Alternative school · William S. Hart Union High · Santa Clarita, California

Mission View Public

Santa Clarita · 8–12 · 255 students (2024–25)

26334 Citrus Street, 91355missionview.org ↗(661) 874-1341

Mission View Public is an alternative school: students are enrolled through a placement, application, or referral process specific to the program.

Compared only with other alternative schools: higher than 34 of the 97 other scored California alternative high schools.

34thpercentileDeveloping

The dots are California’s 98 scored alternative high schools, placed by Scope Score on spring 2025 tests. Why not spring 2026? High school scores include graduation and college-readiness records, which the state publishes a year after the tests. How it’s built →

Scope Score

Weighted composite · 2024–25
A weighted mix of seven measures.

See this school’s score factors ↓

Mission View Publichigher than 34 of the 97 other schools

California’s alternative high schools · 1 dot each

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Mission View Publichigher than 34 of the 97 other schools

California’s alternative high schools · 1 dot each

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Mission View Publichigher than 34 of the 97 other schools

California’s alternative high schools · 1 dot each

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

In 2024–25, 29% of the class graduated in four years (24 of 82); across California’s alternative high schools, 35%.

Source

Source: CDE four-year adjusted cohort graduation rate (ACGR), 2024–25
Students: students who started 9th grade together: 82
Comparison: Alternative high schools with a graduation record: graduates divided by students who started 9th grade together, across 122 public schools’ rows (our combination, not CDE’s published state rate; 8,737 of 24,956). It counts every school with a graduation record, so it can differ from the number of schools we rank.

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap, with building heights from LA County, inside the school’s parcel from the Los Angeles County Office of the Assessor’s parcel map. 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.

In grade 11, spring 2026, 34% scored Proficient or Advanced in English (reading and writing), against 33% at other alternative high schools.

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

Sources

The sentence above: California’s state tests (CAASPP), California Department of Education, spring 2026. All students tested in grade 11. Alternative high schools: the grade 11 results of 109 alternative schools combined, weighted by students tested (our calculation; 11,827 in English tested).

Common questions

How do I get in?

Ask Mission View Public how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓

Is Mission View Public a good alternative school?

Mission View Public scores higher than 34 in 100 of the 98 California alternative high schools we score, compared only within that group: 34th percentile, Developing, spring 2025. Why alternative schools are ranked separately. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 44 in 100 students missed 10% or more of school days, against 44 in 100 at the average California alternative high school we score. 0 of 300 students were suspended at least once in 2025–26, against 1.0% at the average California alternative high school we score. Evidence ↓

How do kids like mine do here?

In spring 2026, 37% of low-income students in grade 11 at Mission View Public in Santa Clarita scored Proficient or Advanced in English, against 30% for the same group at California alternative high schools. Evidence ↓

What could my child study here?

22 students took a college course for credit in 2023–24, by the federal Civil Rights Data Collection. Evidence ↓

Where do students go after finishing high school here?

29% of the class of 2023 enrolled in college within 12 months, by CDE’s college-going records. Evidence ↓

What does its own plan pay for?

In its 2026–27 plan, $7.1 million is planned for 22 funded actions in 4 goals. That’s 81% of its $8.7 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan. Evidence ↓

What should I ask on a visit?

The questions drawn from this page are under Next steps, ready to copy. Evidence ↓

Academic achievement

How does Mission View Public compare with California alternative schools?

Near California alternative schools in English; well below them in math.

State tests (CAASPP), grade 11, spring 2026

In grade 11, spring 2026, 34% scored Proficient or Advanced in English and none in math, against 33% and 14% at California alternative schools.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grade 11: 61
Comparison: California alternative high schools with results in grade 11: the 109 such schools’ results combined, weighted by students tested (our calculation; 11,827 in English, 11,786 in math tested). It counts every school with results, so it can differ from the number of schools we rank. The comparisons use the same grade and year.

AdvancedProficientBelow the standard

English

Grade 11 · spring 2026 · 61 tested

Advanced: 8%
Proficient: 26%
Below the standard: 66%

This school34%

California alternative high schools33%

34% Proficient or Advanced in grade 11.

Math

Grade 11 · spring 2026 · 61 tested

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

This school0%

California alternative high schools14%

0% Proficient or Advanced in grade 11.

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

How does math compare with English?

