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

KIPP Sol Academy

Los Angeles · 5–8 · 465 students (2024–25)

4800 East Cesar Chavez Avenue, 90022kippsocal.org ↗(323) 800-5220

Applications close Friday, February 12, at 4 pm.

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

KIPP Sol Academy is a charter school for grades 5–8. Its latest state test results are from spring 2025, so it has no 2026 Scope Score.

How to enroll

Save

Shared campus · © OpenStreetMap

KIPP Sol Academy and KIPP Iluminar 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.

Well below California in English (reading and writing) and math. In grades 6–8, spring 2025, 31% met or exceeded the standard in English and 20% in math, against 49% and 36% across California.

Sources

The sentence above: Source: California’s state tests (CAASPP), California Department of Education, spring 2025 Students: all students tested in grades 6–8: 346 Comparison: California: CDE’s grades 6–8 rows for the whole state combined, weighted by students tested (our calculation; 1,266,619 in English, 1,272,526 in math tested). The comparisons use the same grades and year.

Common questions

How do I get in?

Apply on KIPP Sol 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 6–8, spring 2025, 8% exceeded the standard in English and 8% in math. 69% scored below the standard in English and 80% in math. Evidence ↓

How often do students miss school?

29 in 100 students were chronically absent in 2024–25 (136 of 470), meaning they missed 10% or more of school days. Evidence ↓

Academic achievement

How did students here do on state tests?

Well below California in both subjects.

State tests (CAASPP), spring 2025

In grades 6–8, spring 2025, 31% met or exceeded the standard in English and 20% in math, against 49% and 36% across California.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2025
Students: all students tested in grades 6–8: 346
Comparison: California: CDE’s grades 6–8 rows for the whole state combined, weighted by students tested (our calculation; 1,266,619 in English, 1,272,526 in math tested). The comparisons use the same grades and year.

Exceeded standardMet standardBelow the standard

English

Grades 6–8 · spring 2025 · 346 tested

Exceeded: 8%
Met: 23%
Below the standard: 69%

This school31%

California49%

31% met or exceeded in grades 6–8.

Math

Grades 6–8 · spring 2025 · 346 tested

Exceeded: 8%
Met: 12%
Below the standard: 80%

This school20%

California36%

20% met or exceeded in grades 6–8.

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

How do the elementary grades do?

Well below California in English; below it in math. In grade 5, spring 2025, 31% met or exceeded the standard in English and 27% in math, against 49% and 36% across California.

English

Grade 5 · spring 2025 · 98 tested

Exceeded: 11%
Met: 20%
Below the standard: 69%

This school31%

California49%

31% met or exceeded in grade 5.

Math

Grade 5 · spring 2025 · 99 tested

Exceeded: 8%
Met: 19%
Below the standard: 73%

This school27%

California36%

27% met or exceeded in grade 5.

How does math compare with English?

In grades 6–8, spring 2025, math trails English by 11 percentage points in the share who met or exceeded the standard, against 13 points across California. The grades 6–8 cards above give each subject’s share.

Have results changed?

English results were higher than in 2024; math results were similar. English went from 26% to 31% and math stayed at 20%.

English · met or exceeded · grades 6–8

202426%351 tested

→

202531%346 tested

This school

California, same grades46% → 49%2024 → 2025 · 1,269,432 → 1,266,619 tested

Math · met or exceeded · grades 6–8

202420%351 tested

→

202520%346 tested

This school

California, same grades33% → 36%2024 → 2025 · 1,277,570 → 1,272,526 tested

Each year is a different group of students.

Did students here score above what the state expected?

In English, about as expected; in math, yes. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4–8 scored −3 points against that expected score in English, which the state calls Average. In math, they scored +7 points, which it calls Accelerated.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grades 4–8: 433
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 4–8 · 2025 · 433 students with scores in both years

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

−3 pts

English

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

+7 pts

Math

The state calls it Accelerated, the fourth of its five growth levels.

