Math
18%Grades 6 & 8 · Proficient or Advanced
Public middle school
Nellie N. Coffman Middle
The scores are below where anyone wants them. Here's what they don't tell you.
37% of tested students are Proficient or Advanced in English and 18% in math. Explore the evidence alongside the opportunities your child would use.
SchoolScope archetype
Building Momentum
What this means for your family
This label means the data doesn't clearly sort the school one way or the other — ask what the school is proud of, and what it's working on.
How archetypes are assigned →Data sources · Methodology · State tests: 2025
Contact
Phone(760) 770-8617
DistrictPalm Springs Unified
PrincipalMelissa Galataud
Grades6-8
Enrollment914 students
English
37%Grades 6 & 8 · Proficient or Advanced
Students
914Total enrollment
Chronic absence
31%Students absent 10% or more of school days
What are you trying to decide?
The overall score is a starting point.
Look at subject results, trends and student groups, then consider the opportunities your child would use.
View school performance →Start with your child’s daily experience.
Explore teaching, coursework and student-group results. A schoolwide average cannot predict an individual experience.
Explore student experience →Confirm the enrollment route.
Check the address, grade and enrollment requirements directly with the district or school.
Check attendance and enrollment →Compare the options you can access.
Use comparable evidence alongside entry requirements, cost and location.
Compare nearby schools →Academic performance
What do the results tell us?
2025 results · Grades 6 & 8 · weighted by students tested within each subject.
Proficient or Advanced combines Levels 3 and 4, formerly Standard Met and Standard Exceeded. California changed the names for 2025–26; the cut scores did not. About the labels →
Share at Proficient or Advanced
● Math┄ English
Gaps in the lines mark years without annual results.
Exact annual results
| Year | Math | English |
|---|---|---|
| 2019 | 20% | 32% |
| 2022 | 16% | 30% |
| 2023 | 17% | 33% |
| 2024 | 15% | 27% |
| 2025 | 18% | 37% |
Each year describes that year’s tested students. Changes between years do not follow the same children over time. Cohort-growth evidence, when available, is labeled separately below.
How achievement is distributed
AdvancedStandard Exceeded
7%ProficientStandard Met
11%DevelopingStandard Nearly Met
23%MinimalStandard Not Met
58%AdvancedStandard Exceeded
9%ProficientStandard Met
27%DevelopingStandard Nearly Met
26%MinimalStandard Not Met
38%Achievement-level percentages are not percentiles. “Developing” here is a test achievement level, separate from the SchoolScope performance band with the same name.
Annual results and the full academic record
Is it getting better · CAASPP 2019 to 2025
Has stayed near the 24th percentile since 2019.
Most rating sites would stop at “25% proficient” and call it done. Nellie N. Coffman deserves a closer read. Nearly all of its students qualify for free or reduced lunch (California: 64%) — and reading the numbers without that context misreads the school.
Test scores are one lens, and at this school they're a rough one right now. The sections below show the fuller picture — including the parts that are working.
862 tested · 3 of 3 grades published · cohort of 290 tracked
Nellie N. Coffman Middle scores 25 of 100 on SchoolScope's Scope Score — the 24th percentile of 2,177 California middle schools (CDE CAASPP 2025).
Proficiency here is back to its pre-pandemic level — 25% meet the standard, about where the school stood in 2019.
Percentile among 2,177 middle schools statewide
ELAYellow(Increased)MathOrange(Increased)
ShowHide the by-grade tables, year by year
ELA — % met or exceeded, by grade
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 6 | 36% | 31% | 30% | 24% | 32% |
| Grade 7 | 35% | 38% | 26% | 30% | 29% |
| Grade 8 | 28% | 28% | 36% | 31% | 41% |
Math — % met or exceeded, by grade
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 6 | 29% | 18% | 19% | 13% | 18% |
| Grade 7 | 24% | 14% | 17% | 17% | 10% |
| Grade 8 | 12% | 13% | 15% | 16% | 19% |
Where students land · CAASPP 2024–25
One in five of students here meet the standard. 7% clear it by a lot.
