Charter school · Mark West Union Elementary
4600 Lavell Road, Santa Rosa · 124 students · Grades TK–8
Choose up to four middle schools.
Type at least two characters to search.
Mark West Charter’s 2025–26 test results, released October 15, 2026, are on this page.
Shared campus · © OpenStreetMap
Mark West Charter and Mark West Elementary share this address in the state’s school directory. OpenStreetMap maps the grounds as one campus. Which buildings each school uses here isn’t mapped.
Drawn from OpenStreetMap. Volunteers map it, so a new building may be missing. Buildings with no mapped height are drawn one storey high.
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.
Scope Score 81
75 is the typical California school. 100 is the best result in the state. How the score is built
Near California in English, well above in math, grades 7 and 8, spring 2026: 58% and 56% scored Proficient or Advanced, against 50% and 37%.
Overview
Strong. Mark West Charter is higher than most California middle schools on test results, progress in math and attendance. Mark West Charter is lower than most on progress in English.
Test results, spring 2026
Progress in a year, 2025
Showing up, 2025–26
In grades 7 and 8, spring 2026, 21% of students tested in English (reading and writing) and 30% in math scored Advanced, against 19% and 21% across California. Advanced is the top of the state’s four levels.
Each bar is Mark West Charter’s place among 2,529 California public middle schools we score. Our calculation from California Department of Education records, updated October 15, 2026.
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.
In its own words
We haven’t read Mark West Charter’s website yet. Until we do, the school’s own site is the best place to hear it in its own words.
Progress
In English, lower. In math, about the same. In 2025, students here in grades 7 and 8 scored 10 points lower in English than California students who had the same score the year before. The state calls that Moderate. In math, they scored the same, which the state calls Average.
English
−10
points lower than California students who had the same score a year earlier. The state calls it Moderate, the second of its five growth levels.
By student group · students counted
Math
0
The same as California students who had the same score a year earlier. The state calls it Average, the third of its five growth levels.
By student group · students counted
Grades 7 and 8, 2025, 108 students with scores in both years. Faded rows have fewer than 40 students. It describes results, not causes. Source: California Department of Education, growth model.
The state calls this comparison an expected score. It sets one for each student from that student’s own score the year before.
California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 10 points below that expected score, and in math right at that expected score.
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.
Nearby
0 of the 5 middle schools nearby have a higher Scope Score than Mark West Charter. Each school is compared with every California middle school.
Scope Score
6 middle schools within 4.6 miles, highest score first. Under each name is how the school takes students.
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.
5 of 6 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
Mark West Charter’s Scope Score is 81. 328 California middle schools, counting Mark West Charter, have a similar share of students from low-income families. Their typical score is 78. Mark West Charter’s result is higher than 235 of them.
The five schools with the highest results of the 328
Students from low-income families: 44%
Stockton
Scope Score 98Strong · 99th percentile
Students from low-income families: 43%
Spring Valley
Scope Score 93Strong · 97th percentile
Students from low-income families: 48%
Hollister
Scope Score 92Strong · 97th percentile
Students from low-income families: 47%
Chino Hills
Scope Score 92Strong · 96th percentile
Students from low-income families: 46%
San Diego
Scope Score 91Strong · 96th percentile
328 California public middle schools where 43% to 55% 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.
The group is every California public middle school we score where 43% to 55% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Mark West Charter’s share. The count includes Mark West Charter. 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
Results in both subjects were higher than in 2025. English went from 43% to 58% and math from 38% to 56%.
Share at the state’s top two test levels, 2017 to 2026
Grades 7 and 8. Point at a year, tap it or use the arrow keys to read its figures.
English
Math
The lines break where a year has no comparable state test results. Each spring tests a different group of students. Source: California Department of Education, state tests (CAASPP).
The top two levels were called Met or Exceeded before 2026 and are called Proficient or Advanced now.
| Spring | Mark West Charter | California | Tested here |
|---|---|---|---|
| 2017 | 62% | 49% | 117 |
| 2018 | 71% | 50% | 115 |
| 2019 | 69% | 50% | 115 |
| 2022 | 67% | 48% | 94 |
| 2023 | 54% | 47% | 104 |
| 2024 | 49% | 47% | 100 |
| 2025 | 43% | 49% | 111 |
| 2026 | 58% | 50% | 107 |
| Spring | Mark West Charter | California | Tested here |
|---|---|---|---|
| 2017 | 50% | 37% | 117 |
| 2018 | 56% | 37% | 115 |
| 2019 | 59% | 37% | 115 |
| 2022 | 50% | 31% | 92 |
| 2023 | 49% | 32% | 103 |
| 2024 | 42% | 33% | 100 |
| 2025 | 38% | 35% | 111 |
| 2026 | 56% | 37% | 107 |
Tests
Above California in English; well above it in math.
