County community school · Madera County Superintendent of Schools · Madera, California

Madera County Independent Academy

Madera · K–12 · 61 students (2024–25)

1635 East Olive Avenue, 93638mcsos.org ↗(559) 662-4640

Students come here by referral or placement rather than choosing among schools, so we publish its results without a rating.

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Common questions

How are students placed here?

Students are placed here by probation, district or voluntary referral. Confirm placement with Madera County Superintendent of Schools. Evidence ↓

How many students reached the top test level here?

In grade 8, spring 2026, 9% scored Advanced in English (reading and writing), and none did in math. 82% scored below the standard in English, and every student did in math. Evidence ↓

How often do students miss school or get suspended?

30 in 100 students were chronically absent in 2025–26 (20 of 67), meaning they missed 10% or more of school days. 0 of 75 students were suspended at least once in 2025–26. Evidence ↓

Academic achievement

How did students here do on state tests?

In grade 8, spring 2026, 18% of the 11 students tested scored Proficient or Advanced in English; none did in math.

State tests (CAASPP), grade 8, spring 2026

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

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grade 8: 11
Comparison: None shown: students here are placed rather than chosen, so other schools’ students are not a like group.

AdvancedProficientBelow the standard

English

Grade 8 · spring 2026 · 11 tested

Advanced: 9%
Proficient: 9%
Below the standard: 82%

18% Proficient or Advanced in grade 8.

Math

Grade 8 · spring 2026 · 11 tested

Advanced: 0%
Proficient: 0%
Below the standard: 100%

0% Proficient or Advanced in grade 8.

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

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	suppressed	suppressed	suppressed
Advanced	suppressed	suppressed	suppressed
Proficient	suppressed	suppressed	suppressed
Developing level	suppressed	suppressed	suppressed
Minimal	suppressed	suppressed	suppressed
Tested	5	6	8

English, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	suppressed	suppressed	18%
Advanced	suppressed	suppressed	9%
Proficient	suppressed	suppressed	9%
Developing level	suppressed	suppressed	27%
Minimal	suppressed	suppressed	55%
Tested	7	10	11

Math

Math, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	suppressed	suppressed	suppressed
Advanced	suppressed	suppressed	suppressed
Proficient	suppressed	suppressed	suppressed
Developing level	suppressed	suppressed	suppressed
Minimal	suppressed	suppressed	suppressed
Tested	5	6	8

Math, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	suppressed	suppressed	0%
Advanced	suppressed	suppressed	0%
Proficient	suppressed	suppressed	0%
Developing level	suppressed	suppressed	0%
Minimal	suppressed	suppressed	100%
Tested	7	10	11

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

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

Have results changed?

English went from 4% to 18% and math stayed at 0%.

English · top two levels · grade 8

20254%28 tested

→

202618%11 tested

This school

Math · top two levels · grade 8

20250%28 tested

→

20260%11 tested

This school

Each year is a different group of students.

Did students here score above what the state expected?

About as expected, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grade 8 scored +1 point against that expected score in English, which the state calls Average. In math, they scored −5 points, which it calls Average.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grade 8: 33
Comparison: Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Grade 8 · 2025 · 33 students with scores in both years

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

+1 pts

English

The state calls it Average, the third of its five growth levels.

−5 pts

Math

The state calls it Average, the third of its five growth levels.

Ask: How do students get support, choose courses, and prepare for the move to high school?

All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts

Share of students tested at each level, spring 2026
Students	Advanced	Proficient	Developing level	Minimal	Tested
English, grade 8 · This school	9%	9%	27%	55%	11
Math, grade 8 · This school	0%	0%	0%	100%	11

Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026.

Read English and math separately, then look at progress and the courses students can take.

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grade 8

This school

0%50%100%20172022202618%

Math top two levels, grade 8

This school

0%50%100%2017202220260%

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

In grade 8, the share at the state’s top two levels in English was 18% in both 2017 and 2026. In math, it was 0% in both 2017 and 2026, with 2025 and 2026 about the same. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grade 8
Year	This school
2017	18% 17 tested
2018	17% 30 tested
2019	15% 27 tested
2022	0% 18 tested
2023	17% 12 tested
2024	13% 15 tested
2025	4% 28 tested
2026	18% 11 tested

Math · top two levels · grade 8
Year	This school
2017	0% 17 tested
2018	0% 30 tested
2019	0% 27 tested
2022	0% 18 tested
2023	0% 11 tested
2024	7% 15 tested
2025	0% 28 tested
2026	0% 11 tested

How the state’s growth measure worksPoints above or below what the state expected from the same students’ earlier scores

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 1 point above that expected score, and in math 5 points below it.