ELA34% met or exceeded
Exceeded 8%Met 26%Nearly Met 26%Not Met 40%
Math16% met or exceeded
Exceeded 6%Met 10%Nearly Met 25%Not Met 59%
Exceeded Met Nearly Met Not Met
California middle schools · average17% exceeded · 40% met or exceeded
This school against the California average
2019–2025 trend · CDE CAASPP
| Scope | % Exceeded | % Met+ | Growth (2023 G6 → 2025 G8) | Absence | Suspension | |
|---|---|---|---|---|---|---|
| This school | 25 | 7% | 25% | Average · p56 | 30.9% | 7.1% |
| CA average · Middle School | 39 | 17% | 40% | Average · p50 | 18.1% | 3.6% |
This schoolCA avg
Scope2539
% Exceeded7%17%
% Met+25%40%
Growth (2023 G6 → 2025 G8)Average · p56Average · p50
Absence30.9%18.1%
Suspension7.1%3.6%
California’s growth results and student groups
State growth model · CDE growth model 2024–25
California's own growth model splits here — the 49th percentile in reading against the 21st in math, among middle schools.
Context — never part of the Scope Score
California runs its own growth model, following individual children in grades 4 through 8 rather than comparing school-wide averages the way we do — and its two subjects part company here. It puts this school around the 49th percentile of California middle schools in reading and the 21st in math; ours, which blends the subjects, lands around the 56th. A gap that size between reading and math in one building is worth asking about directly — one year of data can't tell you whether it is the teaching, the cohort, or noise.
— pts vs expected is scale-score points above or below what California's model predicted for these same children from their own prior-year scores. It is not a percentage and not a percent of anything. A typical California middle school lands at −1 in reading, and the middle half of them fall between −8 and +6 — the spread is wide, so read the rank, not the sign. CDE blends two consecutive years into each published figure, so adjacent years share input data and no year-over-year trend can honestly be drawn from them. It covers grades 4-8 only, and it is not part of the Scope Score — we assessed it and left it out: it tracks school demographics roughly three times as strongly as our own growth measure does, and one published year is not enough to test how stable it is.
The returning cohort, two years on
ELA · 2023 · Grade 6
9%
exceeded standard · 30% met or exceeded
ELA · 2025 · Grade 8
11%
exceeded standard · 41% met or exceeded
n = 290
returning cohort
returning cohort
Percent exceeded, ELA only. SchoolScope's scored growth measure uses a different metric — mean scale-score change across ELA and Math; California's own matched-student model is below.
Both measures, each ranked in its own field
Our growth measurereturning cohort, G6→G8SchoolScope growth measure: 56th percentile among California middle schools.56th pctile
State model · readingmatched students, grades 4-8California growth model, reading: +1 scale-score points versus the state's expectation, 49th percentile of 7,519 reported schools.49th pctile · +1 pts
State model · mathmatched students, grades 4-8California growth model, math: −10 scale-score points versus the state's expectation, 21st percentile of 7,518 reported schools.21st pctile · −10 pts
this school| the tick is the middle of the California field
Students & opportunity
Who shares in the school’s results?
Who it works for · CAASPP 2024–25
Low-income students here meet the ELA standard behind the same group statewide.
At Nellie N. Coffman Middle in Cathedral City, 33.7% of low-income students met or exceeded the ELA standard in 2025, compared to 35.8% district-wide and 38.2% statewide. Nellie N. Coffman Middle trails its district average for low-income students by 2.0 percentage points in ELA. Other subgroups: Low-Income students (15.6% Math proficient); Hispanic students (32.7% ELA proficient). The largest proficiency gap is 31.2 percentage points for disabilities students. Data source: California Department of Education, CAASPP 2024-25. 842 students tested.
Met or exceeded · reading and math combined
All students at this school: 25% met or exceeded
All StudentsAll Students: this school 25%, district —, state 40%25%
Socioeconomically DisadvantagedSocioeconomically Disadvantaged: this school 25%, district 29%, state 32%25% · −0 vs school
Hispanic/LatinoHispanic/Latino: this school 24%, district 27%, state 32%24% · −1 vs school
MaleMale: this school 23%, district 29%, state 42%23% · −2 vs school
FemaleFemale: this school 28%, district 30%, state 44%28% · +3 vs school
English LearnersEnglish Learners: this school 3%, district 8%, state 11%3% · −22 vs school
Students with DisabilitiesStudents with Disabilities: this school 2%, district 7%, state 15%2% · −23 vs school
HomelessHomeless: this school 18%, district 22%, state 22%18% · −7 vs school
WhiteWhite: this school 48%, district 44%, state 56%48% · +23 vs school
7 of 16 student groups here are too small to report — a privacy protection, not a gap.
this school district, same group California, same group
ShowHide Student-group results by grade
Student-group results by grade
Results compare different grade groups in the same year, relative to the lowest tested grade. They do not track the same children over time. Groups with fewer than 10 tested students per grade are not shown.