English
58%
scored Proficient or Advanced.
19233721Math
56%
scored Proficient or Advanced.
22222630In grades 7 and 8, spring 2026, 58% scored Proficient or Advanced in English and 56% in math, against 50% and 37% across California.
The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 7 and 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).
What each level means: California's level descriptions.
English
| Measure | Grade 5 |
|---|---|
| Proficient or Advanced | none tested |
| Advanced | none tested |
| Proficient | none tested |
| Developing level | none tested |
| Minimal | none tested |
| Tested | 0 |
| California | 49% |
| Difference | — |
| Measure | Grade 7 | Grade 8 |
|---|---|---|
| Proficient or Advanced | 56% | 60% |
| Advanced | 21% | 22% |
| Proficient | 35% | 38% |
| Developing level | 23% | 24% |
| Minimal | 21% | 16% |
| Tested | 57 | 50 |
| California | 51% | 49% |
| Difference | +5 | +11 |
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
| Measure | Grade 5 |
|---|---|
| Proficient or Advanced | none tested |
| Advanced | none tested |
| Proficient | none tested |
| Developing level | none tested |
| Minimal | none tested |
| Tested | 0 |
| California | 37% |
| Difference | — |
| Measure | Grade 7 | Grade 8 |
|---|---|---|
| Proficient or Advanced | 54% | 58% |
| Advanced | 26% | 34% |
| Proficient | 28% | 24% |
| Developing level | 20% | 24% |
| Minimal | 26% | 18% |
| Tested | 57 | 50 |
| California | 38% | 36% |
| Difference | +16 | +22 |
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.
| Students | Advanced | Proficient | Developing level | Minimal | Tested |
|---|---|---|---|---|---|
| English, grades 7 and 8 · This school | 21% | 37% | 23% | 19% | 107 |
| English, grades 7 and 8 · California | 19% | 31% | 23% | 27% | 838,600 |
| Math, grades 7 and 8 · This school | 30% | 26% | 22% | 22% | 107 |
| Math, grades 7 and 8 · California | 21% | 16% | 23% | 40% | 838,896 |
Spring 2026, grades 7 and 8 combined: 107 tested in English, 107 tested in math. California combines the state’s results for the same grades, weighted by students tested (our calculation).
Who goes here
Hispanic or Latino students are the largest group here, at 48% of students. 15 of 118 students missed 10% or more of school days.
Missing school, 2025–26
13in 100
students were chronically absent. That means they missed 10% or more of school days (15 of 118 students).
At the average California middle school: 18 in 100.
No district average: Mark West Charter is the only regular middle school we rank in the Mark West Union Elementary district with an attendance record.
Students, 2024–25
124
students in grades TK–8.
Family income
49%
of students qualified for free or reduced-price meals in 2024–25, 61 of 124. California: 63%.
Teachers, 2024–25
12
teachers, with 14 years of experience on average.
0% were in their first year.
83% of teaching positions had the right credential, 2021–22.
Suspensions, 2025–26
7.4%
of students were suspended at least once (9 of 122). Average California middle school 3.7%.
Sources: California Department of Education. Each tile names its year.
| Students | Here |
|---|---|
| Hispanic or Latino | 48% |
| White | 39% |
| Asian | — |
| Black or African American | — |
| Filipino | — |
| Two or more races | — |
| American Indian or Alaska Native | — |
| Pacific Islander | — |
| Not reported | — |
Attendance and suspensions: California Department of Education, 2025–26. Student mix: the students the state’s attendance file counts, 2025–26; a dash means our records hold no count. Student count: California Department of Education enrollment, 2024–25. Teachers: California Department of Education staffing files, 2024–25.
Teaching credentials: California’s School Accountability Report Card, 2024–25, measured in 2021–22: 4.9 of 5.9 full-time teaching positions. It counts positions, not individual teachers.
