Independent charter school · Vallejo City Unified · Vallejo, California

MIT Academy — Rating & test scores

Vallejo · 9–12 · 473 students (2024–25)

2 Positive Place, 94589mitahs.gtaschools.org ↗(707) 552-6482

46thpercentileDeveloping

The dots are California’s 1,498 scored public 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 ↓

MIT Academyhigher than 46 of the 100 California dots

California’s public high schools · 1 dot = 1 in 100

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

MIT Academyhigher than 46 of the 100 California dots

California’s public high schools · 1 dot = 1 in 100

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

MIT Academyhigher than 46 of the 100 California dots

California’s public high schools · 1 dot = 1 in 100

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

In 2024–25, 94% of the class graduated in four years (96 of 102); across California, 89%.

Source

Source: CDE four-year adjusted cohort graduation rate (ACGR), 2024–25
Students: students who started 9th grade together: 102
Comparison: California: graduates divided by students who started 9th grade together, across 2,281 public schools’ rows (our combination, not CDE’s published state rate; 432,702 of 487,177).

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Shared campus · © OpenStreetMap

MIT Academy and Mare Island Technology Academy 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.

In grade 11, spring 2026, 46% scored Proficient or Advanced in English (reading and writing), against 57% across California.

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. California: CDE’s grade 11 rows for the whole state combined, weighted by students tested (our calculation; 414,559 in English tested).

Common questions

How do I get in?

Ask MIT Academy how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓

Is MIT Academy a good high school?

MIT Academy scores higher than 46 in 100 of California’s 1,498 scored public high schools: 46th percentile, Developing, spring 2025. 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 43 in 100 at the average Vallejo City Unified high school. 2.0% of students (10 of 502) were suspended at least once in 2025–26, against 2.9% at the average California high school. Evidence ↓

How does math compare with English?

In grade 11, spring 2026, math trails English by 22 percentage points in the share who scored Proficient or Advanced, against 25 points across California. Evidence ↓

How do kids like mine do here?

In spring 2026, 42% of low-income students in grade 11 at MIT Academy in Vallejo scored Proficient or Advanced in English, against 49% for the same group across California. Evidence ↓

What could my child study here?

The College Board approved this school to teach 3 AP courses in 2 subjects for 2025–26. Evidence ↓

Where do students go after finishing high school here?

65% 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, $8.9 million is planned for 20 funded actions in 3 goals. That’s all of its 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 did students here do on state tests?

Well below California in English; below it in math.

State tests (CAASPP), grade 11, spring 2026

In grade 11, spring 2026, 46% scored Proficient or Advanced in English and 24% in math, against 57% and 32% across California.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grade 11: 132
Comparison: California: CDE’s grade 11 rows for the whole state combined, weighted by students tested (our calculation; 414,559 in English, 413,523 in math tested). The comparisons use the same grade and year.

AdvancedProficientBelow the standard

English

Grade 11 · spring 2026 · 132 tested

Advanced: 16%
Proficient: 30%
Below the standard: 54%

This school46%

California57%

Vallejo City Unified32%

46% Proficient or Advanced in grade 11.

Math

Grade 11 · spring 2026 · 132 tested

Advanced: 8%
Proficient: 16%
Below the standard: 76%

This school24%

California32%

Vallejo City Unified28%

24% 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 22 percentage points in the share who scored Proficient or Advanced, against 25 points across California. The grade 11 cards above give each subject’s share.

Have results changed?

Results in both subjects were similar to 2025. English went from 48% to 46% and math from 25% to 24%.

English · top two levels · grade 11

202548%122 tested

→

202646%132 tested

This school

California, same grades57% → 57%2025 → 2026 · 432,651 → 414,559 tested

Math · top two levels · grade 11

202525%122 tested

→

202624%132 tested

This school

California, same grades30% → 32%2025 → 2026 · 431,903 → 413,523 tested

Each year is a different group of students.

Ask: What extra help do students who are behind get, and how do you know it’s working?