Low-income student ELA proficiency rises by 8.0pp from grade 6 to grade 8 at this school. District average: +3.5pp.
ShowHide California's growth model by student group
The state's growth model, by student group
California follows these children individually and predicts each one's score from their own prior year. Each row is read against the same group at a typical California middle school — not against zero, and not against this school's all-students figure, because the state's expectation already differs by group.
Reading
Low-income students786 studentsLow-income students, reading: +1 scale-score points versus expectation, against −3 for the same group at a typical California middle school, 786 students.+1 pts · +4 vs typical
Hispanic or Latino students733 studentsHispanic or Latino students, reading: 0 scale-score points versus expectation, against −2 for the same group at a typical California middle school, 733 students.0 pts · +2 vs typical
English Learner365 studentsEnglish Learner, reading: −4 scale-score points versus expectation, against −5 for the same group at a typical California middle school, 365 students.−4 pts · +1 vs typical
English Only260 studentsEnglish Only, reading: +2 scale-score points versus expectation, against 0 for the same group at a typical California middle school, 260 students.+2 pts · +2 vs typical
English learners only239 studentsEnglish learners only, reading: −14 scale-score points versus expectation, against −15 for the same group at a typical California middle school, 239 students.−14 pts · +1 vs typical
Math
Low-income students779 studentsLow-income students, math: −10 scale-score points versus expectation, against −5 for the same group at a typical California middle school, 779 students.−10 pts · −5 vs typical
Hispanic or Latino students729 studentsHispanic or Latino students, math: −10 scale-score points versus expectation, against −6 for the same group at a typical California middle school, 729 students.−10 pts · −4 vs typical
English Learner364 studentsEnglish Learner, math: −7 scale-score points versus expectation, against −3 for the same group at a typical California middle school, 364 students.−7 pts · −4 vs typical
English Only256 studentsEnglish Only, math: −11 scale-score points versus expectation, against −3 for the same group at a typical California middle school, 256 students.−11 pts · −8 vs typical
English learners only240 studentsEnglish learners only, math: −7 scale-score points versus expectation, against −5 for the same group at a typical California middle school, 240 students.−7 pts · −2 vs typical
this school typical California middle school, same group| the centre tick is 0 = as predicted
— 1 more group is reported here with between 11 and 29 students. We hold those back on purpose: at that size the figure swings about 17 points on its own, and a quarter of such groups land past the state's top or bottom cut point by chance alone. They are listed with their student counts in the data appendix. — A group not listed at all had fewer than 11 students with a growth score, so California published nothing for it here. That is a privacy protection, not a judgment about those students. — Context only. None of this enters the Scope Score.
The daily experience
What is it like to be a student here?
Students per teacher
Student–teacher ratio is a schoolwide staffing measure, not an average class size.
Teacher experience
Average teacher experience in the published staffing record. It does not measure individual teacher effectiveness.
Chronically absent
The share of students absent for at least 10% of their enrolled school days. Attendance reflects both school and out-of-school circumstances.
The people teaching · CDE staffing 2024–25
About 20 students for every teacher here.
Context — never part of the Scope Score
Students per teacher20 · district 20
Teaching staff47 teachers
Avg. experience9.8 years
Fully credentialed79%
First-year teachers13%
Intern / emergency permit1.8%
PrincipalMelissa Galataud
ShowHide what the district pays
Teacher salary schedule$66,051 – $133,990
Principal salary$168,793 – $197,021
Superintendent salary$303,050
Pay is set by the district, not the school.
Attendance & discipline · 2024–25
Kids here miss more school, and get suspended more, than the state average.
30.9% of students miss a month or more of school, versus 18.1% statewide. High absence often tracks community stress — the data can't say why.