Student groups
Low-income and Hispanic or Latino students here scored well above the same groups across California in math.
Both groups score below California’s rate for all students statewide. 43% of low-income students scored Proficient or Advanced in math (grades 7 and 8, spring 2026), against 26% for the same group across California. Hispanic or Latino students: 39% in math, against 25% for the same group across California.
Share who scored Proficient or Advanced, grades 7 and 8, spring 2026. Each group is compared with the same group in the same grades. Source: California Department of Education, state tests (CAASPP).
Low-income is the state’s “socioeconomically disadvantaged” group.
| Group and subject | Here | vs Mark West Union Elementary | vs California |
|---|---|---|---|
| Low-income · 51 tested | |||
| English | 41% | 041% | +239% |
| Math | 43% | 043% | +1726% |
| Hispanic or Latino · 54 tested | |||
| English | 43% | 043% | +340% |
| Math | 39% | 039% | +1425% |
| White · 38 tested | |||
| English | 76% | 076% | +1462% |
| Math | 76% | 076% | +2650% |
Each gap is to the same group, grades and subject: in Mark West Union Elementary, 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.
No published rate here for Asian, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners, students with disabilities and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.
Family and staff answers
Families can answer a short set of questions about Mark West Charter. These are not star ratings or reviews.
Families
0 of 20 needed before answers show
Answer the family questionsResponder en españolHow family answers work
Staff
We don’t check staff emails for Mark West Union Elementary yet. Tell us your district’s email domain and we’ll work on adding it.
The school day
Mark West Charter has transitional kindergarten (TK). Our records do not hold school hours or before- and after-school care yet. Ask the office.
Transitional kindergarten (TK), 2025–26
1
TK students in 2025–26.
TK is California’s free public program for four-year-olds.
TK count: California Department of Education, Census Day enrollment, 2025–26. Find TK schools near you
Money
$20,502 for each student in 2024–25. California’s middle schools spent $19,269 for each student.
$20,502
for each student at this school, 2024–25The 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 ↓
The neighborhood
These figures are for everyone who lives in ZIP code 95403. They are not figures for the families at Mark West Charter.
Typical household income in a year
$98,191
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 95403.
What you can do
Mark West Charter’s own board decides its plan.
Where is its yearly plan?
Mark West Charter is a charter school that CDE lists as locally funded, through its district. Mark West Union Elementary authorized this charter; its current term ends June 30, 2030.
Authorizer from the California Department of Education’s charter term file; term from its Charter School Database, checked October 22, 2026. Source
State support
The state hasn’t placed Mark West Charter in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source
California law requires schools to screen kindergartners through second graders for reading difficulties every year, with some exceptions. You get notice at least 15 days before, results within 45 days, and can opt out in writing.
Kindergartners can’t be screened before the 91st school day; transitional kindergarten isn’t covered.
If screening shows your child may be at risk for reading difficulties, the school must provide supports. That result isn’t a diagnosis, and screening can’t be used to delay a special-education evaluation.
Ask how many K–2 students screening found at risk last year, and how many got extra reading help.
California Education Code § 53008. Source
Questions to ask
Bring these 7 questions to Mark West Charter. Confirm anything about applying with the school itself.
Getting in
Ask Mark West Charter how it admits students. Charter schools set their own enrollment steps and dates.
Where it is
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
Ask Mark West Charter how it admits students. Charter schools set their own enrollment steps and dates. See the details ↓
Mark West Charter has a Scope Score of 81. It scored higher than 78 in 100 of California’s 2,529 scored public middle schools (Strong, 78th percentile, spring 2026). See the details ↓
In 2025–26, 13 in 100 students missed 10% or more of school days, against 18 in 100 at the average California middle school. 7.4% of students (9 of 122) were suspended at least once in 2025–26, against 3.7% at the average California middle school. See the details ↓
In English, lower. In math, about the same. In 2025, students here in grades 7 and 8 scored 10 points lower in English than California students who had the same score the year before. The state calls that Moderate. In math, they scored the same, which the state calls Average.
In spring 2026, 41% of low-income students in grades 7 and 8 at Mark West Charter in Santa Rosa scored Proficient or Advanced in English, against 39% for the same group across California. See the details ↓
In its 2026–27 plan, $1.1 million is planned for 8 funded actions in 3 goals. That’s 65% of its $1.8 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan.
