Public school with a magnet program · Los Angeles Unified

Mark Twain Middle — Rating & test scores

2224 Walgrove Avenue, Los Angeles · 974 students · Grades 6–8

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Shared campus · © OpenStreetMap

The California School Campus Database records Beethoven Street Elementary on this campus too; it gives each school the whole campus, so this drawing doesn’t show which buildings each uses.

Drawn from OpenStreetMap, with building heights from LA County. Volunteers map it, so a new building may be missing.

A picture of the campus, not an attendance boundary or a rating.

Schools maintain a closed campus policy. For students’ safety, visitors may enter a campus only with the school’s official permission; this drawing implies no permission to enter.

© OpenStreetMap

Scope Score 82

StrongScope Score · 82nd percentile. Higher than 82 in 100 of the 2,529 California public middle schools we score.

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

Well above California in English (reading and writing) and math, grades 6–8, spring 2026: 62% and 52% scored Proficient or Advanced, against 49% and 37%.

Source for this line
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 993 in English, 992 in math
Comparison
California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).

Overview

Is Mark Twain a good middle school?

Strong. Mark Twain is higher than most California middle schools on test results and progress in both subjects. Mark Twain is lower than most on attendance.

Test results, spring 2026

English, Proficient or Advanced7762%
Math, Proficient or Advanced8052%
English, Advanced8632%
Math, Advanced8434%

Progress in a year, 2025

English68+6 pts
Math61+3 pts

Showing up, 2025–26

Attendance4617 in 100
Mark Twain’s place among California middle schools, out of 100Los Angeles Unified’s other middle schoolsBar colour, from the lowest quarter of schools to the highest

One more thing to know

In grades 6–8, spring 2026, 32% of students tested in English and 34% in math scored Advanced, against 19% and 21% across California. Advanced is the top of the state’s four levels.

Each bar is Mark Twain’s place among 2,529 California public middle 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 6–8. 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
California’s state tests (CAASPP), California Department of Education, spring 2026. All students tested in grades 6–8: 993 in English, 992 in math. California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).

In its own words

What does Mark Twain say about itself?

These lines come from the school’s own website. They are the school’s description. They are not parent reviews or test results.

“To apply to Mark Twain's World Languages Magnet or Dual Language Programs , please visit echoices.lausd.net .”
marktwainms.net (opens in a new tab), read October 18, 2026

Progress

Did students here score above what the state expected?

In English, yes; in math, about as expected. In 2025, students here in grades 6–8 scored +6 points against the state’s expected score in English, which the state calls Accelerated. In math, they scored +3 points, which it calls Average.

What “expected” means: for each student, California looks at students statewide who had a similar score the year before, and takes their typical score this year. The figure here is how far this school’s students scored above or below that, on average.

English

+6

points above the score California expected. The state calls it Accelerated, the fourth of its five growth levels.

By student group · students counted

Low-income525−2 points
Hispanic or Latino476+1 points
White163+12 points
English learners133−9 points
Students with disabilities130−11 points

Math

+3

points above the score California expected. The state calls it Average, the third of its five growth levels.

By student group · students counted

Low-income524−6 points
Hispanic or Latino475−6 points
White163+18 points
English learners133−5 points
Students with disabilities130−14 points

Grades 6–8, 2025, 908 students in English, 907 in math with scores in both years. It describes results, not causes. Source: California Department of Education, growth model.

How the state’s growth measure works

California sets an expected score 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 6 points above that expected score, and in math 3 points above it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

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.

Our Scope Score measures growth another way. It compares the latest grade 8 scores here with the school’s grade 6 scores two years earlier (partly different children), then places that change among California schools at the same level. The state’s measure counts only students who took California’s test the year before, so the two can point different ways.

SchoolScope middle standardized cohort gain: approximately 46th percentile on a calibrated reference scale, not an empirical school rank. This score compares school-level grade groups across English and math, not matched students in California's separate growth model.

Nearby

How does it compare with schools nearby?

2 of the 7 middle schools nearby have a higher Scope Score than Mark Twain. Each school is compared with every California middle school.

Scope Score

8 middle schools within 3.2 miles, highest score first. Under each name is how the school takes students.

  1. LincolnSanta Monica-Malibu Unified · by addressScope Score 8791st
  2. ICEF Vista Middle AcademyCharter · its own lotteryScope Score 8791st
  3. Mark TwainScope Score 8282nd
  4. John AdamsSanta Monica-Malibu Unified · by addressScope Score 8281st
  5. Culver CityCulver City Unified · by addressScope Score 8178th
  6. PalmsNeighborhood school · by addressScope Score 8177th
  7. Daniel WebsterNeighborhood school · by addressScope Score 7336th
  8. Marina del ReyNeighborhood school · by addressScope Score 7231st
Los Angeles UnifiedA neighborhood school in another districtCharter

A neighborhood school in another district takes students who live in its area. Ask that district about a transfer. A charter school takes applications from any family and holds a lottery when it has more applicants than seats.