In grade 11, spring 2026, math trails English by 34 percentage points in the share who scored Proficient or Advanced, against 19 points at California alternative schools. The grade 11 cards above give each subject’s share.

Have results changed?

English results were similar to 2025; math results were lower. English went from 36% to 34% and math from 6% to 0%.

English · top two levels · grade 11

202536%70 tested

→

202634%61 tested

This school

Math · top two levels · grade 11

20256%69 tested

→

20260%61 tested

This school

Each year is a different group of students. Our comparison with California alternative schools covers spring 2026 only, so this pair shows this school alone.

Ask: How does the school check what’s working in math?

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

Share of students tested at each level, spring 2026
Students	Advanced	Proficient	Developing level	Minimal	Tested
English, grade 11 · This school	8%	26%	32%	34%	61
English, grade 11 · California alternative high schools	10%	23%	29%	38%	11,827
Math, grade 11 · This school	0%	0%	15%	85%	61
Math, grade 11 · California alternative high schools	8%	6%	12%	74%	11,786

Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026. The California alternative high schools row combines those schools’ results, weighted by students tested (our calculation).

Grade 11 tests are one part of the picture. Graduation, readiness and college destinations answer different questions below.

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grade 11

This school

0%50%100%20172022202634%

Math top two levels, grade 11

This school

0%50%100%2017202220260%

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

In grade 11, the share at the state’s top two levels in English went from 21% in 2017 to 34% in 2026. In math, it went from 2% in 2017 to 0% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grade 11
Year	This school
2017	21% 416 tested
2018	31% 96 tested
2019	37% 90 tested
2022	44% 78 tested
2023	40% 48 tested
2024	31% 70 tested
2025	36% 70 tested
2026	34% 61 tested

Math · top two levels · grade 11
Year	This school
2017	2% 411 tested
2018	3% 95 tested
2019	6% 89 tested
2022	8% 76 tested
2023	2% 47 tested
2024	4% 70 tested
2025	6% 69 tested
2026	0% 61 tested

What you can do

Who can act on Mission View Public’s results?

The state has Mission View Public in its most intensive support; its own board decides its plan.

What has the state flagged?

2025–26 is its 4th year in a row in this support. The state named it for its graduation rate. This support comes with a school improvement plan, which must use approaches with evidence behind them and look at how money and staff are divided among schools. Ask the principal to see the school improvement plan.

Federal designation under the Every Student Succeeds Act, 2025–26. Source

Where is its yearly plan?

What its plan pays for ↓

William S. Hart Union High 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

Life at school

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

29% of students graduated in four years in 2024–25.

State graduation, readiness, college-going, attendance and suspension records

That compares with 35% at California alternative high schools. 15% were ready for college or career (state measure) in 2024–25. 29% of the class of 2023 enrolled in college within 12 months.

Preparation · each measure describes a different student group

Graduated in four years

29%

California alternative high schools: 35%

2024–25 · 24 of 82 students who started 9th grade together

Ready for college or career (state measure)

15%

California alternative high schools: 11%

2024–25 · 13 of 87 students in the state’s measure

Finished the UC/CSU course list

33%

California alternative high schools: 19%

2024–25 · 8 of 24 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

29% enrolled in college within 12 months · 49 students who finished high school

University of California1 · 2%
California State University1 · 2%
California community college12 · 25%
In-state private0 · 0%
Out-of-state, 4-year0 · 0%
Out-of-state, 2-year0 · 0%
Not enrolled35 · 71%

Source: CDE college-going records, class of 2023. Shares are our arithmetic: each count divided by all high-school completers (graduates and other students who finished), rounded together so they total 100. “Not enrolled” does not describe employment, military service or other routes.

What could my child study here?

What other courses and pathways are on record?

College courses in high school (dual enrollment)

22 students took one

2023–24

Students taking a college course for credit while in high school, often through a community college. Federal Civil Rights Data Collection, school-reported.

Ask: How does the school help students who don’t go to college plan what comes next?

