Independent charter school · Los Angeles Unified · Canoga Park, California

Multicultural Learning Center — Rating & test scores

Canoga Park · TK–8 · 496 students (2024–25)

7510 DeSoto Avenue, 91303mlccharter.org ↗(818) 716-5783

53rdpercentileSolid

The dots are California’s 5,726 scored public elementary schools, placed by Scope Score on spring 2026 tests. How it’s built →

Scope Score

Weighted composite · 2025–26
A weighted mix of six measures.

See this school’s score factors ↓

Multicultural Learning Centerhigher than 53 of the 100 California dots

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

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

Multicultural Learning Centerhigher than 53 of the 100 California dots

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

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

Multicultural Learning Centerhigher than 53 of the 100 California dots

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

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

Below California in English (reading and writing), near in math, grades 3–5, spring 2026: 37% and 34% scored Proficient or Advanced, against 46% and 42%.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3–5: 158
Comparison: California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).

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

For grades 6–8, the standing among California middle schools is in Academic achievement ↓

How to enroll

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Campus map · © OpenStreetMap

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

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

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

On spring 2025 tests, students in grades 4–8 scored above what the state expected in English (+17 pts) and math (+20 pts). The state bases that expectation on each student’s earlier scores.

Sources

The sentence above: CDE growth model, 2025. Students with scores in both years in grades 4–8: 232 in English, 235 in math. Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Common questions

How do I get in?

Multicultural Learning Center is an independent charter, so you apply on its own application, not through LAUSD Choices. It sets its own deadline and lottery date. Find both on the school’s site or ask the office. Evidence ↓

Is Multicultural Learning Center a good school?

Multicultural Learning Center scores higher than 53 in 100 of California’s 5,726 scored public elementary schools: 53rd percentile, Solid, spring 2026.

Grades 6–8: higher than 70 in 100 California middle schools we score (70th percentile, Solid, spring 2026)

Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 14 in 100 students missed 10% or more of school days, against 20 in 100 at the average Los Angeles Unified elementary school. 2.0% of students (10 of 489) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

Did students here score above what the state expected?

Yes, in both subjects. In 2025, students here in grades 4–8 scored +17 points against the state’s expected score in English, which the state calls Accelerated. In math, they scored +20 points, which it calls Exceptional.

Included in this measure: 232 students in English, 235 in math

Evidence ↓

How do kids like mine do here?

In spring 2026, 29% of low-income students in grades 3–8 at Multicultural Learning Center in Canoga Park scored Proficient or Advanced in English, against 37% for the same group across California. Evidence ↓

What does its own plan pay for?

In its 2026–27 plan, $7.2 million is planned for 25 funded actions in 3 goals. That’s 61% of its $11.7 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan. Evidence ↓

Where does it lead after 8th grade?

Multicultural Learning Center is an independent charter, so no next school is assigned from it by an attendance boundary. Families choose the next school and apply or register there. 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?

Below California in both subjects.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 37% scored Proficient or Advanced in English and 34% in math, against 46% and 42% across California.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3–5: 158
Comparison: California: CDE’s grades 3–5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English, 1,211,701 in math tested). The comparisons use the same grades and year.

AdvancedProficientBelow the standard

English

Grades 3–5 · spring 2026 · 158 tested

Advanced: 16%
Proficient: 21%
Below the standard: 63%

This school37%

California46%

Los Angeles Unified46%

37% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 158 tested

Advanced: 15%
Proficient: 19%
Below the standard: 66%

This school34%

California42%

Los Angeles Unified44%

34% Proficient or Advanced in grades 3–5.

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

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	30%	42%	42%
Advanced	14%	19%	15%
Proficient	16%	23%	27%
Developing level	30%	29%	39%
Minimal	40%	29%	19%
Tested	57	48	53
California	44%	46%	49%
Difference	−14	−4	−7

English, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	51%	45%	54%
Advanced	15%	14%	24%
Proficient	36%	31%	30%
Developing level	17%	35%	24%
Minimal	32%	20%	22%
Tested	41	49	41
California	48%	51%	49%
Difference	+3	−6	+5

California is CDE’s statewide English row for each grade, counting every student tested there; the comparisons in the chapters combine these rows for their grades, weighted by students tested (our calculation).