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	16%	30%	21%	33%	132
English, grade 11 · California	27%	30%	21%	22%	414,559
English, grade 11 · Vallejo City Unified	9%	23%	26%	42%	794
Math, grade 11 · This school	8%	16%	14%	62%	132
Math, grade 11 · California	16%	16%	20%	48%	413,523
Math, grade 11 · Vallejo City Unified	13%	15%	16%	56%	798

Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026. The state comparison combines CDE’s rows for the same grades, weighted by students tested (our calculation). The district row combines its public schools in the same grades, weighted by students tested.

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 schoolCalifornia

0%50%100%20172022202646%57%

Math top two levels, grade 11

This schoolCalifornia

0%50%100%20172022202624%32%

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 62% in 2017 to 46% in 2026. In math, it went from 33% in 2017 to 24% in 2026, with 2025 and 2026 about the same. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grade 11
Year	This school	California
2017	62% 89 tested	60% 444,040 tested
2018	63% 121 tested	56% 439,134 tested
2019	66% 128 tested	57% 439,947 tested
2022	56% 100 tested	55% 427,007 tested
2023	52% 107 tested	55% 442,128 tested
2024	56% 104 tested	56% 435,296 tested
2025	48% 122 tested	57% 432,651 tested
2026	46% 132 tested	57% 414,559 tested

Math · top two levels · grade 11
Year	This school	California
2017	33% 90 tested	32% 442,457 tested
2018	28% 123 tested	31% 437,883 tested
2019	35% 130 tested	32% 438,107 tested
2022	22% 99 tested	27% 424,390 tested
2023	21% 106 tested	27% 440,912 tested
2024	17% 104 tested	28% 434,711 tested
2025	25% 122 tested	30% 431,903 tested
2026	24% 132 tested	32% 413,523 tested

What you can do

Who can act on MIT Academy’s results?

MIT Academy’s own board decides its plan.

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

Where is its yearly plan?

What its plan pays for ↓

Vallejo City Unified authorized this charter; its current term ends June 30, 2027.

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?

94% of students graduated in four years in 2024–25.

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

That compares with 89% across California. 63% were ready for college or career (state measure) in 2024–25. 65% of the class of 2023 enrolled in college within 12 months.

Preparation · each measure describes a different student group

Graduated in four years

94%

Across California: 89%

2024–25 · 96 of 102 students who started 9th grade together

Ready for college or career (state measure)

63%

Across California: 52%

2024–25 · 64 of 102 students in the state’s measure

Finished the UC/CSU course list

80%

Average California high school: 56%

2024–25 · 77 of 96 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

65% enrolled in college within 12 months · 91 students who finished high school

University of California7 · 8%
California State University CSU detail ↓20 · 22%
California community college31 · 34%
In-state private0 · 0%
Out-of-state, 4-year1 · 1%
Out-of-state, 2-year0 · 0%
Not enrolled32 · 35%

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?

AP courses the school is approved to teach

The College Board approved this school to teach 3 AP courses in 2 subjects for 2025–26.

College Board AP Course Audit Ledger · 2025–26. Authorization doesn’t show which courses run or who can take them; ask the school.

Math & Computer Science2
Sciences1

Every approved AP course3 courses in 2 subjects

Math & Computer Science 2

Calculus AB
Computer Science A

Sciences 1

Environmental Science

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 · 96 of 102 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 · 64 of 102 students in the state’s measure. California Department of Education, College/Career Indicator (CCI), overall “Prepared” rate, among the students in the indicator’s group. Prepared is CDE’s overall classification, not AP participation or a college admission rate.
Finished the UC/CSU course list: 2024–25 · 77 of 96 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment.
Where students who finished high school went: CDE college-going records, class of 2023. College enrollment is counted for 12 months after finishing high school and matched to college records, so this runs about two years behind. A dash is unavailable, not zero.