The questions drawn from this page are under Questions to ask, ready to copy. See the details ↓
Its own plan
$1.1 million is planned for 8 funded actions in 3 goals. That’s 65% of its $1.8 million general fund budget.
$1.1million
planned in the school’s own plan for 2026–27The three largest actions in the plan
These are planned amounts; the charter school reports what it spent in a later plan. Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 85 pages), as posted to the California School Dashboard.
The plan lists what the school commits to spend and measure.
Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 85 pages), as posted to the California School Dashboard.
Three actions take 94% of the money; their titles are below. The plan itself puts 97% of it toward staff.
2 of the plan’s 8 funded actions name reading, math, catch-up help or English learners in their titles.
Largest of these
It plans $156,099 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $162,444 and estimates it spent $125,820, $36,624 (23%) less than planned (our arithmetic).
Ask: Why did estimated spending on these services come in $36,624 under the 2025–26 plan, and where does that money go in 2026–27?
The total is $2,450 higher than in the 2025–26 plan. The biggest change in dollars is Develop, implement, and monitor MTSS resources for supporting unduplicated students who need extra/remedial support, which went from $162,684 to $127,949.
Largest cuts
Largest increases
New in the 2026–27 plan
Read these state results for this school as context for the goals they measure; results alone can’t show what the plan caused.
The test rows are schoolwide results for every grade the school tests; the source doesn’t list which grades. The headline at the top of this page covers grades 7 and 8 only: 58% in English and 56% in math, spring 2026.
| Measure | 2024–25 | 2025–26 | Change |
|---|---|---|---|
| English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 2 | 43% | 58% | up 15 pts |
| Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 2 | 37% | 56% | up 19 pts |
| Chronically absentGoal 3 · Engagement, Growth, Climate, and Culture | 21 in 100 | 13 in 100 | 8 fewer in 100 |
| Suspended at least onceGoal 3 · Engagement, Growth, Climate, and Culture | 5.4% | 7.4% | up 2.0 pts |
Goal 1 isn’t shown because it tracks other measures.
Figures from CDE’s state test, chronic absence and suspension files. Test figures cover every grade the school tests (California tests grades 3–8 and 11), so they differ from a profile’s rated grades. Chronically absent means a student missed 10% or more of school days.
We calculate each action’s share of the plan by dividing its planned amount by the total of the plan’s funded actions ($1.1 million).
70% to Goal 1. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.
Change since the 2025–26 plan, same title
“To provide all students with a learning environment that provides access to current content standards, educational opportunities, and programs for all students” p. 11 ↗
5 funded actions · 2025–26 plan: $763,371 (+$32,053)
Largest funded actions
1 more action is in the plan, counted in the goal’s total: p. 44 ↗
Changes from last year’s plan, same title
Every other line in this goal, against last year’s plan
A reworded title counts as new.
How the plan measures it · 8 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 11 ↗.
“To empower all students to reach their fullest potential in academics in core areas including English/Language Arts, mathematics, and language development” p. 20 ↗
2 funded actions · 2025–26 plan: $170,855 (−$34,726)
Largest funded actions
Changes from last year’s plan, same title
How the plan measures it · 6 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 20 ↗.
“To cultivate a safe school community where - students, parents, teachers, and staff - are actively involved” p. 28 ↗
1 funded action · 2025–26 plan: $207,082 (+$5,123)
Largest funded actions
Changes from last year’s plan, same title
How the plan measures it · 11 measures · 1 quoted
10 more measures in the plan’s table.
All amounts are planned. We read them from the PDF and added up each goal’s actions ourselves. Page links open the plan at that page.
The full record
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
Results
Students
Money and staff
Place, downloads and method
| Factor | School | Index | Weight |
|---|---|---|---|
| Advancedaverage of English and math | 26% | 59 | 42% |
| Proficient or Advancedaverage of English and math | 57% | 64 | 23% |
| Chronically absent | 13 in 100 | 56 | 5% |
| Suspension rate | 7.4% (9 of 122) | 37 | 5% |
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. The weights above add to 75%: the remaining 25%, for measures with no value here, is shared out among the measures above.
| School year | Scope Score | Percentile | Rank | Comparison group |
|---|---|---|---|---|
| 2025–26 | 81 | 78 | #553 | California 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 year | Chronic absence | Suspension |
|---|---|---|
| 2018–19 | 5 in 100 | 2.4% (3 of 127) |
| 2021–22 | not on file | not on file |
| 2022–23 | not on file | not on file |
| 2023–24 | 18 in 100 | 4.3% (5 of 115) |
| 2024–25 | 21 in 100 | 5.4% (7 of 129) |
| 2025–26 | 13 in 100 | 7.4% (9 of 122) |
Chronic absence and suspension are CDE’s all-students school rates for each year.
