Independent charter school · Alameda Unified · Alameda, California

Nea Community Learning Center — Rating & test scores

Alameda · TK–12 · 479 students (2024–25)

1900 Third Street, 94501neaclc.org ↗(510) 748-4008

66thpercentileSolid

Top: Alameda Unified’s other 10 scored elementary schools. Bottom: California’s 5,726 scored public elementary schools by Scope Score, 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 ↓

Nea Community Learning Centerhigher than 66 of the 100 California dotsand 3 of Alameda Unified’s 10 others

Alameda Unified’s other 10 schools · 1 dot each

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

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

Nea Community Learning Centerhigher than 66 of the 100 California dotsand 3 of Alameda Unified’s 10 others

Alameda Unified’s other 10 schools · 1 dot each

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

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

Nea Community Learning Centerhigher than 66 of the 100 California dotsand 3 of Alameda Unified’s 10 others

Alameda Unified’s other 10 schools · 1 dot each

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

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

Well above California in English, near it in math: 61% and 46% scored Proficient or Advanced in grades 3–5, spring 2026, 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: 137
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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Shared campus · © OpenStreetMap

Nea Community Learning Center and Alameda Community Learning Center 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.

The California School Campus Database records Island High (Continuation) on this campus too; it gives each school the whole campus, so this drawing doesn’t show which buildings each uses.

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.

4.3% of students (20 of 461) were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Sources

The sentence above: CDE suspension file, 2025–26. All students enrolled during the year (CDE’s cumulative enrollment): 461. District and California figures are averages of school rates (11 Alameda Unified schools; 5,726 scored California elementary schools), our calculation.

Common questions

How do I get in?

Ask Nea Community Learning Center how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓

Is Nea Community Learning Center a good school?

Nea Community Learning Center scores higher than 66 in 100 of California’s 5,726 scored public elementary schools: 66th percentile, Solid, spring 2026.

Grades 6–8: higher than 51 in 100 California middle schools we score (51st percentile, Solid, spring 2026)

Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 15 in 100 students missed 10% or more of school days, against 12 in 100 at the average Alameda Unified elementary school. 4.3% of students (20 of 461) 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?

In English, about as expected; in math, below what the state expected. In 2025, students here in grades 4–8 scored +3 points against the state’s expected score in English, which the state calls Average. In math, they scored −9 points, which it calls Moderate.

Included in this measure: 171 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 46% of low-income students in grades 3–8 at Nea Community Learning Center in Alameda scored Proficient or Advanced in English, against 37% for the same group across California. Evidence ↓

What does its own plan pay for?

In its 2025–26 plan, $7.6 million is planned for 19 funded actions in 3 goals. 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 above California in English; near it in math.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 61% scored Proficient or Advanced in English and 46% 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: 137
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 · 137 tested

Advanced: 32%
Proficient: 29%
Below the standard: 39%

This school61%

California46%

Alameda Unified66%

61% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 137 tested

Advanced: 23%
Proficient: 23%
Below the standard: 54%

This school46%

California42%

Alameda Unified67%

46% 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	61%	57%	64%
Advanced	33%	31%	33%
Proficient	28%	26%	31%
Developing level	17%	16%	17%
Minimal	22%	27%	19%
Tested	46	49	42
California	44%	46%	49%
Difference	+17	+11	+15

English, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	37%	67%	47%
Advanced	10%	21%	18%
Proficient	27%	46%	29%
Developing level	23%	12%	21%
Minimal	40%	21%	32%
Tested	30	33	34
California	48%	51%	49%
Difference	−11	+16	−2

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	67%	37%	33%
Advanced	37%	18%	14%
Proficient	30%	19%	19%
Developing level	11%	30%	24%
Minimal	22%	33%	43%
Tested	46	49	42
California	47%	42%	37%
Difference	+20	−5	−4

Math, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	13%	30%	29%
Advanced	7%	6%	12%
Proficient	6%	24%	17%
Developing level	37%	34%	21%
Minimal	50%	36%	50%
Tested	30	33	34
California	37%	38%	36%
Difference	−24	−8	−7

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

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

How do the middle grades do?

Near California in English; well below it in math. In grades 6–8, spring 2026, 51% scored Proficient or Advanced in English and 25% in math, against 49% and 37% across California. The middle grades are placed separately: 51st percentile (Solid) among California’s middle schools.

English

Grades 6–8 · spring 2026 · 97 tested

Advanced: 16%
Proficient: 35%
Below the standard: 49%

This school51%

California49%

Alameda Unified66%

51% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 97 tested

Advanced: 8%
Proficient: 17%
Below the standard: 75%

This school25%

California37%

Alameda Unified52%

25% Proficient or Advanced in grades 6–8.

How does math compare with English?

In grades 3–5, spring 2026, math trails English by 15 percentage points in the share who scored Proficient or Advanced, against 4 points across California. The grades 3–5 cards above give each subject’s share.

