Independent charter school · Fort Sage Unified

Long Valley — Rating & test scores

436-965 Susan Drive, Doyle · 250 students · Grades TK–12

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Scope Score 67

Needs SupportScope Score · 6th percentile. Higher than 6 in 100 of the 5,726 California public elementary schools we score.

75 is the typical California school. 100 is the best result in the state. How the score is built

Well below California in English (reading and writing) and math, grades 3–5, spring 2026: 21% and 10% scored Proficient or Advanced, against 46% and 42%.

Source for this line
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 63
Comparison
California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).

This rating covers grades 3–5. Long Valley teaches TK–12.

For grades 6–8, the standing among California middle schools is in Tests ↓

Overview

Is Long Valley a good elementary school?

Needs Support. Long Valley is higher than most California elementary schools on progress in both subjects and attendance. Long Valley is lower than most on test results.

Test results, spring 2026

English, Proficient or Advanced821%
Math, Proficient or Advanced210%
English, Advanced45%
Math, Advanced22%

Progress in a year, 2025

English91+18 pts
Math58+5 pts

Showing up, 2025–26

Attendance5215 in 100
Long Valley’s place among California elementary schools, out of 100Bar colour, from the lowest quarter of schools to the highest

One more thing to know

On spring 2025 tests, students in grades 4–8 scored higher than California students who had the same scores the year before, in English (+18 pts) and math (+5 pts). The state calls both results Accelerated.

Each bar is Long Valley’s place among 5,726 California public elementary schools we score. Our calculation from California Department of Education records, updated October 15, 2026.

How to read these bars, and their sources

A place counts the schools out of 100 with a lower figure. The dashed line is the middle. Test results are from spring 2026, grades 3–5. Progress is the state’s measure of how the same students’ scores changed against the score it expected, 2025. Attendance counts students who missed 10% or more of school days; fewer is better, so a higher place means fewer such students.

Source for the sentence
CDE growth model, 2025. Students with scores in both years in grades 4–8: 85. 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.

Progress

Did students here score higher than students who started at the same place?

Yes, in both subjects. In 2025, students here in grades 4–8 scored 18 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 5 points higher, which the state calls Accelerated.

English

+18

points higher than California students who had the same score a year earlier. The state calls it Accelerated, the fourth of its five growth levels.

By student group · students counted

White57+15 points
Low-income52+18 points
Hispanic or Latino13+15 points

Math

+5

points higher than California students who had the same score a year earlier. The state calls it Accelerated, the fourth of its five growth levels.

By student group · students counted

White57+6 points
Low-income52−1 points
Hispanic or Latino13+5 points

Grades 4–8, 2025, 85 students with scores in both years. Faded rows have fewer than 40 students. It describes results, not causes. Source: California Department of Education, growth model.

How the state’s growth measure works

The state calls this comparison an expected score. It sets one for each student from that student’s own score the year before.

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 18 points above that expected score, and in math 5 points above it.

The state sorts every school’s growth result into five growth levels, from Minimal to Exceptional.

Here, as at most schools, the state’s figure blends the two most recent years, so it moves more slowly than one year’s scores.

Schools like it

How does Long Valley compare with schools like it?

Long Valley’s Scope Score is 67. 625 California elementary schools, counting Long Valley, have a similar share of students from low-income families. Their typical score is 76. Long Valley’s result is higher than 11 of them.

The five schools with the highest results of the 625

  1. Students from low-income families: 64%

    Scope Score 96Strong · 99th percentile

  2. Students from low-income families: 52%

    Wedgeworth Elementary

    Hacienda Heights

    Scope Score 94Strong · 98th percentile

  3. Students from low-income families: 62%

    Scope Score 93Strong · 97th percentile

  4. Students from low-income families: 63%

    Scope Score 92Strong · 97th percentile

  5. Students from low-income families: 55%

    Scope Score 91Strong · 95th percentile

625 California public elementary schools where 52% to 64% of students qualified for free or reduced-price meals in 2024–25. The chart compares results, not causes. Our calculation from California Department of Education records, spring 2026.

How the group is chosen

The group is every California public elementary school we score where 52% to 64% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Long Valley’s share. The count includes Long Valley. Typical means the median: half are higher and half are lower. Schools differ in more than family income, and no score is changed for it. Our calculation from California Department of Education records: state tests (CAASPP), spring 2026, and school meal eligibility, 2024–25.

Over time

Have results changed?

Results in both subjects were similar to 2025. English went from 25% to 21% and math from 12% to 10%.

Share at the state’s top two test levels, 2022 to 2026

Grades 3–5. Point at a year, tap it or use the arrow keys to read its figures.

English

25%50%75%2022202320242025202622%46%CaliforniaCalifornia21%Long ValleyLong Valley

Math

25%50%75%2022202320242025202611%42%CaliforniaCalifornia10%Long ValleyLong Valley

Each spring tests a different group of students. Source: California Department of Education, state tests (CAASPP).