A closer look: CSU admission recordsApplied, admitted and enrolled, from each university system’s own records

CSU’s own records

California State University

Fall 2025 first-year entry · counts, not a school rating

Applied: 79
Admitted: 70
Enrolled: 11

By campus · falls 2021–2025 added together

Five years in each number, not one. CSU publishes campus counts only as five-year totals, so these aren’t comparable to the fall 2025 figures above or to UC’s one-fall campus bars.

Sacramento StateApplied 173 · Admitted 157 · Enrolled 37
San Francisco StateApplied 100 · Admitted 84 · Enrolled 10
San José StateApplied 75 · Admitted 56 · Enrolled under 6
Sonoma StateApplied 58 · Admitted 54 · Enrolled under 6
Cal State East BayApplied 56 · Admitted 45 · Enrolled under 6
Cal Poly San Luis ObispoApplied 40 · Admitted 11 · Enrolled under 6
Chico StateApplied 35 · Admitted 31 · Enrolled under 6
San Diego StateApplied 35 · Admitted under 6 · Enrolled —
Cal State Long BeachApplied 28 · Admitted 7 · Enrolled under 6
Cal Poly PomonaApplied 23 · Admitted 13 · Enrolled under 6
Cal State LAApplied 19 · Admitted 12 · Enrolled under 6
Cal State Monterey BayApplied 19 · Admitted 17 · Enrolled under 6
Cal Poly HumboldtApplied 14 · Admitted 13 · Enrolled —
Cal State FullertonApplied 13 · Admitted 10 · Enrolled under 6
CSU BakersfieldApplied 12 · Admitted 9 · Enrolled —
Fresno StateApplied 10 · Admitted 10 · Enrolled under 6
Cal State Dominguez HillsApplied 9 · Admitted 8 · Enrolled —
CSU Channel IslandsApplied 7 · Admitted 7 · Enrolled —
Cal State NorthridgeApplied 7 · Admitted 6 · Enrolled under 6
Cal Poly Maritime AcademyApplied under 6 · Admitted under 6 · Enrolled —
Cal State San MarcosApplied under 6 · Admitted under 6 · Enrolled —
Stanislaus StateApplied under 6 · Admitted under 6 · Enrolled —

These records don’t show the school’s effect on admission. A student can apply to several campuses, so campus counts don’t add up to the total. CSU withholds counts under 6; a dash is unavailable. Students who reach CSU from a community college aren’t counted here. Source: CSU High School Success dashboard.

Each fall since 2021

Fall 2025Applied 79 · Admitted 70 · Enrolled 11
Fall 2024Applied 49 · Admitted 40 · Enrolled 12
Fall 2023Applied 40 · Admitted 38 · Enrolled 21
Fall 2022Applied 40 · Admitted 39 · Enrolled 17
Fall 2021Applied 48 · Admitted 46 · Enrolled 15

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. 2.0% of students were suspended at least once in 2025–26, against 2.9% at the average California high school.

Context Close to the 43 in 100 at the average Vallejo City Unified high school: a pattern across the district.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 215 of 492 students counted for it; suspension: 10 of 502 students enrolled during the year
Comparison: Each comparison is the rate at the average school (our average of school rates), not a pooled rate. Also: suspensions at the average Vallejo City Unified high school 5.7%.

Chronically absent, 2025–26

44 in 100This school

43 in 100At the average Vallejo City Unified high school

22 in 100At the average California high school

215 of 492 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

2.0%

of students were suspended at least once (10 of 502). Average California high school 2.9%.

Ask: When a student is suspended, what happens before and after, and who talks with the family?

Ask families and staff yourselfWhat to ask the people at MIT Academy

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

Questions for your visit ↓

Have a child here? Answer 7 questions Responder en español

Every learner

How do kids like mine do here?

Student groups, grade 11, spring 2026

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: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).