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

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

Life at school

How often do students miss school or get suspended?

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

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. 0 of 75 students were suspended at least once in 2025–26.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 20 of 67 students counted for it; suspension: 0 of 75 students enrolled during the year

Chronically absent, 2025–26

30 in 100This school

20 of 67 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 75

students were suspended at least once.

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

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

Grades K–3: not in the records we hold
Grades 4–6: 33 in 100, 8 of 24
Grades 7–8: 36 in 100, 9 of 25
Grades 9–12: not in the records we hold

Ask families and staff yourselfWhat to ask the people at Madera County Independent Academy

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

Questions for your visit ↓

Teach here? Tell us Madera County Superintendent of Schools’s email domain so staff can answer our workplace questions.

Every learner

Who goes here?

Hispanic or Latino students are the largest group here: 90%.

Students, families and teachers

Who are the students?

2025–26 · students counted

Hispanic or Latino90%
White—
Asian—
Black or African American—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Unallocated share10%

A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. Source and comparisons: the full student mix below.

Who are the families and teachers?

89%of students qualified for free or reduced-price meals in 2024–25, 54 of 61.

4teachers, 2024–25

18 yearsaverage experience, 2024–25

0%in their first year, 2024–25

100%of teaching positions with proper credential and placement, 2021–22

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

50% of English learners here moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026.

Spring 2025 to spring 2026 · English learners with state English test (ELPAC) scores in both years

This school · 6 of 12 English learners50%

Shown as reported, with no comparison. It counts students moving up the test’s levels, so a student can count here before becoming fluent. Data source: California Department of Education, 2026 Dashboard ↗.

Ask: How does the school set learning goals for each student placed here, and how does it share progress with families?

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
Hispanic or Latino	90%
White	—
Asian	—
Black or African American	—
Filipino	—
Two or more races	—
American Indian or Alaska Native	—
Pacific Islander	—
Not reported	—

Data source: California Department of Education chronic-absence file, 2025–26. Shares are of the students the file counts for attendance (CDE’s “eligible enrollment”); unavailable categories are shown as a dash.

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 100% of teaching positions, 3 properly credentialed teaching-position FTE out of 3 total position FTE. This measures positions, not individual teachers.

In its own words

What does Madera County Independent Academy’s own plan commit to?

Its 2026–27 plan

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

$927,041

planned for 24 funded actions in 3 goals. That’s 74% of its $1.3 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan.

The 2026–27 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 95 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 69% of the money; their titles are below. The plan itself puts 83% of it toward staff.

Reading, math and catch-up help

6 of the plan’s 24 funded actions name reading, math, catch-up help or English learners in their titles.

Reading $340,535
Math $342,035
Catch-up help $103,175
English learners $22,867

An action naming two of these appears under both.

Largest of these

Provide Instructional Support and Instructional Materials to Increase Student Achievement in ELA and Math$335,535
Provide Direct Intervention and Support for Struggling Learners as Measured by i-Ready$103,175
English Learner Support$20,465

For high-need students

It plans $248,082 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $253,380 and estimates it spent $263,764, $10,384 (4%) more than planned (our arithmetic).

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 grade 8 only: 18% in English and 0% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure	2024–25	2025–26	Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1	17%	19%	up 2 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1	8%	9%	up 1 pt
Chronically absentGoal 2	35 in 100	30 in 100	5 fewer in 100
Suspended at least onceGoal 2	0 of 91	0 of 75	no change

Goal 3 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

Provide Instructional Support and Instructional Materials to Increase Student Achievement in ELA and Math · $335,535
Maintain Low Student to Teacher Ratio · $200,680
Maintain School Facilities · $104,821

The full plan3 goals, 24 measures and where the money goes

We calculate each action’s share of the plan by dividing its planned amount by the total of the plan’s funded actions ($927,041).

Where does the money go?

79% to Goal 1. Each box is one action, sized by its planned dollars. Tap a box to open its goal.