Chronic absenteeismChronic absenteeism: this school 30.9%, district 26.8%, state 18.1%30.9% · +12.8pp vs state
Suspension rateSuspension rate: this school 7.1%, district —, state 3.6%7.1% · +3.5pp vs state
This schoolDistrictCalifornia
ShowHide attendance by student group and by grade
Chronic absenteeism by grade band
Grades 4–627.8%
Grades 7–832.9%
Resources & neighborhood
What sits behind the school experience?
Explore school spending and the district budget
What gets spent · FY 2024–25
It spends $20,993 per student, more than the California average.
Context — never part of the Scope Score
These measure different things: this figure is spending attributed to this campus, while district-wide figures also include central administration, districtwide programs, and the state's pension contributions made on the district's behalf — costs that never get assigned to a single school. The district number runs higher at nearly every school, not just this one.
$397 per student arrives as federal Title funding — a measure of concentrated need, not school quality.
The district's current expense of education per student, from CDE's annual SACS filing — the freshest district spending figure the state publishes.
Per-pupil spendingPer-pupil spending: $20,993, CA average $14,491$20,993 · spent at this school
Federal share$397 per student
District current expense · FY 2024–25$24,457 per student
This schoolDistrictCalifornia
Where the district's dollars go · FY 2024–25 · CDE SACS
Instruction 61%Instruction support 11%Student services 10%Administration 6%Buildings & maintenance 11%Other 1%
District-level, from the district's own SACS general-ledger filing — school-by-school breakdowns aren't published by the state.
ShowHide the district's spending year by year
district detail, 2016–2020 — the newest published
2020$16,422 per pupil
2019$15,347 per pupil
2018$14,904 per pupil
2017$14,951 per pupil
2016$14,624 per pupil
Source: NCES F-33 · Full district breakdown →
The neighborhood · ACS 2024
Nearly all of students here qualify for free or reduced lunch, versus three in five statewide.
Context — never part of the Scope Score
Worth knowing
On the state's science test (CAST), 20% met or exceeded the standard — science is tested in grades 5 and 8 and once in high school, and it never enters the Scope Score.
Hispanic or Latino91.7% · district 82.2% · CA 56.1%
White4.6% · district 8.2% · CA 19.9%
Asian0.3% · district 0.8% · CA 10.2%
Black1.5% · district 3.8% · CA 4.8%
Other1.9% · district 5.0% · CA 9.0%
Free or reduced lunch97.2% · CA 64%
Median income$74K · CA $85K
Median home value$453K · CA $659K
Bachelor's degree+24% · CA 35%
ZIP population52,267
Median age41 years
Source: U.S. Census Bureau, American Community Survey 5-year estimates (2024) · ZIP-level
Culture & philosophy
What is the school’s approach?
School-stated approach · questions for your visit
Look beyond the brochure
A source-reviewed culture summary is not available for this profile yet. Ask how teaching, student support and family communication work day to day.
Read the school’s own website ↗Family voices
What would you want another family to know about the daily experience here?
Ask a current family: “When your child needs help, how does the school respond?”
Educator voices
What should families understand about teaching, support and the school community?
Ask an educator: “How do you adapt a typical day for children with different needs?”
Compare nearby schools
What are the alternatives?
Compare schools serving the same grade stage. Private schools have no comparable state-test score.
2025 · middle schools · combined reading and math measures. Percentiles compare schools within their enrollment group.
No nearby schools in this category are listed. The school being viewed stays visible for reference.
| School | Type | Performance band | Advanced | Proficient or Advanced | Distance | Select |
|---|---|---|---|---|---|---|
| Nellie N. Coffman Middle | Public | Needs Support | 7% | 25% | School being viewed | |
| James Workman Middle | Public | Developing | 13% | 36% | 2.5 mi |
More nearby public and private options
Your other options
Your other options
Nearby public schools across grade levels, plus private options within 10 miles.
Private schools do not receive a Scope Score or statewide ranking on SchoolScope.
3 private schools within 10 miles
Not scored
What should I check before applying?
- District public
- Confirm the attendance boundary and any permit options.
- Charter
- Check applications, priorities and deadlines with each school.
- Private
- Confirm admission requirements, tuition and financial aid.