Where these figures come fromEach measure’s source, student group and definition

Graduated in four years: 2024–25 · 24 of 82 students who started 9th grade together. California Department of Education, adjusted cohort graduation records. Comparison is SchoolScope’s combination of graduates and cohort counts across the reference schools, not CDE’s published state rate.
Ready for college or career (state measure): 2024–25 · 13 of 87 students in the state’s measure. California Department of Education, College/Career Indicator (CCI), overall “Prepared” rate, among the students in the indicator’s group. Prepared is CDE’s overall classification, not AP participation or a college admission rate. Comparison is SchoolScope’s combination of Prepared students and indicator students across California alternative high schools, not a CDE figure.
Finished the UC/CSU course list: 2024–25 · 8 of 24 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment. Comparison is SchoolScope’s combination of graduates who finished the list across California alternative high schools, not a CDE figure.
Where students who finished high school went: CDE college-going records, class of 2023. College enrollment is counted for 12 months after finishing high school and matched to college records, so this runs about two years behind. A dash is unavailable, not zero.

How often do students miss school or get suspended?

44 in 100 students were chronically absent in 2025–26. That means they missed 10% or more of school days. At the average California alternative high school we score, 44 in 100 were. 0 of 300 students were suspended at least once in 2025–26, against 1.0% at the average California alternative high school we score.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 122 of 274 students counted for it; suspension: 0 of 300 students enrolled during the year
Comparison: Each comparison is the rate at the average school (our average of school rates), not a pooled rate.

Chronically absent, 2025–26

44 in 100This school

44 in 100At the average California alternative high school we score

122 of 274 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 300

students were suspended at least once. Average California alternative high school we score 1.0%.

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

Ask families and staff yourselfWhat to ask the people at Mission View Public

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

Questions for your visit ↓

Every learner

How do kids like mine do here?

Low-income and Hispanic or Latino students scored well below the same groups at California alternative high schools in math.

Student groups, grade 11, spring 2026

0% of low-income students scored Proficient or Advanced in math (grade 11, spring 2026), against 13% for the same group at California alternative high schools. Hispanic or Latino students: 0% in math, against 12% for the same group at California alternative high schools.

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grade 11; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison: California alternative high schools: the same group in the same grades at schools in this class, combined and weighted by students tested (our calculation).

Mission View PublicSame group, California alternative high schools

Low-incomeEnglish · 49 tested37%Same group, Alternative 30%
Low-incomeMath · 49 tested0%Same group, Alternative 13%
Hispanic or LatinoEnglish · 45 tested29%Same group, Alternative 31%
Hispanic or LatinoMath · 45 tested0%Same group, Alternative 12%

Proficient or Advanced, grade 11, spring 2026.

Who are the students?

2025–26 · students counted

Hispanic or Latino74%
White13%
Not reported6%
Asian—
Black or African American—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Unallocated share7%

A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. “Not reported” is different: it is a category in the state’s own count of students. Source and comparisons: the full student mix below.

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

42% of English learners here moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026.

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

This school · 8 of 19 English learners42%

It counts students moving up the test’s levels, so a student can count here before becoming fluent. Data source: California Department of Education, 2026 Dashboard ↗.

Who are the families and teachers?

74%of students qualified for free or reduced-price meals in 2024–25, 188 of 255.

14teachers, 2024–25

13 yearsaverage experience, 2024–25

7%in their first year, 2024–25

34%of teaching positions with proper credential and placement, 2021–22

Ask: What extra help is there in math for low-income and Hispanic or Latino students, and how does the school check that it works?

All group results against California alternative high schools, with sources

Proficient or Advancedgrade 11 · spring 2026

Group and subject	Here	vs California alternative high schools
Low-income · 49 tested
English	37%	+730%
Math	0%	−1313%
Hispanic or Latino · 45 tested
English	29%	−231%
Math	0%	−1212%

Each gap is to the same group, grades and subject at California alternative high schools. No group that is behind at California alternative high schools does 10 or more points better here.

Students with disabilities: fewer than 30 tested here. No published rate here for Asian, Black or African American, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners 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.

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
Hispanic or Latino	74%
White	13%
Not reported	6%
Asian	—
Black or African American	—
Filipino	—
Two or more races	—
American Indian or Alaska Native	—
Pacific Islander	—

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

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 34% of teaching positions, 2.7 properly credentialed teaching-position FTE out of 8 total position FTE. This measures positions, not individual teachers.

In its own words

What does Mission View Public’s own plan commit to?

Its 2026–27 plan

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

$7.1 million

planned for 22 funded actions in 4 goals. That’s 81% of its $8.7 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan.

The 2026–27 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 134 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 83% of the money. The plan itself puts 64% of it toward staff.