Ask: How do students get support, choose courses, and prepare for the move to high school?

All four levelsThe state’s test levels Exceeded, Met, Nearly met and Not met, with tested counts

Share of students tested at each level, spring 2025
Students	Exceeded	Met	Nearly met	Not met	Tested
English, grades 6–8 · This school	8%	23%	30%	39%	346
English, grades 6–8 · California	19%	30%	23%	28%	1,266,619
Math, grades 6–8 · This school	8%	12%	29%	51%	346
Math, grades 6–8 · California	20%	16%	23%	41%	1,272,526
English, grade 5 · This school	11%	20%	16%	53%	98
English, grade 5 · California	23%	26%	19%	32%	417,714
Math, grade 5 · This school	8%	19%	21%	52%	99
Math, grade 5 · California	20%	16%	25%	39%	420,663

Below the standard combines the state’s two lowest test levels, Nearly met and Not met. Data source: California Department of Education, spring 2025. The state comparison combines CDE’s rows for the same grades, weighted by students tested (our calculation).

Read English and math separately, then look at progress and the courses students can take.

Each grade’s results, every tested year ↓

Results since 20177 tested years shown

Chart and table: 2017–2025.

English met or exceeded, grades 6–8

This schoolCalifornia

0%50%100%20172021202531%49%

Math met or exceeded, grades 6–8

This schoolCalifornia

0%50%100%20172021202520%36%

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

In grades 6–8, the share at the state’s top two levels in English went from 72% in 2017 to 31% in 2025. In math, it went from 57% in 2017 to 20% in 2025, with 2024 and 2025 about the same. Each year is a different group of students.

Each year’s results and tested counts

English · met or exceeded · grades 6–8
Year	This school	California
2017	72% 367 tested	48% 1,377,836 tested
2018	66% 363 tested	49% 1,391,379 tested
2019	67% 364 tested	50% 1,390,416 tested
2022	50% 353 tested	47% 1,277,584 tested
2023	42% 354 tested	46% 1,267,562 tested
2024	26% 351 tested	46% 1,269,432 tested
2025	31% 346 tested	49% 1,266,619 tested

Math · met or exceeded · grades 6–8
Year	This school	California
2017	57% 367 tested	37% 1,383,609 tested
2018	56% 363 tested	37% 1,394,516 tested
2019	60% 365 tested	38% 1,394,239 tested
2022	26% 354 tested	31% 1,279,506 tested
2023	24% 352 tested	32% 1,272,024 tested
2024	20% 351 tested	33% 1,277,570 tested
2025	20% 346 tested	36% 1,272,526 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 3 points below that expected score, and in math 7 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.

What you can do

Who can act on KIPP Sol Academy’s results?

KIPP Sol Academy’s own board decides its plan.

The state hasn’t placed KIPP Sol 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 County Office of Education authorized this charter; its current term ends June 30, 2030.

Authorizer from the California Department of Education’s charter term file; term from its Charter School Database, checked October 22, 2026. Source

Life at school

How often do students miss school?

29 in 100 students were chronically absent in 2024–25.

State attendance records, 2024–25

That means they missed 10% or more of school days. At the average Los Angeles Unified middle school, 24 in 100 were.

Source

Source: CDE chronic absenteeism file, 2024–25
Students: chronic absence: 136 of 470 students counted for it
Comparison: Each comparison is the rate at the average school (our average of school rates), not a pooled rate.

Chronically absent, 2024–25

29 in 100This school

24 in 100At the average Los Angeles Unified middle school

18 in 100At the average California middle school

136 of 470 students were chronically absent, meaning they missed 10% or more of school days.

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 Sol 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

Who goes here?

Students, families and teachers

Who are the families and teachers?

80%of students qualified for free or reduced-price meals in 2024–25, 373 of 465. California: 63%.

22teachers, 2024–25

5 yearsaverage experience, 2024–25

23%in their first year, 2024–25

54%of teaching positions with proper credential and placement, 2021–22

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

48% 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 · 38 of 79 English learners48%

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 ↗.

