Independent charter school · San Diego County Office of Education · El Cajon, California

Literacy First Charter — Rating & test scores

El Cajon · TK–12 · 2,160 students (2024–25)

799 East Washington Avenue, 92020lfcsinc.org ↗(619) 579-7232

82ndpercentileStrong

The dots are California’s 1,498 scored public high schools, placed by Scope Score on spring 2025 tests. Why not spring 2026? High school scores include graduation and college-readiness records, which the state publishes a year after the tests. How it’s built →

Scope Score

Weighted composite · 2024–25
A weighted mix of seven measures.

See this school’s score factors ↓

Literacy First Charterhigher than 82 of the 100 California dots

California’s public high schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Literacy First Charterhigher than 82 of the 100 California dots

California’s public high schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Literacy First Charterhigher than 82 of the 100 California dots

California’s public high schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

In 2024–25, 97% of the class graduated in four years (77 of 79); across California, 89%.

Source

Source: CDE four-year adjusted cohort graduation rate (ACGR), 2024–25
Students: students who started 9th grade together: 79
Comparison: California: graduates divided by students who started 9th grade together, across 2,281 public schools’ rows (our combination, not CDE’s published state rate; 432,702 of 487,177).

For grades 3–5, the standing among California elementary schools; for grades 6–8, the standing among California middle schools is in Academic achievement ↓

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In grade 11, spring 2026, 80% scored Proficient or Advanced in English (reading and writing) and 44% in math, against 57% and 32% across California.

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

Sources

The sentence above: California’s state tests (CAASPP), California Department of Education, spring 2026. All students tested in grade 11: 81. California: CDE’s grade 11 rows for the whole state combined, weighted by students tested (our calculation; 414,559 in English and 413,523 in math tested).

Common questions

How do I get in?

Ask Literacy First Charter how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓

Is Literacy First Charter a good school?

Literacy First Charter scores higher than 82 in 100 of California’s 1,498 scored public high schools: 82nd percentile, Strong, spring 2025.

Grades 3–5: higher than 65 in 100 California elementary schools we score (65th percentile, Solid, spring 2026)
Grades 6–8: higher than 66 in 100 California middle schools we score (66th percentile, Solid, spring 2026)

Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 8 in 100 students missed 10% or more of school days, against 5 in 100 at the average San Diego County Office of Education high school. 3.0% of students (65 of 2,142) were suspended at least once in 2025–26, against 2.9% at the average California high school. Evidence ↓

How does math compare with English?

In grade 11, spring 2026, math trails English by 36 percentage points in the share who scored Proficient or Advanced, against 25 points across California. Evidence ↓

How do kids like mine do here?

In spring 2026, 53% of low-income students in grades 3, 4, 5, 6, 7, 8 and 11 at Literacy First Charter in El Cajon scored Proficient or Advanced in English, against 39% for the same group across California. Evidence ↓

Where do students go after finishing high school here?

76% of the class of 2023 enrolled in college within 12 months, by CDE’s college-going records. Evidence ↓

What does its own plan pay for?

In its 2026–27 plan, $4.5 million is planned for 23 funded actions in 4 goals. That’s 14% of its $32.2 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan. 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 above California in both subjects.

State tests (CAASPP), grade 11, spring 2026

In grade 11, spring 2026, 80% scored Proficient or Advanced in English and 44% in math, against 57% and 32% across California.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grade 11: 81
Comparison: California: CDE’s grade 11 rows for the whole state combined, weighted by students tested (our calculation; 414,559 in English, 413,523 in math tested). The comparisons use the same grade and year.

AdvancedProficientBelow the standard

English

Grade 11 · spring 2026 · 81 tested

Advanced: 41%
Proficient: 39%
Below the standard: 20%

This school80%

California57%

San Diego County Office of Education39%

80% Proficient or Advanced in grade 11.

Math

Grade 11 · spring 2026 · 81 tested

Advanced: 16%
Proficient: 28%
Below the standard: 56%

This school44%

California32%

San Diego County Office of Education19%

44% Proficient or Advanced in grade 11.

Results for each grade, spring 2026English and math · grades 3–8 and 11 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	52%	54%	58%
Advanced	24%	27%	24%
Proficient	28%	27%	34%
Developing level	25%	25%	22%
Minimal	23%	21%	20%
Tested	209	190	197
California	44%	46%	49%
Difference	+8	+8	+9

English, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	52%	64%	66%
Advanced	19%	21%	22%
Proficient	33%	43%	44%
Developing level	30%	19%	18%
Minimal	18%	17%	16%
Tested	170	163	160
California	48%	51%	49%
Difference	+4	+13	+17

English, grade 11: share of students tested, spring 2026
Measure	Grade 11
Proficient or Advanced	80%
Advanced	41%
Proficient	39%
Developing level	15%
Minimal	5%
Tested	81
California	57%
Difference	+23

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
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	53%	52%	45%
Advanced	20%	22%	22%
Proficient	33%	30%	23%
Developing level	22%	26%	28%
Minimal	25%	22%	27%
Tested	209	190	196
California	47%	42%	37%
Difference	+6	+10	+8

Math, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	40%	52%	42%
Advanced	18%	24%	21%
Proficient	22%	28%	21%
Developing level	33%	23%	28%
Minimal	27%	25%	30%
Tested	170	163	160
California	37%	38%	36%
Difference	+3	+14	+6

Math, grade 11: share of students tested, spring 2026
Measure	Grade 11
Proficient or Advanced	44%
Advanced	16%
Proficient	28%
Developing level	23%
Minimal	33%
Tested	81
California	32%
Difference	+12

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 do the elementary grades do?