Moving & enrollment
Which schools could serve my child?
Check your address with the district
School location and nearby schools do not establish attendance eligibility. Confirm boundaries and permit requirements with Palm Springs Unified.
District information →School website →Schools across the K–12 journey
Elementary · K–5
Cathedral City ElementaryPublished boundary overlapScope Score 33/100
Rancho Mirage ElementaryPublished boundary overlapScope Score 30/100
Sunny Sands ElementaryAlternative · verify enrollment routeScope Score 44/100
Della S. Lindley ElementaryAlternative · verify enrollment routeScope Score 21/100
Agua Caliente ElementaryAlternative · verify enrollment routeScope Score 32/100
Middle · 6–8
High school · 9–12
The road from this school ends at Cathedral City High, which sent 30 graduates to UC campuses last fall and teaches 6 AP subjects. Those numbers describe past cohorts — a child starting here today would reach Cathedral City High around 2031, and 6 years is a long time for a school to hold still, and by the state's 2023 count 65% of Cathedral City High's graduates enrolled in college somewhere, UC or not.
30 UC enrollees (fall 2025) · 6 AP subjects taught → full record on Cathedral City High's page
Source: UC & College Board
Source: sabs_2016. Schools are grouped by grade stage. Nearby schools are not confirmed feeder links or address assignments. Verify the current path and eligibility with the district.
Plan your next step
What should I do next?
Worth a school visit
Ask what changed in the last two years, and what the school is asking families for. Growth shows up in these numbers a year or two after it shows up in classrooms.
- Ask how the school follows up when a student starts missing days — chronic absence often starts outside the classroom, not inside it.
- Ask whether the tour can step into a working classroom — watch how the teacher handles a student who's stuck.
- Ask to tour while school's in session, and notice how hallways and transitions feel — culture shows up between classes, not just in them.
- Ask how the school communicates with families when a child starts to struggle.
- Ask what a typical day looks like for a new student in the first few weeks.
Questions
Frequently asked questions
Is Nellie N. Coffman Middle a good middle school?
Nellie N. Coffman Middle has a Scope Score of 25 out of 100, placing it in the 24th percentile of California middle schools and ranked #1,658 statewide. 6.8% of students exceeded the state standard on the 2025 CAASPP assessment, which is 10.3 percentage points below the California average of 17.2%. The Scope Score weights 6 dimensions for middle schools: exceeded standard (42%), met or exceeded (proficient) (23%), grade 6-to-8 growth (20%), chronic absenteeism (5%), suspension rate (5%), and ELPAC English Learner proficiency (5%). Data source: California Department of Education CAASPP 2025, analyzed by SchoolScope.
What are Nellie N. Coffman Middle's CAASPP test scores?
On the 2025 CAASPP Smarter Balanced Assessment, 24.9% of students at Nellie N. Coffman Middle met or exceeded the state standard in ELA and Math combined, and 6.8% exceeded it. The gap between those numbers matters: 18.0% of students are at the proficiency floor, while 6.8% went beyond it. Most rating sites report only the combined "proficient" number. SchoolScope surfaces the exceeded-vs-met split because it shows how many students go beyond the standard rather than only meeting it. 1,727 student-subject combinations were assessed.
How does Nellie N. Coffman Middle rank in California?
Nellie N. Coffman Middle ranks #1,658 among California middle schools by Scope Score, placing it in the 24th percentile. This ranking is based on a weighted composite of 2025 CAASPP test performance (exceeded and met rates), same-cohort growth (2023 G6 → 2025 G8), chronic absenteeism, and suspension rate. Unlike single-number ratings, the Scope Score shows what drives the ranking so parents can decide what matters most to their family. See full methodology.
Is Nellie N. Coffman Middle getting better or worse?
SchoolScope follows the same cohort of students across grades rather than comparing two different grades in the same year. At Nellie N. Coffman Middle that cohort is 2023 G6 → 2025 G8, measured in SBAC scale-score points. Its gain ranks average among California middle schools — roughly the 56th percentile, ahead of the typical school at this level. Read the ranking, not the raw point gain: scale scores rise with age, so nearly every school posts a positive number and only the relative position tells you anything. Growth is weighted at 20% in the middle Scope Score because it is the least demographically confounded signal available — it tracks change over time rather than the level students arrived at. See full methodology.