Ask: How does the school help English learners reach the top level of the state’s English test?

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 54% of teaching positions, 11.9 properly credentialed teaching-position FTE out of 22 total position FTE. This measures positions, not individual teachers.

In its own words

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

Its 2026–27 plan

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

$10.1 million

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.

The 2026–27 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 87 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 88% of the money. The plan itself puts 51% of it toward staff.

1b - Safe Facilities and Other Base Services - Non Contributing $7.1 million
SWD Differentiated Support $969,220
Data-Driven Instruction $783,620
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 $38,482

Largest of these

EL Differentiated Support$38,482

For high-need students

It plans $1.9 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $2.2 million and estimates it spent $2.2 million, under $0.1 million (2%) more than planned (our arithmetic).

What changed

The total is $226,859 (2%) 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 $6.6 million to $7.1 million.

Largest cuts

Data-Driven Instruction−⁠$330,314
1a - Safe Facilities and Other Base Services - Contributing−⁠$61,648
Teacher Hiring, Programmatic Planning and Scheduling−⁠$48,681

Largest increases

1b - Safe Facilities and Other Base Services - Non Contributing+⁠$543,213
SWD Differentiated Support+⁠$152,677

Ask: What did Data-Driven Instruction pay for, and what changes now that the 2026–27 plan gives it $330,314 less?

The plan’s own titles and amounts

1b - Safe Facilities and Other Base Services - Non Contributing · $7,126,843
SWD Differentiated Support · $969,220
Data-Driven Instruction · $783,620

The full plan3 goals, 23 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 ($10.1 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…$1.8 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: $2.0 million (−⁠$202,149)

Largest funded actions

SWD Differentiated Support$969,220action 1.3 · p. 49 ↗
Data-Driven Instruction$783,620action 1.1 · p. 49 ↗
EL Differentiated Support$38,482action 1.2 · p. 49 ↗

Changes from last year’s plan, same title

Data-Driven Instruction−⁠$0.3 million$1.1 million → $0.8 million · p. 49 ↗
SWD Differentiated Support+⁠$152,677$816,543 → $969,220 · p. 49 ↗
EL Differentiated Support−⁠$24,512$62,994 → $38,482 · p. 49 ↗

How the plan measures it · 8 measures · 3 quoted

Rate of students meeting or exceeding state- established proficiency levels for English Language Arts p. 14 ↗
Baseline
2022-2023 All Students: 39.96% …
Target for year 3
All Students: 50% …
Reclassification Rate p. 15 ↗
Baseline
2023-2024 4.1%
Target for year 3
25%
Rate of 5th grade students meeting or exceeding state- established proficiency levels for science p. 15 ↗
Baseline
2022-2023 All Students: 18.49% …
Target for year 3
All Students: 40% …

5 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…$219,4332% 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. 22 ↗

3 funded actions · reworded since the 2025–26 plan

Largest funded actions

Family Engagement Events$137,033action 2.1 · p. 49 ↗
Multi-Tiered PBIS System$76,000action 2.2 · p. 49 ↗
Supporting Student Attendance$6,400action 2.3 · p. 49 ↗

Changes from last year’s plan, same title

Supporting Student Attendance+⁠$3,400$3,000 → $6,400 · p. 49 ↗
Family Engagement Events−⁠$776$137,809 → $137,033 · p. 49 ↗

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

Multi-Tiered PBIS System · $76,000 → $76,000 · p. 49 ↗unchanged

How the plan measures it · 8 measures · 3 quoted

Suspension Rate p. 24 ↗
Baseline
2022-2023 All Students: 0.2% …
Target for year 3
All Students: 0% …
Expulsion Rate p. 25 ↗
Baseline
2022-2023 All Students: 0% …
Target for year 3
All Students: 0% …
Average Daily Attendance p. 25 ↗
Baseline
2023-2024 All Students: 92.7% …
Target for year 3
All Students: 95% …