Math

Math, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	40%	31%	30%
Advanced	14%	15%	17%
Proficient	26%	16%	13%
Developing level	21%	50%	40%
Minimal	39%	19%	30%
Tested	57	48	53
California	47%	42%	37%
Difference	−7	−11	−7

Math, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	46%	41%	44%
Advanced	20%	24%	34%
Proficient	26%	17%	10%
Developing level	25%	37%	29%
Minimal	29%	22%	27%
Tested	41	49	41
California	37%	38%	36%
Difference	+9	+3	+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.

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

School pattern · grades 3–5 · spring 2026 · What patterns mean

Grade-to-grade gainsFrom grade 3 in spring 2024 to grade 5 in spring 2026, results here rose more than at the average California elementary school. Students move in and out, so these are partly different children. The Score factors record below gives the figure.

How do the middle grades do?

Near California in English; above it in math. In grades 6–8, spring 2026, 50% scored Proficient or Advanced in English and 44% in math, against 49% and 37% across California. The middle grades are placed separately: 70th percentile (Solid) among California’s middle schools.

English

Grades 6–8 · spring 2026 · 131 tested

Advanced: 18%
Proficient: 32%
Below the standard: 50%

This school50%

California49%

Los Angeles Unified47%

50% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 131 tested

Advanced: 26%
Proficient: 18%
Below the standard: 56%

This school44%

California37%

Los Angeles Unified35%

44% Proficient or Advanced in grades 6–8.

Have results changed?

English results were lower than in 2025; math results were similar. English went from 46% to 37% and math from 38% to 34%.

English · top two levels · grades 3–5

202546%151 tested

→

202637%158 tested

This school

California, same grades46% → 46%2025 → 2026 · 1,232,086 → 1,208,894 tested

Math · top two levels · grades 3–5

202538%151 tested

→

202634%158 tested

This school

California, same grades41% → 42%2025 → 2026 · 1,241,652 → 1,211,701 tested

Each year is a different group of students.

Did students here score above what the state expected?

Yes, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4–8 scored +17 points against that expected score in English, which the state calls Accelerated. In math, they scored +20 points, which it calls Exceptional.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grades 4–8: 232 in English, 235 in math
Comparison: Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Grades 4–8 · 2025 · 232 students in English, 235 in math, with scores in both years

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

+17 pts

English

The state calls it Accelerated, the fourth of its five growth levels.

+20 pts

Math

The state calls it Exceptional, the highest of its five growth levels.

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

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, grades 3–5 · This school	16%	21%	33%	30%	158
English, grades 3–5 · California	24%	22%	21%	33%	1,208,894
English, grades 3–5 · Los Angeles Unified	23%	23%	22%	32%	108,229
Math, grades 3–5 · This school	15%	19%	36%	30%	158
Math, grades 3–5 · California	21%	21%	25%	33%	1,211,701
Math, grades 3–5 · Los Angeles Unified	22%	22%	25%	31%	108,401
English, grades 6–8 · This school	18%	32%	26%	24%	131
English, grades 6–8 · California	19%	30%	23%	28%	1,254,039
English, grades 6–8 · Los Angeles Unified	17%	30%	23%	30%	106,147
Math, grades 6–8 · This school	26%	18%	30%	26%	131
Math, grades 6–8 · California	21%	16%	23%	40%	1,254,800
Math, grades 6–8 · Los Angeles Unified	19%	16%	23%	42%	106,060

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.

English and math results for the tested grades. These do not measure the experience in kindergarten or the early grades.

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202637%46%

Math top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202634%42%

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

In grades 3–5, the share at the state’s top two levels in English was 37% in both 2017 and 2026. In math, it went from 23% in 2017 to 34% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3–5
Year	This school	California
2017	37% 142 tested	45% 1,384,680 tested
2018	33% 135 tested	49% 1,346,907 tested
2019	33% 128 tested	50% 1,332,547 tested
2022	24% 180 tested	45% 1,260,830 tested
2023	26% 153 tested	44% 1,247,801 tested
2024	29% 165 tested	45% 1,235,509 tested
2025	46% 151 tested	46% 1,232,086 tested
2026	37% 158 tested	46% 1,208,894 tested

Math · top two levels · grades 3–5
Year	This school	California
2017	23% 142 tested	40% 1,392,040 tested
2018	28% 135 tested	42% 1,352,321 tested
2019	28% 128 tested	44% 1,338,625 tested
2022	15% 180 tested	38% 1,265,943 tested
2023	19% 150 tested	40% 1,256,519 tested
2024	30% 165 tested	41% 1,249,262 tested
2025	38% 151 tested	41% 1,241,652 tested
2026	34% 158 tested	42% 1,211,701 tested

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

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 17 points above that expected score, and in math 20 points above it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

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

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

Our Scope Score measures growth another way. It compares the latest grade 5 scores here with the school’s grade 3 scores two years earlier (partly different children), then places that change among California schools at the same level. The state’s measure counts only students who took California’s test the year before, so the two can point different ways.