Scope Score from California Department of Education state tests (CAASPP), spring 2026, grades 6–8. Distance is a straight line from this campus and is not an attendance boundary. See these schools on the map

Scores and family income

Further right, more students are from low-income families. Higher up, more students scored Proficient or Advanced in English.

25%50%75%0%25%50%75%100%

6 of 8 schools are named on the chart. Point at a dot or tap it to read any school.

English results: California Department of Education state tests (CAASPP), spring 2026, grades 6–8. Low-income is the share of students who qualified for free or reduced-price meals, 2024–25. The chart compares results, not causes.

Schools like it

How does Mark Twain compare with schools like it?

Mark Twain’s Scope Score is 82. 328 California middle schools, counting Mark Twain, have a similar share of students from low-income families. Their typical score is 75. Mark Twain’s result is higher than 290 of them.

The five schools with the highest results of the 328

  1. Students from low-income families: 64%

    Scope Score 98Strong · 99th percentile

  2. Students from low-income families: 54%

    Scope Score 91Strong · 96th percentile

  3. Students from low-income families: 53%

    Scope Score 90Strong · 95th percentile

  4. Students from low-income families: 54%

    Scope Score 90Strong · 94th percentile

  5. Students from low-income families: 61%

    Scope Score 90Strong · 94th percentile

328 California public middle 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 middle 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 Mark Twain’s share. The count includes Mark Twain. 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?

English results were similar to 2025; math results were higher. English went from 58% to 62% and math from 46% to 52%.

Share at the state’s top two test levels, 2017 to 2026

Grades 6–8. Point at a year, tap it or use the arrow keys to read its figures.

English

No comparable testsNo tests25%50%75%20172018201920222023202420252026Both 39%62%Mark TwainMark Twain49%CaliforniaCalifornia47%Los Angeles UnifiedDistrict

Math

No comparable testsNo tests25%50%75%2017201820192022202320242025202628%21%52%Mark TwainMark Twain37%CaliforniaCalifornia35%Los Angeles UnifiedDistrict

The lines break where a year has no comparable state test results. Each spring tests a different group of students. Los Angeles Unified’s line combines its 214 middle schools we score (our calculation). Faint lines are its other schools. 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. Los Angeles Unified’s figure weights each school by the students it tested.

English, grades 6–8: share at the top two levels
SpringMark TwainLos Angeles UnifiedCaliforniaTested here
201739%39%48%602
201844%41%49%649
201949%43%50%724
202254%42%47%828
202350%39%46%875
202451%42%46%927
202558%45%49%959
202662%47%49%993
Math, grades 6–8: share at the top two levels
SpringMark TwainLos Angeles UnifiedCaliforniaTested here
201721%28%37%600
201826%30%37%644
201928%31%38%717
202239%25%31%823
202336%25%32%876
202441%28%33%923
202546%32%36%957
202652%35%37%992

Tests

How did students here do on state tests?

Well above California in both subjects.

English

62%

scored Proficient or Advanced.

19193032
Los Angeles Unified47%California49%

Math

52%

scored Proficient or Advanced.

29191834
Los Angeles Unified35%California37%
MinimalDeveloping levelProficientAdvanced

In grades 6–8, spring 2026, 62% scored Proficient or Advanced in English and 52% in math, against 49% and 37% across California.

The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 6–8 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 6–8, spring 2026, math trails English by 10 percentage points in the share who scored Proficient or Advanced, against 12 points across California. The grades 6–8 cards above give each subject’s share.

School pattern · grades 6–8 · spring 2026

On the rise
The share of students at the state’s top two levels rose in both English and math across the three springs to 2026. The Every tested year record gives each year.

What patterns mean

Results for each grade, spring 2026

What each level means: California's level descriptions.

English

English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced62%65%58%
Advanced34%37%27%
Proficient28%28%31%
Developing level20%15%23%
Minimal18%20%19%
Tested357304332
California48%51%49%
Difference+14+14+9

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 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced55%55%45%
Advanced35%37%29%
Proficient20%18%16%
Developing level21%17%19%
Minimal24%28%36%
Tested357304331
California37%38%36%
Difference+18+17+9

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 6–8 · This school32%30%19%19%993
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Los Angeles Unified17%30%23%30%106,147
Math, grades 6–8 · This school34%18%19%29%992
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Los Angeles Unified19%16%23%42%106,060

Spring 2026, grades 6–8 combined: 993 tested in English, 992 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?

Hispanic or Latino students are the largest group here, at 48% of students. 171 of 1,030 students missed 10% or more of school days.

Missing school, 2025–26

17in 100

students were chronically absent. That means they missed 10% or more of school days (171 of 1,030 students).

At the average Los Angeles Unified middle school: 24 in 100. At the average California middle school: 18 in 100.

Suspensions: 0.2% of students were suspended at least once (2 of 1,044). Average California middle school 3.7%.

Students, 2024–25

974

students in grades 6–8.