Above California in both subjects. In grades 3–5, spring 2026, 54% scored Proficient or Advanced in English and 50% in math, against 46% and 42% across California. The elementary grades are placed separately: 65th percentile (Solid) among California’s elementary schools.

English

Grades 3–5 · spring 2026 · 596 tested

Advanced: 25%
Proficient: 29%
Below the standard: 46%

This school54%

California46%

San Diego County Office of Education49%

54% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 595 tested

Advanced: 22%
Proficient: 28%
Below the standard: 50%

This school50%

California42%

San Diego County Office of Education42%

50% Proficient or Advanced in grades 3–5.

How do the middle grades do?

Well above California in English; above it in math. In grades 6–8, spring 2026, 60% scored Proficient or Advanced in English and 45% in math, against 49% and 37% across California. The middle grades are placed separately: 66th percentile (Solid) among California’s middle schools.

English

Grades 6–8 · spring 2026 · 493 tested

Advanced: 20%
Proficient: 40%
Below the standard: 40%

This school60%

California49%

San Diego County Office of Education54%

60% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 493 tested

Advanced: 21%
Proficient: 24%
Below the standard: 55%

This school45%

California37%

San Diego County Office of Education38%

45% Proficient or Advanced in grades 6–8.

How does math compare with English?

In grade 11, spring 2026, math trails English by 36 percentage points in the share who scored Proficient or Advanced, against 25 points across California. The grade 11 cards above give each subject’s share.

Have results changed?

Results in both subjects were similar to 2025. English went from 84% to 80% and math from 46% to 44%.

English · top two levels · grade 11

202584%80 tested

→

202680%81 tested

This school

California, same grades57% → 57%2025 → 2026 · 432,651 → 414,559 tested

Math · top two levels · grade 11

202546%79 tested

→

202644%81 tested

This school

California, same grades30% → 32%2025 → 2026 · 431,903 → 413,523 tested

Each year is a different group of students.

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, grade 11 · This school	41%	39%	15%	5%	81
English, grade 11 · California	27%	30%	21%	22%	414,559
English, grade 11 · San Diego County Office of Education	15%	24%	19%	42%	327
Math, grade 11 · This school	16%	28%	23%	33%	81
Math, grade 11 · California	16%	16%	20%	48%	413,523
Math, grade 11 · San Diego County Office of Education	8%	11%	13%	68%	319
English, grades 3–5 · This school	25%	29%	25%	21%	596
English, grades 3–5 · California	24%	22%	21%	33%	1,208,894
English, grades 3–5 · San Diego County Office of Education	25%	24%	23%	28%	2,006
Math, grades 3–5 · This school	22%	28%	25%	25%	595
Math, grades 3–5 · California	21%	21%	25%	33%	1,211,701
Math, grades 3–5 · San Diego County Office of Education	19%	23%	26%	32%	2,012
English, grades 6–8 · This school	20%	40%	23%	17%	493
English, grades 6–8 · California	19%	30%	23%	28%	1,254,039
English, grades 6–8 · San Diego County Office of Education	18%	36%	25%	21%	1,924
Math, grades 6–8 · This school	21%	24%	28%	27%	493
Math, grades 6–8 · California	21%	16%	23%	40%	1,254,800
Math, grades 6–8 · San Diego County Office of Education	19%	19%	25%	37%	1,938

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.

Grade 11 tests are one part of the picture. Graduation, readiness and college destinations answer different questions below.

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grade 11

This schoolCalifornia

0%50%100%20172022202680%57%

Math top two levels, grade 11

This schoolCalifornia

0%50%100%20172022202644%32%

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

In grade 11, the share at the state’s top two levels in English went from 69% in 2017 to 80% in 2026. In math, it went from 36% in 2017 to 44% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grade 11
Year	This school	California
2017	69% 81 tested	60% 444,040 tested
2018	67% 86 tested	56% 439,134 tested
2019	57% 69 tested	57% 439,947 tested
2022	81% 78 tested	55% 427,007 tested
2023	68% 66 tested	55% 442,128 tested
2024	73% 84 tested	56% 435,296 tested
2025	84% 80 tested	57% 432,651 tested
2026	80% 81 tested	57% 414,559 tested

Math · top two levels · grade 11
Year	This school	California
2017	36% 81 tested	32% 442,457 tested
2018	59% 87 tested	31% 437,883 tested
2019	44% 68 tested	32% 438,107 tested
2022	48% 79 tested	27% 424,390 tested
2023	42% 67 tested	27% 440,912 tested
2024	40% 83 tested	28% 434,711 tested
2025	46% 79 tested	30% 431,903 tested
2026	44% 81 tested	32% 413,523 tested

What you can do

Who can act on Literacy First Charter’s results?