Each year’s results

The top two levels were called Met or Exceeded before 2026 and are called Proficient or Advanced now.

English, grades 3–5: share at the top two levels
SpringLong ValleyCaliforniaTested here
202222%45%54
202330%44%57
202418%45%55
202525%46%59
202621%46%63
Math, grades 3–5: share at the top two levels
SpringLong ValleyCaliforniaTested here
202211%38%54
202319%40%57
20245%41%55
202512%41%59
202610%42%63

Tests

How did students here do on state tests?

Well below California in both subjects.

English

21%

scored Proficient or Advanced.

512816
California46%

Math

10%

scored Proficient or Advanced.

63278
California42%
MinimalDeveloping levelProficientAdvanced

In grades 3–5, spring 2026, 21% scored Proficient or Advanced in English and 10% in math, against 46% and 42% across California.

The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 3–5 combined. From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”). Source: California Department of Education, state tests (CAASPP).

How does math compare with English?

In grades 3–5, spring 2026, math trails English by 11 percentage points in the share who scored Proficient or Advanced, against 4 points across California. The grades 3–5 cards above give each subject’s share.

How do the middle grades do?

Well below California in both subjects. In grades 6–8, spring 2026, 28% scored Proficient or Advanced in English and 7% in math, against 49% and 37% across California. The middle grades are placed separately: 9th percentile (Needs Support) among California’s middle schools.

English

28%

scored Proficient or Advanced.

373526
California49%

Math

7%

scored Proficient or Advanced.

63307
California37%

How do the high school grades do?

In grade 11, spring 2026, 37% scored Proficient or Advanced in English and 6% in math, against 57% and 32% across California. Fewer than 30 students tested, so one year’s result can change a lot. Ask how results looked in other years.

English

37%

scored Proficient or Advanced.

42211621
Fort Sage Unified30%California57%

Math

6%

scored Proficient or Advanced.

5638
Fort Sage Unified3%California32%
Results for each grade, spring 2026

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced14%17%33%
Advanced5%4%6%
Proficient9%13%27%
Developing level24%25%39%
Minimal62%58%28%
Tested212418
California44%46%49%
Difference−30−29−16
English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced19%27%39%
Advanced0%0%6%
Proficient19%27%33%
Developing level48%33%22%
Minimal33%40%39%
Tested211518
California48%51%49%
Difference−29−24−10
English, grade 11: share of students tested, spring 2026
MeasureGrade 11
Proficient or Advanced37%
Advanced21%
Proficient16%
Developing level21%
Minimal42%
Tested19
California57%
Difference−20

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

Math

Math, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced10%8%11%
Advanced0%4%0%
Proficient10%4%11%
Developing level23%25%33%
Minimal67%67%56%
Tested212418
California47%42%37%
Difference−37−34−26
Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced0%13%11%
Advanced0%0%0%
Proficient0%13%11%
Developing level24%27%39%
Minimal76%60%50%
Tested211518
California37%38%36%
Difference−37−25−25
Math, grade 11: share of students tested, spring 2026
MeasureGrade 11
Proficient or Advanced6%
Advanced0%
Proficient6%
Developing level38%
Minimal56%
Tested18
California32%
Difference−26

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.

All four test levels, with the number of students tested
Share of students tested at each level, spring 2026. The state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal.
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 3–5 · This school5%16%28%51%63
English, grades 3–5 · California24%22%21%33%1,208,894
Math, grades 3–5 · This school2%8%27%63%63
Math, grades 3–5 · California21%21%25%33%1,211,701
English, grade 11 · This school21%16%21%42%19
English, grade 11 · California27%30%21%22%414,559
English, grade 11 · Fort Sage Unified13%17%27%43%30
Math, grade 11 · This school0%6%38%56%18
Math, grade 11 · California16%16%20%48%413,523
Math, grade 11 · Fort Sage Unified0%3%25%72%29
English, grades 6–8 · This school2%26%35%37%54
English, grades 6–8 · California19%30%23%28%1,254,039
Math, grades 6–8 · This school0%7%30%63%54
Math, grades 6–8 · California21%16%23%40%1,254,800

Spring 2026, grades 3–5 combined: 63 tested in English, 63 tested in math. California combines the state’s results for the same grades, weighted by students tested (our calculation).

Who goes here

Who goes here?

White students are the largest group here, at 68% of students. 38 of 257 students missed 10% or more of school days.

Missing school, 2025–26

15in 100

students were chronically absent. That means they missed 10% or more of school days (38 of 257 students).

At the average California elementary school: 17 in 100.

No district average: Long Valley is the only regular elementary school we rank in the Fort Sage Unified district with an attendance record.