What you can do

Who can act on Multicultural Learning Center’s results?

Multicultural Learning Center’s own board decides its plan.

The state hasn’t placed Multicultural Learning Center 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 ↓

Los Angeles 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

Reading screening in kindergarten through grade 2What the law requires, and what to ask

California law requires schools to screen kindergartners through second graders for reading difficulties every year, with some exceptions. You get notice at least 15 days before, results within 45 days, and can opt out in writing.

Kindergartners can’t be screened before the 91st school day; transitional kindergarten isn’t covered.

If screening shows your child may be at risk for reading difficulties, the school must provide supports. That result isn’t a diagnosis, and screening can’t be used to delay a special-education evaluation.

Ask how many K–2 students screening found at risk last year, and how many got extra reading help.

California Education Code § 53008. Source

Life at school

How often do students miss school or get suspended?

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

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. At the average Los Angeles Unified elementary school, 20 in 100 were. 2.0% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 66 of 482 students counted for it; suspension: 10 of 489 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 Los Angeles Unified elementary school 0.2%.

Chronically absent, 2025–26

14 in 100This school

20 in 100At the average Los Angeles Unified elementary school

17 in 100At the average California elementary school

66 of 482 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 489). Average California elementary school 1.6%.

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

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

Grades TK–3: not in the records we hold
Grades 4–6: 9 in 100, 13 of 143
Grades 7–8: 15 in 100, 14 of 93

Ask families and staff yourselfWhat to ask the people at Multicultural Learning Center

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?

Hispanic or Latino students here scored well above the same group across California in math.

Student groups, grades 3–8, spring 2026

38% of Hispanic or Latino students scored Proficient or Advanced in math (grades 3–8, spring 2026), against 28% for the same group across California. Low-income students scored below the same group across California in English.

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grades 3–8; 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).

Multicultural Learning CenterSame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students

Low-incomeEnglish · 171 tested29%Same group, California 37%
Low-incomeMath · 171 tested27%Same group, California 28%
Hispanic or LatinoEnglish · 247 tested42%Same group, California 38%
Hispanic or LatinoMath · 247 testedAhead of the same group across California, where that group scores below California’s rate for all students: 38%Same group, California 28%

Proficient or Advanced, grades 3–8, spring 2026.

Who are the students?

2025–26 · students counted

Hispanic or Latino88%
White4%
Not reported3%
Black or African American2%
Asian—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
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. “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?

36% 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 · 17 of 47 English learners36%

Los Angeles Unified · 24,781 of 47,33052%

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?

60%of students qualified for free or reduced-price meals in 2024–25, 300 of 496. California: 63%.

23teachers, 2024–25

8 yearsaverage experience, 2024–25

22%in their first year, 2024–25

56%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school keep Hispanic or Latino students on track as they move up through the grades?

All group results, district comparisons and sources

Proficient or Advancedgrades 3–8 · spring 2026

Group and subject	Here	vs Los Angeles Unified	vs California
Low-income · 171 tested
English	29%	−1241%	−837%
Math	27%	−936%	−128%
Hispanic or Latino · 247 tested
English	42%	+141%	+438%
Math	38%	+335%	+1028%

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

Students with disabilities, 47 tested: no rate for grades 4–8 in our records, and fewer than 30 tested in the grades with one. 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	88%
White	4%
Not reported	3%
Black or African American	2%
Asian	—
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: 56% of teaching positions, 12.8 properly credentialed teaching-position FTE out of 23 total position FTE. This measures positions, not individual teachers.

In its own words

What does Multicultural Learning Center’s own plan commit to?

Its 2026–27 plan

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

$7.2 million

planned for 25 funded actions in 3 goals. That’s 61% of its $11.7 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, 74 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 68% of the money. The plan itself puts 80% of it toward staff.

Credentialed Teacher Salaries $2.4 million
Special Education Team $1.5 million
Expanded Learning Programs $976,008
22 other actions

Reading, math and catch-up help

4 of the plan’s 25 funded actions name reading, math, catch-up help or English learners in their titles.

