Independent charter school · Los Angeles Unified · Los Angeles, California

KIPP Iluminar Academy

Los Angeles · TK–4 · 593 students (2024–25)

4800 East Cesar Chavez Avenue, 90022kippsocal.org ↗(323) 800-5218

Lottery application deadline: Friday, February 12, before 4 pm.

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

Near California in English and math: 40% and 46% scored Proficient or Advanced in grades 3 and 4, spring 2026, against 45% and 45%.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3 and 4: 228
Comparison: California: CDE’s grade 3 and 4 rows for the whole state combined, weighted by students tested (our calculation; 798,645 in English and 800,621 in math tested).

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

KIPP Iluminar Academy has no 2026 Scope Score.

How to enroll

Save

Shared campus · © OpenStreetMap

KIPP Iluminar Academy and KIPP Sol Academy share this address in the state’s school directory. OpenStreetMap maps the grounds as one campus. Which buildings each school uses here isn’t mapped.

Drawn from OpenStreetMap. Volunteers map it, so a new building may be missing. Buildings with no mapped height are drawn one storey high.

A picture of the campus, not an attendance boundary or a rating.

Schools maintain a closed campus policy. For students’ safety, visitors may enter a campus only with the school’s official permission; this drawing implies no permission to enter.

Common questions

How do I get in?

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

How many students reached the top test level here?

In grades 3 and 4, spring 2026, 18% scored Advanced in English (reading and writing) and 17% in math. 60% scored below the standard in English and 54% in math. Evidence ↓

How often do students miss school or get suspended?

17 in 100 students were chronically absent in 2025–26 (107 of 626), meaning they missed 10% or more of school days. 0 of 632 students were suspended at least once in 2025–26. Evidence ↓

Academic achievement

How did students here do on state tests?

Below California in English; near it in math.

State tests (CAASPP), spring 2026

In grades 3 and 4, spring 2026, 40% scored Proficient or Advanced in English and 46% in math, against 45% and 45% across California.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3 and 4: 228
Comparison: California: CDE’s grades 3 and 4 rows for the whole state combined, weighted by students tested (our calculation; 798,645 in English, 800,621 in math tested). The comparisons use the same grades and year.

AdvancedProficientBelow the standard

English

Grades 3 and 4 · spring 2026 · 228 tested

Advanced: 18%
Proficient: 22%
Below the standard: 60%

This school40%

California45%

Los Angeles Unified45%

40% Proficient or Advanced in grades 3 and 4.

Math

Grades 3 and 4 · spring 2026 · 228 tested

Advanced: 17%
Proficient: 29%
Below the standard: 54%

This school46%

California45%

Los Angeles Unified47%

46% Proficient or Advanced in grades 3 and 4.

Results for each grade, spring 2026English and math · grades 3 and 4 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 3 and 4: share of students tested, spring 2026
Measure	Grade 3	Grade 4
Proficient or Advanced	39%	41%
Advanced	16%	21%
Proficient	23%	20%
Developing level	30%	21%
Minimal	31%	38%
Tested	118	110

Math

Math, grades 3 and 4: share of students tested, spring 2026
Measure	Grade 3	Grade 4
Proficient or Advanced	53%	38%
Advanced	20%	13%
Proficient	33%	25%
Developing level	22%	36%
Minimal	25%	26%
Tested	118	110

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 →

Have results changed?

Results in both subjects were similar to 2025. English went from 42% to 40% and math stayed at 46%.

English · top two levels · grades 3 and 4

202542%221 tested

→

202640%228 tested

This school

California, same grades45% → 45%2025 → 2026 · 814,372 → 798,645 tested

Math · top two levels · grades 3 and 4

202546%221 tested

→

202646%228 tested

This school

California, same grades44% → 45%2025 → 2026 · 820,989 → 800,621 tested

Each year is a different group of students.

Did students here score above what the state expected?

In English, below what the state expected; in math, about as expected. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grade 4 scored −22 points against that expected score in English, which the state calls Minimal. In math, they scored −4 points, which it calls Average.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grade 4: 106
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.

Grade 4 · 2025 · 106 students with scores in both years

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

−22 pts

English

The state calls it Minimal, the lowest of its five growth levels.