Have results changed?

Results in both subjects were higher than in 2025. English went from 53% to 61% and math from 40% to 46%.

English · top two levels · grades 3–5

202553%145 tested

→

202661%137 tested

This school

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

Math · top two levels · grades 3–5

202540%145 tested

→

202646%137 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?

In English, about as expected; in math, below what the state expected. 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 +3 points against that expected score in English, which the state calls Average. In math, they scored −9 points, which it calls Moderate.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grades 4–8: 171
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 · 171 students with scores in both years

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

+3 pts

English

The state calls it Average, the third of its five growth levels.

−9 pts

Math

The state calls it Moderate, the second of its five growth levels.

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, grades 3–5 · This school	32%	29%	16%	23%	137
English, grades 3–5 · California	24%	22%	21%	33%	1,208,894
English, grades 3–5 · Alameda Unified	39%	27%	16%	18%	2,215
Math, grades 3–5 · This school	23%	23%	22%	32%	137
Math, grades 3–5 · California	21%	21%	25%	33%	1,211,701
Math, grades 3–5 · Alameda Unified	42%	25%	19%	14%	2,222
English, grades 6–8 · This school	16%	35%	18%	31%	97
English, grades 6–8 · California	19%	30%	23%	28%	1,254,039
English, grades 6–8 · Alameda Unified	30%	36%	18%	16%	2,451
Math, grades 6–8 · This school	8%	17%	30%	45%	97
Math, grades 6–8 · California	21%	16%	23%	40%	1,254,800
Math, grades 6–8 · Alameda Unified	32%	20%	22%	26%	2,446

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%20172022202661%46%

Math top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202646%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 went from 47% in 2017 to 61% in 2026. In math, it went from 40% in 2017 to 46% 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	47% 152 tested	45% 1,384,680 tested
2018	52% 155 tested	49% 1,346,907 tested
2019	56% 153 tested	50% 1,332,547 tested
2022	57% 143 tested	45% 1,260,830 tested
2023	54% 145 tested	44% 1,247,801 tested
2024	51% 142 tested	45% 1,235,509 tested
2025	53% 145 tested	46% 1,232,086 tested
2026	61% 137 tested	46% 1,208,894 tested

Math · top two levels · grades 3–5
Year	This school	California
2017	40% 152 tested	40% 1,392,040 tested
2018	42% 155 tested	42% 1,352,321 tested
2019	53% 152 tested	44% 1,338,625 tested
2022	43% 145 tested	38% 1,265,943 tested
2023	33% 144 tested	40% 1,256,519 tested
2024	36% 140 tested	41% 1,249,262 tested
2025	40% 145 tested	41% 1,241,652 tested
2026	46% 137 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 3 points above that expected score, and in math 9 points below 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 Nea Community Learning Center’s results?

Nea Community Learning Center’s own board decides its plan.

The state hasn’t placed Nea Community 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 ↓

Alameda 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?

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

State attendance and suspension records, 2025–26

Preparation · each measure describes a different student group

Graduated in four years

97%

Across California: 89%

2024–25 · 32 of 33 students who started 9th grade together

Ready for college or career (state measure)

52%

Across California: 52%

2024–25 · 17 of 33 students in the state’s measure

Finished the UC/CSU course list

91%

Average California high school: 56%

2024–25 · 29 of 32 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

57% enrolled in college within 12 months · 30 students who finished high school

University of California UC detail ↓5 · 17%
California State University CSU detail ↓1 · 3%
California community college7 · 23%
In-state private1 · 3%
Out-of-state, 4-year2 · 7%
Out-of-state, 2-year1 · 3%
Not enrolled13 · 44%

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.

That means they missed 10% or more of school days. 4.3% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Context Close to the 12 in 100 at the average Alameda Unified elementary school: a pattern across the district.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 69 of 453 students counted for it; suspension: 20 of 461 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 Alameda Unified elementary school 1.4%.

Chronically absent, 2025–26

15 in 100This school

12 in 100At the average Alameda Unified elementary school

17 in 100At the average California elementary school

69 of 453 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

4.3%

of students were suspended at least once (20 of 461). Average California elementary school 1.6%.

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

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

Grades TK–3: not in the records we hold
Grades 4–6: 12 in 100, 16 of 129
Grades 7–8: 19 in 100, 14 of 72
Grades 9–12: not in the records we hold

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

Graduated in four years: 2024–25 · 32 of 33 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 · 17 of 33 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 · 29 of 32 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: UC and CSU admission recordsApplied, admitted and enrolled, from each university system’s own records

UC’s own records

University of California

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

Applied: 7
Admitted: under 3
Enrolled: under 3

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. UC blanks counts under 5 applicants or under 3 admits or enrollees; “+” marks a partial count; a dash is unavailable. Source: UC admissions by source school.

