Public school · Sacramento City Unified · Sacramento, California

Leataata Floyd Elementary — Rating & test scores

Sacramento · TK–6 · 201 students (2024–25)

401 McClatchy Way, 95818leataata.scusd.edu ↗(916) 395-4630
3rdpercentileNeeds Support

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

Scope Score
14

Weighted composite · 2025–26
A weighted mix of four of the six elementary school measures.

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

Well below California in English (reading and writing) and math, grades 3–5, spring 2026: 14% and 6% scored Proficient or Advanced, against 46% and 42%.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 111 in English, 109 in math
Comparison
California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).

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

This rating covers grades 3–5. Leataata Floyd Elementary teaches TK–6: grade 6 results ↓

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap, inside the campus outline from the California School Campus Database (2025). Volunteers map it, so a new building may be missing. Buildings with no mapped height are drawn one storey high.

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

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

46 in 100 students (132 of 285) missed 10% or more of school days in 2025–26. That is about twice the rate at the average Sacramento City Unified elementary school.

Sources
The sentence above
CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 285. District and California figures are averages of school rates (58 Sacramento City Unified schools; 5,726 scored California elementary schools), our calculation.

Common questions

How do I get in?

Ask Sacramento City Unified which school serves your address. Evidence ↓

Is Leataata Floyd a good elementary school?

Leataata Floyd Elementary scores higher than 3 in 100 of California’s 5,726 scored public elementary schools: 3rd percentile, Needs Support, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 46 in 100 students missed 10% or more of school days, against 24 in 100 at the average Sacramento City Unified elementary school. 11.1% of students (34 of 305) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

More questions (4)

Did students here score above what the state expected?

Below what the state expected, in both subjects. In 2025, students here in grades 4–6 scored −7 points against the state’s expected score in English, which the state calls Moderate. In math, they scored −9 points, which it calls Moderate.

  • Included in this measure: 69 students in English, 70 in math

Evidence ↓

How do kids like mine do here?

In spring 2026, 15% of low-income students in grades 3–6 at Leataata Floyd Elementary in Sacramento scored Proficient or Advanced in English, against 36% for the same group across California. Evidence ↓

Where does it lead?

By the district’s published 2024 attendance boundaries, Leataata Floyd Elementary is zoned to California Middle. Boundaries change, are approximate at the edges and don’t guarantee placement, so confirm your address with the district.

  • California Middle: 52nd percentile (Solid) of California’s regular public and charter middle schools, 2026 Scope Score

Evidence ↓

What should I ask on a visit?

The questions drawn from this page are under Next steps, ready to copy. Evidence ↓

Academic achievement

How did students here do on state tests?

Well below California in both subjects.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 14% scored Proficient or Advanced in English and 6% in math, against 46% and 42% across California.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 111 in English, 109 in math
Comparison
California: CDE’s grades 3–5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English, 1,211,701 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard

English

Grades 3–5 · spring 2026 · 111 tested

Advanced
1%
Proficient
13%
Below the standard
86%
This school14%
California46%
Sacramento City Unified39%

14% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 109 tested

Advanced
1%
Proficient
5%
Below the standard
94%
This school6%
California42%
Sacramento City Unified35%

6% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–6 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced10%9%21%
Advanced0%0%3%
Proficient10%9%18%
Developing level27%7%29%
Minimal63%84%50%
Tested304338
California44%46%49%
Difference−34−37−28
English, grade 6: share of students tested, spring 2026
MeasureGrade 6
Proficient or Advanced17%
Advanced7%
Proficient10%
Developing level33%
Minimal50%
Tested30
California48%
Difference−31

California is CDE’s statewide English row for each grade, counting every student tested there; the comparisons in the chapters combine these rows for their grades, weighted by students tested (our calculation).