Every goal, in the plan’s order

Goal 1All students will be at or above grade level by the end of the school year academically, socially, and…$728,29479% of action budgets

“All students will be at or above grade level by the end of the school year academically, socially, and emotionally; all students in grade 8 will be prepared for high school” p. 13 ↗

12 funded actions

Largest funded actions

Provide Instructional Support and Instructional Materials to Increase Student Achievement in ELA and Math$335,535action 1.6 · p. 55 ↗
Maintain Low Student to Teacher Ratio$200,680action 1.7 · p. 55 ↗ · marked as contributing to high-need services
Provide Direct Intervention and Support for Struggling Learners as Measured by i-Ready$103,175action 1.9 · p. 55 ↗
English Learner Support$20,465action 1.8 · p. 55 ↗
Support Students on IEPs$18,797action 1.2 · p. 55 ↗

7 more funded actions in this goal

i-Ready Assessments for Grade Level Proficiency · action 1.10 · p. 56 ↗$13,000
Provide Standards-Aligned Curriculum to All Students · action 1.1 · p. 55 ↗$12,000
Access to a Broad Course of Study for Low-Income Students · action 1.12 · p. 56 ↗$7,000
Low-Income Students to Make Academic Progress in Math · action 1.4 · p. 55 ↗$6,500
Increase Reading Proficiency · action 1.11 · p. 56 ↗ · marked as contributing to high-need services$5,000
Retain Highly Effective Teachers Through Individualized Professional Development · action 1.5 · p. 55 ↗$3,642
Instructional Staff Professional Development Program · action 1.3 · p. 55 ↗ · marked as contributing to high-need services$2,500

How the plan measures it · 10 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 13 ↗.

Goal 2The MCIA program will provide resources and services to ensure the social and emotional well- being of every…$178,34519% of action budgets

“The MCIA program will provide resources and services to ensure the social and emotional well- being of every student and staff to provide a safe environment conducive to learning” p. 25 ↗

9 funded actions

Largest funded actions

Maintain School Facilities$104,821action 2.2 · p. 56 ↗
Increase Student Attendance Rate$29,706action 2.5 · p. 56 ↗ · marked as contributing to high-need services · of which $1,000 is state funding counted toward those services
Expand Support Services for Homeless and Foster Youth$18,568action 2.8 · p. 56 ↗
Provide Behavioral Health Intervention and Support Services$10,000action 2.6 · p. 56 ↗
External Learning Opportunities for Students$10,000action 2.11 · p. 56 ↗ · marked as contributing to high-need services

4 more funded actions in this goal

Maintain a Safe School Environment · action 2.1 · p. 56 ↗ · marked as contributing to high-need services$3,000
Host Annual School Events · action 2.3 · p. 56 ↗$1,000
Positive Student Recognition Program · action 2.9 · p. 56 ↗$1,000
Provide Home-School Student Transportation As Needed · action 2.4 · p. 56 ↗$250

How the plan measures it · 9 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 25 ↗.

Goal 3MCIA staff will have greater educational partner participation and input by developing and fostering…$20,4022% of action budgets

“MCIA staff will have greater educational partner participation and input by developing and fostering meaningful parent and family relationships” p. 36 ↗

3 funded actions

Largest funded actions

Develop Greater Community Outreach Opportunities$17,000action 3.4 · p. 57 ↗ · marked as contributing to high-need services
Promote Participation of Families of English Learners$2,402action 3.2 · p. 56 ↗ · marked as contributing to high-need services
Increase Parent/Guardian Involvement and Attendance in School Functions$1,000action 3.3 · p. 57 ↗

How the plan measures it · 5 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 36 ↗.

All amounts are planned. We read them from the PDF and added up each goal’s actions ourselves. Page links open the plan at that page.

Next steps

How are students placed here?

Confirm placement with Madera County Superintendent of Schools.

Before you apply

Confirm this school’s current process directly.

Eligibility and entry grades: Which grades are accepting applications, and who is eligible?
Application and lottery: What are the deadlines, enrollment priorities, and lottery or waitlist steps?
The daily logistics: What transportation and before- or after-school options are available?

School website: mcsos.org ↗Office: (559) 662-4640Administrator: Hugo Sanchez

Location and visiting

Get directions

1635 East Olive Avenue, Madera 93638

Directory location · Explore nearby schools on the map. Confirm placement with Madera County Superintendent of Schools.

