Students come here by referral or placement rather than choosing among schools, so we publish its results without a rating.
Shared campus · © OpenStreetMap
Lincoln Community Day, Centennial Independent Study and Independence Continuation High share this address in the state’s school directory. The California School Campus Database maps the grounds as one campus. Which buildings each school uses here isn’t mapped.
The California School Campus Database records Liberty High and Ranchos Middle on this campus too; it gives each school the whole campus, so this drawing doesn’t show which buildings each uses.
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.
Common questions
How are students placed here?
Students are placed here by probation, district or voluntary referral, including after an expulsion. Confirm placement with Golden Valley Unified. Evidence ↓
How often do students miss school?
74 in 100 students were chronically absent in 2018–19 (20 of 27), meaning they missed 10% or more of school days. Evidence ↓
How do I visit Lincoln Community Day?
Call the office at (559) 645-3580 to ask about a visit. Questions to bring are under Next steps. Evidence ↓
What you can do
Who can act on Lincoln Community Day’s results?
Golden Valley Unified’s board decides Lincoln Community Day’s plan.
The state hasn’t placed Lincoln Community Day in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source
Students at Lincoln Community Day are placed here by probation, district or voluntary referral, including after an expulsion.
What has the state flagged?
The state is giving Golden Valley Unified extra help in 2026. It qualified on the 2025 and 2026 California School Dashboards. The 2026 Dashboard flagged results for long-term English learners on two measures: math, and progress in learning English. The county office must help the district for at least three years, including a review of its yearly plan.
Extra help for Golden Valley Unified: CDE’s assistance status files for the 2025 and 2026 California School Dashboards. Source
When is the plan set, and how can you take part?
Golden Valley 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 Golden Valley Unified’s 2026–27 plan (LCAP, PDF)
Life at school
How often do students miss school?
74 in 100 students were chronically absent in 2018–19.
State attendance records, 2018–19
That means they missed 10% or more of school days.
Source
- Source
- CDE chronic absenteeism file, 2018–19
- Students
- chronic absence: 20 of 27 students counted for it
Chronically absent, 2018–19
20 of 27 students were chronically absent, meaning they missed 10% or more of school days.
Ask: How does the school bring back students who are missing school, and what has it changed?
Ask families and staff yourselfWhat to ask the people at Lincoln Community Day
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.
Teach here? Tell us Golden Valley Unified’s email domain so staff can answer our workplace questions.
Every learner
Who goes here?
Students, families and teachers
Who teaches here?
37%of teaching positions with proper credential and placement, 2021–22
Ask: How does the school set learning goals for each student placed here, and how does it share progress with families?
How the credential rate is counted
CDE SARC report 2024–25, measured 2021–22: 37% of teaching positions, 0.3 properly credentialed teaching-position FTE out of 0.9 total position FTE (FTEs as rounded by the source; the share is CDE’s own). This measures positions, not individual teachers.
Next steps
How are students placed here?
Confirm placement with Golden Valley Unified.
Location and visiting
Get directions (opens Google Maps in a new tab)Directory location · Explore nearby schools on the map. Confirm placement with Golden Valley Unified.
Questions for your visit
- How does the school bring back students who are missing school, and what has it changed?
- How does the school set learning goals for each student placed here, and how does it share progress with families?
- Which courses and career pathways does the school run, and who can enroll?
- How do counselors help students plan for college, training or work?
- What support is available when a student falls behind on graduation requirements?
Office (559) 645-358012150 Road 36, directions (opens Google Maps in a new tab)
Source records
Every figure on this page, with its source, grades, year and count.