Math

Math, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced7%2%8%
Advanced0%0%3%
Proficient7%2%5%
Developing level26%30%16%
Minimal67%68%76%
Tested304138
California47%42%37%
Difference−40−40−29
Math, grade 6: share of students tested, spring 2026
MeasureGrade 6
Proficient or Advanced13%
Advanced7%
Proficient6%
Developing level10%
Minimal77%
Tested30
California37%
Difference−24

California is CDE’s statewide math row for each grade, counting every student tested there; the comparisons in the chapters combine these rows for their grades, weighted by students tested (our calculation).

A grade the school doesn't teach has no row. “Suppressed” marks a result CDE blanks because fewer than 11 students tested (CDE’s reporting rule); “none tested” marks a grade CDE lists with no students tested; “not on file” marks a result missing from the records we hold. None of them means zero.

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

How does grade 6 do?

Well below California in both subjects. In grade 6, spring 2026, 17% scored Proficient or Advanced in English and 13% in math, against 48% and 37% across California.

English

Grade 6 · spring 2026 · 30 tested

Advanced
7%
Proficient
10%
Below the standard
83%
This school17%
California48%
Sacramento City Unified44%

17% Proficient or Advanced in grade 6.

Math

Grade 6 · spring 2026 · 30 tested

Advanced
7%
Proficient
6%
Below the standard
87%
This school13%
California37%
Sacramento City Unified35%

13% Proficient or Advanced in grade 6.

Have results changed?

Results in both subjects were similar to 2025. English stayed at 14% and math went from 7% to 6%.

English · top two levels · grades 3–5

202514%91 tested
→
202614%111 tested

This school

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

Math · top two levels · grades 3–5

20257%91 tested
→
20266%109 tested

This school

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

Each year is a different group of students.

Did students here score above what the state expected?

Below what the state expected, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4–6 scored −7 points against that expected score in English, which the state calls Moderate. In math, they scored −9 points, which it calls Moderate.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 4–6: 69 in English, 70 in math
Comparison
Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Grades 4–6 · 2025 · 69 students in English, 70 in math, with scores in both years

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

−7 pts

English

The state calls it Moderate, the second of its five growth levels.

−9 pts

Math

The state calls it Moderate, the second of its five growth levels.

Ask: What extra help do students who are behind get, and how do you know it’s working?

All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts
Share of students tested at each level, spring 2026
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 3–5 · This school1%13%19%67%111
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Sacramento City Unified20%19%19%42%9,362
Math, grades 3–5 · This school1%5%23%71%109
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Sacramento City Unified16%19%23%42%9,369
English, grade 6 · This school7%10%33%50%30
English, grade 6 · California20%28%24%28%415,439
English, grade 6 · Sacramento City Unified18%26%24%32%3,217
Math, grade 6 · This school7%6%10%77%30
Math, grade 6 · California21%16%25%38%415,904
Math, grade 6 · Sacramento City Unified19%16%24%41%3,227

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 · Grades 3–5 are well below California. Grade 6 is also well below it

Chart and table: 2017–2026.

English top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202614%46%
Math top two levels, grades 3–5
This schoolCalifornia
0%50%100%2017202220266%42%

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

In grades 3–5, the share at the state’s top two levels in English was 14% in both 2017 and 2026, with 2025 and 2026 about the same. In math, it went from 9% in 2017 to 6% 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 3–5
YearThis schoolCalifornia
201714%
139 tested		45%
1,384,680 tested
201811%
140 tested		49%
1,346,907 tested
201913%
144 tested		50%
1,332,547 tested
20226%
105 tested		45%
1,260,830 tested
202312%
98 tested		44%
1,247,801 tested
20249%
80 tested		45%
1,235,509 tested
202514%
91 tested		46%
1,232,086 tested
202614%
111 tested		46%
1,208,894 tested
Math · top two levels · grades 3–5
YearThis schoolCalifornia
20179%
139 tested		40%
1,392,040 tested
20186%
140 tested		42%
1,352,321 tested
20198%
144 tested		44%
1,338,625 tested
20222%
105 tested		38%
1,265,943 tested
20238%
98 tested		40%
1,256,519 tested
20246%
80 tested		41%
1,249,262 tested
20257%
91 tested		41%
1,241,652 tested
20266%
109 tested		42%
1,211,701 tested
How the state’s growth measure worksPoints above or below what the state expected from the same students’ earlier scores

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 7 points below that expected score, and in math 9 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 Leataata Floyd’s results?