Literacy First Charter’s own board decides its plan.

The state hasn’t placed Literacy First Charter 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 ↓

San Diego County Office of Education authorized this charter; its current term ends June 30, 2027.

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 many students here graduate, and where do they go next?

97% of students graduated in four years in 2024–25.

State graduation, readiness, college-going, attendance and suspension records

That compares with 89% across California. 67% were ready for college or career (state measure) in 2024–25. 76% of the class of 2023 enrolled in college within 12 months.

Preparation · each measure describes a different student group

Graduated in four years

97%

Across California: 89%

2024–25 · 77 of 79 students who started 9th grade together

Ready for college or career (state measure)

67%

Across California: 52%

2024–25 · 53 of 79 students in the state’s measure

Finished the UC/CSU course list

69%

Average California high school: 56%

2024–25 · 53 of 77 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

76% enrolled in college within 12 months · 58 students who finished high school

University of California5 · 9%
California State University5 · 9%
California community college16 · 27%
In-state private10 · 17%
Out-of-state, 4-year8 · 14%
Out-of-state, 2-year0 · 0%
Not enrolled14 · 24%

Source: CDE college-going records, class of 2023. Shares are our arithmetic: each count divided by all high-school completers (graduates and other students who finished), rounded together so they total 100. “Not enrolled” does not describe employment, military service or other routes.

Ask: How does the school help students who don’t go to college plan what comes next?

Where these figures come fromEach measure’s source, student group and definition

Graduated in four years: 2024–25 · 77 of 79 students who started 9th grade together. California Department of Education, adjusted cohort graduation records. Comparison is SchoolScope’s combination of graduates and cohort counts across the reference schools, not CDE’s published state rate.
Ready for college or career (state measure): 2024–25 · 53 of 79 students in the state’s measure. California Department of Education, College/Career Indicator (CCI), overall “Prepared” rate, among the students in the indicator’s group. Prepared is CDE’s overall classification, not AP participation or a college admission rate.
Finished the UC/CSU course list: 2024–25 · 53 of 77 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment.
Where students who finished high school went: CDE college-going records, class of 2023. College enrollment is counted for 12 months after finishing high school and matched to college records, so this runs about two years behind. A dash is unavailable, not zero.

How often do students miss school or get suspended?

8 in 100 students were chronically absent in 2025–26. That means they missed 10% or more of school days. 3.0% of students were suspended at least once in 2025–26, against 2.9% at the average California high school.

Context Close to the 5 in 100 at the average San Diego County Office of Education high school: a pattern across the district.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 178 of 2,126 students counted for it; suspension: 65 of 2,142 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 San Diego County Office of Education high school 1.5%.

Chronically absent, 2025–26

8 in 100This school

5 in 100At the average San Diego County Office of Education high school

22 in 100At the average California high school

178 of 2,126 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

3.0%

of students were suspended at least once (65 of 2,142). Average California high school 2.9%.

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

Chronic absence by grade2025–26 · per 100 students, with counts

Grades TK–3: not in the records we hold
Grades 4–6: 5 in 100, 28 of 569
Grades 7–8: 10 in 100, 32 of 329
Grades 9–12: 17 in 100, 67 of 387

Ask families and staff yourselfWhat to ask the people at Literacy First Charter

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 questions Responder en español

Every learner

How do kids like mine do here?

Low-income students here scored well above the same group across California in English.

Student groups, grade 11, spring 2026

84% of low-income students scored Proficient or Advanced in English (grade 11, spring 2026), against 49% for the same group across California.

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grade 11; 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).

Literacy First CharterSame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students

Low-incomeEnglish · 32 testedAhead of the same group across California, where that group scores below California’s rate for all students: 84%Same group, California 49%
Low-incomeMath · 32 tested31%Same group, California 23%
WhiteEnglish · 43 tested84%Same group, California 68%
WhiteMath · 43 tested60%Same group, California 44%

Proficient or Advanced, grade 11, spring 2026.

Who are the students?

2025–26 · students counted

Asian43%
White31%
Hispanic or Latino20%
Two or more races4%
Black or African American1%
Filipino1%
Not reported<1%
American Indian or Alaska Native—
Pacific Islander—
Unallocated share<1%

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. “Not reported” is different: it is a category in the state’s own count of students. Source and comparisons: the full student mix below.

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

51% 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 · 194 of 383 English learners51%

San Diego County Office of Education · 101 of 26039%

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?

52%of students qualified for free or reduced-price meals in 2024–25, 1,129 of 2,160. California: 63%.

98teachers, 2024–25

6 yearsaverage experience, 2024–25

12%in their first year, 2024–25

86%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school keep low-income students on track as they move up through the grades?