Hispanic or Latino 48%White 20%Two or more races 11%Black or African American 9%Asian 8%Not reported 2%

Family income

58%

of students qualified for free or reduced-price meals in 2024–25, 561 of 974. California: 63%.

Teachers, 2024–25

52

teachers, with 12 years of experience on average.

6% were in their first year.

85% of teaching positions had the right credential, 2021–22.

English learners

61%

of English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026 (17 of 28 students).

Los Angeles Unified: 52%. California: 47%.

It counts students moving up the test’s levels, so a student can count here before becoming fluent. Sources: California Department of Education and the California School Dashboard. Each tile names its year.

Missing school, by grade
Grade 6
13 in 100 students in grade 6 were chronically absent (47 of 366).
Grades 7–8
19 in 100 students in grades 7–8 were chronically absent (124 of 664).
Full student mix, 2025–26
StudentsHere
Hispanic or Latino48%
White20%
Two or more races11%
Black or African American9%
Asian8%
Not reported2%
Filipino—
American Indian or Alaska Native—
Pacific Islander—
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. English learner progress: California School Dashboard, 2026 . 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: 34.3 of 40.3 full-time teaching positions. It counts positions, not individual teachers.

Student groups

How do kids like mine do here?

Students with disabilities here scored well above the same group across California in English.

This schoolThe same group, California
  • Asian79 tested96%California 75%
  • Two or more races133 tested86%California 62%
  • White202 tested81%California 62%
  • Low-income598 tested46%California 39%
  • Hispanic or Latino486 tested44%California 39%
  • Black or African American84 tested39%California 33%
  • Students with disabilities131 tested26%California 14%

26% of students with disabilities scored Proficient or Advanced in English (grades 6–8, spring 2026), against 14% for the same group across California. Every group’s math results are in the table below.

Share who scored Proficient or Advanced, grades 6–8 English, 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 6–8 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 598 tested
English46%+343%+739%
Math35%+431%+926%
Hispanic or Latino · 486 tested in English, 485 in math
English44%+242%+539%
Math31%031%+625%
White · 202 tested
English81%+1269%+1962%
Math76%+1561%+2650%
Two or more races · 133 tested
English86%+2264%+2462%
Math77%+2354%+2750%
Black or African American · 84 tested
English39%+237%+633%
Math26%+125%+620%
Asian · 79 tested
English96%+1680%+2175%
Math91%+1477%+2071%
Students with disabilities · 131 tested in English, 130 in math
English26%+1115%+1214%
Math15%+411%+510%

Each gap is to the same group, grades and subject: in Los Angeles Unified, and across California. ■ Green: a group that is behind across California does much better here, by 10 points or more and more than twice the margin of error.

English learners: fewer than 30 tested here. No published rate here for Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students 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.

What people say

What do students, families and staff say?

On safety, students, families and staff here all answered more positively than at Los Angeles Unified middle schools in 2025–26.

975

students answered

503

family surveys came back

81

staff answered
This schoolLos Angeles Unified middle schools, same questionsShare who gave one of the two most positive answers. Each line runs from 40% to 100%.

Students

975 answered

Feeling safe73%
Belonging60%
Caring adults63%
Having a say63%
High expectations72%
  • Higher than Los Angeles Unified
  • 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 activities60%district 44%
  • There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of class88%district 75%
  • I feel safe in this school or in online school sessions73%district 64%
  • Lower than Los Angeles Unified
  • Students have a voice in decision making at this school45%district 48%
  • Happened to them 2 or more times in 30 days · lower is better
  • Been made fun of because of your looks or the way you talk?29%district 30%
  • Had mean rumors or lies spread about you?25%district 25%

Families

Parents and guardians · 503 surveys came back

Child is safe86%
Feeling welcome90%
Caring adults83%
Being included82%
High expectations78%
Bullying handled63%
  • Higher than Los Angeles Unified
  • This school recruits and organizes parents to help and support the school88%district 81%
  • My child is safe on school grounds86%district 82%
  • Lower than Los Angeles Unified
  • This school includes me in important decisions about my child's education68%district 82%
  • Reports of all types of bullying are taken seriously at this school63%district 74%

Staff

Teachers and other staff · 81 answered, 52 of them teachers

Feeling safe99%
Caring adults89%
High expectations95%
Little bullying73%
  • Higher than Los Angeles Unified
  • At this school, decisions are made based on students’ needs and interests86%district 78%
  • I feel safe on school grounds during the day99%district 94%
  • This school sets high standards for academic performance for all students95%district 91%

Each line is the average of the survey’s questions on that theme. The themes are our grouping. We show a question only when at least 20 people answered it. The lists name the questions 3 points or more from Los Angeles Unified middle schools. These answers are not part of the Scope Score. Source: Los Angeles Unified, School Experience Survey, 2025–26. Survey results (opens in a new tab)

