Lockhurst Drive Charterhigher than 91 of the 100 California dots
California’s public elementary schools · 1 dot = 1 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Lockhurst Drive Charterhigher than 91 of the 100 California dots
California’s public elementary schools · 1 dot = 1 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Lockhurst Drive Charterhigher than 91 of the 100 California dots
California’s public elementary schools · 1 dot = 1 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Well above California in English and math: 72% and 72% met or exceeded the standard in grades 3–5, against 46% and 42% statewide.Source
Source
CDE CAASPP Smarter Balanced results, spring 2026
Students
all students tested in grades 3–5: 187
Comparison
California: CDE’s statewide grade 3, 4 and 5 rows combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).
Below Proficient combines Developing and Minimal. The full track represents all students tested. Share of students tested. Data source: California Department of Education, spring 2026. State comparison combines the same grades, weighted by students tested.
Math
grades 3–5Spring 2026
All students tested
Advanced
38%
Proficient
34%
Below Proficient
28%
72% proficient or advanced · 187 tested
Explore the results & sources
Level
Here
California
Los Angeles Unified
Advanced
38%
21%
22%
Proficient
34%
21%
22%
Developing
19%
25%
25%
Minimal
9%
33%
31%
Below Proficient combines Developing and Minimal. The full track represents all students tested. Share of students tested. Data source: California Department of Education, spring 2026. State comparison combines the same grades, weighted by students tested.
What these tests tell you · what to ask
Reading and math results for the tested grades. These do not measure the experience in kindergarten or the early grades.
Ask: How do you help children who need more support in reading or math, and those ready for more challenge?
Things worth knowing
Open a finding for the evidence
In 2025, students in grades 4–5 scored above what the state expected from their own earlier scores. The state calls both results Exceptional.grades 4–5 · 2025
students with scores in both years in grades 4–5: 114
Comparison
114 students in grades 4–5 with scores in both years. 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.
47% in English and 38% in math reached the top of the state’s four levels, about twice California’s rate in the same grades (24% and 21%).grades 3–5 · spring 2026
47%English · exceeded the standard38%Math · exceeded the standard
Source
CDE CAASPP Smarter Balanced results, spring 2026
Students
all students tested in grades 3–5: 187
Comparison
California: CDE’s statewide grade 3, 4 and 5 rows combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).
Low-income students here (66 tested, grades 3–5, spring 2026) met or exceeded the standard far more often than low-income students across California in the same grades (36% and 31%).grades 3–5 · spring 2026
58%English · met or exceeded58%Math · met or exceeded
Source
CDE CAASPP research file, spring 2026
Students
low-income students (CDE: “socioeconomically disadvantaged”) in grades 3–5: 66
Comparison
California: the same group in the same grades, CDE’s statewide rows combined, weighted by students tested (our calculation). Both gaps are more than twice the margin of error for 66 students.
Comparisons & progress
Put today’s results in context, then follow the longer view.
Same grades, same year
How does this school compare?
English
grades 3–5Spring 2026
All students tested
How it compares · proficient or advanced
Same grades · spring 2026 · 0–100%
This school72%
California46%
Tested: 187 here · 1,208,894 in California.
Same grades · spring 2026 · 0–100%
This school72%
Los Angeles Unified46%
Tested: 187 here · 108,229 in Los Angeles Unified. District public schools combined, weighted by students tested · 594 schools.
Explore the results & sources
Level
Here
California
Los Angeles Unified
Advanced
47%
24%
23%
Proficient
25%
22%
23%
Developing
19%
21%
22%
Minimal
9%
33%
32%
Below Proficient combines Developing and Minimal. The full track represents all students tested. Share of students tested. Data source: California Department of Education, spring 2026. State comparison combines the same grades, weighted by students tested.
Math
grades 3–5Spring 2026
All students tested
How it compares · proficient or advanced
Same grades · spring 2026 · 0–100%
This school72%
California42%
Tested: 187 here · 1,211,701 in California.
Same grades · spring 2026 · 0–100%
This school72%
Los Angeles Unified44%
Tested: 187 here · 108,401 in Los Angeles Unified. District public schools combined, weighted by students tested · 594 schools.
Explore the results & sources
Level
Here
California
Los Angeles Unified
Advanced
38%
21%
22%
Proficient
34%
21%
22%
Developing
19%
25%
25%
Minimal
9%
33%
31%
Below Proficient combines Developing and Minimal. The full track represents all students tested. Share of students tested. Data source: California Department of Education, spring 2026. State comparison combines the same grades, weighted by students tested.
Progress over time
How have test results changed?
English
Met or exceeded · grades 3–5 · all students tested
Each year tests a different group of students. These results do not track one child’s progress.
Explore the available years, charts & underlying data
English and math have stayed well above California in every tested year since 2015.
Chart: 2017–2026. Hover, tap or focus a chart and use the arrow keys to see each year. The table includes all available years.
English met or exceeded, grades 3–5
This schoolCalifornia
0%50%100%201720222026No comparable state tests (COVID)COVID72%46%
This schoolCalifornia
Math met or exceeded, grades 3–5
This schoolCalifornia
0%50%100%201720222026No comparable state tests (COVID)COVID72%42%
This schoolCalifornia
Dotted stretches cross years without comparable results.
English went from 69% in 2017 to 72% in 2026. Math went from 58% in 2017 to 72% in 2026. Each year is a different group of students.