Reading $9,000
Math $58,250
English learners $5,930

Largest of these

Math Coach$52,000
Reading Resources and Assessment Tools$9,000
Math Curriculum$6,250

For high-need students

It plans $2.7 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $2.2 million and estimates it spent $2.6 million, $0.4 million (18%) more than planned (our arithmetic).

What changed

The total is $694,390 (11%) higher than in the 2025–26 plan. The biggest change in dollars is Special Education Team, which went from $552,641 to $1.5 million.

Largest cuts

Expanded Learning Programs−⁠$297,235
Informal Mental Health Counseling for Students−⁠$204,022
Paraprofessional Staff−⁠$169,305

Largest increases

Special Education Team+⁠$950,518
Credentialed Teacher Salaries+⁠$626,225
Artist Educators+⁠$88,252

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 grades 3–5 only: 37% in English and 34% 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	49%	43%	down 6 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1	40%	38%	down 2 pts
Chronically absentGoal 2	20 in 100	14 in 100	6 fewer in 100
Suspended at least onceGoal 2	0.4%	2.0%	up 1.6 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

Credentialed Teacher Salaries · $2,368,754
Special Education Team · $1,503,159
Expanded Learning Programs · $976,008

The full plan3 goals, 67 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 ($7.2 million).

Where does the money go?

38% to Goal 2. 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 1Address learning gaps and improve academic performance for all students and significant subgroups in Spanish…$1.8 million25% of action budgets

“Address learning gaps and improve academic performance for all students and significant subgroups in Spanish and English Literacy and Math. We want to see growth in academic progress as well as increase the number of students reaching proficiency for all students” p. 10 ↗

9 funded actions · 2025–26 plan: $1.1 million (+⁠$720,725)

Largest funded actions

Special Education Team$1.5 millionaction 1.6 · p. 34 ↗
Paraprofessional Staff$0.2 millionaction 1.7 · p. 34 ↗ · marked as contributing to high-need services
Math Coach$0.1 millionaction 1.2 · p. 34 ↗ · marked as contributing to high-need services · of which $2,000 is state funding counted toward those services
Teacher Planning Daysunder $0.1 millionaction 1.5 · p. 34 ↗ · marked as contributing to high-need services
Professional Developmentunder $0.1 millionaction 1.1 · p. 34 ↗ · marked as contributing to high-need services

4 more funded actions in this goal

Instructional Materials · action 1.9 · p. 34 ↗ · marked as contributing to high-need servicesunder $0.1 million
Reading Resources and Assessment Tools · action 1.3 · p. 34 ↗ · marked as contributing to high-need servicesunder $0.1 million
Library Books · action 1.8 · p. 34 ↗ · marked as contributing to high-need servicesunder $0.1 million
Math Curriculum · action 1.4 · p. 34 ↗under $0.1 million

Changes from last year’s plan, same title

Special Education Team+⁠$1.0 million$0.6 million → $1.5 million · p. 34 ↗
Paraprofessional Staff−⁠$169,305$339,016 → $169,711 · p. 34 ↗
Professional Development−⁠$32,313$60,000 → $27,687 · p. 34 ↗

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

Math Coach · $59,880 → $52,000 · p. 34 ↗−⁠$7,880
Teacher Planning Days · $43,550 → $28,665 · p. 34 ↗−⁠$14,885
Instructional Materials · $23,832 → $24,700 · p. 34 ↗+⁠$868
Reading Resources and Assessment Tools · $9,000 → $9,000 · p. 34 ↗unchanged
Library Books · $10,000 → $8,800 · p. 34 ↗−⁠$1,200
Math Curriculum · $11,328 → $6,250 · p. 34 ↗−⁠$5,078

How the plan measures it · 43 measures · 3 quoted

% of all students in grades 3-8 meeting or exceeding standard in Math on CAASPP p. 10 ↗
Baseline
23.34%
Target for year 3
50%
% of SWDs in grades 3- 8 meeting or exceeding standard in Math on CAASPP p. 11 ↗
Baseline
12.50%
Target for year 3
30%
% of all students in grades 3-8 meeting or exceeding standard in ELA on CAASPP p. 11 ↗
Baseline
35.24%
Target for year 3
55%

40 more measures in the plan’s table.