MIT AcademySame group, California

Low-incomeEnglish · 106 tested42%Same group, California 49%
Low-incomeMath · 106 tested25%Same group, California 23%
Hispanic or LatinoEnglish · 65 tested37%Same group, California 49%
Hispanic or LatinoMath · 65 tested15%Same group, California 21%
FilipinoEnglish · 31 tested61%Same group, California 77%
FilipinoMath · 31 tested42%Same group, California 49%

Proficient or Advanced, grade 11, spring 2026.

Who are the students?

2025–26 · students counted

Hispanic or Latino59%
Filipino19%
Black or African American8%
White5%
Asian3%
Two or more races3%
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Unallocated share3%

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

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

58% 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 · 47 of 81 English learners58%

Vallejo City Unified · 745 of 1,91539%

California · 355,274 of 748,91647%

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?

63%of students qualified for free or reduced-price meals in 2024–25, 299 of 473. California: 63%.

21teachers, 2024–25

9 yearsaverage experience, 2024–25

0%in their first year, 2024–25

73%of teaching positions with proper credential and placement, 2021–22

Ask: Which student groups does the school track most closely, and what does it do when one falls behind?

All group results, district comparisons and sources

Proficient or Advancedgrade 11 · spring 2026

Group and subject	Here	vs Vallejo City Unified	vs California
Low-income · 106 tested
English	42%	+1428%	−749%
Math	25%	−328%	+223%
Hispanic or Latino · 65 tested
English	37%	+1324%	−1249%
Math	15%	−1025%	−621%
Filipino · 31 tested
English	61%	+1843%	−1677%
Math	42%	+1230%	−749%

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

Black or African American students, English learners and students with disabilities: fewer than 30 tested here. No published rate here for Asian, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races 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	59%
Filipino	19%
Black or African American	8%
White	5%
Asian	3%
Two or more races	3%
American Indian or Alaska Native	—
Pacific Islander	—
Not reported	—

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

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 73% of teaching positions, 13.4 properly credentialed teaching-position FTE out of 18.3 total position FTE. This measures positions, not individual teachers.

In its own words

What does MIT Academy’s own plan commit to?

Its 2026–27 plan

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

$8.9 million

planned for 20 funded actions in 3 goals. That’s all of its general fund budget. These are planned amounts; the charter school reports what it spent in a later plan.

The 2026–27 plan in short

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

Where the money goes

Three actions take 61% of the money. The plan itself puts 56% of it toward staff.

School Support Infrastructure $2.4 million
Basic, Core School Staffing $2.0 million
Clean, Safe Facilities $1.1 million
17 other actions

Reading, math and catch-up help

2 of the plan’s 20 funded actions name reading, math, catch-up help or English learners in their titles.

Catch-up help $309,588
English learners $73,121

Largest of these

Intervention and Supplemental Materials$309,588
Support for English Learners$73,121

For high-need students

It plans $1.7 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $1.6 million and estimates it spent $1.8 million, $0.2 million (17%) more than planned (our arithmetic).

What changed

The total is $563,483 (7%) higher than in the 2025–26 plan. The biggest change in dollars is Basic, Core School Staffing, which went from $2.9 million to $2.0 million.

Largest cuts

Basic, Core School Staffing−⁠$820,527
Parent and Community Engagement and Advisory−⁠$299,392
Technology Infrastructure and Support−⁠$106,094

Largest increases

School Support Infrastructure+⁠$770,854
Clean, Safe Facilities+⁠$315,781
Intervention and Supplemental Materials+⁠$306,588

New in the 2026–27 plan

Student Information System and Communication$24,631

Ask: What did Basic, Core School Staffing pay for, and what changes now that the 2026–27 plan gives it $820,527 less?

What its goals measure

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

The test rows are schoolwide results for every grade the school tests; the source doesn’t list which grades. The headline at the top of this page covers grade 11 only: 46% in English and 24% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure	2024–25	2025–26	Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1	48%	46%	down 2 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1	25%	24%	down 1 pt
Suspended at least onceGoal 2	3.8%	2.0%	down 1.8 pts

Goal 3 isn’t shown because it tracks other measures.