Annual values & tested counts
English · met or exceeded · grades 3–5
Year
This school
California
2015
70% 151 tested
41% 1,396,572 tested
2016
67% 153 tested
45% 1,395,534 tested
2017
69% 192 tested
45% 1,384,680 tested
2018
77% 185 tested
49% 1,346,907 tested
2019
76% 181 tested
50% 1,332,547 tested
2022
74% 216 tested
45% 1,260,830 tested
2023
73% 193 tested
44% 1,247,801 tested
2024
68% 186 tested
45% 1,235,509 tested
2025
75% 185 tested
46% 1,232,086 tested
2026
72% 187 tested
46% 1,208,894 tested
Math · met or exceeded · grades 3–5
Year
This school
California
2015
59% 151 tested
35% 1,401,446 tested
2016
64% 153 tested
39% 1,401,413 tested
2017
58% 192 tested
40% 1,392,040 tested
2018
68% 185 tested
42% 1,352,321 tested
2019
68% 180 tested
44% 1,338,625 tested
2022
69% 216 tested
38% 1,265,943 tested
2023
67% 192 tested
40% 1,256,519 tested
2024
65% 187 tested
41% 1,249,262 tested
2025
69% 184 tested
41% 1,241,652 tested
2026
72% 187 tested
42% 1,211,701 tested
The state’s growth measure114 students · grades 4–5 · 2025
English+25ptsCDE level: Exceptional (5 of 5)MinimalExceptional
Math+25ptsCDE level: Exceptional (5 of 5)MinimalExceptional
What the number means. California predicts each student’s score from that student’s own English and math scores the year before, based on how students with similar scores did across the state. Zero would mean students here scored as predicted. In English they scored 25 points above that prediction, and in math 25 points above it.
The levels. CDE sorts every school’s result into five levels, from Minimal to Exceptional. The bar under each number shows where this school landed.
Two years at once. For most schools, this one included, CDE’s figure blends the two most recent years of growth, so it moves more slowly than a single year’s scores.
Why our growth can differ. The growth in our Scope Score asks a different question. It doesn’t follow individual students: it compares the latest grade 5 scores here with the school’s grade 3 scores two years earlier, and places that change among California schools at the same level. Children who joined or left the school in between count in ours; the state’s counts only students who took California’s test the year before. So the two can point different ways.
School pattern, spring 2026Solid BaseThe average Met + Exceeded rate across the reported grades and subjects is at least 65%.
School pattern, spring 2026Growth EngineThe school’s aggregate cohort-change index clears our stronger-gains threshold. This is a school-level comparison across years, not tracking of individual children.
Life at school
Explore the available evidence about the school day and opportunities.
What’s it like
Attendance and discipline
13 in 100students chronically absent, 2025–26
20in 100 at the average Los Angeles Unified school17in 100 at the average California elementary school
56 of 441 students missed 10% or more of school days.
This school13 in 100
at the average Los Angeles Unified school20 in 100
at the average California elementary school17 in 100
0of 452 students were suspended at least once, 2025–26
0.2%at the average Los Angeles Unified school1.6%at the average California elementary school
School Experience Survey, 2025–26
What students and families say
How students, families and staff at Lockhurst Drive Charter answered LAUSD’s 2025–26 School Experience Survey, beside the same questions across LAUSD schools at the same level.
This schoolLAUSD, same levelEach track 0–100%
Students
120 of 120 students answered (100%).
Safety5 points above LAUSD“I feel safe in this school or in online school sessions”: share who agreed or strongly agreed.82%LAUSD 77%1 question
One question, 120 answers. LAUSD: the same questions at all its elementary schools.
I feel safe in this school or in online school sessions82%LAUSD 77%120 answered
Belonging1 point above LAUSDShare who agreed or strongly agreed.69%LAUSD 68%5 questions
Average of 5 questions, 119–120 answers each. LAUSD: the same questions at all its elementary schools.
This school is a supportive and inviting place for students to learn77%LAUSD 78%120 answered
I am happy to be at this school76%LAUSD 74%120 answered
I feel like I am part of this school73%LAUSD 72%120 answered
I feel accepted for who I am at this school77%LAUSD 72%120 answered
Most kids at this school are kind to each other43%LAUSD 42%119 answered
Caring adults1 point below LAUSDShare who agreed or strongly agreed.74%LAUSD 75%8 questions
Average of 8 questions, 116–120 answers each. LAUSD: the same questions at all its elementary schools.
Teachers go out of their way to help students74%LAUSD 78%119 answered
The teachers at this school treat students fairly72%LAUSD 69%119 answered
Teachers care if I'm absent from school68%LAUSD 70%116 answered
Adults at this school treat all students with respect67%LAUSD 73%120 answered
There is an adult at my school whom I trust and can talk to no matter what is bothering me67%LAUSD 71%119 answered
There is at least one adult at my school who supports me87%LAUSD 80%119 answered
Teachers at my school know me83%LAUSD 78%118 answered
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help me76%LAUSD 79%119 answered
Engagement3 points above LAUSDShare who agreed or strongly agreed.71%LAUSD 68%6 questions
Average of 6 questions, 118–120 answers each. LAUSD: the same questions at all its elementary schools.
Teachers give students a chance to take part in classroom discussions or activities84%LAUSD 81%120 answered
My teachers make learning fun67%LAUSD 67%119 answered
Students have a voice in decision making at this school57%LAUSD 55%120 answered
Teachers encourage students to make decisions76%LAUSD 72%119 answered
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of class76%LAUSD 74%118 answered
I participate in extra-curricular activities offered through my school, such as school clubs or organizations, musical groups, sports teams, student government, or any other extra-curricular activities66%LAUSD 59%119 answered
High expectations2 points below LAUSDShare who agreed or strongly agreed.82%LAUSD 84%2 questions
Average of 2 questions, 120 answers. LAUSD: the same questions at all its elementary schools.
In my classes, my teachers tell me how I can make my work better88%LAUSD 88%120 answered
Adults at this school encourage me to work hard so I can be successful in college or at the job I choose77%LAUSD 81%120 answered
BullyingSame as LAUSDShare who said it happened to them 2 or more times in the past 30 days. A lower share means fewer reported it.24%LAUSD 24%4 questions
Average of 4 questions, 120 answers. LAUSD: the same questions at all its elementary schools.