2025 CDE CCI overall Prepared: no exact school row in the verified 2025 source.
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 year2015–2023 · 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 |
|---|---|---|---|
| 2023 · English | — | — | — |
| 2023 · Math | — | — | — |
| 2022 · English | — | — | — |
| 2022 · Math | — | — | — |
| 2019 · English | — | — | — |
| 2019 · Math | 4 | — | — |
| 2018 · English | — | — | — |
| 2018 · Math | — | — | — |
| 2017 · English | — | — | — |
| 2017 · Math | — | — | — |
| 2016 · English | 1 | — | — |
| 2016 · Math | 1 | — | — |
| 2015 · English | 0 | — | — |
| 2015 · Math | 0 | — | — |
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 |
|---|---|---|
| 2023 · Grade 11 · English | — | — |
| 2023 · Grade 11 · Math | — | — |
| 2022 · Grade 11 · English | — | — |
| 2022 · Grade 11 · Math | — | — |
| 2019 · Grade 7 · English | — | — |
| 2019 · Grade 8 · English | — | — |
| 2019 · Grade 11 · English | — | — |
| 2019 · Grade 7 · Math | — | — |
| 2019 · Grade 8 · Math | — | — |
| 2019 · Grade 11 · Math | — | — |
| 2018 · Grade 8 · English | — | — |
| 2018 · Grade 8 · Math | — | — |
| 2017 · Grade 7 · English | — | — |
| 2017 · Grade 7 · Math | — | — |
| 2016 · Grade 8 · English | 1 | — |
| 2016 · Grade 11 · English | 0 | — |
| 2016 · Grade 8 · Math | 1 | — |
| 2016 · Grade 11 · Math | 0 | — |
| 2015 · Grade 7 · English | 0 | — |
| 2015 · Grade 8 · English | 0 | — |
| 2015 · Grade 11 · English | 0 | — |
| 2015 · Grade 7 · Math | 0 | — |
| 2015 · Grade 8 · Math | 0 | — |
| 2015 · Grade 11 · Math | 0 | — |
“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 2025–26
| Group | 2018–19 | 2025–26 |
|---|---|---|
| Female | 83 in 100 | — |
| Male | 71 in 100 | — |
| Hispanic or Latino | 71 in 100 | — |
| Foster youth | 82 in 100 | — |
| Low-income | 77 in 100 | — |
| All students | 74 in 100 | — |
Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.
Advanced coursework, federal snapshot2021–22 · Civil Rights Data Collection · dated historical snapshot
| Measure | This school |
|---|---|
| AP offered | not offered |
| AP course count | not reported |
| AP enrollment (male/female) | not reported |
| IB participation | not offered |
| Dual enrollment | not offered |
| Algebra I in grade 8 | not reported |
| Calculus sections | 0 |
| Physics sections | 0 |
| Chemistry sections | 0 |
| Reported male/female enrollment (CRDC) | 1 |
Shown, never scored. Participation counts use reported male and female categories in both course and enrollment records. A missing value means not reported, never zero.
Fundingschool and district spending, from state and federal finance records · each row names its fiscal year and measure
Per-pupil spending
NCES F-33 · FY 2020–21 (2021) · fall district membership: 2,089 pupils
NCES F-33 · FY 2020–21 (2021) · SchoolScope’s unweighted mean across 818 selected California district finance records
CDE SACS Current Expense of Education · district fiscal year ending 2025 · average daily attendance denominator
| Group | Dollars | Share, to two decimals | Printed |
|---|---|---|---|
| Instruction | $22,753,178 | 55.57% | 56% |
| Instruction support | $4,611,759 | 11.26% | 11% |
| Student services | $4,601,982 | 11.24% | 11% |
| Administration | $3,427,840 | 8.37% | 8% |
| Buildings & maintenance | $5,194,510 | 12.69% | 13% |
| Other | $358,242 | 0.87% | 1% |
| Total | $40,947,511 | 100.00% | 100% |
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
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 93636 · not the school’s students
| Measure | Estimate |
|---|---|
| Median household income | $133,274 |
| Bachelor's degree or higher (adults 25+) | 39% |
| ZIP-area population | 15,294 |
| Median age | 39.2 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 93636 →
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.
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