Students, 2024–25

250

students in grades TK–12.

White 68%Hispanic or Latino 18%Two or more races 7%

Family income

58%

of students qualified for free or reduced-price meals in 2024–25, 145 of 250. California: 63%.

Teachers, 2024–25

13

teachers, with 9 years of experience on average.

0% were in their first year.

61% of teaching positions had the right credential, 2021–22.

Suspensions, 2025–26

0.4%

of students were suspended at least once (1 of 258). Average California elementary school 1.6%.

Sources: California Department of Education. Each tile names its year.

Missing school, by grade
Grades 4–6
14 of 70 students in grades 4–6 were chronically absent.
Grades 7–8
12 of 40 students in grades 7–8 were chronically absent.
Grades 9–12
4 of 64 students in grades 9–12 were chronically absent.

Our records hold no figure for Grades TK–3.

Full student mix, 2025–26
StudentsHere
White68%
Hispanic or Latino18%
Two or more races7%
Asian—
Black or African American—
Filipino—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Where these figures come from

Attendance and suspensions: California Department of Education, 2025–26. Student mix: the students the state’s attendance file counts, 2025–26; a dash means our records hold no count. Student count: California Department of Education enrollment, 2024–25. Teachers: California Department of Education staffing files, 2024–25.

Teaching credentials: California’s School Accountability Report Card, 2024–25, measured in 2021–22: 9 of 14.7 full-time teaching positions. It counts positions, not individual teachers.

Student groups

How do kids like mine do here?

Low-income students scored well below the same group across California in math.

This schoolThe same group, California
  • Low-incomeEnglish · 65 tested26%California 38%
  • Low-incomeMath · 65 tested6%California 27%
  • WhiteEnglish · 65 tested23%California 60%
  • WhiteMath · 65 tested8%California 53%

6% of low-income students scored Proficient or Advanced in math (grades 3–8, spring 2026), against 27% for the same group across California. White students scored well below the same group across California in English and math.

Share who scored Proficient or Advanced, grades 3–8, spring 2026. Each group is compared with the same group in the same grades. Source: California Department of Education, state tests (CAASPP).

Every group’s results, with the district

Low-income is the state’s “socioeconomically disadvantaged” group.

Proficient or Advancedgrades 3–8 · spring 2026
Group and subjectHerevs Fort Sage Unifiedvs California
Low-income · 65 tested · grades 4–8 only
English26%—−1238%
Math6%—−2127%
White · 65 tested · grades 3–6 and 8 only
English23%—−3760%
Math8%—−4553%

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

No published rate here for Hispanic or Latino, Asian, 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, 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.

After high school

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

78% of students graduated in four years in 2024–25. That compares with 89% across California. 33% were ready for college or career (state measure) in 2024–25. 8% of the class of 2023 enrolled in college within 12 months.

Graduation, college and university records

Preparation · each measure describes a different student group

Graduated in four years

78%

Across California: 89%

2024–25 · 14 of 18 students who started 9th grade together

Ready for college or career (state measure)

33%

Across California: 52%

2024–25 · 6 of 18 students in the state’s measure

Finished the UC/CSU course list

0%

Average California high school: 56%

2024–25 · 0 of 14 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

8% enrolled in college within 12 months · 12 students who finished high school

  • University of California0 · 0%
  • California State University0 · 0%
  • California community college1 · 8%
  • In-state private0 · 0%
  • Out-of-state, 4-year0 · 0%
  • Out-of-state, 2-year0 · 0%
  • Not enrolled11 · 92%

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.

Where the class of 2023 went
8%enrolled in college within a year

12 completers, class of 2023

  • University of California0 (0%)
  • California State University0 (0%)
  • California community college1 (8%)
  • In-state private0 (0%)
  • Out-of-state, 4-year0 (0%)
  • Out-of-state, 2-year0 (0%)
  • Not enrolled11 (92%)

Source: CDE’s college-going rate for the class of 2023 (enrolled in college within 12 months). Shares are our arithmetic: count ÷ completers, rounded together so they total 100. A dash means we have no figure for that row; it isn’t zero.

Where these figures come fromEach measure’s source, student group and definition
Graduated in four years
2024–25 · 14 of 18 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 · 6 of 18 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 · 0 of 14 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.

Family and staff answers

What would families tell you?

Families can answer a short set of questions about Long Valley. These are not star ratings or reviews.

  1. Family answers show once 20 families have answered.Until then this page shows how many have answered.
  2. The questions are about the school, never a person.No question asks about a named teacher or staff member.
  3. Answers are never part of the Scope Score.They sit beside the state’s records and do not change a school’s score.

Families

No family answers yet

0 of 20 needed before answers show

  • Does the school tell you how your child is doing, in a way you understand, before report cards arrive?Usually · Sometimes · Rarely
  • When you contact the school with a question, do you hear back within two school days?Usually · Sometimes · Rarely · Haven’t contacted them
  • Can you get school information in the language you read best?Yes · Mostly · No
  • And 4 more questions.