Had mean rumors or lies spread about you?32%LAUSD 31%120 answered
Been made fun of because of your looks or the way you talk?22%LAUSD 30%120 answered
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?28%LAUSD 25%120 answered
Been bullied online?14%LAUSD 12%120 answered
All 43 questions, as a table
Question
Here
LAUSD elementary schools
Answers
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed
82%
77%
120
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed
77%
78%
120
I am happy to be at this schoolShare who agreed or strongly agreed
76%
74%
120
I feel like I am part of this schoolShare who agreed or strongly agreed
73%
72%
120
I feel accepted for who I am at this schoolShare who agreed or strongly agreed
77%
72%
120
Most kids at this school are kind to each otherShare who agreed or strongly agreed
43%
42%
119
Teachers go out of their way to help studentsShare who agreed or strongly agreed
74%
78%
119
The teachers at this school treat students fairlyShare who agreed or strongly agreed
72%
69%
119
Teachers care if I'm absent from schoolShare who agreed or strongly agreed
68%
70%
116
Adults at this school treat all students with respectShare who agreed or strongly agreed
67%
73%
120
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed
67%
71%
119
There is at least one adult at my school who supports meShare who agreed or strongly agreed
87%
80%
119
Teachers at my school know meShare who agreed or strongly agreed
83%
78%
118
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help meShare who agreed or strongly agreed
76%
79%
119
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed
84%
81%
120
My teachers make learning funShare who agreed or strongly agreed
67%
67%
119
Students have a voice in decision making at this schoolShare who agreed or strongly agreed
57%
55%
120
Teachers encourage students to make decisionsShare who agreed or strongly agreed
76%
72%
119
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of classShare who agreed or strongly agreed
76%
74%
118
I participate in extra-curricular activities offered through my school, such as school clubs or organizations, musical groups, sports teams, student government, or any other extra-curricular activitiesShare who agreed or strongly agreed
66%
59%
119
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed
88%
88%
120
Adults at this school encourage me to work hard so I can be successful in college or at the job I chooseShare who agreed or strongly agreed
77%
81%
120
Had mean rumors or lies spread about you?Share who said it happened to them 2 or more times in the past 30 days
32%
31%
120
Been made fun of because of your looks or the way you talk?Share who said it happened to them 2 or more times in the past 30 days
22%
30%
120
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?Share who said it happened to them 2 or more times in the past 30 days
28%
25%
120
Been bullied online?Share who said it happened to them 2 or more times in the past 30 days
14%
12%
120
The teachers at this school grade me fairlyShare who agreed or strongly agreed
85%
82%
119
Students know how they are expected to actShare who agreed or strongly agreed
48%
54%
120
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed
77%
80%
119
What is the highest level of education that you plan to complete?Share who answered “Four-year college degree” or “Graduate degree”
—
—
0
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”
78%
78%
120
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”
72%
75%
120
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”
74%
74%
120
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed
80%
64%
120
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”
72%
61%
120
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”
53%
49%
119
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”
71%
65%
119
I came to class preparedShare who answered “Often” or “Almost all the time”
87%
72%
120
I remembered and followed directionsShare who answered “Often” or “Almost all the time”
78%
75%
120
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”
55%
56%
120
How well did you get along with students who are different from you?Share who answered “Got along pretty well” or “Got along extremely well”
77%
72%
120
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”
70%
70%
120
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”
83%
78%
120
Families
312 of 346 family surveys came back (90%).
SafetySame as LAUSD“My child is safe on school grounds”: share who agreed or strongly agreed.91%LAUSD 91%1 question
One question, 302 answers. LAUSD: the same questions at all its elementary schools.
My child is safe on school grounds91%LAUSD 91%302 answered
BelongingSame as LAUSDShare who agreed or strongly agreed.94%LAUSD 94%4 questions
Average of 4 questions, 301–312 answers each. LAUSD: the same questions at all its elementary schools.
Clerical/office staff treat me with respect in-person and online96%LAUSD 92%304 answered
Teachers treat me with respect in-person and online95%LAUSD 96%304 answered
I am greeted by school staff when I visit this school91%LAUSD 94%301 answered
I feel welcome to participate at this school96%LAUSD 94%312 answered
Caring adults3 points below LAUSDShare who agreed or strongly agreed.91%LAUSD 94%2 questions
Average of 2 questions, 303–304 answers each. LAUSD: the same questions at all its elementary schools.
Teachers take my concerns seriously92%LAUSD 94%304 answered
Teachers at this school let me know about my child's progress90%LAUSD 95%303 answered
EngagementSame as LAUSDShare who agreed or strongly agreed.91%LAUSD 91%3 questions
Average of 3 questions, 304–312 answers each. LAUSD: the same questions at all its elementary schools.
This school informs me about school activities in different ways95%LAUSD 94%312 answered
This school includes me in important decisions about my child's education83%LAUSD 89%312 answered
This school recruits and organizes parents to help and support the school95%LAUSD 91%304 answered
Bullying taken seriously15 points below LAUSD“Reports of all types of bullying are taken seriously at this school”: share who agreed or strongly agreed.65%LAUSD 80%1 question
One question, 303 answers. LAUSD: the same questions at all its elementary schools.
Reports of all types of bullying are taken seriously at this school65%LAUSD 80%303 answered
All 34 questions, as a table
Question
Here
LAUSD elementary schools
Answers
My child is safe on school groundsShare who agreed or strongly agreed
91%
91%
302
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed
96%
92%
304
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed
95%
96%
304
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed
91%
94%
301
I feel welcome to participate at this schoolShare who agreed or strongly agreed
96%
94%
312
Teachers take my concerns seriouslyShare who agreed or strongly agreed
92%
94%
304
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed
90%
95%
303
This school informs me about school activities in different waysShare who agreed or strongly agreed
95%
94%
312
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed
83%
89%
312
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed
95%
91%
304
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed
65%
80%
303
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed
92%
89%
303
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed
92%
90%
304
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed
90%
94%
303
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed
70%
85%
303
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed
87%
91%
302
This school encourages my child to explore different career choicesShare who agreed or strongly agreed
72%
79%
311
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed
88%
89%
312
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed
86%
87%
311
This school provides high quality instruction to my childShare who agreed or strongly agreed
93%
92%
312
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed
88%
91%
312
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed
97%
95%
303
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed
82%
87%
304
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed
88%
88%
302
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed
95%
95%
312
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed
67%
87%
202
This school provides information on grade level requirements for my childShare who agreed or strongly agreed
86%
91%
298
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed
87%
91%
290
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed
84%
91%
304
This school offers extra academic support for my childShare who agreed or strongly agreed
84%
86%
312
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed
69%
83%
239
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed
81%
88%
213
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed
87%
92%
303
Discipline is fair at this schoolShare who agreed or strongly agreed
76%
82%
302
Staff
59 of 59 staff answered (100%), 30 of them teachers.