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

The plan’s own titles and amounts

School Support Infrastructure · $2,366,691
Basic, Core School Staffing · $2,037,830
Clean, Safe Facilities · $1,076,082

The full plan3 goals, 29 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 ($8.9 million).

Where does the money go?

73% 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

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

Every goal, in the plan’s order

Goal 1MIT Academy will improve student achievement in English Language Arts, Mathematics, and Science for all…$6.6 million73% of action budgets

“MIT Academy will improve student achievement in English Language Arts, Mathematics, and Science for all students and significant subgroups, especially English Learners, to prepare students for college and career” p. 15 ↗

12 funded actions · 2025–26 plan: $6.5 million (+⁠$101,086)

Largest funded actions

School Support Infrastructure$2.4 millionaction 1.12 · p. 58 ↗
Basic, Core School Staffing$2.0 millionaction 1.1 · p. 57 ↗
Support for Students with Disabilities$0.7 millionaction 1.3 · p. 57 ↗
Supplemental School Staffing$0.5 millionaction 1.2 · p. 57 ↗ · marked as contributing to high-need services
Professional Development$0.3 millionaction 1.7 · p. 57 ↗ · marked as contributing to high-need services · of which $313,637 is state funding counted toward those services

7 more funded actions in this goal

Intervention and Supplemental Materials · action 1.10 · p. 57 ↗ · marked as contributing to high-need services · of which $172,120 is state funding counted toward those services$0.3 million
Technology Infrastructure and Support · action 1.5 · p. 57 ↗$0.1 million
College & Career Readiness · action 1.13 · p. 58 ↗$0.1 million
Support for English Learners · action 1.4 · p. 57 ↗ · marked as contributing to high-need services · of which $54,526 is state funding counted toward those services$0.1 million
Field Trips · action 1.11 · p. 58 ↗ · marked as contributing to high-need servicesunder $0.1 million
School Supplies · action 1.9 · p. 57 ↗under $0.1 million
Fidelity to the Core Curriculum · action 1.6 · p. 57 ↗under $0.1 million

Changes from last year’s plan, same title

Basic, Core School Staffing−⁠$0.8 million$2.9 million → $2.0 million · p. 57 ↗
School Support Infrastructure+⁠$0.8 million$1.6 million → $2.4 million · p. 58 ↗
Intervention and Supplemental Materials+⁠$306,588$3,000 → $309,588 · p. 57 ↗

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

Support for Students with Disabilities · $664,560 → $716,910 · p. 57 ↗+⁠$52,350
Supplemental School Staffing · $507,098 → $458,636 · p. 57 ↗−⁠$48,462
Professional Development · $435,858 → $330,363 · p. 57 ↗−⁠$105,495
Technology Infrastructure and Support · $205,202 → $99,108 · p. 57 ↗−⁠$106,094
College & Career Readiness · $20,988 → $75,502 · p. 58 ↗+⁠$54,514
Support for English Learners · $15,867 → $73,121 · p. 57 ↗+⁠$57,254
Field Trips · $1,419 → $35,000 · p. 58 ↗+⁠$33,581
School Supplies · $18,616 → $34,681 · p. 57 ↗+⁠$16,065
Fidelity to the Core Curriculum · $79,628 → $17,233 · p. 57 ↗−⁠$62,395

How the plan measures it · 14 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 15 ↗.