Answer the family questionsResponder en españolHow family answers work

The school day

What is the school day like?

Long Valley has transitional kindergarten (TK). Our records do not hold school hours or before- and after-school care yet. Ask the office.

Transitional kindergarten (TK), 2025–26

6

TK students in 2025–26.

TK is California’s free public program for four-year-olds.

TK count: California Department of Education, Census Day enrollment, 2025–26. Find TK schools near you

The neighborhood

What is the area around Long Valley like?

These figures are for everyone who lives in ZIP code 96109. They are not figures for the families at Long Valley.

Typical household income in a year

$43,988

Typical means half are higher and half are lower. The ZIP code is the school’s address, not its attendance area. Source: U.S. Census Bureau, American Community Survey, 2020–2024, ZIP code area 96109.

Typical home value
$259,900
People who live in this ZIP code
1,299
Typical age
47.9 years
Adults 25 and older with a four-year college degree
16%

What you can do

Who can act on Long Valley’s results?

Long Valley’s own board decides its plan.

State support

The state hasn’t placed Long Valley in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source 

Reading screening in kindergarten through grade 2

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 

Questions to ask

What should I ask, and when?

Bring these 6 questions to Long Valley. Confirm anything about applying with the school itself.

On a tour

  1. What is the school doing about chronic absence?15 in 100 chronically absent, 2025–26 (38 of 257 students); 10 in 100 in 2024–25
  2. What extra help do low-income students get, and how do you know it’s working?6% of low-income students scored Proficient or Advanced in math, grades 4–8 and 11, spring 2026 (77 students tested); the same group across California: 26%

Before you apply

  1. Which grades are accepting applications, and who is eligible?
  2. What are the deadlines, enrollment priorities, and lottery or waitlist steps?

At the office

  1. What time does the day start and end, and is any day shorter?
  2. What transportation and before- or after-school options are available?

Getting in

How do I get in?

Ask Long Valley how it admits students. Charter schools set their own enrollment steps and dates.

Where it is

Where is Long Valley?

Address
436-965 Susan Drive, Doyle 96109Get directions (opens Google Maps in a new tab)
Administrator
Sherri MorganAs the state’s school directory lists it, last updated February 9, 2023.

A school’s place on the map is its address in the state directory. It does not show which homes the school serves. See nearby schools on the map

Short answers to 7 common questions

How do I get in?

Ask Long Valley how it admits students. Charter schools set their own enrollment steps and dates. See the details ↓

Is Long Valley a good school?

Long Valley has a Scope Score of 67. It scored higher than 6 in 100 of California’s 5,726 scored public elementary schools (Needs Support, 6th percentile, spring 2026).

  • Grades 6–8: higher than 9 in 100 California middle schools we score (9th percentile, Needs Support, spring 2026)

See the details ↓

How often do students miss school or get suspended?

In 2025–26, 15 in 100 students missed 10% or more of school days, against 17 in 100 at the average California elementary school. 0.4% of students (1 of 258) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. See the details ↓

Did students here score higher than students who started at the same place?

Yes, in both subjects. In 2025, students here in grades 4–8 scored 18 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 5 points higher, which the state calls Accelerated.

  • Included in this measure: 85 students

See the details ↓

How do kids like mine do here?

In spring 2026, 28% of low-income students in grades 4, 5, 6, 7, 8 and 11 at Long Valley in Doyle scored Proficient or Advanced in English, against 40% for the same group across California. See the details ↓

What does its own plan pay for?

In its 2026–27 plan, $1.2 million is planned for 32 funded actions in 3 goals. That’s 30% of its $4.1 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan.

What should I ask on a visit?

The questions drawn from this page are under Questions to ask, ready to copy. See the details ↓

Its own plan

What does Long Valley’s own plan commit to?

$1.2 million is planned for 32 funded actions in 3 goals. That’s 30% of its $4.1 million general fund budget.

$1.2million

planned in the school’s own plan for 2026–27

The three largest actions in the plan

  • Paraeducators (S & C)$200,000
  • Student-led Conferences and Goal Setting$96,000
  • Janitorial/ Maintenance Services$95,000

These are planned amounts; the charter school reports what it spent in a later plan. Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 87 pages), as posted to the California School Dashboard.

The whole plan: every goal, what it measures and what it pays for

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

The 2026–27 plan in short

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

Where the money goes

Three actions take 32% of the money. The plan itself puts 86% of it toward staff.

  • Paraeducators (S & C) $200,000
  • Student-led Conferences and Goal Setting $96,000
  • Janitorial/ Maintenance Services $95,000
  • 29 other actions
Reading, math and catch-up help

3 of the plan’s 32 funded actions name reading, math, catch-up help or English learners in their titles.