English and math by test year · all tested grades
| Year · subject | Students with scores | Top level | Top two levels |
|---|---|---|---|
| 2026 · English | 107 | 22% | 58% |
| 2026 · Math | 107 | 30% | 56% |
| 2025 · English | 115 | 17% | 43% |
| 2025 · Math | 115 | 19% | 37% |
| 2024 · English | 102 | 19% | 48% |
| 2024 · Math | 102 | 19% | 41% |
| 2023 · English | 111 | 16% | 53% |
| 2023 · Math | 110 | 25% | 48% |
| 2022 · English | 107 | 26% | 64% |
| 2022 · Math | 105 | 20% | 47% |
| 2019 · English | 117 | 24% | 68% |
| 2019 · Math | 117 | 35% | 59% |
| 2018 · English | 118 | 23% | 70% |
| 2018 · Math | 118 | 21% | 55% |
| 2017 · English | 122 | 20% | 62% |
| 2017 · Math | 122 | 23% | 49% |
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 | — | — |
| 2025 · Grade 4 · English | — | — |
| 2025 · Grade 5 · English | — | — |
| 2025 · Grade 6 · English | 0 | — |
| 2025 · Grade 7 · English | 59 | 53% |
| 2025 · Grade 8 · English | 52 | 33% |
| 2025 · Grade 3 · Math | — | — |
| 2025 · Grade 4 · Math | — | — |
| 2025 · Grade 5 · Math | — | — |
| 2025 · Grade 6 · Math | 0 | — |
| 2025 · Grade 7 · Math | 59 | 44% |
| 2025 · Grade 8 · Math | 52 | 31% |
| 2024 · Grade 4 · English | 0 | — |
| 2024 · Grade 5 · English | 0 | — |
| 2024 · Grade 6 · English | — | — |
| 2024 · Grade 7 · English | 54 | 39% |
| 2024 · Grade 8 · English | 46 | 61% |
| 2024 · Grade 4 · Math | 0 | — |
| 2024 · Grade 5 · Math | 0 | — |
| 2024 · Grade 6 · Math | — | — |
| 2024 · Grade 7 · Math | 54 | 35% |
| 2024 · Grade 8 · Math | 46 | 50% |
| 2023 · Grade 3 · English | — | — |
| 2023 · Grade 4 · English | — | — |
| 2023 · Grade 5 · English | — | — |
| 2023 · Grade 6 · English | — | — |
| 2023 · Grade 7 · English | 54 | 52% |
| 2023 · Grade 8 · English | 50 | 56% |
| 2023 · Grade 3 · Math | — | — |
| 2023 · Grade 4 · Math | — | — |
| 2023 · Grade 5 · Math | — | — |
| 2023 · Grade 6 · Math | — | — |
| 2023 · Grade 7 · Math | 54 | 56% |
| 2023 · Grade 8 · Math | 49 | 41% |
| 2022 · Grade 3 · English | 4 | — |
| 2022 · Grade 5 · English | 4 | — |
| 2022 · Grade 6 · English | 5 | — |
| 2022 · Grade 7 · English | 53 | 74% |
| 2022 · Grade 8 · English | 41 | 59% |
| 2022 · Grade 3 · Math | 4 | — |
| 2022 · Grade 5 · Math | 4 | — |
| 2022 · Grade 6 · Math | 5 | — |
| 2022 · Grade 7 · Math | 53 | 55% |
| 2022 · Grade 8 · Math | 39 | 44% |
| 2019 · Grade 5 · English | — | — |
| 2019 · Grade 6 · English | — | — |
| 2019 · Grade 7 · English | 57 | 75% |
| 2019 · Grade 8 · English | 58 | 62% |
| 2019 · Grade 5 · Math | — | — |
| 2019 · Grade 6 · Math | — | — |
| 2019 · Grade 7 · Math | 57 | 54% |
| 2019 · Grade 8 · Math | 58 | 64% |
| 2018 · Grade 4 · English | — | — |
| 2018 · Grade 7 · English | 58 | 81% |
| 2018 · Grade 8 · English | 57 | 61% |
| 2018 · Grade 4 · Math | — | — |
| 2018 · Grade 7 · Math | 58 | 66% |
| 2018 · Grade 8 · Math | 57 | 46% |
| 2017 · Grade 3 · English | — | — |
| 2017 · Grade 4 · English | — | — |
| 2017 · Grade 6 · English | — | — |
| 2017 · Grade 7 · English | 61 | 61% |
| 2017 · Grade 8 · English | 56 | 64% |
| 2017 · Grade 3 · Math | — | — |
| 2017 · Grade 4 · Math | — | — |
| 2017 · Grade 6 · Math | — | — |
| 2017 · Grade 7 · Math | 61 | 49% |
| 2017 · Grade 8 · Math | 56 | 52% |
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) | Tested | Advanced | Proficient | Developing level | Minimal |
|---|---|---|---|---|---|
| Schoolwide | 50 | 22% | 28% | 46% | 4% |
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.