All group results, district comparisons and sources

Proficient or Advancedgrade 11 · spring 2026

Group and subject	Here	vs San Diego County Office of Education	vs California
Low-income · 32 tested
English	84%	+7113%	+3549%
Math	31%	+238%	+823%
White · 43 tested
English	84%	+6519%	+1668%
Math	60%	+600%	+1644%

Each gap is to the same group, grades and subject: in San Diego County Office of Education, 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.

Hispanic or Latino and Asian students and students with disabilities: fewer than 30 tested here. No published rate here for Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners 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
Asian	43%
White	31%
Hispanic or Latino	20%
Two or more races	4%
Black or African American	1%
Filipino	1%
Not reported	<1%
American Indian or Alaska Native	—
Pacific Islander	—

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: 86% of teaching positions, 78.7 properly credentialed teaching-position FTE out of 91.4 total position FTE. This measures positions, not individual teachers.

In its own words

What does Literacy First Charter’s own plan commit to?

Its 2026–27 plan

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

$4.5 million

planned for 23 funded actions in 4 goals. That’s 14% of its $32.2 million 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, 83 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 47% of the money. The plan itself puts 80% of it toward staff.

Building Upkeep $959,148
ELL Expenditures $602,072
IEP Funds $571,194
20 other actions

Reading, math and catch-up help

7 of the plan’s 23 funded actions name reading, math, catch-up help or English learners in their titles.

Reading $25,750
Math $25,750
Catch-up help $306,197
English learners $684,492

An action naming two of these appears under both.

Largest of these

ELL Expenditures$602,072
Summer Intervention Programs$164,082
Streamlined intervention and testing$131,815

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 $2.8 million and estimates it spent $2.8 million, $0.1 million (3%) more than planned (our arithmetic).

What changed

The total is $163,418 (4%) higher than in the 2025–26 plan. The biggest change in dollars is Summer Intervention Programs, which went from $127,992 to $164,082.

Largest increases

Summer Intervention Programs+⁠$36,090
Building Upkeep+⁠$27,936
ELL Expenditures+⁠$17,536

New in the 2026–27 plan

Tech Support for CAASPP$164,545
Language Arts, mathematics and science curriculum$25,750

The plan’s own titles and amounts

Building Upkeep · $959,148
ELL Expenditures · $602,072
IEP Funds · $571,194

The full plan4 goals, 24 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 ($4.5 million).

Where does the money go?

45% to Goal 1. 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 1 · Focus GoalTo improve student achievement, students will receive instruction by teachers who participate in ongoing…$2.0 million45% of action budgets

“To improve student achievement, students will receive instruction by teachers who participate in ongoing professional development, participate in professional learning communities and training that aligns with the mission, vision and values of LFCS over more than the minimum required instructional minutes” p. 9 ↗

8 funded actions · 2025–26 plan: $2.0 million (+⁠$59,421)

Largest funded actions

ELL Expenditures$602,072action 1.5 · p. 42 ↗ · marked as contributing to high-need services
IEP Funds$571,194action 1.3 · p. 42 ↗
Extra Instructional Minutes$551,686action 1.8 · p. 42 ↗
Payment for Professional Development$100,730action 1.2 · p. 42 ↗ · marked as contributing to high-need services · of which $56,877 is state funding counted toward those services
Types of professional development$96,995action 1.1 · p. 42 ↗ · marked as contributing to high-need services · of which $47,312 is state funding counted toward those services

3 more funded actions in this goal

ELL Coordinator · action 1.7 · p. 42 ↗ · marked as contributing to high-need services$82,220
Feedback · action 1.4 · p. 42 ↗ · marked as contributing to high-need services$24,946
LS and Intervention Professional Development · action 1.6 · p. 42 ↗ · marked as contributing to high-need services$10,300

Changes from last year’s plan, same title

ELL Expenditures+⁠$17,536$584,536 → $602,072 · p. 42 ↗
IEP Funds+⁠$16,637$554,557 → $571,194 · p. 42 ↗
Extra Instructional Minutes+⁠$16,069$535,617 → $551,686 · p. 42 ↗

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

Payment for Professional Development · $97,797 → $100,730 · p. 42 ↗+⁠$2,933
Types of professional development · $94,171 → $96,995 · p. 42 ↗+⁠$2,824
ELL Coordinator · $79,825 → $82,220 · p. 42 ↗+⁠$2,395
Feedback · $24,219 → $24,946 · p. 42 ↗+⁠$727
LS and Intervention Professional Development · $10,000 → $10,300 · p. 42 ↗+⁠$300

How the plan measures it · 6 measures · 1 quoted

Appropriately assigned and fully credentialed teachers p. 9 ↗
Baseline
All students will be instructed by teachers who engage in ongoing PD in 21st century …
Target for year 3
All students will be instructed by teachers who engage in ongoing PD in 21st century …

5 more measures in the plan’s table.