  • Math $37,500
  • Catch-up help $86,000
  • English learners $7,000

Largest of these

  • Tutoring & Support$86,000
  • Focus on Foundational Mathematics$37,500
  • ELD Standards$7,000
For high-need students

It plans $556,500 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $575,000 and estimates it spent $580,509, within 1% of the plan.

What changed

The total is $21,026 (2%) lower than in the 2025–26 plan. The biggest change in dollars is Instructional Materials Inventory, which went from $75,000 to $20,000.

Largest cuts

  • Instructional Materials Inventory−⁠$55,000
  • Paraeducators (S & C)−⁠$30,000
  • Hot Spots−⁠$4,000

Largest increases

  • Internet Servers & Support+⁠$15,000
  • Focus on Foundational Mathematics+⁠$15,000
  • Janitorial/ Maintenance Services+⁠$15,000

Ask: What did Instructional Materials Inventory pay for, and what changes now that the 2026–27 plan gives it $55,000 less?

What its goals measure

Read these state results for this school as context for the goals they measure; results alone can’t show what the plan caused.

The test rows are schoolwide results for every grade the school tests; the source doesn’t list which grades. The headline at the top of this page covers grades 3–5 only: 21% in English and 10% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure2024–252025–26Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 234%26%down 8 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 211%8%down 3 pts
Chronically absentGoal 310 in 10015 in 1005 more in 100
Suspended at least onceGoal 32.6%0.4%down 2.2 pts

Goal 1 isn’t shown because it tracks other measures.

Figures from CDE’s state test, chronic absence and suspension files. Test figures cover every grade the school tests (California tests grades 3–8 and 11), so they differ from a profile’s rated grades. Chronically absent means a student missed 10% or more of school days.

The plan’s own titles and amounts
  • Paraeducators (S & C) · $200,000
  • Student-led Conferences and Goal Setting · $96,000
  • Janitorial/ Maintenance Services · $95,000
The full plan3 goals, 41 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 ($1.2 million).

Where does the money go?

58% to Goal 2. 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.

G1
G2
G3

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 1The charter will cultivate a dynamic and innovative teaching workforce dedicated to fostering student…$198,20016% of action budgets

“The charter will cultivate a dynamic and innovative teaching workforce dedicated to fostering student engagement and passion for learning through the implementation of creative instructional methods and practices. (State Priorities – 1, 2, & 7)” p. 10 ↗

11 funded actions · 2025–26 plan: $205,804 (−⁠$7,604)

Largest funded actions

  1. Internet Servers & Support$45,000action 1.3 · p. 49 ↗
  2. Provide Online Coursework$30,000action 1.8 · p. 49 ↗
  3. Essential Standards$30,000action 1.11 · p. 49 ↗
  4. Training/ Support for Academic State Standards$21,000action 1.5 · p. 49 ↗
  5. Teacher Competencies$20,000action 1.2 · p. 49 ↗

6 more funded actions in this goal

  • Instructional Materials Inventory · action 1.9 · p. 49 ↗$20,000
  • Support Credentials Clearing Activities · action 1.1 · p. 49 ↗$13,700
  • ELD Standards · action 1.6 · p. 49 ↗$7,000
  • Hot Spots · action 1.4 · p. 49 ↗ · marked as contributing to high-need services$6,500
  • Foreign Language · action 1.7 · p. 49 ↗$2,500
  • Teacher Educational Resources/ Repository · action 1.10 · p. 49 ↗$2,500

Changes from last year’s plan, same title

  1. Instructional Materials Inventory−⁠$55,000$75,000 → $20,000 · p. 49 ↗
  2. Internet Servers & Support+⁠$15,000$30,000 → $45,000 · p. 49 ↗
  3. Provide Online Coursework+⁠$10,000$20,000 → $30,000 · p. 49 ↗

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

  • Essential Standards · $22,000 → $30,000 · p. 49 ↗+⁠$8,000
  • Training/ Support for Academic State Standards · $15,000 → $21,000 · p. 49 ↗+⁠$6,000
  • Teacher Competencies · $15,654 → $20,000 · p. 49 ↗+⁠$4,346
  • Support Credentials Clearing Activities · $7,200 → $13,700 · p. 49 ↗+⁠$6,500
  • ELD Standards · $5,450 → $7,000 · p. 49 ↗+⁠$1,550
  • Hot Spots · $10,500 → $6,500 · p. 49 ↗−⁠$4,000
  • Foreign Language · $2,500 → $2,500 · p. 49 ↗unchanged
  • Teacher Educational Resources/ Repository · $2,500 → $2,500 · p. 49 ↗unchanged

How the plan measures it · 12 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 10 ↗.