Teachers and staff are qualified and appropriately assigned $3.5 million
Educational materials for an effective program $1.7 million
Safe and secure facilities $683,138
19 other actions

Reading, math and catch-up help

5 of the plan’s 22 funded actions name reading, math, catch-up help or English learners in their titles.

Catch-up help $592,637
English learners $110,500

An action naming two of these appears under both.

Largest of these

All academic interventions and program materials$316,300
Tutoring and supports for students$145,000
Long-term English learners (LTEL) and English learners support staff, interventions, and materials$110,000

For high-need students

It plans $1.2 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $1.1 million and estimates it spent $1.2 million, $0.1 million (10%) more than planned (our arithmetic).

What changed

The total is $373,440 (6%) higher than in the 2025–26 plan. The biggest change in dollars is Teachers and staff are qualified and appropriately assigned, which went from $3.3 million to $3.5 million.

Largest cuts

Career and college-readiness for English learners, low-income, and foster youth students−⁠$60,000
Educational materials for an effective program−⁠$41,566

Largest increases

Teachers and staff are qualified and appropriately assigned+⁠$214,393
All academic interventions and program materials+⁠$95,000
Safe and secure facilities+⁠$71,152

New in the 2026–27 plan

LREBG - Intervention programs and support personnel to support students$21,337

What its goals measure

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

The test rows are schoolwide results for every grade the school tests; the source doesn’t list which grades. The headline at the top of this page covers grade 11 only: 34% in English and 0% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure	2024–25	2025–26	Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1 and 2	36%	34%	down 2 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1 and 2	5%	0%	down 5 pts
Suspended at least onceGoal 3 · Increase Student Retention	0 of 370	0 of 300	no change

Goal 4 isn’t shown because it tracks other measures.

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

The plan’s own titles and amounts

Teachers and staff are qualified and appropriately assigned · $3,533,056
Educational materials for an effective program · $1,694,987
Safe and secure facilities · $683,138

The full plan4 goals, 32 measures and where the money goes

We calculate each action’s share of the plan by dividing its planned amount by the total of the plan’s funded actions ($7.1 million).

Where does the money go?

61% to Goal 1, Increase Academic Progress. 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

fell 25% or more
fell 10–25%
fell 2–10%
within 2%
grew 2–10%
grew 10–25%
grew 25% or more
new or renamed title
not compared: unconfirmed, or repeated across goals
small actions drawn together

Every goal, in the plan’s order

Goal 1 · Focus GoalIncrease Academic Progress$4.4 million61% of action budgets

“This is a focus goal for increasing academic progress for all students, especially our English Language learners, low-income, and foster youth, who struggled during the previous year. In the next three years, we will have mitigated the negative impact learning loss had on our students, and we will see improvement in our NWEA, EL reclassification, credit completion and graduation rates” p. 27 ↗

8 funded actions · 2025–26 plan: $4.0 million (+⁠$350,033)

Largest funded actions

Teachers and staff are qualified and appropriately assigned$3.5 millionaction 1.6 · p. 94 ↗
All academic interventions and program materials$0.3 millionaction 1.2 · p. 94 ↗ · marked as contributing to high-need services
Counseling students towards graduation and materials$0.2 millionaction 1.4 · p. 94 ↗ · marked as contributing to high-need services
Tutoring and supports for students$0.1 millionaction 1.3 · p. 94 ↗ · marked as contributing to high-need services
Long-term English learners (LTEL) and English learners support staff, interventions, and materials$0.1 millionaction 1.1 · p. 94 ↗ · marked as contributing to high-need services

3 more funded actions in this goal

LREBG - Intervention programs and support personnel to support students · action 1.8 · p. 94 ↗under $0.1 million
Student activities that increase learning efforts · action 1.5 · p. 94 ↗ · marked as contributing to high-need servicesunder $0.1 million
Professional Development to Support English learners and LTELs · action 1.7 · p. 94 ↗ · marked as contributing to high-need servicesunder $0.1 million

Changes from last year’s plan, same title

Teachers and staff are qualified and appropriately assigned+⁠$0.2 million$3.3 million → $3.5 million · p. 94 ↗
All academic interventions and program materials+⁠$95,000$221,300 → $316,300 · p. 94 ↗
Counseling students towards graduation and materials+⁠$24,303$200,000 → $224,303 · p. 94 ↗

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

Tutoring and supports for students · $140,000 → $145,000 · p. 94 ↗+⁠$5,000
Long-term English learners (LTEL) and English learners support staff, interventions, and materials · $120,000 → $110,000 · p. 94 ↗−⁠$10,000
LREBG - Intervention programs and support personnel to support students · $21,337 · p. 94 ↗new or renamed
Student activities that increase learning efforts · $15,000 → $15,000 · p. 94 ↗unchanged
Professional Development to Support English learners and LTELs · $500 → $500 · p. 94 ↗unchanged

A reworded title counts as new.