| Group · English | Tested | Proficient or Advanced | vs district | vs California |
|---|---|---|---|---|
| Low-income | 51 | 41% | 0 | +2 |
| Hispanic or Latino | 54 | 43% | 0 | +3 |
| White | 38 | 76% | 0 | +14 |
| Group | English | n | CDE category | Math | n | CDE category |
|---|---|---|---|---|---|---|
| All students | −10 | 108 | Moderate | 0 | 108 | Average |
| English-only students | −10 | 82 | not categorized | +6 | 82 | not categorized |
| Low-income | −15 | 55 | Moderate | −10 | 55 | Moderate |
| White | −4 | 48 | Average | +5 | 48 | Accelerated |
| Hispanic or Latino | −12 | 46 | Moderate | −5 | 46 | Average |
| English learners | −6 | 18 | Moderate | −18 | 18 | Moderate |
| Recently reclassified as fluent in English | −6 | 13 | not categorized | −20 | 13 | not 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. 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 7 and 8. SchoolScope does not use these CDE figures in its Scope Score.
State model · English−10 pts vs expected
matched students, grades 7 and 8CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grades 7 and 8
108 students
CDE growth category: Moderate
State model · math0 pts vs expected
matched students, grades 7 and 8CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grades 7 and 8
108 students
CDE growth category: Average
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 7 and 8, and it is not part of the Scope Score.
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 · 21 in 100 → 2025–26 · 13 in 100 · −8 in 100 |
| Suspension rate2024–25 · 5.4% (7 of 129) → 2025–26 · 7.4% (9 of 122) · +2.0 percentage points |
| Group | 2018–19 | 2025–26 | Change |
|---|---|---|---|
| Female | 2 of 71 | 6 of 43 | — |
| Male | 4 of 53 | 9 of 73 | — |
| Hispanic or Latino | 1 of 40 | 8 of 57 | — |
| White | 5 of 63 | 6 of 46 | — |
| Low-income | 4 of 45 | 8 of 56 | — |
| All students | 5 in 100 | 13 in 100 | +8 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.
NCES F-33 · FY 2020–21 (2021) · fall district membership: 1,298 pupils
NCES F-33 · FY 2020–21 (2021) · SchoolScope’s unweighted mean across 818 selected California district finance records
CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 124
CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 124
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.
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.
| Group | Dollars | Share, to two decimals | Printed |
|---|---|---|---|
| Instruction | $18,599,413 | 72.65% | 73% |
| Instruction support | $2,406,928 | 9.40% | 9% |
| Student services | $1,511,170 | 5.90% | 6% |
| Administration | $1,417,870 | 5.54% | 6% |
| Buildings & maintenance | $1,666,403 | 6.51% | 6% |
| Total | $25,601,859 | 100.00% | 100% |
These shares are our arithmetic: each group’s dollars divided by the $25,601,859 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.
Source: NCES F-33 · Full district breakdown →
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.
| Measure | Estimate |
|---|---|
| Median household income | $98,191 |
| Bachelor's degree or higher (adults 25+) | 29% |
| ZIP-area population | 45,806 |
| Median age | 40.2 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 95403 →
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 · Data updated October 15, 2026
Optional and anonymous. Up to 280 characters.
What brought you here? Optional
Thanks — that helps.