5 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…$8.1 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: $7.6 million (+⁠$426,384)

Largest funded actions

1b - Safe Facilities and Other Base Services - Non Contributing$7.1 millionaction 3.2 · p. 49 ↗
1a - Safe Facilities and Other Base Services - Contributing$0.6 millionaction 3.1 · p. 49 ↗
Teacher Hiring, Programmatic Planning and Scheduling$0.3 millionaction 3.3 · p. 49 ↗ · marked as contributing to high-need services
Intentional Professional Developmentunder $0.1 millionaction 3.4 · p. 50 ↗

Changes from last year’s plan, same title

1b - Safe Facilities and Other Base Services - Non Contributing+⁠$0.5 million$6.6 million → $7.1 million · p. 49 ↗
1a - Safe Facilities and Other Base Services - Contributing−⁠$61,648$649,156 → $587,508 · p. 49 ↗
Teacher Hiring, Programmatic Planning and Scheduling−⁠$48,681$375,681 → $327,000 · p. 49 ↗

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

Intentional Professional Development · $24,500 → $18,000 · p. 50 ↗−⁠$6,500

How the plan measures it · 7 measures · 3 quoted

Rate of teachers who are compliant for the subject they are teaching p. 30 ↗
Baseline
2023-2024 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%
Provide 15 college and career activities for 5th- 8th students (provided by our KIPP Forward Team) p. 32 ↗
Baseline
2024-2025 15 events provided
Target for year 3
15 events provided

4 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

How do I get in?

Apply on KIPP Sol Academy’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: kippsocal.org ↗Office: (323) 800-5220Administrator: Karla Davalos

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 do students get support, choose courses, and prepare for the move to high school?
When a child starts missing school, who calls the family, and how soon?
How does the school help English learners reach the top level of the state’s English test?
What did Data-Driven Instruction pay for, and what changes now that the 2026–27 plan gives it $330,314 less?
Which math courses can students take, and how are placements decided?
Which electives and high-school transition supports are available?

Office (323) 800-52204800 East Cesar Chavez Avenue, directions (opens Google Maps in a new tab)

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.

The spring 2026 CAASPP records we hold have no English or math rows for this school. Its earlier results are under Every tested year.

Every tested year2016–2025 · rates, tested counts, and each grade

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.

English and math by test year · all tested grades

Year · subject	Students with scores	Exceeded	Met or exceeded
2025 · English	444	9%	31%
2025 · Math	445	8%	22%
2024 · English	467	6%	24%
2024 · Math	468	8%	17%
2023 · English	473	10%	40%
2023 · Math	471	8%	22%
2022 · English	483	11%	48%
2022 · Math	483	10%	24%
2019 · English	492	25%	66%
2019 · Math	494	29%	56%
2018 · English	494	25%	65%
2018 · Math	494	28%	53%
2017 · English	492	25%	70%
2017 · Math	492	27%	55%
2016 · English	388	29%	73%
2016 · Math	388	25%	55%