Each fall since 2016

Fall 2025Applied 7 · Admitted under 3 · Enrolled under 3
Fall 2024Applied 9 · Admitted 7 · Enrolled 3
Fall 2023Applied 9 · Admitted 8 · Enrolled 5
Fall 2022Applied 16 · Admitted 11 · Enrolled 9
Fall 2021Applied 25 · Admitted 17 · Enrolled 5
Fall 2020Applied 8 · Admitted 6 · Enrolled 3
Fall 2019Applied 8 · Admitted under 3 · Enrolled under 3
Fall 2018Applied 11 · Admitted 6 · Enrolled 5
Fall 2017Applied 7 · Admitted 5 · Enrolled 5
Fall 2016Applied 10 · Admitted 7 · Enrolled 5

CSU’s own records

California State University

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

Applied: 12
Admitted: 12
Enrolled: under 6

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.

San Francisco StateApplied 41 · Admitted 35 · Enrolled under 6
Cal State East BayApplied 34 · Admitted 29 · Enrolled 8
San José StateApplied 26 · Admitted 22 · Enrolled under 6
Cal State Long BeachApplied 22 · Admitted 9 · Enrolled under 6
Sacramento StateApplied 21 · Admitted 21 · Enrolled under 6
San Diego StateApplied 20 · Admitted under 6 · Enrolled —
Cal Poly San Luis ObispoApplied 12 · Admitted under 6 · Enrolled under 6
Cal State FullertonApplied 10 · Admitted 8 · Enrolled —
Cal State LAApplied 10 · Admitted 9 · Enrolled under 6
Cal Poly PomonaApplied 10 · Admitted 7 · Enrolled —
Chico StateApplied 7 · Admitted 7 · Enrolled under 6
Cal Poly HumboldtApplied 7 · Admitted 6 · Enrolled under 6
Cal State Monterey BayApplied 7 · Admitted 7 · Enrolled —
Sonoma StateApplied 7 · Admitted 6 · Enrolled under 6
Cal State NorthridgeApplied 6 · Admitted 6 · Enrolled —
CSU BakersfieldApplied under 6 · Admitted under 6 · Enrolled —
CSU Channel IslandsApplied under 6 · Admitted under 6 · Enrolled —
Cal State Dominguez HillsApplied under 6 · Admitted under 6 · Enrolled —
Fresno StateApplied under 6 · Admitted under 6 · Enrolled —
Cal Poly Maritime AcademyApplied under 6 · Admitted under 6 · Enrolled —
Cal State San BernardinoApplied under 6 · Admitted under 6 · Enrolled —
Cal State San MarcosApplied under 6 · Admitted under 6 · Enrolled under 6
Stanislaus StateApplied under 6 · Admitted under 6 · Enrolled under 6

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 12 · Admitted 12 · Enrolled under 6
Fall 2024Applied 14 · Admitted 13 · Enrolled 8
Fall 2023Applied 10 · Admitted 9 · Enrolled under 6
Fall 2022Applied 17 · Admitted 16 · Enrolled 6
Fall 2021Applied 27 · Admitted 24 · Enrolled 10

Ask families and staff yourselfWhat to ask the people at Nea Community 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?

Students of two or more races scored well below the same group across California in math.

Student groups, grades 3–8, spring 2026

27% of students of two or more races scored Proficient or Advanced in math (grades 3–8, spring 2026), against 52% for the same group across California.

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).

Nea Community Learning CenterSame group, California

Low-incomeEnglish · 96 tested46%Same group, California 37%
Low-incomeMath · 96 tested28%Same group, California 28%
Hispanic or LatinoEnglish · 47 tested45%Same group, California 37%
Hispanic or LatinoMath · 47 tested26%Same group, California 30%
Two or more racesEnglish · 37 tested65%Same group, California 61%
Two or more racesMath · 37 tested27%Same group, California 52%

Proficient or Advanced, grades 3–8, spring 2026. Hispanic or Latino students: grades 3, 4, 6 and 7 only. Students of two or more races: grades 4, 5 and 8 only.

Who are the students?

2025–26 · students counted

Hispanic or Latino25%
White21%
Asian15%
Two or more races15%
Black or African American12%
Not reported11%
Filipino—
American Indian or Alaska Native—
Pacific Islander—
Unallocated share1%

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?

44% 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 · 18 of 41 English learners44%

Alameda Unified · 283 of 53853%

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?

32%of students qualified for free or reduced-price meals in 2024–25, 154 of 479. California: 63%.

25teachers, 2024–25

12 yearsaverage experience, 2024–25

4%in their first year, 2024–25

68%of teaching positions with proper credential and placement, 2021–22

Ask: What extra help is there in math for students of two or more races, and how does the school check that it works?