−4 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
Students	Advanced	Proficient	Developing level	Minimal	Tested
English, grades 3 and 4 · This school	18%	22%	26%	34%	228
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	17%	29%	29%	25%	228
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

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 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grades 3 and 4

This schoolCalifornia

0%50%100%20172022202640%45%

Math top two levels, grades 3 and 4

This schoolCalifornia

0%50%100%20172022202646%45%

The lines break across the COVID years, when state testing was waived or optional.

In grades 3 and 4, the share at the state’s top two levels in English went from 71% in 2017 to 40% in 2026. In math, it went from 82% in 2017 to 46% in 2026, with 2025 and 2026 about the same. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3 and 4
Year	This school	California
2017	71% 211 tested	44% 910,288 tested
2018	67% 212 tested	48% 887,698 tested
2019	77% 217 tested	49% 877,983 tested
2022	47% 222 tested	43% 833,089 tested
2023	28% 213 tested	43% 826,129 tested
2024	38% 217 tested	43% 817,082 tested
2025	42% 221 tested	45% 814,372 tested
2026	40% 228 tested	45% 798,645 tested

Math · top two levels · grades 3 and 4
Year	This school	California
2017	82% 211 tested	44% 915,443 tested
2018	72% 212 tested	46% 891,560 tested
2019	87% 217 tested	48% 882,280 tested
2022	38% 220 tested	41% 836,897 tested
2023	29% 213 tested	43% 832,264 tested
2024	40% 217 tested	43% 826,737 tested
2025	46% 221 tested	44% 820,989 tested
2026	46% 228 tested	45% 800,621 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 22 points below that expected score, and in math 4 points below it.

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

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

What you can do

Who can act on KIPP Iluminar Academy’s results?

KIPP Iluminar Academy’s own board decides its plan.

The state hasn’t placed KIPP Iluminar Academy 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 ↓

Los Angeles 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?

17 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. 0 of 632 students were suspended at least once in 2025–26.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 107 of 626 students counted for it; suspension: 0 of 632 students enrolled during the year

Chronically absent, 2025–26

17 in 100This school

107 of 626 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 632

students were suspended at least once.

Ask: When a child starts missing school, who calls the family, and how soon?

Ask families and staff yourselfWhat to ask the people at KIPP Iluminar Academy

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 ↓

Every learner

How do kids like mine do here?

Hispanic or Latino students here scored well above the same group across California in math.

Student groups, grades 3 and 4, spring 2026

46% of Hispanic or Latino students scored Proficient or Advanced in math (grades 3 and 4, spring 2026), against 34% for the same group across California. Students with disabilities scored well below the same group across California in math. Every group’s English results are in the table below.

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grades 3 and 4; 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 Iluminar AcademySame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students

Hispanic or Latino225 testedAhead of the same group across California, where that group scores below California’s rate for all students: 46%Same group, California 34%
Low-income195 tested42%Same group, California 33%
English learners36 tested28%Same group, California 19%
Students with disabilities35 tested6%Same group, California 21%

Proficient or Advanced, grades 3 and 4 math, spring 2026. In English the same groups run from 11% to 39%; every value is in the table below.

Who are the students?

2025–26 · students counted

Hispanic or Latino99%
White—
Asian—
Black or African American—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Unallocated share1%

A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. Source and comparisons: the full student mix below.

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

28% 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 · 20 of 71 English learners28%

Los Angeles Unified · 24,781 of 47,33052%

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?

80%of students qualified for free or reduced-price meals in 2024–25, 474 of 593. California: 63%.

27teachers, 2024–25

6 yearsaverage experience, 2024–25

7%in their first year, 2024–25

82%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school keep Hispanic or Latino students on track as they move up through the grades?

All group results, district comparisons and sources

Proficient or Advancedgrades 3 and 4 · spring 2026

Group and subject	Here	vs Los Angeles Unified	vs California
Low-income · 195 tested
English	39%	039%	+534%
Math	42%	042%	+933%
Hispanic or Latino · 225 tested
English	39%	039%	+435%
Math	46%	+442%	+1234%
English learners · 36 tested
English	14%	+113%	014%
Math	28%	+820%	+919%
Students with disabilities · 35 tested
English	11%	−920%	−819%
Math	6%	−1622%	−1521%

Each gap is to the same group, grades and subject: in Los Angeles Unified, and across California. ■ Green: a group that is behind across California does much better here, by 10 points or more and more than twice the margin of error.