How the plan measures it · 9 measures · 3 quoted

Reading – Lexile Growth – local p. 28 ↗
Baseline
All: 1016.91 …
Target for year 3
All: 1095 …
Mathematics - Quantile Growth – local p. 28 ↗
Baseline
All: 886.38 …
Target for year 3
All: 876 …
Average Credit Completion – local metric p. 29 ↗
Baseline
All: 3.96 …
Target for year 3
All: 4.0 …

6 more measures in the plan’s table.

Goal 2Students Will Gain Skills for College and Career-Readiness: This is a broad goal for helping students gain…$2.7 million37% of action budgets

“Students Will Gain Skills for College and Career-Readiness: This is a broad goal for helping students gain skills for college and career-readiness for all students, including low-income, English learners and foster youth students” p. 45 ↗

7 funded actions · 2025–26 plan: $2.6 million (+⁠$13,907)

Largest funded actions

Educational materials for an effective program$1.7 millionaction 2.5 · p. 95 ↗
Safe and secure facilities$0.7 millionaction 2.6 · p. 95 ↗
Support for Standards-based Curriculum and Instruction$0.2 millionaction 2.4 · p. 95 ↗ · marked as contributing to high-need services
Professional development addressing English learners, low-income, and foster youth studentsunder $0.1 millionaction 2.2 · p. 95 ↗ · marked as contributing to high-need services
Career and college-readiness for English learners, low-income, and foster youth studentsunder $0.1 millionaction 2.1 · p. 95 ↗ · marked as contributing to high-need services

2 more funded actions in this goal

Technology Access & Support · action 2.3 · p. 95 ↗ · marked as contributing to high-need servicesunder $0.1 million
Dual enrollment for students · action 2.7 · p. 95 ↗ · marked as contributing to high-need servicesunder $0.1 million

Changes from last year’s plan, same title

Safe and secure facilities+⁠$71,152$611,986 → $683,138 · p. 95 ↗
Career and college-readiness for English learners, low-income, and foster youth students−⁠$60,000$100,000 → $40,000 · p. 95 ↗
Professional development addressing English learners, low-income, and foster youth students+⁠$44,000$3,000 → $47,000 · p. 95 ↗

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

Educational materials for an effective program · $1.7 million → $1.7 million · p. 95 ↗−⁠$41,566
Support for Standards-based Curriculum and Instruction · $162,806 → $163,127 · p. 95 ↗+⁠$321
Technology Access & Support · $22,400 → $22,400 · p. 95 ↗unchanged
Dual enrollment for students · $100 → $100 · p. 95 ↗unchanged

How the plan measures it · 9 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 45 ↗.

Goal 3 · Maintenance of Progress GoalIncrease Student Retention$92,5001% of action budgets

“This is a maintenance goal for student retention. It is designed to continue the success we have had with addressing student disengagement from their schooling and supporting their decision to either rematriculate or graduate through our program. We have safe and welcoming facilities, with a positive school climate, which effectively encourages students to remain engaged in their schooling experience” p. 58 ↗

4 funded actions · 2025–26 plan: $83,000 (+⁠$9,500)

Largest funded actions

Student Retention$75,000action 3.1 · p. 95 ↗ · marked as contributing to high-need services
Access to Nutrition$15,000action 3.4 · p. 95 ↗ · marked as contributing to high-need services
Access to Transportation$1,500action 3.3 · p. 95 ↗ · marked as contributing to high-need services
Social and Emotional Supports$1,000action 3.2 · p. 95 ↗ · marked as contributing to high-need services

Changes from last year’s plan, same title

Access to Nutrition+⁠$9,500$5,500 → $15,000 · p. 95 ↗

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

Student Retention · $75,000 → $75,000 · p. 95 ↗unchanged
Access to Transportation · $1,500 → $1,500 · p. 95 ↗unchanged
Social and Emotional Supports · $1,000 → $1,000 · p. 95 ↗unchanged

How the plan measures it · 7 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 58 ↗.