All group results, district comparisons and sources

Proficient or Advancedgrades 3–8 · spring 2026

Group and subject	Here	vs Alameda Unified	vs California
Low-income · 96 tested
English	46%	−349%	+937%
Math	28%	−1543%	028%
Hispanic or Latino · 47 tested · grades 3, 4, 6 and 7 only
English	45%	−954%	+837%
Math	26%	−2248%	−430%
Two or more races · 37 tested · grades 4, 5 and 8 only
English	65%	−671%	+461%
Math	27%	−4067%	−2552%

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

White students, 47 tested: no rate for grades 3, 4 and 6–8 in our records, and fewer than 30 tested in the grades with one. No published rate here for Asian, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, English learners, students with disabilities and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
Hispanic or Latino	25%
White	21%
Asian	15%
Two or more races	15%
Black or African American	12%
Not reported	11%
Filipino	—
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: 68% of teaching positions, 20.4 properly credentialed teaching-position FTE out of 30.2 total position FTE. This measures positions, not individual teachers.

In its own words

What does Nea Community Learning Center’s own plan commit to?

Its 2025–26 plan

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

$7.6 million

planned for 19 funded actions in 3 goals. These are planned amounts; the charter school reports what it spent in a later plan.

The 2025–26 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 78 pages), as posted to the California School Dashboard.

Where the money goes

Acquire,Develop, and Retain Diverse Classroom Teachers, Certificated Support Personnel, and Site Administrators - All Students, Students w Disabilities; Develop Instructional Capacity of Teachers; and Instructional programs and services for students with disabilities take 38% of the money. The plan itself puts 84% of it toward staff.

Reading, math and catch-up help

1 of the plan’s 19 funded actions names reading, math, catch-up help or English learners in its title.

English learners $40,475

Largest of these

Translation and Interpretation Services - English Learners$40,475

What changed

The total is the same as in the 2024–25 plan.

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: 61% in English and 46% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure	2024–25	2025–26	Change
Suspended at least onceGoal 2	4.4%	4.3%	down 0.1 pts

Goals 1 and 3 aren’t shown because they track 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

Acquire,Develop, and Retain Diverse Classroom Teachers, Certificated Support Personnel, and Site Administrators - All Students, Students w Disabilities · $1,436,818
Develop Instructional Capacity of Teachers · $819,943
Instructional programs and services for students with disabilities · $590,609

The full plan3 goals, 12 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 ($7.6 million).

Where does the money go?

48% 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 2024–25 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 1Nea CLC will create a teaching and learning environment that is rigorous and enriching for all$3.6 million48% of action budgets

7 funded actions · 2024–25 plan: $3.6 million (unchanged) · p. 10 ↗

Largest funded actions

Develop Instructional Capacity of Teachers$819,943action 1.5 · p. 39 ↗
Instructional programs and services for students with disabilities$590,609action 1.4 · p. 39 ↗
Instructional Resources and Materials – All Students$260,968action 1.2 · p. 39 ↗
Enriched and Enhanced Learning Opportunities - English Language Learners$208,780action 1.3 · p. 39 ↗ · marked as contributing to high-need services · of which $48,780 is state funding counted toward those services
Develop Capacity of Beginning Teachers and Teachers in Need of Support - All Students$136,185action 1.7 · p. 39 ↗

1 more funded action in this goal

Professional Development - Standards, Instruction, and Support - All Students, Students w Disabilities · action 1.6 · p. 39 ↗$109,186

1 more action is in the plan, counted in the goal’s total: p. 39 ↗

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

Title not confirmed · $1.5 million · p. 39 ↗not compared
Develop Instructional Capacity of Teachers · $819,943 → $819,943 · p. 39 ↗unchanged
Instructional programs and services for students with disabilities · $590,609 → $590,609 · p. 39 ↗unchanged
Instructional Resources and Materials – All Students · $260,968 → $260,968 · p. 39 ↗unchanged
Enriched and Enhanced Learning Opportunities - English Language Learners · $208,780 → $208,780 · p. 39 ↗unchanged
Develop Capacity of Beginning Teachers and Teachers in Need of Support - All Students · $136,185 → $136,185 · p. 39 ↗unchanged
Professional Development - Standards, Instruction, and Support - All Students, Students w Disabilities · $109,186 → $109,186 · p. 39 ↗unchanged

How the plan measures it · 5 measures · 2 quoted

Availability of standards aligned instructional materials p. 10 ↗
Baseline
100%
Target for year 3
100%
TK-8 participate in a broad course of study as measured by marks in all subject areas on report cards p. 10 ↗
Baseline
100%
Target for year 3
100%

3 more measures in the plan’s table.