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

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
Hispanic or Latino	99%
White	—
Asian	—
Black or African American	—
Filipino	—
Two or more races	—
American Indian or Alaska Native	—
Pacific Islander	—
Not reported	—

Data source: California Department of Education chronic-absence file, 2025–26. Shares are of the students the file counts for attendance (CDE’s “eligible enrollment”); unavailable categories are shown as a dash.

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 82% of teaching positions, 22.4 properly credentialed teaching-position FTE out of 27.4 total position FTE. This measures positions, not individual teachers.

In its own words

What does KIPP Iluminar Academy’s own plan commit to?

Its 2026–27 plan

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

$14.5 million

planned for 10 funded actions in 3 goals. These are planned amounts; the charter school reports what it spent in a later plan.

The 2026–27 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 85 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 88% of the money. The plan itself puts 50% of it toward staff.

1b - Safe Facilities and Other Base Services - Non Contributing $10.2 million
Data-Driven Instruction $1.4 million
SWD Differentiated Support $1.2 million
7 other actions

Reading, math and catch-up help

1 of the plan’s 10 funded actions names reading, math, catch-up help or English learners in its title.

English learners $63,802

Largest of these

EL Differentiated Support$63,802

For high-need students

It plans $2.9 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $2.6 million and estimates it spent $2.7 million, $0.1 million (4%) more than planned (our arithmetic).

What changed

The total is $1.2 million (9%) 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 $9.3 million to $10.2 million.

Largest cuts

1a - Safe Facilities and Other Base Services - Contributing−⁠$67,866

Largest increases

1b - Safe Facilities and Other Base Services - Non Contributing+⁠$881,121
Data-Driven Instruction+⁠$216,171
SWD Differentiated Support+⁠$87,610

What its goals measure

Read these state results for this school as context for the goals they measure; results alone can’t show what the plan caused.

The test rows are schoolwide results for every grade the school tests; the source doesn’t list which grades. The headline at the top of this page covers grades 3 and 4 only: 40% in English and 46% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure	2024–25	2025–26	Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1	42%	40%	down 2 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1	46%	46%	no change
Chronically absentGoal 2	20 in 100	17 in 100	3 fewer in 100
Suspended at least onceGoal 2	0 of 608	0 of 632	no change

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.

The plan’s own titles and amounts

1b - Safe Facilities and Other Base Services - Non Contributing · $10,205,047
Data-Driven Instruction · $1,385,092
SWD Differentiated Support · $1,197,761

The full plan3 goals, 19 measures and where the money goes

We calculate each action’s share of the plan by dividing its planned amount by the total of the plan’s funded actions ($14.5 million).

Where does the money go?

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

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

Every goal, in the plan’s order

Goal 1All students will achieve. This goal encompasses our efforts to promote schoolwide academic growth, including…$2.6 million18% of action budgets

“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: $2.4 million (+⁠$290,309)

Largest funded actions

Data-Driven Instruction$1.4 millionaction 1.1 · p. 48 ↗ · marked as contributing to high-need services · of which $964,165 is state funding counted toward those services
SWD Differentiated Support$1.2 millionaction 1.3 · p. 48 ↗
EL Differentiated Support$0.1 millionaction 1.2 · p. 48 ↗ · marked as contributing to high-need services

Changes from last year’s plan, same title

Data-Driven Instruction+⁠$0.2 million$1.2 million → $1.4 million · p. 48 ↗
SWD Differentiated Support+⁠$0.1 million$1.1 million → $1.2 million · p. 48 ↗
EL Differentiated Support−⁠$13,472$77,274 → $63,802 · p. 48 ↗

How the plan measures it · 6 measures · 3 quoted

Rate of students meeting or exceeding state- established proficiency levels for English Language Arts p. 14 ↗
Baseline
2022-2023 All Students: 28.17% …
Target for year 3
All Students: 50% …
Reclassification Rate p. 15 ↗
Baseline
2023-2024 9.6%
Target for year 3
25%
Rate of students meeting or exceeding state- established proficiency levels for Math p. 15 ↗
Baseline
2022-2023 All Students: 29.10% …
Target for year 3
All Students: 50% …

3 more measures in the plan’s table.