Goal 2MIT Academy will support the social emotional well-being of the students through character development and…$2.4 million26% of action budgets

“MIT Academy will support the social emotional well-being of the students through character development and enrichment activities in a safe, inclusive learning environment which fosters a strong relationship between teachers and students” p. 30 ↗

6 funded actions · 2025–26 plan: $1.6 million (+⁠$737,158)

Largest funded actions

Clean, Safe Facilities$1.1 millionaction 2.1 · p. 58 ↗
Physical Education and Athletics$0.4 millionaction 2.5 · p. 58 ↗ · marked as contributing to high-need services
Positive School Climate and Culture$0.4 millionaction 2.6 · p. 58 ↗ · marked as contributing to high-need services · of which $294,396 is state funding counted toward those services
Healthy Meals$0.3 millionaction 2.3 · p. 58 ↗
Student Engagement$0.3 millionaction 2.7 · p. 58 ↗

1 more funded action in this goal

Dress Code Support · action 2.4 · p. 58 ↗ · marked as contributing to high-need servicesunder $0.1 million

Changes from last year’s plan, same title

Clean, Safe Facilities+⁠$0.3 million$0.8 million → $1.1 million · p. 58 ↗
Student Engagement+⁠$212,050$39,115 → $251,165 · p. 58 ↗
Healthy Meals+⁠$126,003$131,213 → $257,216 · p. 58 ↗

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

Physical Education and Athletics · $380,394 → $403,364 · p. 58 ↗+⁠$22,970
Positive School Climate and Culture · $301,523 → $355,336 · p. 58 ↗+⁠$53,813
Dress Code Support · $4,819 → $11,360 · p. 58 ↗+⁠$6,541

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. 30 ↗.

Goal 3MIT Academy's parents/guardians, teachers, staff, and community members will be contributing members of the…$27,661under 1% of action budgets

“MIT Academy's parents/guardians, teachers, staff, and community members will be contributing members of the school community through active engagement, communication, collaboration, and decision-making as partners in education to provide students with a well-rounded education” p. 38 ↗

2 funded actions · 2025–26 plan: $302,422 (−⁠$274,761)

Largest funded actions

Student Information System and Communication$24,631action 3.1 · p. 58 ↗
Parent and Community Engagement and Advisory$3,030action 3.2 · p. 58 ↗ · marked as contributing to high-need services

Changes from last year’s plan, same title

Parent and Community Engagement and Advisory−⁠$299,392$302,422 → $3,030 · p. 58 ↗

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

Student Information System and Communication · $24,631 · p. 58 ↗new or renamed

A reworded title counts as new.

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. 38 ↗.

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

Which schools feed into MIT Academy, and how do I get in?

No assigned next school.

MIT Academy is a charter, so a student’s later schools follow the family’s home address, not this campus, unless the family applies elsewhere. Each school’s standing compares it with California schools at its own level.

Elementary
Dan Mini Elementary
31st · Developing · 2026Nearby same-district option · distance estimate, not a confirmed feeder
Middle
Mare Island Technology Academy
10th · Needs Support · 2026Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
High · this school
MIT Academy
Grades 9–12

Historical links and nearby options · confirm your child’s address and current assignment with the district. Explore schools on the map

Not a next step: the school sharing this address. Mare Island Technology Academy (10th percentile, Needs Support, among middle schools, 2026) has the same street address in the state’s school directory.

All recorded links and nearby alternatives

Elementary links

Dan Mini Elementary
Nearby same-district option · distance estimate, not a confirmed feeder
31st percentile · Developing · elementary · 2026
Johnston Cooper Elementary
Nearby same-district option · distance estimate, not a confirmed feeder
bottom percentile · Needs Support · elementary · 2026
Federal Terrace Elementary
Nearby same-district option · distance estimate, not a confirmed feeder
2nd percentile · Needs Support · elementary · 2026

Middle-school links

Mare Island Technology Academy
Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
10th percentile · Needs Support · middle · 2026
MIT Griffin Academy Middle
Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
16th percentile · Needs Support · middle · 2026
Hogan Middle
Nearby same-district option · distance estimate, not a confirmed feeder
4th percentile · Needs Support · middle · 2026

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.

How do I get in?