Goal 2 · Maintenance of Progress GoalContinued use of a school-wide standards aligned assessment system to effectively analyze student performance…$405,2749% of action budgets

“Continued use of a school-wide standards aligned assessment system to effectively analyze student performance data on an ongoing basis to improve instruction, close the achievement gap, and ensure that all students meet or exceed state standards” p. 15 ↗

4 funded actions · 2025–26 plan: $393,470 (+⁠$11,804)

Largest funded actions

Tech Support for CAASPP$164,545action 2.3 · p. 43 ↗ · marked as contributing to high-need services
Tech Updates$117,145action 2.4 · p. 43 ↗ · marked as contributing to high-need services · of which $102,188 is state funding counted toward those services
Direct Coaching$97,834action 2.1 · p. 42 ↗ · marked as contributing to high-need services · of which $47,312 is state funding counted toward those services
Language Arts, mathematics and science curriculum$25,750action 2.2 · p. 42 ↗ · marked as contributing to high-need services

Changes from last year’s plan, same title

Tech Updates+⁠$3,412$113,733 → $117,145 · p. 43 ↗
Direct Coaching+⁠$2,849$94,985 → $97,834 · p. 42 ↗

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

Tech Support for CAASPP · $164,545 · p. 43 ↗new or renamed
Language Arts, mathematics and science curriculum · $25,750 · p. 42 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 6 measures · 1 quoted

Statewide standardized assessments p. 17 ↗
Baseline
Overall CAASPP participation rates will maintain 95%, or higher, including all subgroups.
Target for year 3
Overall CAASPP participation rates will maintain 95%, or higher, including all subgroups.

5 more measures in the plan’s table.

Goal 3 · Maintenance of Progress GoalEngage parents through education, communication, and collaboration to promote student academic success & engagement$97,0042% of action budgets

3 funded actions · 2025–26 plan: $94,190 (+⁠$2,814) · p. 20 ↗

Largest funded actions

Translation Services$96,604action 3.3 · p. 43 ↗ · marked as contributing to high-need services
Parent connection funds$200action 3.1 · p. 43 ↗ · marked as contributing to high-need services
ELL Parent Workshop, podcasts and educational videos Funds$200action 3.2 · p. 43 ↗ · marked as contributing to high-need services

Changes from last year’s plan, same title

Translation Services+⁠$2,814$93,790 → $96,604 · p. 43 ↗

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

Parent connection funds · $200 → $200 · p. 43 ↗unchanged
ELL Parent Workshop, podcasts and educational videos Funds · $200 → $200 · p. 43 ↗unchanged

How the plan measures it · 4 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 20 ↗.

Goal 4To provide all students with a safe well-maintained facility and a positive learning climate that supports…$2.0 million44% of action budgets

“To provide all students with a safe well-maintained facility and a positive learning climate that supports the academic, social, emotional and physical needs of students” p. 25 ↗

8 funded actions · 2025–26 plan: $1.9 million (+⁠$89,379)

Largest funded actions

Building Upkeep$959,148action 4.8 · p. 44 ↗ · marked as contributing to high-need services
Attendance$416,097action 4.1 · p. 43 ↗ · marked as contributing to high-need services
Support Staff for students$322,552action 4.6 · p. 43 ↗ · marked as contributing to high-need services · of which $132,666 is state funding counted toward those services
Summer Intervention Programs$164,082action 4.2 · p. 43 ↗
Streamlined intervention and testing$131,815action 4.3 · p. 43 ↗ · marked as contributing to high-need services · of which $85,259 is state funding counted toward those services

3 more funded actions in this goal

Celebration Assemblies · action 4.4 · p. 43 ↗ · marked as contributing to high-need services · of which $4,113 is state funding counted toward those services$8,344
Social emotional learning · action 4.7 · p. 43 ↗ · marked as contributing to high-need services$1,000
Service Projects · action 4.5 · p. 43 ↗ · marked as contributing to high-need services$100

Changes from last year’s plan, same title

Summer Intervention Programs+⁠$36,090$127,992 → $164,082 · p. 43 ↗
Building Upkeep+⁠$27,936$931,212 → $959,148 · p. 44 ↗
Attendance+⁠$12,119$403,978 → $416,097 · p. 43 ↗

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

Support Staff for students · $313,157 → $322,552 · p. 43 ↗+⁠$9,395
Streamlined intervention and testing · $127,976 → $131,815 · p. 43 ↗+⁠$3,839
Celebration Assemblies · $8,344 → $8,344 · p. 43 ↗unchanged
Social emotional learning · $1,000 → $1,000 · p. 43 ↗unchanged
Service Projects · $100 → $100 · p. 43 ↗unchanged

How the plan measures it · 8 measures · 1 quoted

School facilities in good repair p. 25 ↗
Baseline
Maintain that 100% of facilities are safe, secure, clean and well maintained.
Target for year 3
Maintain that 100% of facilities are safe, secure, clean and well maintained.

7 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?