Goal 4 · Maintenance of Progress GoalIncrease Educational Partner Engagement$1,350under 1% of action budgets

“This is a maintenance goal for increasing educational partner engagement. We believe in parent participation along with their student’s academic progress, and we believe in parents should be encouraged to participate in meaningful ways to promote positive school outcomes” p. 67 ↗

3 funded actions · 2025–26 plan: $1,350 (unchanged)

Largest funded actions

Community/Parent Liaison and Meaningful School Activities$1,000action 4.1 · p. 95 ↗ · marked as contributing to high-need services
Translation and Outreach Services$200action 4.2 · p. 95 ↗ · marked as contributing to high-need services
Educational Partner Engagement$150action 4.3 · p. 96 ↗ · marked as contributing to high-need services

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

Community/Parent Liaison and Meaningful School Activities · $1,000 → $1,000 · p. 95 ↗unchanged
Translation and Outreach Services · $200 → $200 · p. 95 ↗unchanged
Educational Partner Engagement · $150 → $150 · p. 96 ↗unchanged

How the plan measures it · 7 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 67 ↗.

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

Next steps

How do I get in?

Ask Mission View Public how it admits students. Charter schools set their own enrollment steps and dates.

Before you apply

Confirm this school’s current process directly.

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

School website: missionview.org ↗Office: (661) 874-1341Administrator: Corrine Manley

Location and visiting

Get directions

26334 Citrus Street, Santa Clarita 91355

Directory location · Explore nearby schools on the map. Confirm enrollment with the school.

Questions for your visit

How does the school check what’s working in math? Math: 6% in 2025 to 0% in 2026 here
How does the school help students who don’t go to college plan what comes next?
When a child starts missing school, who calls the family, and how soon?
Which courses and career pathways does the school run, and who can enroll?
What support is available when a student falls behind on graduation requirements?

Office (661) 874-134126334 Citrus Street, directions (opens Google Maps in a new tab)

Nearby high schoolsClosest first, by straight-line distance

The closest high schools, by straight-line distance from this campus. Distance isn’t an attendance boundary. Each percentile listed compares a school with California high schools; Mission View Public’s compares it only with California alternative high schools.

Nearby high schoolsPercentile among California high schools, 2025

Academy of the Canyons1.0 mi
98thStrongScope Score 89
Valencia High1.9 mi
85thStrongScope Score 72
Learning Post Academy (Alternative)2.2 mi
33rdDevelopingScope Score 50

Each percentile compares a school with California schools at its own level.

Explore nearby schools on the map

Source records

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

Score factorssource values and weights · 2024–25 · ranked #64 of 98 California alternative high schools we score

Score factors, 2024–25
Factor	School	Weight
Graduation rate	29%	25%
Exceeded standardaverage of English and math	6%	22%
Ready for college or career (state measure)	15%	20%
Met or exceededaverage of English and math	21%	18%
Chronically absent	50 in 100	5%
Suspension rate	0 of 370	5%
English learners: top level	10%	5%

Mission View Public is ranked only among California alternative high schools, so this table sets it beside no other school; the chapters above compare each figure with that class. School values are from 2024–25. 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.

Scope Score by year2018–19 to 2024–25 · each year’s inputs, and the score for each year we could verify

The 2024–25 Scope Score, in the current-formula row below, uses the state’s college-or-career readiness measure, 2024–25. No verified earlier Scope Scores are available here.

Scope Score

School year	Scope Score	Percentile	Rank	Comparison group
2024–25	16	34	#64	California alternative high schools · 98 schools · current formula

2018–19, 2021–22, 2022–23 and 2023–24 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	not on file	not on file
2021–22	not on file	not on file
2022–23	not on file	not on file
2023–24	59 in 100	0 of 405
2024–25	50 in 100	0 of 370

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

No 2019–20 or 2020–21 records in this SchoolScope series

Results by gradeEnglish and math · grade 11 · spring 2026 · % of tested students

What each level means: California's level descriptions.

English · 2025–26 results by grade

Share of students tested, spring 2026
English	Tested	Advanced	Proficient	Developing level	Minimal	Proficient or Advanced
Grade 11	61	8%	26%	32%	34%	34%

Math · 2025–26 results by grade

Share of students tested, spring 2026
Math	Tested	Advanced	Proficient	Developing level	Minimal	Proficient or Advanced
Grade 11	61	0%	0%	15%	85%	0%

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.