Ask MIT Academy 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: mitahs.gtaschools.org ↗Office: (707) 552-6482Administrator: Nick Driver

Location and visiting

Get directions

2 Positive Place, Vallejo 94589

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

Questions for your visit

Do families get each child’s absence count during the year, and what happens once a child starts missing school? 44 in 100 chronically absent, 2025–26 (215 of 492 students); average California high school: 22 in 100
What extra help do students who are behind get, and how do you know it’s working? 54% in English and 76% in math scored at the Developing or Minimal level, grade 11, spring 2026 (132 students tested in each); California: 43% and 68%
How does the school help students who don’t go to college plan what comes next?
When a student is suspended, what happens before and after, and who talks with the family?
What did Basic, Core School Staffing pay for, and what changes now that the 2026–27 plan gives it $820,527 less?
Which courses and career pathways does the school run, and who can enroll?

Office (707) 552-64822 Positive Place, 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.

Nearby high schoolsPercentile among California high schools, 2025

Elite PublicSolano County Office of Education · 0.2 mi · Charter school. Check how it admits students.
8thNeeds SupportScope Score 38
American Canyon HighNapa Valley Unified · 1.1 mi
57thSolidScope Score 58
Griffin Academy High1.2 mi · Charter school. Check how it admits students.
15thNeeds SupportScope Score 44
Vallejo High2.6 mi
2ndNeeds SupportScope Score 30

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, index and weights · 2024–25 · ranked #806 of 1,498 California high schools we score · #1 of 4 in Vallejo City Unified

Score factors, 2024–25
Factor	School	Index	Weight
Graduation rate	94%	58	25%
Exceeded standardaverage of English and math	15%	49	22%
Ready for college or career (state measure)	63%	61	20%
Met or exceededaverage of English and math	37%	51	18%
Chronically absent	28 in 100	51	5%
Suspension rate	3.8% (19 of 498)	49	5%
English learners: top level	12%	—	5%

Index is where the school's value sits among the California high schools we score, from 0 to 100, where 50 is their average; it is not a percentile. 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, so their index can sit nearer 50 than the rate suggests.

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	54	46	#806	California high schools · 1,498 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	25 in 100	8.2% (41 of 501)
2024–25	28 in 100	3.8% (19 of 498)

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	California	Difference
Grade 11	132	16%	30%	21%	33%	46%	57%	−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 · 2025–26 results by grade

Share of students tested, spring 2026
Math	Tested	Advanced	Proficient	Developing level	Minimal	Proficient or Advanced	California	Difference
Grade 11	132	8%	16%	14%	62%	24%	32%	−8

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.

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	132	16%	46%
2026 · Math	132	8%	24%
2025 · English	122	21%	48%
2025 · Math	122	8%	25%
2024 · English	104	18%	56%
2024 · Math	104	4%	17%
2023 · English	107	17%	52%
2023 · Math	106	5%	21%
2022 · English	100	18%	56%
2022 · Math	99	9%	22%
2019 · English	128	39%	66%
2019 · Math	130	9%	35%
2018 · English	121	25%	63%
2018 · Math	123	3%	28%
2017 · English	89	24%	62%
2017 · Math	90	7%	33%

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 11 · English	122	48%
2025 · Grade 11 · Math	122	25%
2024 · Grade 11 · English	104	56%
2024 · Grade 11 · Math	104	17%
2023 · Grade 11 · English	107	52%
2023 · Grade 11 · Math	106	21%
2022 · Grade 11 · English	100	56%
2022 · Grade 11 · Math	99	22%
2019 · Grade 11 · English	128	66%
2019 · Grade 11 · Math	130	35%
2018 · Grade 11 · English	121	63%
2018 · Grade 11 · Math	123	28%
2017 · Grade 11 · English	89	62%
2017 · Grade 11 · Math	90	33%

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.