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 5 · English	98	31%
2025 · Grade 6 · English	123	22%
2025 · Grade 7 · English	114	32%
2025 · Grade 8 · English	109	39%
2025 · Grade 5 · Math	99	27%
2025 · Grade 6 · Math	123	13%
2025 · Grade 7 · Math	114	24%
2025 · Grade 8 · Math	109	24%
2024 · Grade 5 · English	116	18%
2024 · Grade 6 · English	120	24%
2024 · Grade 7 · English	117	25%
2024 · Grade 8 · English	114	30%
2024 · Grade 5 · Math	117	9%
2024 · Grade 6 · Math	120	14%
2024 · Grade 7 · Math	117	21%
2024 · Grade 8 · Math	114	25%
2023 · Grade 5 · English	119	34%
2023 · Grade 6 · English	123	35%
2023 · Grade 7 · English	116	47%
2023 · Grade 8 · English	115	44%
2023 · Grade 5 · Math	119	18%
2023 · Grade 6 · Math	121	25%
2023 · Grade 7 · Math	116	27%
2023 · Grade 8 · Math	115	19%
2022 · Grade 5 · English	130	44%
2022 · Grade 6 · English	120	42%
2022 · Grade 7 · English	121	55%
2022 · Grade 8 · English	112	52%
2022 · Grade 5 · Math	129	19%
2022 · Grade 6 · Math	120	33%
2022 · Grade 7 · Math	121	22%
2022 · Grade 8 · Math	113	22%
2019 · Grade 5 · English	128	65%
2019 · Grade 6 · English	129	65%
2019 · Grade 7 · English	120	65%
2019 · Grade 8 · English	115	70%
2019 · Grade 5 · Math	129	45%
2019 · Grade 6 · Math	129	60%
2019 · Grade 7 · Math	121	52%
2019 · Grade 8 · Math	115	67%
2018 · Grade 5 · English	131	62%
2018 · Grade 6 · English	124	62%
2018 · Grade 7 · English	120	68%
2018 · Grade 8 · English	119	69%
2018 · Grade 5 · Math	131	47%
2018 · Grade 6 · Math	124	57%
2018 · Grade 7 · Math	120	45%
2018 · Grade 8 · Math	119	66%
2017 · Grade 5 · English	125	66%
2017 · Grade 6 · English	127	64%
2017 · Grade 7 · English	124	75%
2017 · Grade 8 · English	116	78%
2017 · Grade 5 · Math	125	50%
2017 · Grade 6 · Math	127	54%
2017 · Grade 7 · Math	124	56%
2017 · Grade 8 · Math	116	62%
2016 · Grade 5 · English	139	71%
2016 · Grade 6 · English	129	67%
2016 · Grade 7 · English	120	83%
2016 · Grade 5 · Math	139	41%
2016 · Grade 6 · Math	129	58%
2016 · Grade 7 · Math	120	68%

“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.

Chronic absence by student groupState records · this school and each student group · 2018–19 and 2024–25

Group	2018–19	2024–25
Female	—	30 in 100
Male	—	27 in 100
Hispanic or Latino	—	29 in 100
Students with disabilities	—	37 in 100
English learners	—	29 in 100
Low-income	—	30 in 100
All students	—	29 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	−3	433	Average	+7	433	Accelerated
Hispanic or Latino	−4	427	Average	+6	427	Accelerated
Low-income	−3	360	Average	+7	360	Accelerated
English-only students	−3	243	not categorized	+3	243	not categorized
English learners	−9	126	Moderate	+8	126	Accelerated
English learners only	−21	76	not categorized	+4	76	not categorized
Students with disabilities	−11	75	Moderate	+3	75	Average
Long-term English learners (grades 6–8 only)	−7	50	Moderate	+20	50	Exceptional
Recently reclassified as fluent in English	+7	50	not categorized	+6	50	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.

Growth recordsthe state’s student-by-student measure

California growth model · points vs expected

State model · English−3 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

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

All students, grades 4–8

433 students

CDE growth category: Average

State model · math+7 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

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

All students, grades 4–8

433 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.

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 holders9.1%

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 Sol Academy

Common questions

How do I get in?

How many students reached the top test level here?

How often do students miss school?

How did students here do on state tests?

English

Math

How do the elementary grades do?

English

Math

How does math compare with English?

Have results changed?

English · met or exceeded · grades 6–8

Math · met or exceeded · grades 6–8

Did students here score above what the state expected?

English

Math

Each year’s results and tested counts

Who can act on KIPP Sol Academy’s results?

Where is its yearly plan?

How often do students miss school?

Chronically absent, 2024–25

Who goes here?

Who are the families and teachers?

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

What does KIPP Sol 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

Where does the money go?

Every goal, in the plan’s order

How do I get in?

Before you apply

Location and visiting

Questions for your visit

Source records

Per-pupil spending

Additional workforce records

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