Goal 2 · Focus GoalSupport student, family, and school engagement. We recognize that the success of any school begins with…$306,5992% of action budgets

“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. 21 ↗

3 funded actions · reworded since the 2025–26 plan

Largest funded actions

Family Engagement Events$207,099action 2.1 · p. 48 ↗ · marked as contributing to high-need services
Multi-Tiered PBIS System$92,000action 2.2 · p. 48 ↗ · marked as contributing to high-need services
Supporting Student Attendance$7,500action 2.3 · p. 48 ↗

Changes from last year’s plan, same title

Family Engagement Events+⁠$5,856$201,243 → $207,099 · p. 48 ↗
Supporting Student Attendance+⁠$4,500$3,000 → $7,500 · p. 48 ↗
Multi-Tiered PBIS System+⁠$2,000$90,000 → $92,000 · p. 48 ↗

How the plan measures it · 7 measures · 3 quoted

Suspension Rate p. 23 ↗
Baseline
2022-2023 All Students: 0% …
Target for year 3
All Students: 0% …
Expulsion Rate p. 24 ↗
Baseline
2022-2023 All Students: 0% …
Target for year 3
All Students: 0% …
Average Daily Attendance p. 24 ↗
Baseline
2023-2024 All Students: 91.1% …
Target for year 3
All Students: 95% …

4 more measures in the plan’s table.

Goal 3Create spaces and opportunities for student achievement. In order to meet goals 1 and 2, certain base…$11.5 million80% of action budgets

“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. 30 ↗

4 funded actions · 2025–26 plan: $10.6 million (+⁠$870,811)

Largest funded actions

1b - Safe Facilities and Other Base Services - Non Contributing$10.2 millionaction 3.2 · p. 48 ↗
1a - Safe Facilities and Other Base Services - Contributing$0.8 millionaction 3.1 · p. 48 ↗ · marked as contributing to high-need services
Teacher Hiring, Programmatic Planning and Scheduling$0.5 millionaction 3.3 · p. 48 ↗ · marked as contributing to high-need services
Intentional Professional Developmentunder $0.1 millionaction 3.4 · p. 48 ↗

Changes from last year’s plan, same title

1b - Safe Facilities and Other Base Services - Non Contributing+⁠$0.9 million$9.3 million → $10.2 million · p. 48 ↗
1a - Safe Facilities and Other Base Services - Contributing−⁠$67,866$838,651 → $770,785 · p. 48 ↗
Teacher Hiring, Programmatic Planning and Scheduling+⁠$61,056$438,388 → $499,444 · p. 48 ↗

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

Intentional Professional Development · $29,500 → $26,000 · p. 48 ↗−⁠$3,500

How the plan measures it · 6 measures · 3 quoted

Rate of teachers who are compliant for the subject they are teaching p. 30 ↗
Baseline
2022-2023 100%
Target for year 3
100%
Rate of students who have access to educational supplies and materials that are Common Core aligned p. 31 ↗
Baseline
2023-2024 100%
Target for year 3
100%
Rate of students who have access to electives such as Performing Arts, Engineering and Coding, and Science p. 31 ↗
Baseline
2023-2024 100%
Target for year 3
100%

3 more measures in the plan’s table.

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

Next steps

What comes after KIPP Iluminar Academy, and how do I get in?

No assigned next school.

KIPP Iluminar 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.

Elementary · this school
KIPP Iluminar Academy
Grades TK–4
Middle
Griffith Middle
49th · Developing · 2026Nearby same-district option · distance estimate, not a confirmed feeder · Check how it admits students.
High
Link not recorded
Ask the district about this stage.

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

Not a next step: the school sharing this address. KIPP Sol Academy has the same street address in the state’s school directory.