Safety1 point above LAUSD“I feel safe on school grounds during the day”: share giving one of the two most positive answers.98%LAUSD 97%1 question
One question, 57 answers. LAUSD: the same questions at all its elementary schools.
I feel safe on school grounds during the day98%LAUSD 97%57 answered
Caring adultsSame as LAUSDShare who agreed or strongly agreed.89%LAUSD 89%2 questions
Average of 2 questions, 56–58 answers each. LAUSD: the same questions at all its elementary schools.
At this school, decisions are made based on students’ needs and interests91%LAUSD 84%58 answered
Adults at this school treat all students with respect88%LAUSD 94%56 answered
High expectations1 point above LAUSDShare who agreed or strongly agreed.96%LAUSD 95%2 questions
Average of 2 questions, 57–58 answers each. LAUSD: the same questions at all its elementary schools.
This school sets high standards for academic performance for all students97%LAUSD 95%58 answered
This school emphasizes teaching lessons in ways relevant to students95%LAUSD 95%57 answered
Bullying seen as minor9 points above LAUSD“Harassment or bullying among students”: share who called it a mild or insignificant problem.95%LAUSD 86%1 question
One question, 58 answers. LAUSD: the same questions at all its elementary schools.
Harassment or bullying among students95%LAUSD 86%58 answered
All 49 questions, as a table
Question
Here
LAUSD elementary schools
Answers
I feel safe on school grounds during the dayNo share published for this question
98%
97%
57
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed
91%
84%
58
Adults at this school treat all students with respectShare who agreed or strongly agreed
88%
94%
56
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed
97%
95%
58
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed
95%
95%
57
Harassment or bullying among studentsShare who called it a mild or insignificant problem
95%
86%
58
I have the materials I need to do my job wellShare who agreed or strongly agreed
88%
84%
57
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed
88%
84%
57
I get the help I need to communicate with parentsShare who agreed or strongly agreed
82%
81%
57
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed
96%
95%
57
I feel safe in the neighborhood around my schoolNo share published for this question
98%
88%
57
At this school, parents treat me with respect.Share who agreed or strongly agreed
88%
85%
58
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed
79%
82%
58
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed
75%
75%
57
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”
73%
86%
56
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”
74%
80%
55
I feel comfortable talking with the school leadership about issues and concernsShare who agreed or strongly agreed
76%
78%
58
Students treat adults at this school with respectShare who agreed or strongly agreed
87%
81%
53
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed
82%
80%
57
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed
81%
75%
57
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem
95%
93%
58
The informal observation process has increased the number of instruction-focused interactions with my school leader(s) about the Informal Observation process on MyPGS (teachers)Share who agreed or strongly agreed
—
74%
17
During the informal observation process, my school leader provided actionable feedback about the Informal Observation process on MyPGS (teachers)Share who agreed or strongly agreed
—
85%
17
The informal observation process provided the opportunity to reflect on my instructional practice about the Informal Observation process on MyPGS (teachers)Share who agreed or strongly agreed
—
83%
17
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed
—
75%
17
During the past year, how often did you communicate each individual English Learner’s progress towards reclassification as Fluent English Proficient (RFEP) to parents or students?* (teachers)Share who answered “Two times this year” or “Three or more times this year”
—
—
21
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed
60%
75%
20
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed
75%
84%
20
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed
90%
86%
20
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed
—
88%
8
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”
14%
16%
28
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”
48%
50%
27
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”
63%
59%
27
How often does school leadership visit your classroom to observe you teach (teachers)Share who answered “Twice a month” or “Weekly”
18%
41%
28
How often does school leadership provide useful feedback to you based on their observations (teachers)Share who answered “Often” or “Always”
54%
68%
28
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”
54%
51%
28
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)Share who answered “Once a week” or “Twice a week or more”
75%
66%
28
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed
79%
79%
28
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)Share who agreed or strongly agreed
82%
79%
28
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed
93%
94%
28
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed
82%
91%
28
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed
68%
74%
28
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed
64%
74%
28
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed
68%
71%
28
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed
79%
75%
28
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed
68%
77%
28
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)Share who agreed or strongly agreed
89%
81%
28
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed
75%
76%
28
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed
68%
88%
28
Data source: Los Angeles Unified School District, School Experience Survey 2025–26 (researcher file). Students in grades 4–12 take it; some questions go only to older grades. Theme figures are our average of the questions listed under each theme, the way LAUSD averages its own topics. LAUSD publishes no minimum number of answers; we show a question only when at least 20 people answered it, and a group’s answers only when at least 10% of that group responded. Los Angeles Unified School District survey results (opens in a new tab)
Every learner
Who attends, and how outcomes differ across student groups.
Kids like mine
How each student group did
Proficient or Advanced · grades 3–5 · spring 2026. Compare each group with the same group in the same grades.