Science (CAST)schoolwide · spring 2026

Science (CAST)	Tested	Advanced	Proficient	Developing level	Minimal
Schoolwide	134	4%	29%	57%	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 · English	Tested	Proficient or Advanced	vs district	vs California
Low-income	106	42%	+14	−7
Hispanic or Latino	65	37%	+13	−12
Filipino	31	61%	+18	−16

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 · 28 in 100 → 2025–26 · 44 in 100 · +16 in 100
Suspension rate2024–25 · 3.8% (19 of 498) → 2025–26 · 2.0% (10 of 502) · −1.8 percentage points

Group	2018–19	2025–26	Change
Female	—	47 in 100	—
Male	—	41 in 100	—
Asian	—	29 in 100	—
Black or African American	—	48 in 100	—
Filipino	—	25 in 100	—
Hispanic or Latino	—	48 in 100	—
Two or more races	—	56 in 100	—
White	—	48 in 100	—
Students with disabilities	—	52 in 100	—
English learners	—	57 in 100	—
Homeless	—	71 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 63% · numerator 64 students classified Prepared · denominator 102 CCI students.
California · CCI overall Prepared	CDE statewide CCI cohort · CCI source year 2025 · all students · overall Prepared rate 52% · numerator 257,567 students classified Prepared · denominator 497,814 CCI students.

AP pathway among CCI Prepared studentsCDE College/Career Indicator · CCI source year 2025 · all students · AP pathway rate 33% · AP-pathway numerator 21 · denominator 64 (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 64 of 102 CCI students, not the AP-only pathway or A–G completion rate. The California figure is CDE's statewide CCI student cohort, not an average of SchoolScope's comparable high schools or the SchoolScope school-rank pool.

Graduation rate

94%

AP route, among those ready for college or career

33%

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)

80%

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

College-going rate

65%

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.

AP course catalog2025–26 · College Board course authorizations

Subject	Authorization recorded for
Calculus AB	this school
Computer Science A	this school
Environmental Science	this school

Authorization ≠ a section running this year — the Ledger records what the school may teach, not seat counts.

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

Measure	This school
AP offered	offered
AP course count	5
AP enrollment (male/female)	46
IB participation	not reported
Dual enrollment	not offered
Algebra I in grade 8	not reported
Calculus sections	1
Physics sections	5
Chemistry sections	4
Reported male/female enrollment (CRDC)	480

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	7	8%
California State University	20	22%
California community college	31	34%
In-state private	0	0%
Out-of-state, 4-year	1	1%
Out-of-state, 2-year	0	0%
Not enrolled	32	35%

91 students who finished high school, class of 2023 · state-reported college-going rate 65% · % 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$13,178 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 11,095 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$27,521 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 63%Instruction support 9%Student services 9%Administration 8%Buildings & maintenance 11%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$144,107,696	62.85%	63%
Instruction support	$20,820,123	9.08%	9%
Student services	$20,617,387	8.99%	9%
Administration	$18,228,406	7.95%	8%
Buildings & maintenance	$24,468,343	10.67%	11%
Total	$229,296,916	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $229,296,916 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$13,178 per pupil

2020$12,777 per pupil

2019$13,268 per pupil

2018$11,239 per pupil

2017$11,022 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 94589 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 94589 area
Measure	Estimate
Median household income	$92,735
Bachelor's degree or higher (adults 25+)	23%
ZIP-area population	29,990
Median age	40.6 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 94589 →

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

Embed this scorecard

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

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2024–25 results, compared across 1,498 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 · AP courses the College Board approved, 2025–26 (approved to teach, not enrollment) · 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

MIT Academy — Rating & test scores

Compare schools

Spring 2026 state test results

Common questions

How do I get in?

Is MIT Academy a good high school?

How often do students miss school or get suspended?

How does math compare with English?

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 did students here do on state tests?

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 MIT Academy’s results?

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?

AP courses the school is approved to teach

Math & Computer Science 2

Sciences 1

California State University

Each fall since 2021

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 MIT Academy’s own plan commit to?

The 2026–27 plan in short

Where the money goes

Reading, math and catch-up help

For high-need students

What changed

What its goals measure

Where does the money go?

Every goal, in the plan’s order

Which schools feed into MIT Academy, and how do I get in?

Elementary links

Middle-school links

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

Embed this scorecard

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