All 45 student questions
QuestionHereLos Angeles Unified middle schoolsAnswers
Safety
I feel safe in this school or in online school sessions73%64%975
Belonging
This school is a supportive and inviting place for students to learn65%63%949
I am happy to be at this school69%64%970
I feel like I am part of this school66%58%971
I feel accepted for who I am at this school67%62%966
Most kids at this school are kind to each other35%31%969
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are accepted55%53%626
Caring adults
Teachers go out of their way to help students61%61%951
The teachers at this school treat students fairly56%52%967
Teachers care if I'm absent from school55%55%958
Adults at this school treat all students with respect57%59%973
There is an adult at my school whom I trust and can talk to no matter what is bothering me61%57%945
There is at least one adult at my school who supports me77%69%939
Teachers at my school know me68%64%937
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help me73%68%972
Engagement
Teachers give students a chance to take part in classroom discussions or activities79%75%948
My teachers make learning fun46%44%939
Students have a voice in decision making at this school45%48%962
Teachers encourage students to make decisions60%61%955
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of class88%75%951
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 activities60%44%954
High expectations
In my classes, my teachers tell me how I can make my work better76%75%955
Adults at this school encourage me to work hard so I can be successful in college or at the job I choose68%70%951
Bullied 2 or more times in the past 30 days
Had mean rumors or lies spread about you?A lower share means fewer students reported it.25%25%970
Been made fun of because of your looks or the way you talk?A lower share means fewer students reported it.29%30%969
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?A lower share means fewer students reported it.15%17%965
Been bullied online?A lower share means fewer students reported it.8%10%967
Had sexual jokes, comments, or gestures made to you?A lower share means fewer students reported it.18%16%625
Other questions
The teachers at this school grade me fairly64%61%953
Students know how they are expected to act46%45%968
Adults at this school clearly inform students what would happen if they break school rules74%76%963
What is the highest level of education that you plan to complete?——599
I can change my intelligence with hard work80%72%953
I can increase my intelligence by challenging myself78%71%947
I am capable of learning anything73%68%953
I feel safe in the neighborhood around this school74%62%971
I can do well on all my tests, even when they're difficult58%50%930
I can master the hardest topics in my classes51%42%928
I can meet all the learning goals my teachers set66%54%930
I came to class prepared90%76%961
I remembered and followed directions90%79%955
I paid attention, even when there were distractions68%59%959
How well did you get along with students who are different from you?72%67%965
When others disagreed with you, how respectful were you of their views?73%67%965
How carefully did you listen to other people's points of view?78%75%967

A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.

All 38 family questions
QuestionHereLos Angeles Unified middle schoolsAnswers
Safety
My child is safe on school grounds86%82%484
Belonging
Clerical/office staff treat me with respect in-person and online91%89%494
Teachers treat me with respect in-person and online92%90%494
I am greeted by school staff when I visit this school87%88%485
I feel welcome to participate at this school88%88%501
Caring adults
Teachers take my concerns seriously86%86%495
Teachers at this school let me know about my child's progress80%88%494
Engagement
This school informs me about school activities in different ways90%89%501
This school includes me in important decisions about my child's education68%82%499
This school recruits and organizes parents to help and support the school88%81%492
High expectations
School staff expect my child to attend college74%82%439
School staff expect my child to graduate from high school82%86%407
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this school63%74%487
Other questions
Clerical/office staff take my concerns seriously85%84%494
Clerical/office staff respond to my needs in a timely manner85%84%495
Teachers respond to my needs in a timely manner85%85%492
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school66%83%486
I am satisfied with my school's communication about how to support my child's learning79%85%487
This school encourages my child to explore different career choices53%77%499
School staff help me understand the requirements for CSU/UC admission43%69%345
School staff help me understand which courses my child needs to graduate from high school53%75%334
This school provides instructional resources to help me support my child's education69%82%500
This school offers extra activities for my child's personal growth86%84%502
This school provides high quality instruction to my child85%87%501
I am satisfied with how much my child is learning at this school80%86%503
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performances91%86%487
I feel comfortable supporting my child’s use of technology at home to access and complete school assignments86%89%493
I have visited my child's school website to get information and/or access resources87%87%487
This school provides me with information (verbal and written) I can understand94%90%502
School staff provide translation and interpretation services when I need them67%82%260
This school provides information on grade level requirements for my child77%86%481
This school informs me about activities sponsored by the parent and family center86%84%468
I can easily find information about parent workshops or other programs offered at this school84%83%492
This school offers extra academic support for my child77%84%501
I have visited or received assistance from the parent and family center personnel, website or resource pages available online64%77%361
I have received information about my child's progress as an English Learner65%82%267
My child is clearly informed about the consequences of breaking school rules87%91%487
Discipline is fair at this school64%72%486

A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.