Goal 2MLC is operating to it’s fullest capacity as a safe and resilient school and workplace. Staff, students, and…$2.7 million38% of action budgets

“MLC is operating to it’s fullest capacity as a safe and resilient school and workplace. Staff, students, and families are engaged and supported on a campus that is welcoming, safe and inclusive through an anti-bias approach” p. 18 ↗

9 funded actions · 2025–26 plan: $3.4 million (−⁠$658,872)

Largest funded actions

Expanded Learning Programs$976,008action 2.4 · p. 35 ↗
Informal Mental Health Counseling for Students$760,430action 2.1 · p. 35 ↗
Facilities Maintenance and Site Improvements$247,210action 2.12 · p. 35 ↗
Artist Educators$237,872action 2.5 · p. 35 ↗
Campus Aides$169,711action 2.8 · p. 35 ↗

4 more funded actions in this goal

SEL Resources · action 2.3 · p. 35 ↗$166,979
Social Thinking Programs · action 2.9 · p. 35 ↗$92,208
Field Trips and Outdoor Learning · action 2.6 · p. 35 ↗ · marked as contributing to high-need services$41,945
Restorative and Positive Behavior Practices · action 2.10 · p. 35 ↗$32,871

Changes from last year’s plan, same title

Expanded Learning Programs−⁠$0.3 million$1.3 million → $1.0 million · p. 35 ↗
Informal Mental Health Counseling for Students−⁠$204,022$964,452 → $760,430 · p. 35 ↗
Facilities Maintenance and Site Improvements−⁠$116,163$363,373 → $247,210 · p. 35 ↗

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

Artist Educators · $149,620 → $237,872 · p. 35 ↗+⁠$88,252
Campus Aides · $239,987 → $169,711 · p. 35 ↗−⁠$70,276
SEL Resources · $156,924 → $166,979 · p. 35 ↗+⁠$10,055
Social Thinking Programs · $181,549 → $92,208 · p. 35 ↗−⁠$89,341
Field Trips and Outdoor Learning · $36,958 → $41,945 · p. 35 ↗+⁠$4,987
Restorative and Positive Behavior Practices · $5,000 → $32,871 · p. 35 ↗+⁠$27,871

How the plan measures it · 19 measures · 3 quoted

% of students with consent receiving mental health support p. 18 ↗
Baseline
80%
Target for year 3
100%
Number of families receiving mental health support from MLC per year p. 18 ↗
Baseline
3
Target for year 3
20
Number of Mental Health Interns working on MLC sites per year (maintain) p. 18 ↗
Baseline
5
Target for year 3
4

16 more measures in the plan’s table.

Goal 3 · Maintenance of Progress GoalMLC will support the growth, development, and well-being of highly trained and effective credentialed…$2.6 million37% of action budgets

“MLC will support the growth, development, and well-being of highly trained and effective credentialed teachers with bilingual authorizations, and all other staff including leadership to ensure the success and continuity of the organization in meeting our core values for public education” p. 24 ↗

7 funded actions · 2025–26 plan: $2.0 million (+⁠$632,538)

Largest funded actions

Credentialed Teacher Salaries$2.4 millionaction 3.5 · p. 36 ↗ · marked as contributing to high-need services
HR Manager$0.1 millionaction 3.7 · p. 36 ↗
Teacher Retention Bonusesunder $0.1 millionaction 3.6 · p. 36 ↗ · marked as contributing to high-need services
Teacher Residency Programunder $0.1 millionaction 3.1 · p. 35 ↗
Teacher Induction Programunder $0.1 millionaction 3.3 · p. 35 ↗

2 more funded actions in this goal

Classified Employee Grant Program · action 3.2 · p. 35 ↗under $0.1 million
Bilingual Authorization Support · action 3.4 · p. 35 ↗ · marked as contributing to high-need servicesunder $0.1 million

Changes from last year’s plan, same title

Credentialed Teacher Salaries+⁠$0.6 million$1.7 million → $2.4 million · p. 36 ↗
HR Manager+⁠$9,272$113,000 → $122,272 · p. 36 ↗
Teacher Retention Bonuses−⁠$2,000$49,000 → $47,000 · p. 36 ↗

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

Teacher Residency Program · $40,000 → $40,000 · p. 35 ↗unchanged
Teacher Induction Program · $32,250 → $32,250 · p. 35 ↗unchanged
Classified Employee Grant Program · $9,600 → $8,640 · p. 35 ↗−⁠$960
Bilingual Authorization Support · $5,930 → $5,930 · p. 35 ↗unchanged

How the plan measures it · 5 measures · 3 quoted

% of teachers with appropriate credentials for position or waiver to obtain it p. 24 ↗
Baseline
92%
Target for year 3
100%
Teacher Retention Rate p. 24 ↗
Baseline
90%
Target for year 3
90%
Number of Credentialed Staff Hired as Result of Teacher Residency or Classified Grants p. 24 ↗
Baseline
1 per year
Target for year 3
1 per year

2 more measures in the plan’s table.