Goal 2 · Maintenance of Progress GoalNea CLC will create a positive school environment with equity at its core in support of the whole child$3.3 million43% of action budgets

7 funded actions · 2024–25 plan: $3.3 million (unchanged) · p. 17 ↗

Largest funded actions

Acquire,Develop, and Retain Diverse Classroom Teachers, Certificated Support Personnel, and Site Administrators - All Students, Students w Disabilities$1.4 millionaction 2.7 · p. 40 ↗
Provide for Social and Emotional Needs: Counseling, Guidance, and Behavioral Support - All Students, Students w Disabilities$0.5 millionaction 2.2 · p. 39 ↗
Youth Advocacy - All Students$0.4 millionaction 2.5 · p. 40 ↗
Attractive, Clean, Safe and Well Maintained Schools - All Students$0.3 millionaction 2.6 · p. 40 ↗
Additional Support for Youth in Transition – Foster, Homeless, Low Income$0.3 millionaction 2.4 · p. 40 ↗ · marked as contributing to high-need services · of which $221,394 is state funding counted toward those services

2 more funded actions in this goal

Provide for Student Health and Wellness - All Students · action 2.3 · p. 40 ↗$0.2 million
Student engagement and community building-All Students · action 2.1 · p. 39 ↗$0.1 million

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

Acquire,Develop, and Retain Diverse Classroom Teachers, Certificated Support Personnel, and Site Administrators - All Students, Students w Disabilities · $1.4 million → $1.4 million · p. 40 ↗unchanged
Provide for Social and Emotional Needs: Counseling, Guidance, and Behavioral Support - All Students, Students w Disabilities · $533,789 → $533,789 · p. 39 ↗unchanged
Youth Advocacy - All Students · $363,618 → $363,618 · p. 40 ↗unchanged
Attractive, Clean, Safe and Well Maintained Schools - All Students · $340,922 → $340,922 · p. 40 ↗unchanged
Additional Support for Youth in Transition – Foster, Homeless, Low Income · $286,585 → $286,585 · p. 40 ↗unchanged
Provide for Student Health and Wellness - All Students · $172,773 → $172,773 · p. 40 ↗unchanged
Student engagement and community building-All Students · $124,554 → $124,554 · p. 39 ↗unchanged

How the plan measures it · 4 measures · 2 quoted

Number of Expulsions p. 18 ↗
Baseline
0
Target for year 3
0
Increase ADA p. 18 ↗
Baseline
92.98% overall
Target for year 3
96% overall

2 more measures in the plan’s table.

Goal 3 · Maintenance of Progress GoalNea CLC will engage staff, community and family members from diverse backgrounds$659,3759% of action budgets

5 funded actions · 2024–25 plan: $659,375 (unchanged) · p. 25 ↗

Largest funded actions

Meaningful Engagement and Participation - All Students, Students w Disabilities, LGBTQIA$225,796action 3.1 · p. 40 ↗
Community Relations and Partnerships - All Students$152,644action 3.5 · p. 41 ↗
Meaningful Engagement and Participation - English Learners, Foster, Homeless, Low Income$149,089action 3.2 · p. 40 ↗ · marked as contributing to high-need services · of which $109,428 is state funding counted toward those services
Parent and Community Assistance and Support - All Students$91,371action 3.3 · p. 40 ↗
Translation and Interpretation Services - English Learners$40,475action 3.4 · p. 41 ↗ · marked as contributing to high-need services

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

Meaningful Engagement and Participation - All Students, Students w Disabilities, LGBTQIA · $225,796 → $225,796 · p. 40 ↗unchanged
Community Relations and Partnerships - All Students · $152,644 → $152,644 · p. 41 ↗unchanged
Meaningful Engagement and Participation - English Learners, Foster, Homeless, Low Income · $149,089 → $149,089 · p. 40 ↗unchanged
Parent and Community Assistance and Support - All Students · $91,371 → $91,371 · p. 40 ↗unchanged
Translation and Interpretation Services - English Learners · $40,475 → $40,475 · p. 41 ↗unchanged

How the plan measures it · 3 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 25 ↗.

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 Nea Community Learning Center 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: neaclc.org ↗Office: (510) 748-4008Administrator: Annalisa Moore

Location and visiting

Get directions

1900 Third Street, Alameda 94501

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

Questions for your visit

What does the school try before a suspension, and who talks with the family? 4.3% suspended at least once, 2025–26 (20 of 461 students); average California elementary school: 1.6%
What extra help do students who are behind get, and how do you know it’s working? 54% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (137 students tested); California: 58%
When a child starts missing school, who calls the family, and how soon? 15 in 100 chronically absent, 2025–26 (69 of 453 students); average Alameda Unified elementary school: 12 in 100

Office (510) 748-40081900 Third Street, 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

The Academy of Alameda0.2 mi · Charter school. Check how it admits students.
65thSolidScope Score 44
Ruby Bridges Elementary0.2 mi
38thDevelopingScope Score 31
William G. Paden Elementary0.5 mi
66thSolidScope Score 44
Maya Lin1.0 mi
88thStrongScope Score 63
Franklin Elementary1.5 mi
82ndStrongScope Score 56