What is the attendance and school culture like at Nellie N. Coffman Middle?
30.9% of students at Nellie N. Coffman Middle are chronically absent (missing 10% or more of school days), compared to the California average of 18.1%. The suspension rate is 7.1%. SchoolScope includes these culture metrics in the Scope Score because they reflect day-to-day school experience in ways test scores alone cannot.
How does Nellie N. Coffman Middle compare to other schools in Cathedral City?
Nellie N. Coffman Middle scores 25/100 (24th percentile) among California middle schools. To compare with nearby schools, SchoolScope shows the same metrics side by side: exceeded rate, proficiency, growth trajectory, and school culture indicators. The school serves 914 students. Use the schools in Cathedral City page or the map view to compare all middle schools nearby.
How does Nellie N. Coffman Middle serve low-income and underrepresented students?
At Nellie N. Coffman Middle in Cathedral City, 33.7% of low-income students met or exceeded the ELA standard in 2025, compared to 35.8% district-wide and 38.2% statewide. Nellie N. Coffman Middle trails its district average for low-income students by 2.0 percentage points in ELA. Other subgroups: Low-Income students (15.6% Math proficient); Hispanic students (32.7% ELA proficient). The largest proficiency gap is 31.2 percentage points for disabilities students. Data source: California Department of Education, CAASPP 2024-25. 842 students tested. SchoolScope shows disaggregated test scores by demographic subgroup so you can see how a school performs for your child's specific group — not just the school-wide average. Subgroup data is context, not part of the Scope Score: we don't penalize schools for who they serve. See our equity approach.
What high school does Nellie N. Coffman Middle feed into?
By attendance boundary, Nellie N. Coffman Middle is zoned to Cathedral City High. Cathedral City High has a Scope Score of 46 out of 100. Boundaries come from the U.S. Department of Education's School Attendance Boundary Survey, a 2015-16 collection and the most recent national one — they are approximate and may since have changed. A boundary is also not a placement guarantee: magnet, charter, open-enrollment and inter-district transfer options mean students from one school often continue to several different ones. Confirm your address with the district before making an enrollment or housing decision. Data source: NCES School Attendance Boundary Survey, analyzed by SchoolScope.
A low score doesn't tell the whole story. Read: Your School Scored Low — Here's What That Actually Means
Use the published evidence to prepare questions, then verify fit and access with the school.
Behind the evidence
Inspect the full record
Public sources, visible methods and the underlying school record. Source years and limitations stay attached to the evidence.
How the Scope Score is calculated
On a narrow screen, scroll the table sideways to see the state comparison and weights.
What the score weighs · CAASPP 2024–25
The 6 things our score weighs
The school's returning cohort — mostly, not exactly, the same kids two years on — gained 47 scale-score points across the span. Almost every school gains points, so we rank the gain against every other California school in this level.
| What we weigh | Here | State | Weight |
|---|---|---|---|
| Exceeded standard | 6.8% | 17.2% | 42% |
| Met or exceeded | 24.9% | 40.0% | 23% |
| Growth (2023 G6 → 2025 G8) | Average | average | 20% |
| Chronic absenteeism | 30.9% | 18.1% | 5% |
| Suspension rate | 7.1% | 3.6% | 5% |
| EL proficiency (ELPAC) | 8.0% | 18.0% | 5% |
Source CAASPP 2025 · California Department of Education. Measures test performance, attendance, and climate — not arts, community, or your kid. How the score is built
A closer look at the evidence
Nellie N. Coffman Middle: reading the evidence
Nellie N. Coffman posts low test scores — and grade 8 tests above grade 6 here this year, by 5.3pp. If this is your zoned school, the numbers below are where to start a conversation, not where to end one.
Subject proficiency describes tested students, while graduation describes a graduating cohort. These figures are not successive stages followed by the same students.
This label means the data doesn't clearly sort the school one way or the other — ask what the school is proud of, and what it's working on.
Explore the underlying data →Every number: score factors, grades, student groups and downloads
Every number · For the data nerds
Every number on this page
Score factors, grade-level breakdowns, subgroup proficiency, and nearest schools.
Nellie N. Coffman Middle is ranked #1,658 statewide · #4 of 7 in Palm Springs Unified.