HereCaliforniaEach track: 0–100%
Low-income
66 tested per subject
English
58% / 36%
Math
58% / 31%
White
77 tested per subject
English
71% / 60%
Math
70% / 56%
Two or more races
35 tested per subject · grades 3 and 4
English
80% / 59%
Math
86% / 58%
All group results, district comparisons and sources
Proficient or Advancedgrades 3–5 · spring 2026
Group and subject
Here
vs Los Angeles Unified
vs California
Low-income · 66 tested
English
58%
+1840%
■+2236%
Math
58%
+1939%
■+2731%
White · 77 tested
English
71%
+368%
+1160%
Math
70%
+367%
+1456%
Two or more races · 35 tested · grades 3 and 4 only
English
80%
+1664%
+2159%
Math
86%
+2165%
+2858%
Each gap is to the same group, grades and subject: in Los Angeles Unified, and across California. ■ Green: a group that is behind statewide does much better here, by 10 points or more and more than twice the margin of error.
Hispanic or Latino students: fewer than 30 tested here. No published rate here for Asian, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, 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.
Low-income students here did far better than the same group statewide.
Read the student-group results as sentences
At Lockhurst Drive Charter Elementary in Woodland Hills, 57.6% of low-income students (CDE’s “socioeconomically disadvantaged” group) met or exceeded the ELA standard in 2026 for reported grades 3, 4 and 5, compared to 40.4% district-wide for those same grades and 35.6% statewide for those same grades. Lockhurst Drive Charter Elementary’s rate for low-income students exceeds its district average by 17.2 percentage points in ELA. Other subgroups: low-income students (57.6% met or exceeded the Math standard); White students (71.4% met or exceeded the ELA standard). The widest gap between a student group’s met-or-exceeded rate and the school-wide rate is 15.7 percentage points: low-income students in Math. Data source: California Department of Education, CAASPP 2025-26. 66 ELA grade test records.
Who goes here
Students and staff
Student mix
2025–26 · eligible enrollment
Incomplete category detail
1White37%
2Hispanic or Latino23%
3Not reported17%
4Asian14%
5Two or more races5%
6Black or African American3%
7Filipino—
8American Indian or Alaska Native—
9Pacific Islander—
–Unallocated share2%
Dashed remainder = 100% minus available shares, not a separate student group. Missing categories remain unavailable. Shares use eligible enrollment in the CDE chronic-absence file.Full student mix, comparisons & sources
Eligible enrollment, 2025–26
Here
White
37%
Hispanic or Latino
23%
Not reported
17%
Asian
14%
Two or more races
5%
Black or African American
3%
Filipino
—
American Indian or Alaska Native
—
Pacific Islander
—
Data source: California Department of Education chronic-absence file, 2025–26. Shares use eligible enrollment; unavailable categories are shown as a dash.
About 1 in 3 students qualified for free or reduced-price meals in 2024–25 (32%, 139 of 438). California: 63%.
99% of teaching positions with proper credential and placement · 2021–22
CDE SARC report 2024–25. The published rate is 98.86%: 21.7 properly credentialed teaching-position FTE out of 21.9 total position FTE. This measures positions, not individual teachers.
Questions & evidence
Turn the data into useful questions. Trace every result back to its record.
Inferred through another school · underlying source period unavailable; not a direct feeder
Links do not guarantee placement. Charter, magnet, transfer and other admission routes can differ. Each school’s percentile compares its own level and peer class; the stages are not one ranking.
Getting in
Ask Lockhurst Drive Charter how it admits students.
Charter schools set their own enrollment steps and dates.
Same school level, matched by enrollment and eligibility for free or reduced-price meals. This describes two aspects of the student population, not overall school fit.
Similar elementary schools2026 statewide percentile
CDE meal-eligibility record, 2024–25. Matches use 23.7–39.7% meal eligibility and 219–876 enrolled students, at the same level and in the comprehensive public-school class. Ordered by population match, not academic results. They may be elsewhere in the state.
Common questions
Is Lockhurst Drive Charter Elementary a good elementary school?
Lockhurst Drive Charter Elementary is in the 91st percentile (Strong) of California’s regular public and charter elementary schools. Its Scope Score is 68 of 100: it places the school among them; it isn’t a grade. In spring 2026, on California's state tests (CAASPP), Lockhurst Drive Charter Elementary was well above California in English and math: 72% and 72% met or exceeded the standard in grades 3–5, against 46% and 42% statewide. The Scope Score combines 6 dimensions for elementary schools: exceeded standard, met or exceeded the standard, grade 3-to-5 growth, chronic absenteeism, suspension rate, and ELPAC English Learner proficiency. See the current formula and weights. Data source: California Department of Education CAASPP 2026, analyzed by SchoolScope.
What are Lockhurst Drive Charter Elementary's CAASPP test scores?
In spring 2026, 72% of students tested in grades 3–5 met or exceeded the English standard and 72% the math standard; 47% and 38% exceeded it. For the same grades, California's rate was 46% and 42% met or exceeded, 24% and 21% exceeded. 187 students were tested in English and 187 in math (CDE CAASPP 2025–26; California's rate combines CDE's statewide grade rows, weighted by students tested, our calculation).
How does Lockhurst Drive Charter Elementary rank in California?
Lockhurst Drive Charter Elementary is in the 91st percentile of 5,728 California comprehensive elementary schools (Strong, 2026). Lockhurst Drive Charter Elementary ranks #475 by Scope Score in that comparison pool. This ranking is based on a weighted composite of 2026 CAASPP test performance (exceeded and met rates), aggregate cohort comparison (2024 G3 → 2026 G5), chronic absenteeism, and suspension rate. Unlike single-number ratings, the Scope Score shows what drives the ranking so parents can decide what matters most to their family. See full methodology.
Is Lockhurst Drive Charter Elementary getting better or worse?
SchoolScope compares Lockhurst Drive Charter Elementary's grade 3 results in 2024 with its grade 5 results in 2026, using school-level test aggregates. Students are not matched across years, and enrollment changes can affect the comparison. SchoolScope elementary standardized cohort gain: approximately 92nd percentile on a calibrated reference scale, not an empirical school rank. This score compares school-level grade groups across ELA and Math, not matched students in California's separate growth model. It describes an aggregate change; it cannot establish how individual students progressed or what caused it. See full methodology.