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 #1,903 of 5,726 California elementary schools we score · #8 of 11 in Alameda Unified

Score factors, 2025–26
Factor	School	Index	Weight
Advancedaverage of English and math	28%	56	42%
Proficient or Advancedaverage of English and math	53%	58	23%
5th graders in 2026 against 3rd graders in 2024 (partly different children)	+76 scale-score pts	50	20%
Chronically absent	15 in 100	52	5%
Suspension rate	4.3% (20 of 461)	30	5%
English learners: top level	20%	55	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	44	66	#1903	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	−10
2021–22	not on file	not on file	−5
2022–23	not on file	not on file	−2
2023–24	19 in 100	2.7% (14 of 510)	−8
2024–25	19 in 100	4.4% (22 of 499)	−19
2025–26	15 in 100	4.3% (20 of 461)	−15

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	234	26%	56%
2026 · Math	234	17%	37%
2025 · English	239	24%	45%
2025 · Math	240	15%	32%
2024 · English	279	16%	40%
2024 · Math	276	9%	26%
2023 · English	272	17%	39%
2023 · Math	272	7%	25%
2022 · English	267	24%	45%
2022 · Math	269	9%	29%
2019 · English	312	24%	51%
2019 · Math	311	20%	43%
2018 · English	284	18%	44%
2018 · Math	285	15%	34%
2017 · English	287	18%	44%
2017 · Math	283	13%	36%

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	50	50%
2025 · Grade 4 · English	48	52%
2025 · Grade 5 · English	47	57%
2025 · Grade 6 · English	35	40%
2025 · Grade 7 · English	37	35%
2025 · Grade 8 · English	22	14%
2025 · Grade 3 · Math	50	62%
2025 · Grade 4 · Math	48	40%
2025 · Grade 5 · Math	47	17%
2025 · Grade 6 · Math	35	20%
2025 · Grade 7 · Math	37	16%
2025 · Grade 8 · Math	23	22%
2024 · Grade 3 · English	48	54%
2024 · Grade 4 · English	44	36%
2024 · Grade 5 · English	50	60%
2024 · Grade 6 · English	43	33%
2024 · Grade 7 · English	27	22%
2024 · Grade 8 · English	34	32%
2024 · Grade 11 · English	33	24%
2024 · Grade 3 · Math	47	47%
2024 · Grade 4 · Math	43	37%
2024 · Grade 5 · Math	50	24%
2024 · Grade 6 · Math	41	12%
2024 · Grade 7 · Math	28	29%
2024 · Grade 8 · Math	34	26%
2024 · Grade 11 · Math	33	3%
2023 · Grade 3 · English	45	47%
2023 · Grade 4 · English	50	62%
2023 · Grade 5 · English	50	52%
2023 · Grade 6 · English	27	26%
2023 · Grade 7 · English	38	34%
2023 · Grade 8 · English	34	9%
2023 · Grade 11 · English	28	18%
2023 · Grade 3 · Math	45	36%
2023 · Grade 4 · Math	50	36%
2023 · Grade 5 · Math	49	27%
2023 · Grade 6 · Math	27	22%
2023 · Grade 7 · Math	38	26%
2023 · Grade 8 · Math	35	3%
2023 · Grade 11 · Math	28	14%
2022 · Grade 3 · English	50	64%
2022 · Grade 4 · English	45	47%
2022 · Grade 5 · English	48	58%
2022 · Grade 6 · English	27	30%
2022 · Grade 7 · English	28	43%
2022 · Grade 8 · English	36	25%
2022 · Grade 11 · English	33	33%
2022 · Grade 3 · Math	50	46%
2022 · Grade 4 · Math	47	40%
2022 · Grade 5 · Math	48	42%
2022 · Grade 6 · Math	28	18%
2022 · Grade 7 · Math	28	11%
2022 · Grade 8 · Math	36	17%
2022 · Grade 11 · Math	32	6%
2019 · Grade 3 · English	53	58%
2019 · Grade 4 · English	49	55%
2019 · Grade 5 · English	51	53%
2019 · Grade 6 · English	57	51%
2019 · Grade 7 · English	43	47%
2019 · Grade 8 · English	25	32%
2019 · Grade 11 · English	34	50%
2019 · Grade 3 · Math	53	64%
2019 · Grade 4 · Math	50	46%
2019 · Grade 5 · Math	49	49%
2019 · Grade 6 · Math	58	34%
2019 · Grade 7 · Math	43	47%
2019 · Grade 8 · Math	24	29%
2019 · Grade 11 · Math	34	18%
2018 · Grade 3 · English	52	52%
2018 · Grade 4 · English	52	48%
2018 · Grade 5 · English	51	57%
2018 · Grade 6 · English	36	28%
2018 · Grade 7 · English	26	27%
2018 · Grade 8 · English	47	47%
2018 · Grade 11 · English	20	30%
2018 · Grade 3 · Math	52	46%
2018 · Grade 4 · Math	52	38%
2018 · Grade 5 · Math	51	41%
2018 · Grade 6 · Math	36	22%
2018 · Grade 7 · Math	26	31%
2018 · Grade 8 · Math	48	31%
2018 · Grade 11 · Math	20	5%
2017 · Grade 3 · English	49	29%
2017 · Grade 4 · English	52	50%
2017 · Grade 5 · English	51	63%
2017 · Grade 6 · English	27	33%
2017 · Grade 7 · English	43	37%
2017 · Grade 8 · English	39	33%
2017 · Grade 11 · English	26	62%
2017 · Grade 3 · Math	49	43%
2017 · Grade 4 · Math	52	48%
2017 · Grade 5 · Math	51	29%
2017 · Grade 6 · Math	27	41%
2017 · Grade 7 · Math	42	36%
2017 · Grade 8 · Math	37	24%
2017 · Grade 11 · Math	25	24%