All 46 staff questions
QuestionHereLos Angeles Unified middle schoolsAnswers
Safety
I feel safe on school grounds during the day99%94%77
Caring adults
At this school, decisions are made based on students’ needs and interests86%78%81
Adults at this school treat all students with respect91%90%78
High expectations
This school sets high standards for academic performance for all students95%91%81
This school emphasizes teaching lessons in ways relevant to students95%92%79
Bullying called a mild or insignificant problem
Harassment or bullying among students73%71%77
Other questions
I have the materials I need to do my job well87%77%78
Generally speaking, my technology issues are resolved within an acceptable time period78%81%79
I get the help I need to communicate with parents87%77%79
The child abuse training I receive adequately prepares me to address child abuse at my school92%93%79
I feel safe in the neighborhood around my school100%86%78
At this school, parents treat me with respect.86%81%80
This school is a supportive and inviting place for staff to work94%78%78
This school promotes personnel participation in decision-making that affects the school practices and policies82%72%79
How many adults at this school support and treat each other with respect?94%86%78
How many adults at this school feel a responsibility to improve this school?84%75%76
Students treat adults at this school with respect77%70%78
This school clearly communicates to students the consequences of breaking school rules81%74%78
This school effectively handles student discipline and behavioral problems78%67%77
Racial/ethnic conflict among students91%81%78
The curriculum at this school is focused on helping students get ready for college (teachers)83%79%48
Teachers expect most students in this school to go to college (teachers)92%80%48
Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers)87%86%47
The MyPGS informal observation process has helped me improve my teaching (teachers)61%68%28
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)——27
I use ELPAC scores to plan instruction for my English learner students (teachers)52%54%23
I know how to determine progress towards reclassification for my students who are English Learners (teachers)58%64%24
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)71%70%24
I know which of my students are long-term English learners (LTELs) (teachers)71%78%24
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)15%17%48
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)17%35%47
Worked in grade-level or department-level teams to review and align grading practices (teachers)28%42%47
Teachers meet to examine student performance data (teachers)26%33%46
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)30%45%44
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)67%77%48
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)69%76%48
I integrate technology into my instructional practices to meet the needs of my students (teachers)94%92%48
I feel confident integrating technology into my instruction (teachers)96%90%48
What I learn in our school professional development meetings addresses my students' needs (teachers)67%65%48
The professional development I received this year has made a positive impact on my teaching practice (teachers)65%63%48
The professional development I received this year has helped me improve students’ engagement in my class (teachers)62%60%48
The professional development I received this year has helped me improve my students' learning outcomes (teachers)65%64%48
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)75%69%48
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)75%73%48
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)67%66%48
I enjoy teaching at this school (teachers)94%85%48

A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.

About the survey and these figuresWho answers, what we show, and how a theme figure is made

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.

Los Angeles Unified publishes no minimum number of answers. We show a question only when at least 20 people answered it, and a group only when at least 10% of it responded, so the answers speak for more than the few who chose to reply.

Each row shows the percentage its label describes. For a theme, such as one marked “average of 5 questions”, we average the percentages for its questions, the way Los Angeles Unified averages its own topics. Each lane lists every question with its own percentage.

Family and staff answers

What would families and staff tell you?

Families and staff can answer a short set of questions about Mark Twain. These are not star ratings or reviews.

  1. Staff answers show once 5 people have answered.Until then this page shows no staff answers.
  2. Family answers show once 20 families have answered.Until then this page shows how many have answered.
  3. The questions are about the school, never a person.No question asks about a named teacher or staff member.
  4. Answers are never part of the Scope Score.They sit beside the state’s records and do not change a school’s score.
  5. Staff confirm a work email.Staff answers come only from people who confirmed an email address at Los Angeles Unified.

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

Staff

No staff answers yet

5 answers needed before they show

  • Would you send your own child to this school?Yes · Maybe · No
  • Do you plan to work at this school next year?Yes · Not sure · No
  • Do you have the materials and supplies you need to teach?Usually · Sometimes · Rarely
  • And 5 more questions.

Answer the staff questionsHow staff answers work

Money

Where does the money go?

$21,106 for each student in 2024–25. California’s middle schools spent $19,269 for each student. Los Angeles Unified’s plan for 2026–27 covers $7.9 billion.

$21,106

for each student at this school, 2024–25
Spent at the school
$16,098
The school’s share of district office costs
$5,008
Of the total, from federal funds
$1,612
  • Mark Twain$21,106
  • Los Angeles Unified middle schools$24,956
  • California middle schools$19,269

The district and California figures combine their middle schools, weighted by enrollment (our calculation, 1,241 California schools). Spending does not show how well money is used. Source: California Department of Education, per-school spending report, 2024–25. Funding records ↓

Los Angeles Unified’s yearly plan

$7.9billion

in the district’s plan for 2026–27

$1.8billion

planned for services for English learners, low-income students and foster youth
  • Academic Excellence$5.8 billion
  • Operational Effectiveness$1.0 billion
  • Joy and Wellness$521 million
  • Investing in Staff$268 million
  • Black Student Achievement Plan Implementation$135 million
  • Engagement and Collaboration$68 million
  • Equity Multiplier$35 million
  • English Learner Supports$30 million

This is the district’s plan. It is not this school’s own budget. Each part of the bar is one goal in the plan, with the money for its actions added up (our calculation). The plan covers $7.9 billion of $11.3 billion in total budgeted spending. Source: Los Angeles Unified Local Control and Accountability Plan (LCAP), 2026–27. Read the district’s plan →

The neighborhood

What is the area around Mark Twain like?