The state has Leataata Floyd in targeted support; Sacramento City Unified’s board decides its plan.

What has the state flagged?

The state named it because results were low for students with disabilities. This support comes with a school improvement plan, which must use approaches with evidence behind them. Ask the principal to see the school improvement plan.

Federal designation under the Every Student Succeeds Act, 2025–26. Source 

The state is giving Sacramento City Unified extra help in 2026. It qualified on the 2025 California School Dashboard. The county office must help the district for at least three years, including a review of its yearly plan.

Extra help for Sacramento City Unified: CDE’s assistance status file for the 2025 California School Dashboard. Source 

When is the plan set, and how can you take part?

Sacramento City Unified’s board must adopt its yearly plan (LCAP) by July 1, after at least one public hearing at an earlier meeting.

How to take part

  • Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
  • Send written comments on the actions and spending the plan proposes.
  • Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
  • Read the midyear report, due by February 28.
  • Read Sacramento City Unified’s 2025–26 plan (LCAP, PDF) 
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?

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

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. At the average Sacramento City Unified elementary school, 24 in 100 were. 11.1% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 132 of 285 students counted for it; suspension: 34 of 305 students enrolled during the year
Comparison
Each comparison is the rate at the average school (our average of school rates), not a pooled rate. Also: suspensions at the average Sacramento City Unified elementary school 3.6%.

Chronically absent, 2025–26

46 in 100This school
24 in 100At the average Sacramento City Unified elementary school
17 in 100At the average California elementary school

132 of 285 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

11.1%

of students were suspended at least once (34 of 305). Average California elementary school 1.6%.

Ask: How do you support kids who arrive ahead, and kids who arrive behind?

Ask families and staff yourselfWhat to ask the people at Leataata Floyd

Ask current families how the school keeps them informed, and what happened when their child needed help. Ask staff how long teachers tend to stay.

Questions for your visit ↓

Have a child here? Answer 7 questionsResponder en español

Work here? Answer the staff questions.

Every learner

How do kids like mine do here?

Low-income and Black or African American students scored well below the same groups across California.

Student groups, grades 3–6, spring 2026

15% of low-income students scored Proficient or Advanced in English and 7% in math (grades 3–6, spring 2026), against 36% and 30% for the same group across California. Black or African American students: 15% in English and 5% in math, against 31% and 23% for the same group across California.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 3–6; 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).
Leataata FloydSame group, California
  • Low-incomeEnglish · 136 tested15%Same group, California 36%
  • Low-incomeMath · 134 tested7%Same group, California 30%
  • Black or African AmericanEnglish · 75 tested15%Same group, California 31%
  • Black or African AmericanMath · 75 tested5%Same group, California 23%

Proficient or Advanced, grades 3–6, spring 2026.

Who are the students?

2025–26 · students counted
1. Black or African American: 52%2. Hispanic or Latino: 28%3. Two or more races: 9%4. White: 5%Unallocated share: 6%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Black or African American52%
  2. Hispanic or Latino28%
  3. Two or more races9%
  4. White5%
  5. Asian—
  6. Filipino—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. Unallocated share6%
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.

Who are the families and teachers?

97%of students qualified for free or reduced-price meals in 2024–25, 195 of 201. California: 63%.

8teachers, 2024–25

11 yearsaverage experience, 2024–25

0%in their first year, 2024–25

95%of teaching positions with proper credential and placement, 2021–22

Ask: What extra help is there for low-income and Black or African American students, and how does the school check that it works?