What do attendance and suspension records show for Lockhurst Drive Charter Elementary?
CDE chronic absence 2025–26: 12.7% of eligible students missed 10% or more of the days they were expected to attend; 56 chronically absent of 441 eligible students. CDE suspension 2025–26: 0.0%; 0 unduplicated suspended students of 452 cumulative enrollment. Separately, SchoolScope's adjusted chronic-absence scoring input is 13.0%. SchoolScope's adjusted suspension scoring input is 0.1%. These are model inputs, not CDE's reported rates. These figures cannot establish safety or everyday experience. How the Scope Score is built.
How does Lockhurst Drive Charter Elementary compare to other schools in Woodland Hills?
Lockhurst Drive Charter Elementary is in the 91st percentile (Strong) of California’s regular public and charter elementary schools. To compare with nearby schools, SchoolScope shows the same measures side by side: the share of students who met or exceeded the standard, the share who exceeded it, growth, chronic absence and suspensions. The school serves 438 students. Use the schools in Woodland Hills page or the map view to compare nearby elementary schools.
What do reported student-group results show at Lockhurst Drive Charter Elementary?
At Lockhurst Drive Charter Elementary in Woodland Hills, 57.6% of low-income students (CDE’s “socioeconomically disadvantaged” group) met or exceeded the ELA standard in 2026 for reported grades 3, 4 and 5, compared to 40.4% district-wide for those same grades and 35.6% statewide for those same grades. Lockhurst Drive Charter Elementary’s rate for low-income students exceeds its district average by 17.2 percentage points in ELA. Other subgroups: low-income students (57.6% met or exceeded the Math standard); White students (71.4% met or exceeded the ELA standard). The widest gap between a student group’s met-or-exceeded rate and the school-wide rate is 15.7 percentage points: low-income students in Math. Data source: California Department of Education, CAASPP 2025-26. 66 ELA grade test records. SchoolScope shows disaggregated test scores by demographic subgroup so you can see how a school performs for your child's specific group — not just the school-wide average. Subgroup data is context, not part of the Scope Score: we don't penalize schools for who they serve. See our equity approach.
What middle school does Lockhurst Drive Charter Elementary feed into?
By attendance boundary, Lockhurst Drive Charter Elementary is zoned to George Ellery Hale Charter Academy. George Ellery Hale Charter Academy has a Scope Score of 60 out of 100. Boundaries come from the U.S. Department of Education's School Attendance Boundary Survey, a 2015-16 collection and the most recent national one — they are approximate and may since have changed. A boundary is also not a placement guarantee: magnet, charter, open-enrollment and inter-district transfer options mean students from one school often continue to several different ones. Confirm your address with the district before making an enrollment or housing decision. Data source: NCES School Attendance Boundary Survey, analyzed by SchoolScope.
Source records
Explore the data
Available score factors, grade-level results, student-group measures, and nearby-school context, with source details.
↑ vs CA 21.5% · index 70 · 50 = CA elementary-school midpoint
Met or exceeded
↑ vs CA 43.0% · index 73 · 50 = CA elementary-school midpoint
Growth (2024 G3 → 2026 G5)
↑ vs CA average · ≈92nd calibrated reference pctile
Chronic absenteeism
↑ vs CA 16.9% · index 56 · 50 = CA elementary-school midpoint · ▼ 0.3pp lower vs 2025
Suspension rate
↑ vs CA 1.6% · index 63 · 50 = CA elementary-school midpoint · → no change vs 2025
Any absence or suspension percentage shown here is a SchoolScope model-adjusted scoring input, not a raw CDE-reported school rate. The State column averages these inputs across scored comprehensive California schools at this level.
02By grade & subgroupLook beyond the school average, by grade and student group.CAASPP 2025–26 · % of tested students+
From 2025–26 reporting, California calls Level 3 Proficient and Level 4 Advanced (formerly Standard Met and Standard Exceeded). “Proficient or Advanced” combines both levels in the 2025–26 results shown here. California's level descriptions.
ELA · 2025–26 results by grade
Scroll for more columns →
CDE CAASPP 2026
ELA
Tested
EXC
MET
NEAR
NOT
MET+
+/CA
Grade 3
68
49%
24%
18%
10%
72%
+29
Grade 4
62
48%
21%
21%
10%
69%
+25
Grade 5
57
44%
32%
18%
7%
75%
+27
California comparison: each reporting school contributes equally; schools with fewer than 15 tested in this grade and subject are excluded.
State grade 3 ELA equal-school mean: 43.1%; n=5685 reporting schools
State grade 4 ELA equal-school mean: 44.6%; n=5706 reporting schools
State grade 5 ELA equal-school mean: 48.1%; n=5715 reporting schools
Math · 2025–26 results by grade
Scroll for more columns →
CDE CAASPP 2026
Math
Tested
EXC
MET
NEAR
NOT
MET+
+/CA
Grade 3
68
34%
40%
16%
10%
74%
+28
Grade 4
62
45%
32%
18%
5%
77%
+36
Grade 5
57
35%
30%
23%
12%
65%
+29
California comparison: each reporting school contributes equally; schools with fewer than 15 tested in this grade and subject are excluded.
State grade 3 Math equal-school mean: 46.0%; n=5687 reporting schools
State grade 4 Math equal-school mean: 41.4%; n=5704 reporting schools
State grade 5 Math equal-school mean: 35.6%; n=5717 reporting schools
We show the grade rows CDE publishes for this school. A missing grade or dash can mean the school does not serve that grade, that we hold no valid result for it, or that the tested group was too small to report. It does not mean zero.