Ask Literacy First Charter how it admits students. 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: lfcsinc.org ↗Office: (619) 579-7232Administrator: Debbie Beyer

Location and visiting

Get directions

799 East Washington Avenue, El Cajon 92020

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

Questions for your visit

What extra help do students who are behind get, and how do you know it’s working? 56% in math scored at the Developing or Minimal level, grade 11, spring 2026 (81 students tested); California: 68%
How does the school help students who don’t go to college plan what comes next?
When a child starts missing school, who calls the family, and how soon? 8 in 100 chronically absent, 2025–26 (178 of 2,126 students); average San Diego County Office of Education high school: 5 in 100
What happens before a suspension, and who talks with the family? 3.0% suspended at least once, 2025–26 (65 of 2,142 students); average San Diego County Office of Education high school: 1.5%
Which courses and career pathways does the school run, and who can enroll?
What support is available when a student falls behind on graduation requirements?

Office (619) 579-7232799 East Washington Avenue, directions (opens Google Maps in a new tab)

Nearby high schoolsClosest first, by straight-line distance

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

Nearby high schoolsPercentile among California high schools, 2025

El Cajon Valley HighGrossmont Union High · 0.9 mi
2ndNeeds SupportScope Score 30
Bostonia GlobalCajon Valley Union · 1.8 mi · Charter school. Check how it admits students.
4thNeeds SupportScope Score 34
Grossmont HighGrossmont Union High · 2.0 mi
33rdDevelopingScope Score 50
Granite Hills HighGrossmont Union High · 2.2 mi
26thDevelopingScope Score 48

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 · 2024–25 · ranked #259 of 1,498 California high schools we score

Score factors, 2024–25
Factor	School	Index	Weight
Graduation rate	98%	62	25%
Exceeded standardaverage of English and math	30%	65	22%
Ready for college or career (state measure)	67%	64	20%
Met or exceededaverage of English and math	65%	71	18%
Chronically absent	8 in 100	65	5%
Suspension rate	2.1% (45 of 2,151)	56	5%
English learners: top level	24%	—	5%

Index is where the school's value sits among the California high schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2024–25. 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.

Scope Score by year2018–19 to 2024–25 · each year’s inputs, and the score for each year we could verify

The 2024–25 Scope Score, in the current-formula row below, uses the state’s college-or-career readiness measure, 2024–25. No verified earlier Scope Scores are available here.

Scope Score

School year	Scope Score	Percentile	Rank	Comparison group
2024–25	70	82	#259	California high schools · 1,498 schools · current formula

2018–19, 2021–22, 2022–23 and 2023–24 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 year	Chronic absence	Suspension
2018–19	not on file	not on file
2021–22	not on file	not on file
2022–23	not on file	not on file
2023–24	8 in 100	0.9% (19 of 2,132)
2024–25	8 in 100	2.1% (45 of 2,151)

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

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 · subject	Students with scores	Top level	Top two levels
2026 · English	1,170	24%	59%
2026 · Math	1,169	21%	47%
2025 · English	1,141	27%	60%
2025 · Math	1,137	27%	50%
2024 · English	1,154	28%	60%
2024 · Math	1,154	25%	49%
2023 · English	1,092	28%	60%
2023 · Math	1,092	25%	50%
2022 · English	1,073	32%	67%
2022 · Math	1,074	29%	54%
2019 · English	911	39%	73%
2019 · Math	909	40%	65%
2018 · English	912	43%	79%
2018 · Math	913	44%	72%
2017 · English	892	39%	75%
2017 · Math	890	41%	69%