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

Next steps

How do I get in?

Ask Multicultural Learning Center how it admits students.

Applying to Multicultural Learning Center for 2027–28

Multicultural Learning Center is an independent charter, so you apply on its own application, not through LAUSD Choices.
It sets its own deadline and lottery date. Find both on the school’s site or ask the office.

Compare with other schools

How Choices, lotteries and waitlists work

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: mlccharter.org ↗Office: (818) 716-5783Administrator: Gayle Nadler

Location and visiting

Get directions

7510 DeSoto Avenue, Canoga Park 91303

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

Questions for your visit

How much of each day do English learners spend learning English, and how do families see their progress? 36% of English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026 (17 of 47 students); California: 47%
How does the school check what’s working in English? English: 46% in 2025 to 37% in 2026 here; California: 46% to 46%
When a student is suspended, what happens before and after, and who talks with the family?

Office (818) 716-57837510 DeSoto Avenue, directions (opens Google Maps in a new tab)

Nearby elementary schoolsClosest first, by straight-line distance

The closest elementary schools, by straight-line distance from this campus. Distance isn’t an attendance boundary.

Nearby elementary schoolsPercentile among California elementary schools, 2026

N.E.W. Academy Canoga Park0.5 mi · Charter school. Check how it admits students.
45thDevelopingScope Score 33
Sunny Brae Avenue Elementary0.6 mi
22ndNeeds SupportScope Score 24
Hart Street Elementary0.7 mi
33rdDevelopingScope Score 29
Village Charter Academy0.9 mi · Charter school. Check how it admits students.
68thSolidScope Score 45
Fullbright Avenue Elementary1.0 mi
30thDevelopingScope Score 28

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 · 2025–26 · ranked #2,645 of 5,726 California elementary schools we score · #319 of 581 in Los Angeles Unified

Score factors, 2025–26
Factor	School	Index	Weight
Advancedaverage of English and math	16%	44	42%
Proficient or Advancedaverage of English and math	36%	44	23%
5th graders in 2026 against 3rd graders in 2024 (partly different children)	+85 scale-score pts	67	20%
Chronically absent	14 in 100	55	5%
Suspension rate	2.0% (10 of 489)	47	5%
English learners: top level	6%	35	5%

Index is where the school's value sits among the California elementary schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2025–26. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests. Growth is the change between the school's earlier and later grade-level groups, in scale-score points; it does not follow the same students.

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

Scope Score

School year	Scope Score	Percentile	Rank	Comparison group
2025–26	37	53	#2645	California elementary schools · 5,726 schools · current formula

2018–19, 2021–22, 2022–23, 2023–24 and 2024–25 have records on file but no Scope Score we could verify against that year’s source files, so no score is shown for them.

School year	Chronic absence	Suspension	Grade gap (points)
2018–19	not on file	not on file	+28
2021–22	not on file	not on file	−2
2022–23	not on file	not on file	−3
2023–24	18 in 100	2.7% (14 of 510)	+2
2024–25	20 in 100	0.4% (2 of 506)	+3
2025–26	14 in 100	2.0% (10 of 489)	+1

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

Grade gap: the same year’s grade 3 and grade 5 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).

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

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

English and math by test year · all tested grades

Year · subject	Students with scores	Top level	Top two levels
2026 · English	289	17%	43%
2026 · Math	289	20%	38%
2025 · English	288	16%	49%
2025 · Math	291	13%	40%
2024 · English	291	15%	37%
2024 · Math	291	9%	28%
2023 · English	261	11%	35%
2023 · Math	257	7%	23%
2022 · English	258	12%	33%
2022 · Math	258	6%	19%
2019 · English	250	12%	45%
2019 · Math	250	24%	42%
2018 · English	248	15%	45%
2018 · Math	248	25%	43%
2017 · English	239	12%	41%
2017 · Math	239	18%	41%