Earlier years · grade and subject
Scroll for more columns →
Year · grade · subject
Students with scores
Met+
2025 · Grade 3 · ELA
69
75.4%
2025 · Grade 4 · ELA
61
68.8%
2025 · Grade 5 · ELA
55
80.0%
2025 · Grade 3 · Math
69
66.7%
2025 · Grade 4 · Math
60
70.0%
2025 · Grade 5 · Math
55
70.9%
2024 · Grade 3 · ELA
66
63.6%
2024 · Grade 4 · ELA
58
72.4%
2024 · Grade 5 · ELA
62
67.7%
2024 · Grade 3 · Math
66
68.2%
2024 · Grade 4 · Math
58
67.2%
2024 · Grade 5 · Math
63
60.3%
2023 · Grade 3 · ELA
68
73.5%
2023 · Grade 4 · ELA
61
70.5%
2023 · Grade 5 · ELA
64
73.4%
2023 · Grade 3 · Math
68
73.5%
2023 · Grade 4 · Math
60
68.3%
2023 · Grade 5 · Math
64
57.8%
2022 · Grade 3 · ELA
65
70.8%
2022 · Grade 4 · ELA
67
73.1%
2022 · Grade 5 · ELA
84
77.4%
2022 · Grade 3 · Math
65
72.3%
2022 · Grade 4 · Math
67
70.2%
2022 · Grade 5 · Math
84
64.3%
2019 · Grade 3 · ELA
62
77.4%
2019 · Grade 4 · ELA
61
68.8%
2019 · Grade 5 · ELA
58
81.0%
2019 · Grade 3 · Math
61
65.6%
2019 · Grade 4 · Math
61
65.6%
2019 · Grade 5 · Math
58
72.4%
2018 · Grade 3 · ELA
64
76.6%
2018 · Grade 4 · ELA
59
79.7%
2018 · Grade 5 · ELA
62
75.8%
2018 · Grade 3 · Math
64
71.9%
2018 · Grade 4 · Math
59
71.2%
2018 · Grade 5 · Math
62
59.7%
2017 · Grade 3 · ELA
62
72.6%
2017 · Grade 4 · ELA
63
63.5%
2017 · Grade 5 · ELA
67
71.6%
2017 · Grade 3 · Math
62
69.3%
2017 · Grade 4 · Math
63
50.8%
2017 · Grade 5 · Math
67
53.7%
2016 · Grade 3 · ELA
52
58%
2016 · Grade 4 · ELA
62
63%
2016 · Grade 5 · ELA
39
85%
2016 · Grade 3 · Math
53
72%
2016 · Grade 4 · Math
61
54%
2016 · Grade 5 · Math
39
69%
2015 · Grade 3 · ELA
53
58%
2015 · Grade 4 · ELA
37
70%
2015 · Grade 5 · ELA
61
80%
2015 · Grade 3 · Math
53
58%
2015 · Grade 4 · Math
37
59%
2015 · Grade 5 · Math
61
61%
Current 2025–26 grade results appear above. The 2015–2018 rows were checked against original CDE files; independent re-verification of other stored historical years remains incomplete. The 2015 and 2016 percentages are rounded to whole numbers in the source. “Students with scores” is the rate denominator for that grade, subject and year. A missing result is not zero or a matched cohort.
Scroll for more columns →
Science (CAST)
Tested
EXC
MET
NEAR
NOT
Schoolwide
57
26%
33%
35%
5%
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.
Scroll for more columns →
Subgroup · ELA
Tested
MET+
vs district
vs CA
Socioeconomically Disadvantaged
66
57.6%
+17
+22
White
77
71.4%
+4
+12
Two or More Races
35
80.0%
+16
+21
03Nearest elementary schoolsInspect the nearby-school comparison and its enrollment context.Nearby schools · distance and enrollment context+
nearest by distance · Grade gap = grade 3 vs grade 5, this year, different students; Cohort growth = school-level grade groups from different years, not matched children, in scale-score points — that's the measurement the Scope Score weights
Susp = SchoolScope model-adjusted suspension input, not the raw CDE-reported school rate.
04More measuresRead additional measures and dated historical records.context · not all part of the Scope Score+
Earlier assessment years · legacy Scope Score model
Scroll for more columns →
Earlier assessment years · legacy Scope Score model
Assessment year
Scope Score
Percentile
Rank
Comparison group
2019
62/100
85
#811
California comprehensive elementary schools · 5,484 schools
These are retrospective calculations using earlier test results and current school levels and comparison classes. Each year's rank and percentile use that year's measured school group. They do not form a trend across different score models.
Historical ELPAC inputs are absent from these calculations. Missing factor weights are redistributed proportionally among available factors. Adjusted climate values are SchoolScope scoring inputs, distinct from the state’s reported rates.
CDE reported all-students (TA) school rates for 2025 and 2026; the change is 2026 minus 2025 in percentage points.
Each year names its school year end (2026 = 2025–26). “Students with scores” is the subject-specific rate denominator; ELA and Math counts must not be added. The 2015–2018 rows were checked against CDE’s original research files. The 2015 and 2016 files report whole percentages; later rows round to one decimal here. Older stored rows from other years still need independent original-file re-verification. A dash is unavailable, not zero.
Scroll for more columns →
Year
Scope
Pctile
Rank
Exc
Met+
Absent
Susp
Grade gap
2019
—
—
—
41.9%
71.8%
15.4%
0.1%
+5.2pp
2022
—
—
—
43.5%
71.3%
25.2%
0.1%
-0.7pp
2023
—
—
—
40.9%
69.5%
21.6%
0.1%
-7.9pp
2024
—
—
—
38.5%
66.6%
17.8%
0.1%
-1.9pp
2025
—
—
—
48.1%
72.0%
13.3%
0.1%
+4.4pp
2026
68
91
#475
42.5%
72.1%
13.0%
0.1%
-2.6pp
The Absent and Susp columns are SchoolScope model-adjusted scoring inputs, rather than raw CDE-reported school rates.