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	76	22%	28%	37%	13%

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	96	46%	−3	+9
Hispanic or Latino (grades 3, 4, 6 and 7 only)	47	45%	−9	+8
Two or more races (grades 4, 5 and 8 only)	37	65%	−6	+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	+3	171	Average	−9	171	Moderate
English-only students	+4	129	not categorized	−11	129	not categorized
Low-income	−9	69	Moderate	−13	69	Moderate
Hispanic or Latino	−5	48	Average	−13	48	Moderate
White	+15	38	Accelerated	+10	38	Accelerated
English learners	−5	31	Average	+1	31	Average
Black or African American	−16	28	Moderate	−29	28	Minimal
Students with disabilities	−13	26	Moderate	−15	26	Moderate
Asian	+7	22	Accelerated	+1	22	Average
Two or more races	+11	22	Accelerated	−3	22	Average
English learners only	−19	19	not categorized	−2	19	not categorized
Recently reclassified as fluent in English	+15	12	not categorized	+7	12	not categorized
Long-term English learners (grades 6–8 only)	−13	11	Moderate	+6	11	Accelerated

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

33%

exceeded standard · 54% met or exceeded

CDE CAASPP 2024 · 48 English test records with scores

English · 2026 · Grade 5

33%

Advanced · 64% Proficient or Advanced

CDE CAASPP 2026 · 42 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 42 (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+3 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

171 students

CDE growth category: Average

State model · math−9 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

171 students

CDE growth category: Moderate

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 · 19 in 100 → 2025–26 · 15 in 100 · −4 in 100
Suspension rate2024–25 · 4.4% (22 of 499) → 2025–26 · 4.3% (20 of 461) · −0.1 percentage points

Group	2018–19	2025–26	Change
Female	—	19 in 100	—
Male	—	12 in 100	—
Asian	—	13 in 100	—
Black or African American	—	17 in 100	—
Hispanic or Latino	—	14 in 100	—
Two or more races	—	13 in 100	—
White	—	10 in 100	—
Students with disabilities	—	12 in 100	—
English learners	—	25 in 100	—
Low-income	—	23 in 100	—
All students	—	15 in 100	—

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

UC admissions, universitywidefall 2016–2025 · applied, admitted, enrolled, mean GPA · summed across CEEB codes

Year	Applied	Admitted	Enrolled	Mean GPA (applied)	Mean GPA (admitted)	Mean GPA (enrolled)
2025	7	under 3	under 3	—	—	—
2024	9	7	3	4.23	4.24	—
2023	9	8	5	3.89	3.84	4.01
2022	16	11	9	4.04	4.13	4.10
2021	25	17	5	3.96	4.06	4.18
2020	8	6	3	3.73	3.95	—
2019	8	under 3	under 3	3.79	—	—
2018	11	6	5	3.85	4.13	4.11
2017	7	5	5	4.05	4.06	4.06
2016	10	7	5	3.79	3.97	3.96

Source: UC admissions by source school. Dated fall first-year UC applicants, admitted students, and enrollees. GPA is each group's mean weighted, capped high-school GPA for 10th/11th-grade college-preparatory courses. SchoolScope leaves GPA unavailable when several CEEB codes contribute rather than combining their means. UC blanks counts under 5 applicants or under 3 admits or enrollees, shown here as “under 5” or “under 3”; — means unavailable, and a reported zero remains zero. A + marks a partial SchoolScope sum of observed counts, not a complete total; missing contributions may be zero. No admit rate is computed here. Complete, matching counts can support a historical descriptive rate, but do not establish a school's effect or predict individual chances. Series shown from 2016.