All group results, district comparisons and sources
Proficient or Advancedgrades 3–6 · spring 2026
Group and subjectHerevs Sacramento City Unifiedvs California
Low-income · 136 tested in English, 134 in math
English15%−1530%−2136%
Math7%−1825%−2330%
Black or African American · 75 tested
English15%−520%−1631%
Math5%−914%−1823%

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

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

Full student mix, comparisons and sources, 2025–26
Students, 2025–26Here
Black or African American52%
Hispanic or Latino28%
Two or more races9%
White5%
Asian—
Filipino—
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: 95% of teaching positions, 9 properly credentialed teaching-position FTE out of 9.5 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Leataata Floyd, and how do I get in?

California Middle, then C. K. McClatchy High.

Each school’s standing compares it with California schools at its own level.

  1. Elementary · this school
    Leataata Floyd Elementary
    Grades TK–6
  2. Middle · assigned
    California Middle
    52nd · Solid · 2026
  3. High · assigned
    C. K. McClatchy High
    23rd · Needs Support · 2025

From the district’s 2024 attendance boundaries. A boundary doesn’t guarantee placement: transfers, permits, magnets and other programs can change the path. Check your child’s address and current assignment with the district. Explore schools on the map

All recorded links and nearby alternatives

Middle-school links

High-school links

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

Where the path ends: C. K. McClatchy High
C. K. McClatchy High23rd · Needs Support · 2025 · Scope Score 47district-published assignment

The road from this school ends at C. K. McClatchy High. UC records 57 enrollees from C. K. McClatchy High for fall 2025. The AP Course Audit lists 26 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach C. K. McClatchy High around 2036, and a school can change a lot in 10 years. By the state’s 2023 count, 83% of the students who finished high school at C. K. McClatchy High enrolled in college within 12 months, UC or not.

57 UC enrollees (fall 2025) · 26 authorized AP courses (AP Course Audit 2025–26) → full record on C. K. McClatchy High's page
Source: UC & College Board AP Course Ledger

How do I get in?

Ask Sacramento City Unified which school serves your address.

School website: leataata.scusd.edu ↗Office: (916) 395-4630Administrator: Maiuu-Sam Floyd

Location and visiting

Get directions  (opens Google Maps in a new tab)
401 McClatchy Way, Sacramento 95818

Directory location · Explore nearby schools on the map. Confirm which school serves your address with Sacramento City Unified.

Questions for your visit

  1. Do families get each child’s absence count during the year, and what happens once a child starts missing school? 46 in 100 chronically absent, 2025–26 (132 of 285 students); average California elementary school: 17 in 100
  2. What does the school try before a suspension, and who talks with the family? 11.1% suspended at least once, 2025–26 (34 of 305 students); average California elementary school: 1.6%
  3. What extra help do students who are behind get, and how do you know it’s working? 86% in English and 94% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (111 tested in English, 109 in math); California: 54% and 58%
  4. What are the school-day hours and after-school care options?

Office (916) 395-4630401 McClatchy Way, directions  (opens Google Maps in a new tab)

Nearby elementary schoolsClosest first, by straight-line distance

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

Nearby elementary schoolsPercentile among California elementary schools, 2026

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

Explore nearby schools on the map

Source records

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

Score factorssource values, index and weights · 2025–26 · ranked #5,511 of 5,726 California elementary schools we score · #51 of 58 in Sacramento City Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math1%3042%
Proficient or Advancedaverage of English and math10%2423%
Chronically absent46 in 10085%
Suspension rate11.1% (34 of 305)05%
Grade gap (G3→G5, different students)+6.1pp—not scored

Index is where the school's value sits among the California elementary schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2025–26. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests. The weights above add to 75%: the remaining 25%, for measures with no value here, is shared out among the measures above.