These figures are for everyone who lives in ZIP code 90066. They are not figures for the families at Mark Twain.

Typical household income in a year

$114,141

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 90066.

Typical home value
$1,695,400
People who live in this ZIP code
56,740
Typical age
38.2 years
Adults 25 and older with a four-year college degree
62%

Questions to ask

What should I ask, and when?

Bring these 10 questions to Mark Twain. Confirm anything about applying with the school itself.

On a tour

  1. What extra help do Hispanic students get, and how do you know it’s working?31% of Hispanic students scored Proficient or Advanced in math, grades 6–8, spring 2026 (485 students tested); the same group across California: 25%
  2. When a bullying report comes in, who handles it, and how is the family told?19% (the average share reporting being bullied 2 or more times in the past 30 days, across 5 survey questions), 2025–26; LAUSD middle schools: 19%
  3. What is the school doing about this survey result?43% of families agreed that “School staff help me understand the requirements for CSU/UC admission” (345 answered); LAUSD middle: 69%
  4. Which math courses can students take, and how are placements decided?
  5. Which electives and high-school transition supports are available?
  6. How does this educational approach show up in daily lessons?From its own words, on values & educational approach.
  7. What does the daily learning rhythm look like at my child’s grade?From its own words, on curriculum & classroom rhythm.
  8. Which arts, languages, and specialty subjects are taught, and how are they scheduled?From its own words, on specialty subjects & arts.

At the office

  1. What time does the day start and end, and is any day shorter?
  2. Is there care before or after school, and what does it cost?

Getting in

What comes after Mark Twain, and how do I get in?

Ask Los Angeles Unified which school serves your address. Next comes Venice Senior High.

The district splits Mark Twain’s attendance zone. 74% of its children are assigned to Venice Senior High and the other 26% to Alexander Hamilton Senior High. In the district’s boundaries, Mark Twain Middle draws from 6 elementary schools. Boundaries split some neighborhoods. Each school’s standing compares it with California schools at its own level.

Elementary · fed by
Middle · this school
Mark Twain Middle
High · next
Venice Senior High Scope Score 81Strong · 75th percentile · 2025

Assigned for part of the zone

From the district’s 2026 attendance boundaries, plus nearby estimates. Shares are our estimate of where the zone’s children live. We use 2020 Census child counts, or land area where few children were counted. A share counts children living in the zone, not a school’s enrolled students. A boundary doesn’t guarantee a place. Transfers, permits, magnets and Choices can change the path. Check your child’s address and current assignment with the district. Explore schools on the map

All recorded links and nearby alternatives

Elementary links

Middle-school links

High-school links

  • Venice Senior High

    Assigned for part of the zone

    Scope Score 81 · Strong · 75th percentile · high · 2025

    74% of the zone’s children

  • Alexander Hamilton Senior High

    Assigned for part of the zone

    Scope Score 76 · Solid · 54th percentile · high · 2025

    26% of the zone’s children

Links do not guarantee placement. Charter, magnet, transfer and other admission routes can differ. Each school’s percentile compares it with California schools at its own level (continuation and alternative schools only with their own kind); the stages are not one ranking.

Where the path ends: Venice Senior High
Venice Senior HighScope Score 81 · Strong · 75th percentile · 2025district-published assignment for part of the zone

The road from this school ends at Venice Senior High. UC records 70 enrollees from Venice Senior High for fall 2025. The AP Course Audit lists 24 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach Venice Senior High around 2029, and a school can change a lot in 3 years. By the state’s 2023 count, 75% of the students who finished high school at Venice Senior High enrolled in college within 12 months, UC or not.

70 UC enrollees (fall 2025) · 24 authorized AP courses (AP Course Audit 2025–26) → full record on Venice Senior High's page
Source: UC & College Board AP Course Ledger

Applying to Mark Twain for 2027–28

  1. If Mark Twain serves your address, you register there without applying. Check which school serves your address first.

    LAUSD Resident School Identifier 

  2. On-time Choices applications closed November 6, 2026. Late applications open December 1, 2026 and join the end of the waitlist.

    apply.lausd.net 

  3. Magnets select by priority points. A child who isn’t selected is waitlisted only at their first-choice magnet, so list first the one you want most.

  4. It also runs an Individualized Honors Program (IHP), which the brochure describes as a high honors pathway for middle school students performing two to three grade levels above in core academic subjects (page 60).

    IHP list 

  5. Mark Twain is on LAUSD’s list of Schools for Advanced Studies (grades 6–8). In LAUSD’s words: “Schools for Advanced Studies (SAS) are Los Angeles Unified schools that have received a designation for equitable and exemplary Gifted and Talented Education (GATE) programs.” From the Choices brochure, pages 55 and 58, read November 2, 2026.