All recorded links and nearby alternatives

Middle-school links

KIPP Sol Academy
Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
Griffith Middle
Nearby same-district option · distance estimate, not a confirmed feeder · Check how it admits students.
49th percentile · Developing · middle · 2026
Animo Ellen Ochoa Charter Middle
Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
55th percentile · Solid · 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.

Apply on KIPP Iluminar Academy’s own application, by the dates its site lists.

Applying to KIPP Iluminar Academy for 2027–28

KIPP Iluminar Academy is an independent charter, so you apply on its own application, not through LAUSD Choices.
Its site gives these dates: 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.
kippsocal.org ↗

Compare with other schools

How Choices, lotteries and waitlists work

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: kippsocal.org ↗Office: (323) 800-5218Administrator: Tania Hernandez

Location and visiting

Get directions

4800 East Cesar Chavez Avenue, Los Angeles 90022

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

Questions for your visit

How much of each day do English learners spend learning English, and how do families see their progress? 28% 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 (20 of 71 students); California: 47%
What extra help do students who are behind get, and how do you know it’s working? 60% in English and 54% in math scored at the Developing or Minimal level, grades 3 and 4, spring 2026 (228 students tested in each); California: 55% and 55%
When a child starts missing school, who calls the family, and how soon?

Office (323) 800-52184800 East Cesar Chavez Avenue, 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 schoolsStatewide percentile

Morris K. Hamasaki Elementary0.2 mi
67thSolidScope Score 45
Brooklyn Avenue0.3 mi
62ndSolidScope Score 42
Robert Hill Lane Elementary0.5 mi
38thDevelopingScope Score 31
Brightwood ElementaryAlhambra Unified · 0.6 mi
78thStrongScope Score 52
Arts In Action Community Charter0.7 mi · Charter school. Check how it admits students.
37thDevelopingScope Score 30

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.

CDE assessment recordsCDE CAASPP 2026 · every level, as published · raw grade–subject rows

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.

CDE CAASPP test year 2026 · all-students reporting group · publisher grade–subject records.
Grade · subject	Students tested with scores	Proficient or Advanced	Advanced	Proficient	Developing level	Minimal	Mean scale score
Grade 3 · ELA · 2026	118	38.98%	16.1%	22.88%	30.51%	30.51%	2409.2
Grade 4 · ELA · 2026	110	40.91%	20.91%	20%	20.91%	38.18%	2443.8
All Grades · ELA · 2026	228	39.91%	18.42%	21.49%	25.88%	34.21%	not on file
Grade 3 · Math · 2026	118	53.39%	20.34%	33.05%	22.03%	24.58%	2436.5
Grade 4 · Math · 2026	110	38.18%	12.73%	25.45%	35.45%	26.36%	2464.8
All Grades · Math · 2026	228	46.05%	16.67%	29.39%	28.51%	25.44%	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.

Every tested year2017–2026 · 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	228	18%	40%
2026 · Math	228	17%	46%
2025 · English	221	16%	42%
2025 · Math	221	16%	46%
2024 · English	217	19%	38%
2024 · Math	217	14%	40%
2023 · English	213	8%	28%
2023 · Math	213	6%	29%
2022 · English	222	20%	47%
2022 · Math	220	8%	38%
2019 · English	217	48%	77%
2019 · Math	217	58%	87%
2018 · English	212	40%	67%
2018 · Math	212	32%	72%
2017 · English	211	42%	71%
2017 · Math	211	45%	82%

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	114	48%
2025 · Grade 4 · English	107	36%
2025 · Grade 3 · Math	114	52%
2025 · Grade 4 · Math	107	40%
2024 · Grade 3 · English	106	42%
2024 · Grade 4 · English	111	35%
2024 · Grade 3 · Math	106	44%
2024 · Grade 4 · Math	111	36%
2023 · Grade 3 · English	110	28%
2023 · Grade 4 · English	103	28%
2023 · Grade 3 · Math	110	33%
2023 · Grade 4 · Math	103	25%
2022 · Grade 3 · English	112	39%
2022 · Grade 4 · English	110	55%
2022 · Grade 3 · Math	110	33%
2022 · Grade 4 · Math	110	43%
2019 · Grade 3 · English	111	77%
2019 · Grade 4 · English	106	78%
2019 · Grade 3 · Math	111	94%
2019 · Grade 4 · Math	106	80%
2018 · Grade 3 · English	110	65%
2018 · Grade 4 · English	102	69%
2018 · Grade 3 · Math	110	75%
2018 · Grade 4 · Math	102	69%
2017 · Grade 3 · English	105	68%
2017 · Grade 4 · English	106	75%
2017 · Grade 3 · Math	105	82%
2017 · Grade 4 · Math	106	82%

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.