Scope Score by year2018–19 to 2025–26 · each year’s inputs, and the score for each year we could verify

Scope Score

School yearScope ScorePercentileRankComparison group
2025–26143#5511California elementary schools · 5,726 schools · current formula

2018–19, 2021–22, 2022–23, 2023–24 and 2024–25 have records on file but no Scope Score we could verify against that year’s source files, so no score is shown for them.

School yearChronic absenceSuspensionGrade gap (points)
2018–1926 in 1003.7% (14 of 381)−4
2021–22not on filenot on file−3
2022–23not on filenot on file−14
2023–2451 in 10015.1% (37 of 245)+6
2024–2552 in 10013.1% (32 of 245)+1
2025–2646 in 10011.1% (34 of 305)+6

Chronic absence and suspension are CDE’s all-students school rates for each year.

Grade gap: the same year’s grade 3 and grade 5 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).
No 2019–20 or 2020–21 records in this SchoolScope series
Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English1412%14%
2026 · Math1392%7%
2025 · English1184%16%
2025 · Math1180%5%
2024 · English1122%11%
2024 · Math1122%4%
2023 · English1384%13%
2023 · Math1381%7%
2022 · English1442%6%
2022 · Math1410%1%
2019 · English1913%17%
2019 · Math1912%10%
2018 · English1883%13%
2018 · Math1881%5%
2017 · English1712%12%
2017 · Math1711%7%

Each year names its school year end (2026 = 2025–26). “Students with scores” counts each subject on its own, so don’t add the English and math counts together. A dash is unavailable, not zero.

Earlier years · grade and subject

Year · grade · subjectStudents with scoresMet or exceeded
2025 · Grade 3 · English3614%
2025 · Grade 4 · English2917%
2025 · Grade 5 · English2612%
2025 · Grade 6 · English2722%
2025 · Grade 3 · Math363%
2025 · Grade 4 · Math2910%
2025 · Grade 5 · Math268%
2025 · Grade 6 · Math270%
2024 · Grade 3 · English303%
2024 · Grade 4 · English287%
2024 · Grade 5 · English2218%
2024 · Grade 6 · English3216%
2024 · Grade 3 · Math307%
2024 · Grade 4 · Math287%
2024 · Grade 5 · Math225%
2024 · Grade 6 · Math320%
2023 · Grade 3 · English3421%
2023 · Grade 4 · English297%
2023 · Grade 5 · English359%
2023 · Grade 6 · English4015%
2023 · Grade 3 · Math3315%
2023 · Grade 4 · Math2910%
2023 · Grade 5 · Math360%
2023 · Grade 6 · Math402%
2022 · Grade 3 · English277%
2022 · Grade 4 · English350%
2022 · Grade 5 · English439%
2022 · Grade 6 · English395%
2022 · Grade 3 · Math287%
2022 · Grade 4 · Math380%
2022 · Grade 5 · Math390%
2022 · Grade 6 · Math360%
2019 · Grade 3 · English5910%
2019 · Grade 4 · English4914%
2019 · Grade 5 · English3614%
2019 · Grade 6 · English4732%
2019 · Grade 3 · Math5915%
2019 · Grade 4 · Math492%
2019 · Grade 5 · Math363%
2019 · Grade 6 · Math4717%
2018 · Grade 3 · English469%
2018 · Grade 4 · English4210%
2018 · Grade 5 · English5215%
2018 · Grade 6 · English4819%
2018 · Grade 3 · Math4611%
2018 · Grade 4 · Math425%
2018 · Grade 5 · Math524%
2018 · Grade 6 · Math482%
2017 · Grade 3 · English4516%
2017 · Grade 4 · English4518%
2017 · Grade 5 · English4910%
2017 · Grade 6 · English320%
2017 · Grade 3 · Math4518%
2017 · Grade 4 · Math449%
2017 · Grade 5 · Math500%
2017 · Grade 6 · Math320%

Current 2025–26 grade results are under Academic achievement, in Results for each grade. “Students with scores” counts the students tested in that grade, subject and year. A missing result is not zero, and each year’s row is a different group of children.