01Score factorsWeighted composite · 2024–25
| Factor | School | State | Weight |
|---|---|---|---|
| Exceeded standard | 6.8% | 17.2% | 42% |
| Met or exceeded | 24.9% | 40.0% | 23% |
| Growth (2023 G6 → 2025 G8) | Average | average | 20% |
| Chronic absenteeism | 30.9% | 18.1% | 5% |
| Suspension rate | 7.1% | 3.6% | 5% |
| EL proficiency (ELPAC) | 8.0% | 18.0% | 5% |
- Exceeded standard
- ↓ vs CA 17.2% · index 39 · 50 = CA middle-school midpoint
- Met or exceeded
- ↓ vs CA 40.0% · index 38 · 50 = CA middle-school midpoint
- Growth (2023 G6 → 2025 G8)
- ↑ vs CA average · 56th pctile
- Chronic absenteeism
- ↓ vs CA 18.1% · index 33 · 50 = CA middle-school midpoint · ▼ 4.3pp lower vs 2024
- Suspension rate
- ↓ vs CA 3.6% · index 36 · 50 = CA middle-school midpoint · ▼ 2.0pp lower vs 2024
- EL proficiency (ELPAC)
- ↓ vs CA 18.0% · index 32 · 50 = CA middle-school midpoint
02By grade & subgroupCAASPP 2024–25 · % of tested students
ShowHide table 02 — By grade & subgroup
| ELA | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 6 | 294 | 7% | 25% | 27% | 40% | 32% | −14 |
| Grade 7 | 278 | 4% | 24% | 26% | 45% | 29% | −19 |
| Grade 8 | 290 | 11% | 30% | 24% | 34% | 41% | −5 |
| Math | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 6 | 297 | 6% | 11% | 25% | 58% | 18% | −17 |
| Grade 7 | 278 | 4% | 7% | 30% | 60% | 10% | −23 |
| Grade 8 | 290 | 8% | 11% | 21% | 59% | 19% | −13 |
We show the grade rows CDE publishes for this school. A missing grade or dash can mean the school does not serve that grade, that we hold no valid result for it, or that the tested group was too small to report. It does not mean zero.
| Science (CAST) | Tested | EXC | MET | NEAR | NOT |
|---|---|---|---|---|---|
| Schoolwide | 289 | 5% | 15% | 64% | 17% |
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.
| Subgroup · ELA | Tested | MET+ | vs district | vs CA |
|---|---|---|---|---|
| Socioeconomically Disadvantaged | 842 | 33.7% | −2 | −5 |
| Hispanic/Latino | 787 | 32.7% | −1 | −6 |
| English Learners | 266 | 4.1% | −5 | −6 |
03Nearest middle schoolssorted by Scope Score · Grade gap = grade 3 vs grade 5, this year, different students; Cohort growth = one school's returning cohort tracked across grades (mostly, not exactly, the same kids), in scale-score points — that's the measurement the Scope Score weights
| School | Dist | Scope | EXC | MET+ | Grade gap | Cohort growth | Susp |
|---|---|---|---|---|---|---|---|
| Nellie N. Coffman Middle ← | — | 25 | 6.8% | 24.9% | +5.3pp | +47 pts | 7.1% |
| James Workman Middle | 2.5 mi | 33 | 13.3% | 36.2% | +0.8pp | — | 8.5% |
| California average | — | 39 | 17.2% | 40.0% | +1.5pp | — | 3.6% |
04More measurescontext · not all part of the Scope Score
ShowHide table 04 — More measures
| Year | Scope | Pctile | Rank | Exc | Met+ | Absent | Susp | Grade gap |
|---|---|---|---|---|---|---|---|---|
| 2019 | 22 | 18 | #1608 | 8.0% | 27.4% | 17.0% | 12.5% | -12.6pp |
| 2022 | 21 | 23 | #1628 | 5.7% | 23.6% | 26.4% | 8.9% | -4.6pp |
| 2023 | 19 | 19 | #1711 | 6.6% | 23.7% | 35.6% | 11.9% | +0.9pp |
| 2024 | 20 | 11 | #1911 | 6.0% | 21.8% | 35.2% | 9.1% | +5.0pp |
| 2025 | 25 | 24 | #1658 | 6.8% | 24.9% | 30.9% | 7.1% | +5.3pp |
Grade gap = this year's grade 3 vs grade 5 result, two different sets of students, not a trend for any one child — it is not the measurement the Scope Score's growth dimension uses. See §01 above and /methodology#verdicts for the school's actual scored (cohort) growth.