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

Earlier years · grade and subject

Year · grade · subject	Students with scores	Met or exceeded
2025 · Grade 3 · English	52	46%
2025 · Grade 4 · English	59	41%
2025 · Grade 5 · English	40	52%
2025 · Grade 6 · English	49	55%
2025 · Grade 7 · English	39	51%
2025 · Grade 8 · English	49	51%
2025 · Grade 3 · Math	52	42%
2025 · Grade 4 · Math	58	31%
2025 · Grade 5 · Math	41	41%
2025 · Grade 6 · Math	51	41%
2025 · Grade 7 · Math	39	44%
2025 · Grade 8 · Math	50	44%
2024 · Grade 3 · English	63	21%
2024 · Grade 4 · English	41	32%
2024 · Grade 5 · English	61	36%
2024 · Grade 6 · English	38	39%
2024 · Grade 7 · English	53	53%
2024 · Grade 8 · English	35	49%
2024 · Grade 3 · Math	64	38%
2024 · Grade 4 · Math	41	22%
2024 · Grade 5 · Math	60	27%
2024 · Grade 6 · Math	38	32%
2024 · Grade 7 · Math	53	21%
2024 · Grade 8 · Math	35	26%
2023 · Grade 3 · English	43	26%
2023 · Grade 4 · English	65	23%
2023 · Grade 5 · English	45	31%
2023 · Grade 6 · English	54	43%
2023 · Grade 7 · English	33	52%
2023 · Grade 8 · English	21	57%
2023 · Grade 3 · Math	39	23%
2023 · Grade 4 · Math	66	21%
2023 · Grade 5 · Math	45	11%
2023 · Grade 6 · Math	53	26%
2023 · Grade 7 · Math	33	24%
2023 · Grade 8 · Math	21	48%
2022 · Grade 3 · English	71	23%
2022 · Grade 4 · English	50	22%
2022 · Grade 5 · English	59	29%
2022 · Grade 6 · English	36	47%
2022 · Grade 7 · English	21	57%
2022 · Grade 8 · English	21	62%
2022 · Grade 3 · Math	71	20%
2022 · Grade 4 · Math	50	16%
2022 · Grade 5 · Math	59	8%
2022 · Grade 6 · Math	35	23%
2022 · Grade 7 · Math	21	33%
2022 · Grade 8 · Math	22	32%
2019 · Grade 3 · English	50	16%
2019 · Grade 4 · English	43	30%
2019 · Grade 5 · English	35	60%
2019 · Grade 6 · English	42	36%
2019 · Grade 7 · English	37	76%
2019 · Grade 8 · English	43	63%
2019 · Grade 3 · Math	50	22%
2019 · Grade 4 · Math	43	30%
2019 · Grade 5 · Math	35	34%
2019 · Grade 6 · Math	42	24%
2019 · Grade 7 · Math	37	65%
2019 · Grade 8 · Math	43	84%
2018 · Grade 3 · English	45	20%
2018 · Grade 4 · English	39	46%
2018 · Grade 5 · English	51	33%
2018 · Grade 6 · English	45	56%
2018 · Grade 7 · English	43	65%
2018 · Grade 8 · English	25	60%
2018 · Grade 3 · Math	45	31%
2018 · Grade 4 · Math	39	41%
2018 · Grade 5 · Math	51	16%
2018 · Grade 6 · Math	45	33%
2018 · Grade 7 · Math	43	81%
2018 · Grade 8 · Math	25	76%
2017 · Grade 3 · English	34	47%
2017 · Grade 4 · English	54	31%
2017 · Grade 5 · English	54	37%
2017 · Grade 6 · English	44	50%
2017 · Grade 7 · English	24	42%
2017 · Grade 8 · English	29	41%
2017 · Grade 3 · Math	34	35%
2017 · Grade 4 · Math	54	26%
2017 · Grade 5 · Math	54	13%
2017 · Grade 6 · Math	44	73%
2017 · Grade 7 · Math	24	62%
2017 · Grade 8 · Math	29	62%

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

Science (CAST)schoolwide · spring 2026

Science (CAST)	Tested	Advanced	Proficient	Developing level	Minimal
Schoolwide	94	10%	22%	61%	7%

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	171	29%	−12	−8
Hispanic or Latino	247	42%	+1	+4

Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score

Group	English	n	CDE category	Math	n	CDE category
All students	+17	232	Accelerated	+20	235	Exceptional
Hispanic or Latino	+16	202	Accelerated	+21	204	Exceptional
Low-income	+14	139	Accelerated	+20	142	Exceptional
English-only students	+15	111	not categorized	+15	110	not categorized
English learners	+8	43	Accelerated	+26	44	Exceptional
Students with disabilities	+4	39	Average	+21	40	Exceptional
Recently reclassified as fluent in English	+12	33	not categorized	+25	34	not categorized
Long-term English learners (grades 6–8 only)	+2	16	Average	+47	15	Exceptional