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

English and math by test year · all tested grades

Year · subject	Students with scores	Top level	Top two levels
2026 · English	61	8%	34%
2026 · Math	61	0%	0%
2025 · English	77	9%	36%
2025 · Math	76	1%	5%
2024 · English	92	2%	30%
2024 · Math	92	0%	4%
2023 · English	60	5%	32%
2023 · Math	59	0%	2%
2022 · English	78	10%	44%
2022 · Math	76	1%	8%
2019 · English	94	10%	35%
2019 · Math	93	1%	5%
2018 · English	96	7%	31%
2018 · Math	95	0%	3%
2017 · English	477	4%	24%
2017 · Math	472	0%	4%

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 8 · English	7	—
2025 · Grade 11 · English	70	36%
2025 · Grade 8 · Math	7	—
2025 · Grade 11 · Math	69	6%
2024 · Grade 8 · English	22	27%
2024 · Grade 11 · English	70	31%
2024 · Grade 8 · Math	22	5%
2024 · Grade 11 · Math	70	4%
2023 · Grade 8 · English	12	0%
2023 · Grade 11 · English	48	40%
2023 · Grade 8 · Math	12	0%
2023 · Grade 11 · Math	47	2%
2022 · Grade 8 · English	0	—
2022 · Grade 11 · English	78	44%
2022 · Grade 8 · Math	0	—
2022 · Grade 11 · Math	76	8%
2019 · Grade 8 · English	4	—
2019 · Grade 11 · English	90	37%
2019 · Grade 8 · Math	4	—
2019 · Grade 11 · Math	89	6%
2018 · Grade 11 · English	96	31%
2018 · Grade 11 · Math	95	3%
2017 · Grade 3 · English	—	—
2017 · Grade 4 · English	—	—
2017 · Grade 5 · English	—	—
2017 · Grade 6 · English	12	50%
2017 · Grade 7 · English	13	38%
2017 · Grade 8 · English	19	47%
2017 · Grade 11 · English	416	21%
2017 · Grade 3 · Math	—	—
2017 · Grade 4 · Math	—	—
2017 · Grade 5 · Math	—	—
2017 · Grade 6 · Math	12	25%
2017 · Grade 7 · Math	13	15%
2017 · Grade 8 · Math	19	11%
2017 · Grade 11 · Math	411	2%

Current 2025–26 grade results appear above. “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.

Student groups: test resultsEnglish · spring 2026

Group · English	Tested	Proficient or Advanced
Low-income	49	37%
Hispanic or Latino	45	29%

Each group is compared with the same group at California alternative high schools under Every learner.

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 · 50 in 100 → 2025–26 · 44 in 100 · −6 in 100
Suspension rate2024–25 · 0 of 370 → 2025–26 · 0 of 300 · 0.0 percentage points

Group	2018–19	2025–26	Change
Female	—	42 in 100	—
Male	—	47 in 100	—
Hispanic or Latino	—	47 in 100	—
White	—	40 in 100	—
Students with disabilities	—	32 in 100	—
English learners	—	60 in 100	—
Foster youth	—	43 in 100	—
Homeless	—	70 in 100	—
Low-income	—	46 in 100	—
All students	—	44 in 100	—

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

Graduation and readinessstate records · each rate for its own year and class of students

Measure	Source record
This school · CCI overall Prepared	CDE College/Career Indicator · CCI source year 2025 · all students · all students in the current four-year graduation cohort, plus only Prepared fifth-year graduates from the prior cohort. Overall CCI Prepared rate 15% · numerator 13 students classified Prepared · denominator 87 CCI students.

AP pathway among CCI Prepared studentsCDE College/Career Indicator · CCI source year 2025 · all students · AP pathway rate 0% · AP-pathway numerator 0 · denominator 13 (CCI Prepared students). This measure uses Prepared students as its denominator, not the whole CCI cohort; it is not an AP exam-taking rate or a count of AP courses offered. That cohort includes all students in the current four-year graduation cohort plus only Prepared fifth-year graduates from the prior cohort. In 2025 the pathway accepts two qualifying AP exams, two qualifying AP courses, or a combination of one of each in different subjects.