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	192	46%
2025 · Grade 4 · English	198	53%
2025 · Grade 5 · English	181	60%
2025 · Grade 6 · English	174	59%
2025 · Grade 7 · English	165	62%
2025 · Grade 8 · English	151	70%
2025 · Grade 11 · English	80	84%
2025 · Grade 3 · Math	192	46%
2025 · Grade 4 · Math	197	54%
2025 · Grade 5 · Math	181	48%
2025 · Grade 6 · Math	173	51%
2025 · Grade 7 · Math	164	51%
2025 · Grade 8 · Math	151	56%
2025 · Grade 11 · Math	79	46%
2024 · Grade 3 · English	202	53%
2024 · Grade 4 · English	190	56%
2024 · Grade 5 · English	193	64%
2024 · Grade 6 · English	181	55%
2024 · Grade 7 · English	170	60%
2024 · Grade 8 · English	134	66%
2024 · Grade 11 · English	84	73%
2024 · Grade 3 · Math	203	53%
2024 · Grade 4 · Math	190	58%
2024 · Grade 5 · Math	193	47%
2024 · Grade 6 · Math	181	45%
2024 · Grade 7 · Math	170	44%
2024 · Grade 8 · Math	134	49%
2024 · Grade 11 · Math	83	40%
2023 · Grade 3 · English	190	51%
2023 · Grade 4 · English	195	62%
2023 · Grade 5 · English	186	56%
2023 · Grade 6 · English	178	58%
2023 · Grade 7 · English	146	71%
2023 · Grade 8 · English	131	67%
2023 · Grade 11 · English	66	68%
2023 · Grade 3 · Math	190	57%
2023 · Grade 4 · Math	195	55%
2023 · Grade 5 · Math	185	47%
2023 · Grade 6 · Math	178	47%
2023 · Grade 7 · Math	146	56%
2023 · Grade 8 · Math	131	39%
2023 · Grade 11 · Math	67	42%
2022 · Grade 3 · English	187	62%
2022 · Grade 4 · English	188	60%
2022 · Grade 5 · English	188	67%
2022 · Grade 6 · English	157	64%
2022 · Grade 7 · English	149	69%
2022 · Grade 8 · English	126	78%
2022 · Grade 11 · English	78	81%
2022 · Grade 3 · Math	187	65%
2022 · Grade 4 · Math	188	59%
2022 · Grade 5 · Math	188	51%
2022 · Grade 6 · Math	157	59%
2022 · Grade 7 · Math	149	45%
2022 · Grade 8 · Math	126	48%
2022 · Grade 11 · Math	79	48%
2019 · Grade 3 · English	156	71%
2019 · Grade 4 · English	144	72%
2019 · Grade 5 · English	143	80%
2019 · Grade 6 · English	140	74%
2019 · Grade 7 · English	130	68%
2019 · Grade 8 · English	129	79%
2019 · Grade 11 · English	69	57%
2019 · Grade 3 · Math	157	72%
2019 · Grade 4 · Math	144	69%
2019 · Grade 5 · Math	143	75%
2019 · Grade 6 · Math	139	58%
2019 · Grade 7 · Math	130	58%
2019 · Grade 8 · Math	128	69%
2019 · Grade 11 · Math	68	44%
2018 · Grade 3 · English	154	84%
2018 · Grade 4 · English	139	80%
2018 · Grade 5 · English	144	85%
2018 · Grade 6 · English	140	70%
2018 · Grade 7 · English	130	84%
2018 · Grade 8 · English	119	80%
2018 · Grade 11 · English	86	67%
2018 · Grade 3 · Math	154	81%
2018 · Grade 4 · Math	139	76%
2018 · Grade 5 · Math	144	76%
2018 · Grade 6 · Math	140	62%
2018 · Grade 7 · Math	130	69%
2018 · Grade 8 · Math	119	72%
2018 · Grade 11 · Math	87	59%
2017 · Grade 3 · English	151	85%
2017 · Grade 4 · English	148	71%
2017 · Grade 5 · English	136	76%
2017 · Grade 6 · English	140	77%
2017 · Grade 7 · English	128	70%
2017 · Grade 8 · English	108	75%
2017 · Grade 11 · English	81	69%
2017 · Grade 3 · Math	150	84%
2017 · Grade 4 · Math	148	68%
2017 · Grade 5 · Math	135	77%
2017 · Grade 6 · Math	140	69%
2017 · Grade 7 · Math	128	59%
2017 · Grade 8 · Math	108	75%
2017 · Grade 11 · Math	81	36%

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)	Tested	Advanced	Proficient	Developing level	Minimal
Schoolwide	438	15%	27%	52%	6%

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 · English	Tested	Proficient or Advanced	vs district	vs California
Low-income	673	53%	+41	+14
Asian	566	56%	—	−17
White	345	69%	—	+7

Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score

Group	English	n	CDE category	Math	n	CDE category
All students	+2	858	Average	+10	855	Accelerated
Low-income	−1	519	Average	+8	518	Accelerated
Asian	−3	433	Average	+11	432	Accelerated
English learners	−4	407	Average	+7	406	Accelerated
English-only students	+7	327	not categorized	+6	325	not categorized
Recently reclassified as fluent in English	+2	295	not categorized	+10	294	not categorized
White	+5	235	Accelerated	+9	235	Accelerated
Hispanic or Latino	+11	140	Accelerated	+1	139	Average
Students with disabilities	−16	116	Moderate	−5	115	Average
English learners only	−21	112	not categorized	−2	112	not categorized
Long-term English learners (grades 6–8 only)	−11	55	Moderate	0	55	Average
Two or more races	+14	25	Accelerated	+14	24	Accelerated
Filipino	+12	12	Accelerated	+7	12	Accelerated

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. Long-term English learner counts cover grades 6–8 only (CDE’s rule), so that row is not comparable to the All students row. 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. 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+2 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

858 students

CDE growth category: Average

State model · math+10 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

855 students

CDE growth category: Accelerated

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, 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 · 8 in 100 → 2025–26 · 8 in 100 · 0 in 100
Suspension rate2024–25 · 2.1% (45 of 2,151) → 2025–26 · 3.0% (65 of 2,142) · +0.9 percentage points

Group	2018–19	2025–26	Change
Female	—	10 in 100	—
Male	—	7 in 100	—
Asian	—	6 in 100	—
Black or African American	—	14 in 100	—
Filipino	—	0 in 100	—
Hispanic or Latino	—	14 in 100	—
Two or more races	—	10 in 100	—
White	—	8 in 100	—
Students with disabilities	—	15 in 100	—
English learners	—	6 in 100	—
Low-income	—	10 in 100	—
All students	—	8 in 100	—

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

Graduation and readinessstate records · each rate for its own year and class of students

Measure	Source record
This school · CCI overall Prepared	CDE College/Career Indicator · CCI source year 2025 · all students · all students in the current four-year graduation cohort, plus only Prepared fifth-year graduates from the prior cohort. Overall CCI Prepared rate 67% · numerator 53 students classified Prepared · denominator 79 CCI students.
California · CCI overall Prepared	CDE statewide CCI cohort · CCI source year 2025 · all students · overall Prepared rate 52% · numerator 257,567 students classified Prepared · denominator 497,814 CCI students.