Questions for your visit

How do students get support, choose courses, and prepare for the move to high school?
When a child starts missing school, who calls the family, and how soon?
Which math courses can students take, and how are placements decided?
Which electives and high-school transition supports are available?

Office (559) 662-46401635 East Olive Avenue, directions (opens Google Maps in a new tab)

Source records

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

2025 CDE CCI overall Prepared: no exact school row in the verified 2025 source.

Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subject	Students with scores	Top level	Top two levels
2026 · English	47	6%	19%
2026 · Math	47	2%	9%
2025 · English	60	2%	17%
2025 · Math	61	5%	8%
2024 · English	48	0%	15%
2024 · Math	48	0%	4%
2023 · English	38	3%	18%
2023 · Math	37	0%	5%
2022 · English	51	4%	12%
2022 · Math	51	0%	0%
2019 · English	73	3%	12%
2019 · Math	73	0%	0%
2018 · English	135	0%	10%
2018 · Math	135	0%	0%
2017 · English	136	1%	12%
2017 · Math	138	1%	1%

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

Earlier years · grade and subject

Year · grade · subject	Students with scores	Met or exceeded
2025 · Grade 3 · English	6	—
2025 · Grade 4 · English	8	—
2025 · Grade 5 · English	5	—
2025 · Grade 6 · English	7	—
2025 · Grade 7 · English	6	—
2025 · Grade 8 · English	28	4%
2025 · Grade 3 · Math	6	—
2025 · Grade 4 · Math	9	—
2025 · Grade 5 · Math	5	—
2025 · Grade 6 · Math	7	—
2025 · Grade 7 · Math	6	—
2025 · Grade 8 · Math	28	0%
2024 · Grade 3 · English	6	—
2024 · Grade 4 · English	—	—
2024 · Grade 5 · English	5	—
2024 · Grade 6 · English	5	—
2024 · Grade 7 · English	14	7%
2024 · Grade 8 · English	15	13%
2024 · Grade 3 · Math	6	—
2024 · Grade 4 · Math	—	—
2024 · Grade 5 · Math	5	—
2024 · Grade 6 · Math	5	—
2024 · Grade 7 · Math	14	0%
2024 · Grade 8 · Math	15	7%
2023 · Grade 3 · English	6	—
2023 · Grade 4 · English	—	—
2023 · Grade 5 · English	4	—
2023 · Grade 6 · English	5	—
2023 · Grade 7 · English	8	—
2023 · Grade 8 · English	12	17%
2023 · Grade 3 · Math	6	—
2023 · Grade 4 · Math	—	—
2023 · Grade 5 · Math	4	—
2023 · Grade 6 · Math	5	—
2023 · Grade 7 · Math	8	—
2023 · Grade 8 · Math	11	0%
2022 · Grade 3 · English	—	—
2022 · Grade 4 · English	10	—
2022 · Grade 5 · English	6	—
2022 · Grade 6 · English	5	—
2022 · Grade 7 · English	9	—
2022 · Grade 8 · English	18	0%
2022 · Grade 3 · Math	—	—
2022 · Grade 4 · Math	10	—
2022 · Grade 5 · Math	6	—
2022 · Grade 6 · Math	5	—
2022 · Grade 7 · Math	9	—
2022 · Grade 8 · Math	18	0%
2019 · Grade 3 · English	—	—
2019 · Grade 4 · English	4	—
2019 · Grade 5 · English	5	—
2019 · Grade 6 · English	11	9%
2019 · Grade 7 · English	24	8%
2019 · Grade 8 · English	27	15%
2019 · Grade 3 · Math	—	—
2019 · Grade 4 · Math	4	—
2019 · Grade 5 · Math	5	—
2019 · Grade 6 · Math	11	0%
2019 · Grade 7 · Math	24	0%
2019 · Grade 8 · Math	27	0%
2018 · Grade 3 · English	—	—
2018 · Grade 4 · English	—	—
2018 · Grade 5 · English	—	—
2018 · Grade 6 · English	—	—
2018 · Grade 7 · English	17	12%
2018 · Grade 8 · English	30	17%
2018 · Grade 11 · English	73	8%
2018 · Grade 3 · Math	—	—
2018 · Grade 4 · Math	—	—
2018 · Grade 5 · Math	—	—
2018 · Grade 6 · Math	—	—
2018 · Grade 7 · Math	17	0%
2018 · Grade 8 · Math	30	0%
2018 · Grade 11 · Math	73	0%
2017 · Grade 3 · English	—	—
2017 · Grade 4 · English	—	—
2017 · Grade 5 · English	—	—
2017 · Grade 6 · English	—	—
2017 · Grade 7 · English	—	—
2017 · Grade 8 · English	17	18%
2017 · Grade 11 · English	103	10%
2017 · Grade 3 · Math	—	—
2017 · Grade 4 · Math	—	—
2017 · Grade 5 · Math	—	—
2017 · Grade 6 · Math	—	—
2017 · Grade 7 · Math	—	—
2017 · Grade 8 · Math	17	0%
2017 · Grade 11 · Math	104	0%