    LAUSD Choices brochure 

  6. Choices letters go out February 8–12, 2027. Accept or decline by March 5, 2027: no answer counts as a decline.

Compare with other schools

How Choices, lotteries and waitlists work

Where it is

Where is Mark Twain?

Address
2224 Walgrove Avenue, Los Angeles 90066Get directions (opens Google Maps in a new tab)
Administrator
Althea FordAs the state’s school directory lists it, last updated August 8, 2024.

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 8 common questions

How do I get in?

On-time Choices applications closed November 6, 2026. Late applications open December 1, 2026 and join the end of the waitlist. See the details ↓

Is Mark Twain a good middle school?

Mark Twain Middle has a Scope Score of 82. It scored higher than 82 in 100 of California’s 2,529 scored public middle schools (Strong, 82nd percentile, spring 2026). See the details ↓

How often do students miss school or get suspended?

In 2025–26, 17 in 100 students missed 10% or more of school days, against 24 in 100 at the average Los Angeles Unified middle school. 0.2% of students (2 of 1,044) were suspended at least once in 2025–26, against 3.7% at the average California middle school. See the details ↓

Did students here score above what the state expected?

In English, yes; in math, about as expected. In 2025, students here in grades 6–8 scored +6 points against the state’s expected score in English, which the state calls Accelerated. In math, they scored +3 points, which it calls Average.

  • Included in this measure: 908 students in English, 907 in math

See the details ↓

How do kids like mine do here?

In spring 2026, 46% of low-income students in grades 6–8 at Mark Twain Middle in Los Angeles scored Proficient or Advanced in English, against 39% for the same group across California. See the details ↓

What do families and students say?

86% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD middle schools 82%, 484 answered).

  • 73% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD middle schools 64%, 975 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

See the details ↓

Where does it lead?

The district splits Mark Twain Middle’s attendance zone. 74% of its children are assigned to Venice Senior High and the other 26% to Alexander Hamilton Senior High. This is from the district’s published 2026 attendance boundaries. Boundaries change, are approximate at the edges and don’t guarantee placement, so confirm your address with the district.

  • Venice Senior High: Scope Score 81, Strong, 75th percentile among California’s regular public and charter high schools, 2025 results
  • Alexander Hamilton Senior High: Scope Score 76, Solid, 54th percentile among California’s regular public and charter high schools, 2025 results

See the details ↓

What should I ask on a visit?

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

The full record

Source records

This page is built from 12 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
12
Sources
California Department of EducationU.S. Census Bureau
State test years
2017–2026

Results

Students

Money and staff

Place, downloads and method

Score factorssource values, index and weights · 2025–26 · ranked #440 of 2,529 California middle schools we score · #31 of 225 in Los Angeles Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math33%6742%
Proficient or Advancedaverage of English and math57%6323%
8th graders in 2026 against 6th graders in 2024 (partly different children)+45 scale-score pts4720%
Chronically absent17 in 100525%
Suspension rate0.2% (2 of 1,044)645%
English learners: top level34%675%

Index is where the school's value sits among the California middle 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. Growth is the change between the school's earlier and later grade-level groups, in scale-score points; it does not follow the same students.

Scope Score by year2018–19 to 2025–26 · each year’s inputs, and the score for each year we could verify

Scope Score

School yearScope ScorePercentileRankComparison group
2025–268282#440California middle schools · 2,529 schools · current formula

2018–19, 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)
2018–1918 in 1003.0% (23 of 776)−15
2021–22not on filenot on file−4
2022–23not on filenot on file+2
2023–2419 in 1000.9% (9 of 985)−4
2024–2516 in 1000.6% (6 of 1,014)−16
2025–2617 in 1000.2% (2 of 1,044)−7

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

Grade gap: the same year’s grade 6 and grade 8 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).
No 2019–20 or 2020–21 records in this SchoolScope series
Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English99332%62%
2026 · Math99234%52%
2025 · English95929%58%
2025 · Math95730%46%
2024 · English92724%51%
2024 · Math92326%41%
2023 · English87521%50%
2023 · Math87622%36%
2022 · English82822%54%
2022 · Math82323%39%
2019 · English72416%49%
2019 · Math71715%28%
2018 · English64914%44%
2018 · Math64413%26%
2017 · English6029%39%
2017 · Math6008%21%