Goal 2All students will demonstrate growth toward meeting or exceeding standards in ELA, math, and science…$717,77858% of action budgets

“All students will demonstrate growth toward meeting or exceeding standards in ELA, math, and science assessments and increase measures of career and college preparedness as demonstrated through reports on the CA School Dashboard and local and state assessments. (State Priorities – 4, 5, 7, 8)” p. 22 ↗

13 funded actions · 2025–26 plan: $741,500 (−⁠$23,722)

Largest funded actions

  1. Paraeducators (S & C)$200,000action 2.10 · p. 50 ↗ · marked as contributing to high-need services
  2. Student-led Conferences and Goal Setting$96,000action 2.13 · p. 50 ↗ · marked as contributing to high-need services
  3. Career/ College Counseling$88,000action 2.6 · p. 50 ↗ · marked as contributing to high-need services
  4. Tutoring & Support$86,000action 2.1 · p. 49 ↗ · marked as contributing to high-need services
  5. Paraeducators (Title 1)$66,278action 2.9 · p. 50 ↗

8 more funded actions in this goal

  • Career Technology Education/ Dual Enrollment · action 2.5 · p. 50 ↗$40,000
  • SPED Paraeducators · action 2.12 · p. 50 ↗$40,000
  • Focus on Foundational Mathematics · action 2.2 · p. 49 ↗$37,500
  • Academic Performance Data · action 2.11 · p. 50 ↗$20,000
  • A-G Coursework · action 2.4 · p. 50 ↗$17,000
  • Individualized Learning Plan (ILP) · action 2.3 · p. 49 ↗$12,000
  • Independent Study Direct Instruction · action 2.8 · p. 50 ↗$10,000
  • Schoolwide Writing · action 2.7 · p. 50 ↗$5,000

Changes from last year’s plan, same title

  1. Paraeducators (S & C)−⁠$30,000$230,000 → $200,000 · p. 50 ↗
  2. Focus on Foundational Mathematics+⁠$15,000$22,500 → $37,500 · p. 49 ↗
  3. Tutoring & Support+⁠$10,000$76,000 → $86,000 · p. 49 ↗

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

  • Student-led Conferences and Goal Setting · $96,000 → $96,000 · p. 50 ↗unchanged
  • Career/ College Counseling · $82,500 → $88,000 · p. 50 ↗+⁠$5,500
  • Paraeducators (Title 1) · $57,500 → $66,278 · p. 50 ↗+⁠$8,778
  • Career Technology Education/ Dual Enrollment · $40,000 → $40,000 · p. 50 ↗unchanged
  • SPED Paraeducators · $40,000 → $40,000 · p. 50 ↗unchanged
  • Academic Performance Data · $15,000 → $20,000 · p. 50 ↗+⁠$5,000
  • A-G Coursework · $20,000 → $17,000 · p. 50 ↗−⁠$3,000
  • Individualized Learning Plan (ILP) · $12,000 → $12,000 · p. 49 ↗unchanged
  • Independent Study Direct Instruction · $10,000 → $10,000 · p. 50 ↗unchanged
  • Schoolwide Writing · $5,000 → $5,000 · p. 50 ↗unchanged

How the plan measures it · 16 measures · 3 quoted

  • Progress in English proficiency (ELPAC) (4E) p. 24 ↗
    Baseline
    2023-24: 3 students at beginning stage
    Target for year 3
    70% of students progressing one ELPAC proficiency level
  • Using the CCI report and SIS data, measure the percentage of seniors completing the A-G course requirements. (4B) p. 25 ↗
    Baseline
    2022-23: 0%
    Target for year 3
    10%
  • Using the CCI report and SIS data, measure the percentage of seniors completing both A-G and CTE course sequences. (4D) p. 25 ↗
    Baseline
    2022-23: 0%
    Target for year 3
    5%

13 more measures in the plan’s table.

Goal 3The charter will create a nurturing and inclusive school atmosphere that emphasizes the well-being, kindness…$320,30026% of action budgets

“The charter will create a nurturing and inclusive school atmosphere that emphasizes the well-being, kindness, and sense of belonging for all individuals, guaranteeing safety, health, and support for the comprehensive growth of students, staff, and the wider school community. (State Priorities – 3, 5, 6)” p. 34 ↗

8 funded actions · 2025–26 plan: $310,000 (+⁠$10,300)

Largest funded actions

  1. Janitorial/ Maintenance Services$95,000action 3.1 · p. 50 ↗
  2. Mental Health Counseling$80,000action 3.5 · p. 50 ↗ · marked as contributing to high-need services
  3. Anti-bullying Efforts/ Behavior Supports$48,000action 3.4 · p. 50 ↗
  4. Safety Planning$30,000action 3.2 · p. 50 ↗
  5. Reduce Chronic Absenteeism$30,000action 3.6 · p. 50 ↗