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

Growth recordsthe state’s student-by-student measure, and grade 5 against the same school’s grade 3 two years earlier, partly different children · two different measures

Grade 5 in 2026 against grade 3 in 2024 · English

English · 2024 · Grade 3

14%

exceeded standard · 21% met or exceeded

CDE CAASPP 2024 · 63 English test records with scores

English · 2026 · Grade 5

15%

Advanced · 42% Proficient or Advanced

CDE CAASPP 2026 · 53 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 53 (school-grade cohort proxy).

These paired percentages describe English results for grade groups at this school in two years. The groups are not matched students. SchoolScope's scored growth measure uses a different school-level scale-score proxy across English and math; California's matched-student model is a separate measure.

California growth model · points vs expected

State model · English+17 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

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

All students, grades 4–8

232 students

CDE growth category: Accelerated

State model · math+20 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

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

All students, grades 4–8

235 students

CDE growth category: Exceptional

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California elementary school records, the median English estimate is +2 and the middle half fall between −5 and +9 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8, and it is not part of the Scope Score.

Attendance and suspensionsState records · this school and each student group · 2018–19 and 2025–26

CDE’s all-students school rates for 2024–25 and 2025–26; the change is the difference between the two rates as printed.

Year-over-year school rates
Chronic absenteeism2024–25 · 20 in 100 → 2025–26 · 14 in 100 · −6 in 100
Suspension rate2024–25 · 0.4% (2 of 506) → 2025–26 · 2.0% (10 of 489) · +1.6 percentage points

Group	2018–19	2025–26	Change
Female	—	18 in 100	—
Male	—	10 in 100	—
Black or African American	—	0 in 100	—
Hispanic or Latino	—	14 in 100	—
White	—	16 in 100	—
Students with disabilities	—	14 in 100	—
English learners	—	14 in 100	—
Low-income	—	16 in 100	—
All students	—	14 in 100	—

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

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

Per-pupil spending

District · current expense$18,180 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 460,633 pupils

California · selected district mean$14,491 per pupil

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

District current expense · FY 2024–25$29,292 per ADA

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

How the California mean was selected

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

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

Instruction 52%Instruction support 17%Student services 12%Administration 7%Buildings & maintenance 10%Other 2%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$5,655,379,384	51.81%	52%
Instruction support	$1,791,152,348	16.41%	17%
Student services	$1,344,873,232	12.32%	12%
Administration	$763,652,780	7.00%	7%
Buildings & maintenance	$1,099,649,062	10.07%	10%
Other	$260,356,595	2.39%	2%
Total	$10,915,063,400	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $10,915,063,400 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2021; latest district record shown: 2021

2021$18,180 per pupil

2020$16,355 per pupil

2019$15,793 per pupil

2018$13,247 per pupil

2017$13,549 per pupil

Source: NCES F-33 · Full district breakdown →

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

Additional workforce records

Properly assigned intern credential holders1.7%

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 91303 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 91303 area
Measure	Estimate
Median household income	$74,474
Bachelor's degree or higher (adults 25+)	25%
ZIP-area population	29,805
Median age	33.5 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 91303 →

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

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

Its Scope Score is an elementary school score; results for its other grades are in these records.

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 5,726 elementary schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Data updated October 15, 2026

How we analyze · Request a correction

Multicultural Learning Center — Rating & test scores

Compare schools

Spring 2026 state test results

Common questions

How do I get in?

Is Multicultural Learning Center a good school?

How often do students miss school or get suspended?

Did students here score above what the state expected?

How do kids like mine do here?

What does its own plan pay for?

Where does it lead after 8th grade?

What should I ask on a visit?

How did students here do on state tests?

English

Math

How do the middle grades do?

English

Math

Have results changed?

English · top two levels · grades 3–5

Math · top two levels · grades 3–5

Did students here score above what the state expected?

English

Math

Each year’s results and tested counts

Who can act on Multicultural Learning Center’s results?

Where is its yearly plan?

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 Multicultural Learning Center’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?

Applying to Multicultural Learning Center for 2027–28

Before you apply

Location and visiting

Questions for your visit

Source records

Scope Score

Grade 5 in 2026 against grade 3 in 2024 · English

Per-pupil spending

Additional workforce records

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