Science (CAST)schoolwide · spring 2026
Science (CAST)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide380%13%55%32%

CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate. Not part of the Scope Score.

Student groups: test resultsEnglish · spring 2026 · against the same group in the district and California
Group · EnglishTestedProficient or Advancedvs districtvs California
Low-income13615%−15−21
Black or African American7515%−5−16
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
GroupEnglishnCDE categoryMathnCDE category
All students−769Moderate−970Moderate
Low-income−967Moderate−1068Moderate
English-only students−664not categorized−765not categorized
Black or African American+131Average−1432Moderate
Hispanic or Latino−2021Moderate−1421Moderate
Students with disabilities−2712Minimal−1912Moderate

CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8; here that is grades 4–6. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure
California growth model · points vs expected

State model · English−7 pts vs expected

matched students, grades 4–6

CDE California growth model · 2025 Dashboard

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

All students, grades 4–6

69 students

CDE growth category: Moderate

California growth model, English: −7 scale-score points versus the state's expectation, CDE category Moderate, against SchoolScope's +2-point median for California elementary school records.

State model · math−9 pts vs expected

matched students, grades 4–6

CDE California growth model · 2025 Dashboard

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

All students, grades 4–6

70 students

CDE growth category: Moderate

California growth model, math: −9 scale-score points versus the state's expectation, CDE category Moderate, against SchoolScope's +2-point median for California elementary school records.

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California elementary school records, the median English estimate is +2 and the middle half fall between −5 and +9 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8; here that is grades 4–6, and it is not part of the Scope Score.

Attendance and suspensionsState records · this school and each student group · 2018–19 and 2025–26

CDE’s all-students school rates for 2024–25 and 2025–26; the change is the difference between the two rates as printed.

Year-over-year school rates
Chronic absenteeism2024–25 · 52 in 100 → 2025–26 · 46 in 100 · −6 in 100
Suspension rate2024–25 · 13.1% (32 of 245) → 2025–26 · 11.1% (34 of 305) · −2.0 percentage points
Group2018–192025–26Change
Female30 in 10044 in 100+14 in 100
Male23 in 10049 in 100+26 in 100
Black or African American25 in 10049 in 100+24 in 100
Hispanic or Latino28 in 10038 in 100+10 in 100
Pacific Islander33 in 100——
Two or more races29 in 10065 in 100+36 in 100
Students with disabilities26 in 10055 in 100+29 in 100
English learners31 in 100——
Low-income26 in 10047 in 100+21 in 100
All students26 in 10046 in 100+20 in 100
White—43 in 100—
Homeless—59 in 100—

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

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

Per-pupil spending

District · current expense$15,654 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 40,711 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

School-level federal expenditures$1,300 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 201

Central federal expenditures attributed here$2,859 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 201

District current expense · FY 2024–25$24,421 per ADA

CDE SACS Current Expense of Education · district fiscal year ending 2025 · average daily attendance denominator

These figures are not directly comparable: school ESSA attributed spending and NCES district current expense use different measures and populations. Their fiscal years are labeled above.

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 62%Instruction support 13%Student services 12%Administration 5%Buildings & maintenance 8%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$506,760,54162.13%62%
Instruction support$107,070,69713.13%13%
Student services$94,256,79211.56%12%
Administration$39,104,7294.79%5%
Buildings & maintenance$67,145,8158.23%8%
Total$815,598,118100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $815,598,118 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2021; latest district record shown: 2021
2021$15,654 per pupil
2020$13,792 per pupil
2019$14,667 per pupil
2018$12,722 per pupil
2017$11,601 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 holders0.0%

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 95818 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 95818 area
MeasureEstimate
Median household income$118,196
Bachelor's degree or higher (adults 25+)63%
ZIP-area population22,581
Median age40.5 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score. See all schools in ZIP code 95818 →

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Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 5,726 elementary schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Data updated October 15, 2026

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