Student groups: test resultsEnglish · spring 2026

Group · English	Tested	Proficient or Advanced
Low-income	195	39%
Hispanic or Latino	225	39%
English learners	36	14%

Shown as reported, with no comparison.

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 · 20 in 100 → 2025–26 · 17 in 100 · −3 in 100
Suspension rate2024–25 · 0 of 608 → 2025–26 · 0 of 632 · 0.0 percentage points

Group	2018–19	2025–26
Female	—	16 in 100
Male	—	18 in 100
Hispanic or Latino	—	17 in 100
Students with disabilities	—	24 in 100
English learners	—	17 in 100
Low-income	—	19 in 100
All students	—	17 in 100

Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.

Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected

Group	English	n	CDE category	Math	n	CDE category
All students	−22	106	Minimal	−4	106	Average
Hispanic or Latino	−21	104	Minimal	−4	104	Average
Low-income	−21	89	Minimal	−6	89	Moderate
English-only students	−21	62	not categorized	−2	62	not categorized
English learners	−21	34	Minimal	−5	34	Average
Students with disabilities	−37	32	Minimal	−14	32	Moderate
English learners only	−19	20	not categorized	−7	20	not categorized
Recently reclassified as fluent in English	−24	14	not categorized	+2	14	not categorized

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.

Growth recordsthe state’s student-by-student measure

California growth model · points vs expected

State model · English−22 pts vs expected

matched students, grade 4

CDE California growth model · 2025 Dashboard

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

All students, grade 4

106 students

CDE growth category: Minimal

State model · math−4 pts vs expected

matched students, grade 4

CDE California growth model · 2025 Dashboard

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

All students, grade 4

106 students

CDE growth category: Average

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.

Fundingschool and district spending, from state and federal finance records · each row names its fiscal year and measure

Per-pupil spending

District · current expense$18,180 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 460,633 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$29,292 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 52%Instruction support 17%Student services 12%Administration 7%Buildings & maintenance 10%Other 2%

The arithmetic behind these shares · FY 2024–25
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.

NCES F-33 district fiscal-year history, 2017–⁠2021; latest district record shown: 2021

2021$18,180 per pupil

2020$16,355 per pupil

2019$15,793 per pupil

2018$13,247 per pupil

2017$13,549 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 holders7.3%

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 90022 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 90022 area
Measure	Estimate
Median household income	$67,967
Bachelor's degree or higher (adults 25+)	10%
ZIP-area population	60,343
Median age	34.6 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 90022 →

Downloads and methodologyCSV · sources · corrections

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.

How we analyze · Request a correction

KIPP Iluminar Academy

Common questions

How do I get in?

How many students reached the top test level here?

How often do students miss school or get suspended?

How did students here do on state tests?

English

Math

Have results changed?

English · top two levels · grades 3 and 4

Math · top two levels · grades 3 and 4

Did students here score above what the state expected?

English

Math

Each year’s results and tested counts

Who can act on KIPP Iluminar Academy’s results?

Where is its yearly plan?

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

How do kids like mine do here?

Who are the students?

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

Who are the families and teachers?

What does KIPP Iluminar Academy’s own plan commit to?

The 2026–27 plan in short

Where the money goes

Reading, math and catch-up help

For high-need students

What changed

What its goals measure

Where does the money go?

Every goal, in the plan’s order

What comes after KIPP Iluminar Academy, and how do I get in?

Middle-school links

Applying to KIPP Iluminar Academy for 2027–28

Before you apply

Location and visiting

Questions for your visit

Source records

Per-pupil spending

Additional workforce records

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