UC admissions by campuslatest falls on file · each campus counted separately

Campus	Year	Applied	Admitted	Enrolled
Berkeley	2024	7	under 3	under 3
Berkeley	2023	6	under 3	under 3
Berkeley	2022	12	under 3	under 3
Berkeley	2021	14	under 3	under 3
Davis	2024	7	4	under 3
Davis	2023	6	under 3	under 3
Davis	2022	9	3	under 3
Davis	2021	15	7	5
Irvine	2024	5	under 3	under 3
Irvine	2021	9	under 3	under 3
Los Angeles	2024	5	under 3	under 3
Los Angeles	2023	6	under 3	under 3
Los Angeles	2022	6	under 3	under 3
Los Angeles	2021	14	under 3	under 3
Merced	2023	5	5	under 3
Merced	2021	7	7	under 3
San Diego	2023	6	under 3	under 3
San Diego	2022	6	under 3	under 3
San Diego	2021	10	3	under 3
Santa Barbara	2022	10	under 3	under 3
Santa Barbara	2021	12	3	under 3
Santa Cruz	2024	5	5	under 3
Santa Cruz	2023	5	4	under 3
Santa Cruz	2022	10	7	5
Santa Cruz	2021	7	6	under 3
Universitywide	2025	7	under 3	under 3
Universitywide	2024	9	7	3
Universitywide	2023	9	8	5
Universitywide	2022	16	11	9
Universitywide	2021	25	17	5

Source: UC admissions by source school. Dated fall first-year UC applicants, admitted students, and enrollees. Campus totals are not interchangeable with Universitywide; students can apply to several campuses. Universitywide is separately reported; never derive it by adding campus rows. Universitywide applicant and admit counts are unduplicated. UC blanks counts under 5 applicants or under 3 admits or enrollees, shown here as “under 5” or “under 3”; — means unavailable, and a reported zero remains zero. A + marks a partial SchoolScope sum of observed counts, not a complete total; missing contributions may be zero. No admit rate is computed here; these records do not establish a school's effect or predict individual chances.

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

Measure	This school
AP offered	not reported
AP course count	not reported
AP enrollment (male/female)	not reported
IB participation	not reported
Dual enrollment	not offered
Algebra I in grade 8	offered
Calculus sections	0
Physics sections	0
Chemistry sections	2
Reported male/female enrollment (CRDC)	451

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	5	17%
California State University	1	3%
California community college	7	23%
In-state private	1	3%
Out-of-state, 4-year	2	7%
Out-of-state, 2-year	1	3%
Not enrolled	13	44%

30 students who finished high school, class of 2023 · state-reported college-going rate 57% · % 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 — a different, older vintage than the fall 2025 UC admissions rows above.

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

Per-pupil spending

District · current expense$14,060 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 9,071 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$18,559 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 60%Instruction support 11%Student services 10%Administration 7%Buildings & maintenance 10%Other 2%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$99,038,752	60.43%	60%
Instruction support	$17,841,507	10.89%	11%
Student services	$15,795,161	9.64%	10%
Administration	$10,772,778	6.57%	7%
Buildings & maintenance	$16,683,324	10.18%	10%
Other	$3,750,285	2.29%	2%
Total	$163,881,806	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $163,881,806 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$14,060 per pupil

2020$12,953 per pupil

2019$13,436 per pupil

2018$10,387 per pupil

2017$10,129 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 holders0.3%

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 94501 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 94501 area
Measure	Estimate
Median household income	$127,906
Bachelor's degree or higher (adults 25+)	59%
ZIP-area population	63,808
Median age	40.4 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 94501 →

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

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  src="https://schoolscope.co/embed/school/nea-community-learning-center-9222"
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  title="Nea Community Learning Center — SchoolScope scorecard">
</iframe>

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 · UC fall first-year source records — UC blanks counts under 5 applicants or 3 admits or enrollees; “+” marks a partial count; the all-campus total is reported separately · 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

Nea Community Learning Center — Rating & test scores

Compare schools

Spring 2026 state test results

Common questions

How do I get in?

Is Nea Community 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?

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

How does math compare with English?

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 Nea Community Learning Center’s results?

Where is its yearly plan?

How often do students miss school or get suspended?

Graduated in four years

Ready for college or career (state measure)

Finished the UC/CSU course list

Where students who finished high school went

Chronically absent, 2025–26

Suspensions, 2025–26

University of California

Each fall since 2016

California State University

Each fall since 2021

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 Nea Community Learning Center’s own plan commit to?

The 2025–26 plan in short

Where the money goes

Reading, math and catch-up help

What changed

What its goals measure

Where does the money go?

Every goal, in the plan’s order

How do I get in?

Before you apply

Location and visiting

Questions for your visit

Source records

Scope Score

Grade 5 in 2026 against grade 3 in 2024 · English

Per-pupil spending

Additional workforce records

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