3 more funded actions in this goal

  • Social Emotional Learning: Training and Relationship Building · action 3.3 · p. 50 ↗$20,800
  • Parent Communication · action 3.8 · p. 50 ↗$9,000
  • Credit/​Course Monitoring · action 3.9 · p. 50 ↗$7,500

Changes from last year’s plan, same title

  1. Janitorial/ Maintenance Services+⁠$15,000$80,000 → $95,000 · p. 50 ↗
  2. Anti-bullying Efforts/ Behavior Supports+⁠$10,000$38,000 → $48,000 · p. 50 ↗
  3. Safety Planning+⁠$5,000$25,000 → $30,000 · p. 50 ↗

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

  • Mental Health Counseling · $80,000 → $80,000 · p. 50 ↗unchanged
  • Reduce Chronic Absenteeism · $30,000 → $30,000 · p. 50 ↗unchanged
  • Social Emotional Learning: Training and Relationship Building · $21,500 → $20,800 · p. 50 ↗−⁠$700
  • Parent Communication · $8,000 → $9,000 · p. 50 ↗+⁠$1,000
  • Credit/​Course Monitoring · $7,500 → $7,500 · p. 50 ↗unchanged

How the plan measures it · 13 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 34 ↗.

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.

The full record

Source records

This page is built from 14 sets of records from public data sources. Every figure keeps its source, grades, year and count.

Data updated

October 15, 2026

Record sets on this page
14
Sources
California Department of EducationU.S. Census BureauU.S. Department of Education, Office for Civil RightsNational Student Clearinghouse
State test years
2022–2026

Results

Students

After high school

Money and staff

Place, downloads and method

Score factorssource values, index and weights · 2025–26 · ranked #5,361 of 5,726 California elementary schools we score
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math3%3342%
Proficient or Advancedaverage of English and math16%2923%
Chronically absent15 in 100535%
Suspension rate0.4% (1 of 258)585%
Grade gap (G3→G5, different students)+10.3pp—not scored

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

Scope Score by year2021–22 to 2025–26 · each year’s inputs, and the score for each year we could verify

Scope Score

School yearScope ScorePercentileRankComparison group
2025–26676#5361California elementary schools · 5,726 schools · current formula

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

School yearChronic absenceSuspensionGrade gap (points)
2021–22not on filenot on file−2
2022–23not on filenot on file+4
2023–2414 in 1001.3% (4 of 305)+8
2024–2510 in 1002.6% (7 of 271)−13
2025–2615 in 1000.4% (1 of 258)+10

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

Grade gap: the same year’s grade 3 and grade 5 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).
Every tested year2022–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English1366%26%
2026 · Math1351%8%
2025 · English1318%34%
2025 · Math1322%11%
2024 · English1403%25%
2024 · Math1401%6%
2023 · English1419%32%
2023 · Math1416%16%
2022 · English1475%27%
2022 · Math1475%16%

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

Earlier years · grade and subject

Year · grade · subjectStudents with scoresMet or exceeded
2025 · Grade 3 · English2227%
2025 · Grade 4 · English1729%
2025 · Grade 5 · English2020%
2025 · Grade 6 · English1747%
2025 · Grade 7 · English2232%
2025 · Grade 8 · English1735%
2025 · Grade 11 · English1650%
2025 · Grade 3 · Math2218%
2025 · Grade 4 · Math1718%
2025 · Grade 5 · Math200%
2025 · Grade 6 · Math1718%
2025 · Grade 7 · Math2313%
2025 · Grade 8 · Math170%
2025 · Grade 11 · Math166%
2024 · Grade 3 · English157%
2024 · Grade 4 · English2015%
2024 · Grade 5 · English2030%
2024 · Grade 6 · English2421%
2024 · Grade 7 · English1421%
2024 · Grade 8 · English3238%
2024 · Grade 11 · English1533%
2024 · Grade 3 · Math157%
2024 · Grade 4 · Math2010%
2024 · Grade 5 · Math200%
2024 · Grade 6 · Math244%
2024 · Grade 7 · Math140%
2024 · Grade 8 · Math3212%
2024 · Grade 11 · Math150%
2023 · Grade 3 · English1822%
2023 · Grade 4 · English1833%
2023 · Grade 5 · English2133%
2023 · Grade 6 · English157%
2023 · Grade 7 · English3327%
2023 · Grade 8 · English2157%
2023 · Grade 11 · English1540%
2023 · Grade 3 · Math1822%
2023 · Grade 4 · Math1817%
2023 · Grade 5 · Math2119%
2023 · Grade 6 · Math150%
2023 · Grade 7 · Math3318%
2023 · Grade 8 · Math2124%
2023 · Grade 11 · Math157%
2022 · Grade 3 · English1712%
2022 · Grade 4 · English2236%
2022 · Grade 5 · English1513%
2022 · Grade 6 · English349%
2022 · Grade 7 · English2148%
2022 · Grade 8 · English2429%
2022 · Grade 11 · English1457%
2022 · Grade 3 · Math176%
2022 · Grade 4 · Math2223%
2022 · Grade 5 · Math150%
2022 · Grade 6 · Math3415%
2022 · Grade 7 · Math2133%
2022 · Grade 8 · Math2417%
2022 · Grade 11 · Math147%