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 6 · English31165%
2025 · Grade 7 · English33258%
2025 · Grade 8 · English31652%
2025 · Grade 6 · Math31057%
2025 · Grade 7 · Math33144%
2025 · Grade 8 · Math31638%
2024 · Grade 6 · English32754%
2024 · Grade 7 · English31748%
2024 · Grade 8 · English28352%
2024 · Grade 6 · Math32345%
2024 · Grade 7 · Math31740%
2024 · Grade 8 · Math28339%
2023 · Grade 6 · English32048%
2023 · Grade 7 · English28353%
2023 · Grade 8 · English27251%
2023 · Grade 6 · Math32035%
2023 · Grade 7 · Math28438%
2023 · Grade 8 · Math27235%
2022 · Grade 6 · English28554%
2022 · Grade 7 · English26859%
2022 · Grade 8 · English27551%
2022 · Grade 6 · Math28240%
2022 · Grade 7 · Math26741%
2022 · Grade 8 · Math27435%
2019 · Grade 6 · English26456%
2019 · Grade 7 · English22950%
2019 · Grade 8 · English23142%
2019 · Grade 6 · Math26040%
2019 · Grade 7 · Math22621%
2019 · Grade 8 · Math23123%
2018 · Grade 6 · English22241%
2018 · Grade 7 · English24848%
2018 · Grade 8 · English17944%
2018 · Grade 6 · Math22223%
2018 · Grade 7 · Math24533%
2018 · Grade 8 · Math17719%
2017 · Grade 6 · English25040%
2017 · Grade 7 · English18141%
2017 · Grade 8 · English17134%
2017 · Grade 6 · Math25131%
2017 · Grade 7 · Math18118%
2017 · Grade 8 · Math16811%

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
Schoolwide33419%23%49%9%

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-income59846%+3+7
Hispanic or Latino48644%+2+5
White20281%+12+19
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+6908Accelerated+3907Average
English-only students+8582not categorized+5581not categorized
Low-income−2525Average−6524Moderate
Hispanic or Latino+1476Average−6475Moderate
White+12163Accelerated+18163Accelerated
English learners−9133Moderate−5133Average
Students with disabilities−11130Moderate−14130Moderate
Recently reclassified as fluent in English−10111not categorized−10111not categorized
Two or more races+14101Accelerated+14101Accelerated
Black or African American081Average−881Moderate
Asian+1867Accelerated+3267Exceptional
Homeless+632Accelerated+332Average
Long-term English learners (grades 6–8 only)023Average+123Average
English learners only−1422not categorized+1322not categorized

CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. Long-term English learner counts cover grades 6–8 only (CDE’s rule), so that row is not comparable to the All students row. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8; here that is grades 6–8. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure, and grade 8 against the same school’s grade 6 two years earlier, partly different children · two different measures

Grade 8 in 2026 against grade 6 in 2024 · English

English · 2024 · Grade 6
27%
exceeded standard · 54% met or exceeded
CDE CAASPP 2024 · 327 English test records with scores
English · 2026 · Grade 8
27%
Advanced · 58% Proficient or Advanced
CDE CAASPP 2026 · 332 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 325 (school-grade cohort proxy).

These paired percentages describe English 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 English and math; California's matched-student model is a separate measure.

California growth model · points vs expected

State model · English+6 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

908 students

CDE growth category: Accelerated

California growth model, English: +6 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's −2-point median for California middle school records.

State model · math+3 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

907 students

CDE growth category: Average

California growth model, math: +3 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's −3-point median for California middle 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 middle school records, the median English estimate is −2 and the middle half fall between −10 and +5 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; here that is grades 6–8, 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 · 16 in 100 → 2025–26 · 17 in 100 · +1 in 100
Suspension rate2024–25 · 0.6% (6 of 1,014) → 2025–26 · 0.2% (2 of 1,044) · −0.4 percentage points
Group2018–192025–26Change
Female16 in 10019 in 100+3 in 100
Male19 in 10015 in 100−4 in 100
Asian2 of 332 of 82—
Black or African American27 of 9032 of 95—
Hispanic or Latino15 in 10017 in 100+2 in 100
Two or more races1 of 2816 in 100—
White22 in 10014 in 100−8 in 100
Students with disabilities24 in 10026 in 100+2 in 100
English learners18 of 941 of 30—
Homeless13 of 2812 of 26—
Low-income20 in 10021 in 100+1 in 100
All students18 in 10017 in 100−1 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.

Fundingschool and district spending, from state and federal finance records · each row names 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$1,059 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 974

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 974

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.

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 52%Instruction support 17%Student services 12%Administration 7%Buildings & maintenance 10%Other 2%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$5,655,379,38451.81%52%
Instruction support$1,791,152,34816.41%17%
Student services$1,344,873,23212.32%12%
Administration$763,652,7807.00%7%
Buildings & maintenance$1,099,649,06210.07%10%
Other$260,356,5952.39%2%
Total$10,915,063,400100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $10,915,063,400 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$18,180 per pupil
2020$16,355 per pupil
2019$15,793 per pupil
2018$13,247 per pupil
2017$13,549 per pupil

Source: NCES F-33 · Full district breakdown →

Staffing recordsstate teacher credential-and-placement and district salary records · each for its own year

Additional workforce records

Properly assigned intern credential 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 90066 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90066 area
MeasureEstimate
Median household income$114,141
Bachelor's degree or higher (adults 25+)62%
ZIP-area population56,740
Median age38.2 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score. See all schools in ZIP code 90066 →

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  src="https://schoolscope.co/embed/school/mark-twain-middle-8135"
  width="100%" height="210" loading="lazy"
  style="border:0;border-radius:12px"
  title="Mark Twain Middle — SchoolScope scorecard">
</iframe>

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Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 2,529 middle 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 · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026

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