AP pathway among CCI Prepared studentsCDE College/Career Indicator · CCI source year 2025 · all students · AP pathway rate 77% · AP-pathway numerator 41 · denominator 53 (CCI Prepared students). This measure uses Prepared students as its denominator, not the whole CCI cohort; it is not an AP exam-taking rate or a count of AP courses offered. That cohort includes all students in the current four-year graduation cohort plus only Prepared fifth-year graduates from the prior cohort. In 2025 the pathway accepts two qualifying AP exams, two qualifying AP courses, or a combination of one of each in different subjects.

CDE's overall Prepared rate is the college-readiness factor in the Scope Score (20% of the high school score). The school rate is 53 of 79 CCI students, not the AP-only pathway or A–G completion rate. The California figure is CDE's statewide CCI student cohort, not an average of SchoolScope's comparable high schools or the SchoolScope school-rank pool.

Graduation rate

98%

AP route, among those ready for college or career

77%

2025 CDE CCI cohort · AP courses, exams, or both; share of students ready for college or career (CDE’s “Prepared”), not course offerings

Finished the UC/CSU course list (A–G)

69%

A–G are the 15 courses (across 7 subjects) required for UC/CSU eligibility

College-going rate

76%

These source periods and populations differ: graduation uses an adjusted cohort, while A–G completion and college-going use separately reported groups. The rates are shown individually, without a shared performance tier.

Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot

Measure	This school
AP offered	offered
AP course count	13
AP enrollment (male/female)	214
IB participation	not reported
Dual enrollment	not offered
Algebra I in grade 8	not reported
Calculus sections	10
Physics sections	14
Chemistry sections	4
Reported male/female enrollment (CRDC)	2,049

These counts aren’t part of the Scope Score. “Not reported” means the federal record has no value for that item; it isn’t a zero. Enrollment counts add the male and female students the survey reports.

College destinationsclass of 2023 · state college-going records, 12 months after graduation

Destination	Completers	% (derived)
University of California	5	9%
California State University	5	9%
California community college	16	27%
In-state private	10	17%
Out-of-state, 4-year	8	14%
Out-of-state, 2-year	0	0%
Not enrolled	14	24%

58 students who finished high school, class of 2023 · state-reported college-going rate 76% · % column is computed by SchoolScope (count ÷ all who finished high school; CDE calls them completers), not a CDE-native rate · an unavailable or suppressed cell is marked as missing; a reported zero remains distinct · source: CDE 12-mo CGR, 2023 cohort (the newest published), National Student Clearinghouse match.

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

Per-pupil spending

District · current expense$64,856 per pupil

NCES F-33 · FY 2017–18 (2018) · fall district membership: 3,372 pupils

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation

Instruction 19%Instruction support 57%Student services 3%Administration 18%Buildings & maintenance 3%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$62,482,068	18.48%	19%
Instruction support	$192,746,859	57.02%	57%
Student services	$10,935,985	3.24%	3%
Administration	$59,877,757	17.71%	18%
Buildings & maintenance	$11,089,069	3.28%	3%
Total	$338,016,965	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $338,016,965 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, 2017–⁠2018; latest district record shown: 2018

2018$64,856 per pupil

2017$69,105 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 holders1.1%

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 92020 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 92020 area
Measure	Estimate
Median household income	$76,032
Bachelor's degree or higher (adults 25+)	27%
ZIP-area population	57,842
Median age	37.0 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 92020 →

Downloads, embed and methodologyCSV · embed code · sources · corrections

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Its Scope Score is a high school score; results for its other grades are in these records.

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2024–25 results, compared across 1,498 high 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 · federal civil rights data (CRDC) 2023–24, a past snapshot · state college-going records, class of 2023, matched to National Student Clearinghouse enrollment · Data updated October 15, 2026

How we analyze · Request a correction

Literacy First Charter — Rating & test scores

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Spring 2026 state test results

Common questions

How do I get in?

Is Literacy First Charter a good school?

How often do students miss school or get suspended?

How does math compare with English?

How do kids like mine do here?

Where do students go after finishing high school here?

What does its own plan pay for?

What should I ask on a visit?

How did students here do on state tests?

English

Math

How do the elementary grades do?

English

Math

How do the middle grades do?

English

Math

How does math compare with English?

Have results changed?

English · top two levels · grade 11

Math · top two levels · grade 11

Each year’s results and tested counts

Who can act on Literacy First Charter’s results?

Where is its yearly plan?

How many students here graduate, and where do they go next?

Graduated in four years

Ready for college or career (state measure)

Finished the UC/CSU course list

Where students who finished high school went

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 Literacy First Charter’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

Scope Score

Per-pupil spending

Additional workforce records

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