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

Science (CAST)schoolwide · spring 2026

Science (CAST)	Tested	Advanced	Proficient	Developing level	Minimal
Schoolwide	19	0%	5%	79%	16%

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.

Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected

Group	English	n	CDE category	Math	n	CDE category
All students	+1	33	Average	−5	33	Average
Hispanic or Latino	+3	29	Average	−6	29	Moderate
Low-income	+3	29	Average	−7	29	Moderate
English-only students	+3	19	not categorized	−12	19	not categorized
English learners	−5	11	Average	−6	11	Moderate

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

Growth recordsthe state’s student-by-student measure

California growth model · points vs expected

State model · English+1 pts vs expected

matched students, grade 8

CDE California growth model · 2025 Dashboard

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

All students, grade 8

33 students

CDE growth category: Average

State model · math−5 pts vs expected

matched students, grade 8

CDE California growth model · 2025 Dashboard

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

All students, grade 8

33 students

CDE growth category: Average

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8; here that is grade 8.

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 · 35 in 100 → 2025–26 · 30 in 100 · −5 in 100
Suspension rate2024–25 · 0 of 91 → 2025–26 · 0 of 75 · 0.0 percentage points

Group	2018–19	2025–26
Female	38 in 100	19 in 100
Male	71 in 100	39 in 100
Hispanic or Latino	55 in 100	30 in 100
White	25 in 100	—
English learners	39 in 100	18 in 100
Low-income	54 in 100	32 in 100
All students	53 in 100	30 in 100

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

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

Measure	This school
AP offered	not reported
AP course count	not reported
AP enrollment (male/female)	not reported
IB participation	not reported
Dual enrollment	not reported
Algebra I in grade 8	not reported
Calculus sections	not reported
Physics sections	not reported
Chemistry sections	not reported
Reported male/female enrollment (CRDC)	61

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.

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

Per-pupil spending

District · current expense$53,711 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 734 pupils

School-level federal expenditures$2,512 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 61

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.

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

Instruction 38%Instruction support 21%Student services 16%Administration 17%Buildings & maintenance 8%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$18,274,697	38.54%	38%
Instruction support	$9,759,950	20.59%	21%
Student services	$7,417,862	15.65%	16%
Administration	$8,211,064	17.32%	17%
Buildings & maintenance	$3,739,844	7.89%	8%
Total	$47,412,427	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $47,412,427 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$53,711 per pupil

2020$53,645 per pupil

2019$53,893 per pupil

2018$45,368 per pupil

2017$38,956 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 93638 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 93638 area
Measure	Estimate
Median household income	$62,374
Bachelor's degree or higher (adults 25+)	8%
ZIP-area population	50,571
Median age	30.0 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. See all schools in ZIP code 93638 →

Downloads and methodologyCSV · sources · corrections

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · 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 · Data updated October 15, 2026

How we analyze · Request a correction

Madera County Independent Academy

Common questions

How are students placed here?

How many students reached the top test level here?

How often do students miss school or get suspended?

How did students here do on state tests?

English

Math

Have results changed?

English · top two levels · grade 8

Math · top two levels · grade 8

Did students here score above what the state expected?

English

Math

Each year’s results and tested counts

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

Who goes here?

Who are the students?

Who are the families and teachers?

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

What does Madera County Independent Academy’s own plan commit to?

The 2026–27 plan in short

Where the money goes

Reading, math and catch-up help

For high-need students

What its goals measure

Where does the money go?

Every goal, in the plan’s order

How are students placed here?

Before you apply

Location and visiting

Questions for your visit

Source records

Per-pupil spending

Additional workforce records

Did you find what you were looking for?