Grade gap = this year's grade 3 vs grade 5 result, two different sets of students, not a trend for any one child — it is not the measurement the Scope Score's growth dimension uses. See §01 above and /methodology#verdicts for the school's actual scored (cohort) growth.
NO 2020 OR 2021 RECORDS IN THIS SCHOOLSCOPE SERIES · SCORE AND PERCENTILE ARE RELATIVE TO EACH YEAR'S FIELD
05Climate by student groupCompare attendance and discipline records by student group.chronic absenteeism · 2018–19 vs 2025–26 school years+
Scroll for more columns →
Group
2018–19
2025–26
Δ
Female
13.8%
13.5%
-0.3pp
Male
17.5%
12.0%
-5.5pp
Asian
8.1%
5.0%
-3.1pp
Black/African American
15.4%
40.0%
+24.6pp
Filipino
11.1%
—
—
Hispanic/Latino
26.0%
19.0%
-7.0pp
Two or More Races
9.4%
9.1%
-0.3pp
White
15.1%
9.3%
-5.8pp
Students with Disabilities
45.2%
26.7%
-18.5pp
English Learners
20.0%
14.3%
-5.7pp
Socioeconomically Disadvantaged
27.6%
18.6%
-9.0pp
All Students
15.8%
12.7%
-3.1pp
Separate dots mark the reported school years; no line or intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.
06California growth model, by student groupInspect CDE growth-model records and group sample sizes.2025 · scale-score points vs the state's prediction · shown, never scored+
Scroll for more columns →
Group
ELA
n
CDE band
Math
n
CDE band
All Students
+25
114
Exceptional
+25
114
Exceptional
English Only
+25
92
not categorised
+25
92
not categorised
White
+26
60
Exceptional
+26
60
Exceptional
Socioeconomically Disadvantaged
+26
38
Exceptional
+10
38
Accelerated
Hispanic or Latino
+31
24
Exceptional
+19
24
Accelerated
Students with Disabilities
+21
20
Exceptional
+28
20
Exceptional
English Learner
+13
15
Accelerated
+22
15
Exceptional
Recently Reclassified Fluent-English Proficient Only
+23
11
not categorised
+34
11
not categorised
CDE reports scale-score points versus its growth-model prediction — 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 categorised” means this imported CDE row has a growth value without a performance category. CDE labels at least one imported estimate here WEIGHTED; that describes its aggregation method, 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.
07Growth source detailSeparate historical trends, cohort comparisons and matched growth.CDE matched-student model and school-grade cohort record · distinct measures+
School-grade cohort proxy · ELA endpoints
ELA · 2024 · Grade 3
42%
exceeded standard · 64% met or exceeded
CDE CAASPP 2024 · 66 ELA test records with scores
→
ELA · 2026 · Grade 5
44%
exceeded standard · 75% met or exceeded
CDE CAASPP 2026 · 57 ELA test records with scores
Minimum rounded subject-mean records with scores at the endpoints: 57 (school-grade cohort proxy).
These paired percentages describe ELA results for grade groups at this school in two years. The groups are not matched students. SchoolScope's scored growth measure uses a different school-level scale-score proxy across ELA and Math; California's matched-student model is a separate measure.
California growth model · reported-school field
State model · ELAmatched students, grades 4-8Source and benchmark
CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
ALL students, grades 4–8
114 students
estimate WEIGHTED
SchoolScope midrank among 7,519 reported ELA ALL school records in its retained school inventory
California growth model, ELA: +25 scale-score points versus the state's expectation, 98th percentile of 7,519 reported schools in SchoolScope's retained inventory.98th pctile · +25 pts
State model · mathmatched students, grades 4-8Source and benchmark
CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
ALL students, grades 4–8
114 students
estimate WEIGHTED
SchoolScope midrank among 7,518 reported MATH ALL school records in its retained school inventory
California growth model, math: +25 scale-score points versus the state's expectation, 96th percentile of 7,518 reported schools in SchoolScope's retained inventory.96th pctile · +25 pts
this school| center tick: 50th percentile in SchoolScope's retained-school field, calculated separately for ELA and Math
Source notes. CDE reports scale-score points versus its prediction for matched students, never a percentage. Among SchoolScope's retained California elementary school records, the median ELA estimate is +2 and the middle half fall between −5 and +9 scale-score points — the spread is wide, so read its position among reported schools, not the sign. 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 is not part of the Scope Score.
08Funding source detailFollow funding records at their school or district source grain.CDE ESSA school · CDE SACS district · NCES F-33 district; each row labels its fiscal year and measure+
Per-pupil spending
District · current expense$18,180 per pupil
NCES F-33 · FY 2020–21 (2021) · fall district membership: 460,633 pupils
California · selected district mean$14,491 per pupil
NCES F-33 · FY 2020–21 (2021) · SchoolScope’s unweighted mean across 818 selected California district finance records
School-level federal expenditures$957 per pupil
CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 438
Central federal expenditures attributed here$553 per pupil
CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 438
District current expense · FY 2024–25$29,292 per ADA
CDE SACS Current Expense of Education · district fiscal year ending 2025 · average daily attendance denominator
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.
ShowHide 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
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.
ShowHide the district's spending year by year
NCES F-33 district fiscal-year history, 2017–2021; latest district record shown: 2021
09ZIP-area community recordACS 2020–2024 · ZCTA 91367
ShowHide table 09 — ZIP-area community record
Scroll for more columns →
American Community Survey 5-year estimates · 2020–2024 · ZIP Code Tabulation Area 91367
Measure
Estimate
Median household income
$108,653
Bachelor's degree or higher (adults 25+)
58.69%
ZCTA population
45,889
Median age
39.7 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/ZCTA context does not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score.
Free to embed with the credit link. Data updates automatically.
EXC = exceeded standard · MET+ = met or exceeded the standard · Source: CA Dept. of Education · CAASPP 2025–26 · n=5,728 elementary schools · Vintages: climate subgroups 2019+2025 · district finance per its label · ACS 2024 · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated 2026-10-15
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