NO STATEWIDE TESTING 2020–21 (COVID) · SCORE AND PERCENTILE ARE RELATIVE TO EACH YEAR'S FIELD
05Climate by student groupchronic absenteeism · 2019 vs 2025 — the two years CDE publishes at subgroup level
ShowHide table 05 — Climate by student group
| Group | 2019 | 2025 | Δ |
|---|---|---|---|
| Female | 17.5% | 30.3% | +12.8pp |
| Male | 16.6% | 31.9% | +15.3pp |
| Black/African American | 21.7% | 37.5% | +15.8pp |
| Hispanic/Latino | 16.2% | 30.9% | +14.7pp |
| Two or More Races | 35.3% | — | — |
| White | 20.4% | 36.2% | +15.8pp |
| Students with Disabilities | 24.8% | 40.7% | +15.9pp |
| English Learners | 17.2% | 28.5% | +11.3pp |
| Foster Youth | 14.3% | 55.0% | +40.7pp |
| Homeless | 30.5% | 28.6% | -1.9pp |
| Socioeconomically Disadvantaged | 17.4% | 31.1% | +13.7pp |
| All Students | 17.1% | 31.1% | +14.0pp |
06California growth model, by student group2025 · scale-score points vs the state's prediction · shown, never scored
ShowHide table 06 — California growth model, by student group
| Group | Reading | n | CDE band | Math | n | CDE band |
|---|---|---|---|---|---|---|
| All Students | +1 | 798 | Average | −10 | 791 | Moderate |
| Socioeconomically Disadvantaged | +1 | 786 | Average | −10 | 779 | Moderate |
| Hispanic or Latino | 0 | 733 | Average | −10 | 729 | Moderate |
| English Learner | −4 | 365 | Average | −7 | 364 | Moderate |
| English Only | +2 | 260 | not categorised | −11 | 256 | not categorised |
| English Learners Only | −14 | 239 | not categorised | −7 | 240 | not categorised |
| Long-Term English Learner (grades 6-8 only) | −10 | 168 | Moderate | −6 | 169 | Moderate |
| Recently Reclassified Fluent-English Proficient Only | +14 | 126 | not categorised | −8 | 124 | not categorised |
| Students with Disabilities | −17 | 102 | Moderate | −13 | 102 | Moderate |
| Homeless Youth | −8 | 42 | Moderate | −9 | 42 | Moderate |
| White | +14 | 36 | Accelerated | −8 | 34 | Moderate |
| Foster Youth | +23 | 11 | Exceptional | −18 | 11 | Moderate |
Whole scale-score points above or below what CDE's model predicted for these same children from their own prior-year scores — not a percentage, not a percentile. Statewide a typical school lands near +1 with a spread of about 13 points either side, so read a figure against its group's own typical value, not against zero. Muted rows have fewer than 30 students with a growth score — published by CDE, held back from the narrative sections above because at that size the figure swings about 17 points on its own. “Not categorised” is CDE assigning no band — English Only, Recently Reclassified, and English Learners Only receive a value and no band, for every school in the state. It is not a missing number. Long-Term English Learner counts cover grades 6-8 only (CDE), so that row is not comparable to the All Students row. Most figures blend two consecutive years, so adjacent published years share input data and no trend line can honestly be drawn across them. A group absent from this table had fewer than 11 students with a growth score and was never published. Grades 4-8 only. None of this enters the Scope Score — it is more strongly correlated with school demographics than our own growth measure, and one published year is not enough to test its reliability.
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EXC = exceeded standard · MET+ = met or exceeded ("proficient") · Source: CA Dept. of Education · CAASPP 2024–25 · n=2,177 middle schools · Vintages: climate subgroups 2019+2025 · district finance per its label · ACS 2022 · Data updated 2026-09-18
SchoolScope scores and verdicts are our interpretation of public California Department of Education data — independent analysis, not an official rating. How we analyze · Request a correction