CDE's overall Prepared rate is the college-readiness factor in the Scope Score (20% of the high school score). The school rate is 13 of 87 CCI students, not the AP-only pathway or A–G completion rate. The school CCI rate has its own student cohort and source year.

Graduation rate

29%

AP route, among those ready for college or career

2025 CDE CCI cohort · AP courses, exams, or both; share of students ready for college or career (CDE’s “Prepared”), not course offerings

Finished the UC/CSU course list (A–G)

33%

A–G are the 15 courses (across 7 subjects) required for UC/CSU eligibility

College-going rate

29%

These source periods and populations differ: graduation uses an adjusted cohort, while A–G completion and college-going use separately reported groups. The rates are shown individually, without a shared performance tier.

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

Measure	This school
AP offered	not reported
AP course count	not reported
AP enrollment (male/female)	not reported
IB participation	not reported
Dual enrollment	offered · 22 enrolled
Algebra I in grade 8	not reported
Calculus sections	0
Physics sections	1
Chemistry sections	28
Reported male/female enrollment (CRDC)	259

These counts aren’t part of the Scope Score. “Not reported” means the federal record has no value for that item; it isn’t a zero. Enrollment counts add the male and female students the survey reports.

College destinationsclass of 2023 · state college-going records, 12 months after graduation

Destination	Completers	% (derived)
University of California	1	2%
California State University	1	2%
California community college	12	25%
In-state private	0	0%
Out-of-state, 4-year	0	0%
Out-of-state, 2-year	0	0%
Not enrolled	35	71%

49 students who finished high school, class of 2023 · state-reported college-going rate 29% · % column is computed by SchoolScope (count ÷ all who finished high school; CDE calls them completers), not a CDE-native rate · an unavailable or suppressed cell is marked as missing; a reported zero remains distinct · source: CDE 12-mo CGR, 2023 cohort (the newest published), National Student Clearinghouse match.

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

Per-pupil spending

District · current expense$11,844 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 21,786 pupils

California · selected district mean$14,491 per pupil

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

District current expense · FY 2024–25$17,176 per ADA

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

How the California mean was selected

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

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

Instruction 58%Instruction support 12%Student services 11%Administration 8%Buildings & maintenance 10%Other 1%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$192,874,558	58.12%	58%
Instruction support	$38,749,301	11.68%	12%
Student services	$38,156,722	11.50%	11%
Administration	$27,485,938	8.28%	8%
Buildings & maintenance	$32,016,818	9.65%	10%
Other	$2,595,928	0.78%	1%
Total	$331,879,265	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $331,879,265 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$11,844 per pupil

2020$11,615 per pupil

2019$11,989 per pupil

2018$10,579 per pupil

2017$9,869 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 91355 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 91355 area
Measure	Estimate
Median household income	$115,640
Bachelor's degree or higher (adults 25+)	50%
ZIP-area population	29,123
Median age	43.3 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 91355 →

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

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Each percentile compares it only with California alternative high schools.

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2024–25 results, compared across 98 alternative high schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · federal civil rights data (CRDC) 2023–24, a past snapshot · state college-going records, class of 2023, matched to National Student Clearinghouse enrollment · Data updated October 15, 2026

How we analyze · Request a correction

Mission View Public

Compare schools

Common questions

How do I get in?

Is Mission View Public a good alternative school?

How often do students miss school or get suspended?

How do kids like mine do here?

What could my child study here?

Where do students go after finishing high school here?

What does its own plan pay for?

What should I ask on a visit?

How does Mission View Public compare with California alternative schools?

English

Math

How does math compare with English?

Have results changed?

English · top two levels · grade 11

Math · top two levels · grade 11

Each year’s results and tested counts

Who can act on Mission View Public’s results?

What has the state flagged?

Where is its yearly plan?

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

Graduated in four years

Ready for college or career (state measure)

Finished the UC/CSU course list

Where students who finished high school went

What could my child study here?

What other courses and pathways are on record?

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

How do kids like mine do here?

Who are the students?

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

Who are the families and teachers?

What does Mission View Public’s own plan commit to?

The 2026–27 plan in short

Where the money goes

Reading, math and catch-up help

For high-need students

What changed

What its goals measure

Where does the money go?

Every goal, in the plan’s order

How do I get in?

Before you apply

Location and visiting

Questions for your visit

Source records

Scope Score

Per-pupil spending

Additional workforce records

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