; 4 records with a positive known tested count.
0 grade–subject counts unavailable; 0 grade–subject attainment rates unavailable.
English and math by test year · all tested grades
| Year · subject | Students with scores | Top level | Top two levels |
|---|---|---|---|
| 2026 · English | 159 | 8% | 20% |
| 2026 · Math | 158 | 10% | 22% |
| 2025 · English | 147 | 6% | 18% |
| 2025 · Math | 147 | 6% | 20% |
| 2024 · English | 142 | 5% | 16% |
| 2024 · Math | 143 | 1% | 9% |
| 2023 · English | 143 | 1% | 15% |
| 2023 · Math | 143 | 5% | 16% |
| 2022 · English | 149 | 2% | 10% |
| 2022 · Math | 149 | 1% | 11% |
| 2019 · English | 87 | 6% | 17% |
| 2019 · Math | 87 | 9% | 32% |
Each year names its school year end (2026 = 2025–26). “Students with scores” counts each subject on its own, so don’t add the English and math counts together. A dash is unavailable, not zero.
Earlier years · grade and subject
| Year · grade · subject | Students with scores | Met or exceeded |
|---|---|---|
| 2025 · Grade 3 · English | 78 | 18% |
| 2025 · Grade 4 · English | 69 | 19% |
| 2025 · Grade 3 · Math | 78 | 19% |
| 2025 · Grade 4 · Math | 69 | 20% |
| 2024 · Grade 3 · English | 76 | 14% |
| 2024 · Grade 4 · English | 66 | 18% |
| 2024 · Grade 3 · Math | 77 | 8% |
| 2024 · Grade 4 · Math | 66 | 11% |
| 2023 · Grade 3 · English | 71 | 17% |
| 2023 · Grade 4 · English | 72 | 12% |
| 2023 · Grade 3 · Math | 71 | 23% |
| 2023 · Grade 4 · Math | 72 | 10% |
| 2022 · Grade 3 · English | 69 | 9% |
| 2022 · Grade 4 · English | 80 | 11% |
| 2022 · Grade 3 · Math | 69 | 14% |
| 2022 · Grade 4 · Math | 80 | 9% |
| 2019 · Grade 3 · English | 87 | 17% |
| 2019 · Grade 3 · Math | 87 | 32% |
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.
| Group · English | Tested | Proficient or Advanced |
|---|---|---|
| Low-income | 150 | 20% |
| Hispanic or Latino | 85 | 22% |
| Black or African American | 70 | 17% |
Shown as reported, with no comparison.
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 · 43 in 100 → 2025–26 · 38 in 100 · −5 in 100 |
| Suspension rate2024–25 · 0 of 508 → 2025–26 · 0.2% (1 of 554) · +0.2 percentage points |
| Group | 2018–19 | 2025–26 |
|---|---|---|
| Female | — | 38 in 100 |
| Male | — | 38 in 100 |
| Black or African American | — | 49 in 100 |
| Hispanic or Latino | — | 30 in 100 |
| Students with disabilities | — | 32 in 100 |
| English learners | — | 35 in 100 |
| Homeless | — | 23 of 32 |
| Low-income | — | 39 in 100 |
| All students | — | 38 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.
| Group | English | n | CDE category | Math | n | CDE category |
|---|---|---|---|---|---|---|
| All students | +10 | 62 | Accelerated | +10 | 62 | Accelerated |
| Low-income | +9 | 55 | Accelerated | +8 | 55 | Accelerated |
| English-only students | +12 | 46 | not categorized | +5 | 46 | not categorized |
| Hispanic or Latino | +4 | 32 | Average | +7 | 32 | Accelerated |
| Black or African American | +7 | 27 | Accelerated | +1 | 27 | Average |
| English learners | −13 | 14 | Moderate | +9 | 14 | Accelerated |
| Students with disabilities | −15 | 12 | Moderate | −19 | 12 | Moderate |
CDE reports scale-score points against the state’s expected score, not a percentage or percentile. All imported groups remain visible; a missing group has no imported record shown here. CDE growth covers grades 4–8; here that is grade 4.
State model · English+10 pts vs expected
matched students, grade 4CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grade 4
62 students
CDE growth category: Accelerated
State model · math+10 pts vs expected
matched students, grade 4CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grade 4
62 students
CDE growth category: Accelerated
Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. 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 grade 4.
NCES F-33 · FY 2020–21 (2021) · fall district membership: 460,633 pupils
NCES F-33 · FY 2020–21 (2021) · SchoolScope’s unweighted mean across 818 selected California district finance records
CDE SACS Current Expense of Education · district fiscal year ending 2025 · average daily attendance denominator
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.
| Group | Dollars | Share, to two decimals | Printed |
|---|---|---|---|
| Instruction | $5,655,379,384 | 51.81% | 52% |
| Instruction support | $1,791,152,348 | 16.41% | 17% |
| Student services | $1,344,873,232 | 12.32% | 12% |
| Administration | $763,652,780 | 7.00% | 7% |
| Buildings & maintenance | $1,099,649,062 | 10.07% | 10% |
| Other | $260,356,595 | 2.39% | 2% |
| Total | $10,915,063,400 | 100.00% | 100% |
These shares are our arithmetic: each group’s dollars divided by the $10,915,063,400 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.
Source: NCES F-33 · Full district breakdown →
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.
| Measure | Estimate |
|---|---|
| Median household income | $59,021 |
| Bachelor's degree or higher (adults 25+) | 8% |
| ZIP-area population | 52,122 |
| Median age | 30.6 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. See all schools in ZIP code 90002 →
Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Census survey (ACS) 2020–2024 · staffing and finance name their own sources and years beside each figure · Data updated October 15, 2026.
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