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

Science (CAST)schoolwide · spring 2026
Science (CAST)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide555%29%58%7%

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

Student groups: test resultsEnglish · spring 2026 · against the same group in the district and California
Group · EnglishTestedProficient or Advancedvs districtvs California
Low-income (grades 4–8 and 11 only)7828%—−12
White (grades 3–6, 8 and 11 only)7925%—−36
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
GroupEnglishnCDE categoryMathnCDE category
All students+1885Accelerated+585Accelerated
English-only students+1884not categorized+684not categorized
White+1557Accelerated+657Accelerated
Low-income+1852Accelerated−152Average
Hispanic or Latino+1513Accelerated+513Accelerated

CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8. 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+18 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

85 students

CDE growth category: Accelerated

California growth model, English: +18 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's +2-point median for California elementary school records.

State model · math+5 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

85 students

CDE growth category: Accelerated

California growth model, math: +5 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's +2-point median for California elementary school records.

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California elementary school records, the median English estimate is +2 and the middle half fall between −5 and +9 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8, 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 · 10 in 100 → 2025–26 · 15 in 100 · +5 in 100
Suspension rate2024–25 · 2.6% (7 of 271) → 2025–26 · 0.4% (1 of 258) · −2.2 percentage points
Group2018–192025–26Change
Female—15 in 100—
Male—15 in 100—
Hispanic or Latino—4 of 45—
Two or more races—3 of 19—
White—16 in 100—
Students with disabilities—3 of 46—
Low-income—18 in 100—
All students—15 in 100—

Two reported school years only; no intervening-year result is implied. Where fewer than 100 students were counted, the cell shows the count and no change is printed. Source: CDE school-level chronic absenteeism by student group.

Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot
MeasureThis school
AP offerednot reported
AP course countnot reported
AP enrollment (male/female)not reported
IB participationnot reported
Dual enrollmentnot offered
Algebra I in grade 8not reported
Calculus sections0
Physics sections0
Chemistry sections0
Reported male/female enrollment (CRDC)273

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
DestinationCompleters% (derived)
University of California00%
California State University00%
California community college18%
In-state private00%
Out-of-state, 4-year00%
Out-of-state, 2-year00%
Not enrolled1192%

12 students who finished high school, class of 2023 · state-reported college-going rate 8% · % 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$16,600 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 220 pupils

California · selected district mean$14,491 per pupil

NCES F-33 · FY 2020–21 (2021) · SchoolScope’s unweighted mean across 818 selected California district finance records

District current expense · FY 2024–25$35,207 per ADA

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

How the California mean was selected

SchoolScope starts with its selected California finance records, not every NCES California district. For FY 2020–21, it calculates an unweighted mean of NCES F-33 current expense per pupil. District records contribute once, regardless of enrollment. The calculation keeps records with positive per-pupil current expense, enrollment over 100, CCD agency type 1, and a recorded district name; it excludes names ending in County Office of Education, Department of Education, or Superintendent of Schools. This is a SchoolScope calculation, not a state-published spending average.

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation
Instruction 50%Instruction support 12%Student services 6%Administration 13%Buildings & maintenance 15%Other 4%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$1,682,45650.61%50%
Instruction support$387,17811.65%12%
Student services$188,0125.66%6%
Administration$424,43812.77%13%
Buildings & maintenance$489,21514.72%15%
Other$153,0134.60%4%
Total$3,324,312100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $3,324,312 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2021; latest district record shown: 2021
2021$16,600 per pupil
2020$14,327 per pupil
2019$12,458 per pupil
2018$13,201 per pupil
2017$12,550 per pupil
Staffing recordsstate teacher credential-and-placement and district salary records · each for its own year

Additional workforce records

Properly assigned intern credential holders0.0%

CDE 2024–25 SARC, Teacher Preparation and Placement table; measured school year 2021–22. Share of reported school teaching-position full-time equivalents assigned to properly assigned intern credential holders. A reported 0.0% is shown; unavailable rates are omitted. This is a position share, not a count of current teachers or of emergency permits.

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 96109 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 96109 area
MeasureEstimate
Median household income$43,988
Bachelor's degree or higher (adults 25+)16%
ZIP-area population1,299
Median age47.9 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 96109 →

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

Embed this scorecard

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Free to embed with the credit link. Data updates automatically.

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

  • Its Scope Score is an elementary school score; results for its other grades are in these records.

How we analyzeRequest a correction