Public school · Palm Springs Unified · Cathedral City, California

Nellie N. Coffman Middle — Rating & test scores

Cathedral City · 6–8 · 914 students (2024–25)

34-603 Plumley Road, 92234ncms.psusd.us ↗(760) 770-8617
23rdpercentileNeeds Support

The dots are California’s 2,529 scored public middle schools, placed by Scope Score on spring 2026 tests. How it’s built →

Scope Score
28

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

See this school’s score factors ↓
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Well below California in English (reading and writing) and math, grades 6–8, spring 2026: 32% and 16% scored Proficient or Advanced, against 49% and 37%.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 875 in English, 882 in math
Comparison
California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).

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

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32 in 100 students (302 of 959) missed 10% or more of school days in 2025–26. That compares with 26 in 100 at the average Palm Springs Unified middle school.

Sources
The sentence above
CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 959. District and California figures are averages of school rates (7 Palm Springs Unified schools; 2,529 scored California middle schools), our calculation.

Common questions

How do I get in?

Ask Palm Springs Unified which school serves your address. Evidence ↓

Is Nellie N. Coffman a good middle school?

Nellie N. Coffman Middle scores higher than 23 in 100 of California’s 2,529 scored public middle schools: 23rd percentile, Needs Support, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 32 in 100 students missed 10% or more of school days, against 26 in 100 at the average Palm Springs Unified middle school. 6.8% of students (67 of 983) were suspended at least once in 2025–26, against 3.7% at the average California middle school. Evidence ↓

More questions (4)

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 6–8 scored +1 point against the state’s expected score in English, which the state calls Average. In math, they scored −10 points, which it calls Moderate.

  • Included in this measure: 798 students in English, 791 in math

Evidence ↓

How do kids like mine do here?

In spring 2026, 30% of low-income students in grades 6–8 at Nellie N. Coffman Middle in Cathedral City scored Proficient or Advanced in English, against 39% for the same group across California. Evidence ↓

Where does it lead?

In the 2015–16 federal attendance-boundary survey, most of Nellie N. Coffman Middle's attendance area fell inside the attendance area of Cathedral City High. 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 doesn’t guarantee placement; confirm your address with the district.

  • Cathedral City High: 26th percentile (Developing) of California’s regular public and charter high schools, 2025 Scope Score

Evidence ↓

What should I ask on a visit?

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

Academic achievement

How did students here do on state tests?

Well below California in both subjects.

State tests (CAASPP), spring 2026

In grades 6–8, spring 2026, 32% scored Proficient or Advanced in English and 16% in math, against 49% and 37% across California.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 875 in English, 882 in math
Comparison
California: CDE’s grades 6–8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English, 1,254,800 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard

English

Grades 6–8 · spring 2026 · 875 tested

Advanced
8%
Proficient
24%
Below the standard
68%
This school32%
California49%
Palm Springs Unified35%

32% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 882 tested

Advanced
6%
Proficient
10%
Below the standard
84%
This school16%
California37%
Palm Springs Unified20%

16% Proficient or Advanced in grades 6–8.

Results for each grade, spring 2026English and math · grades 6–8 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced29%30%38%
Advanced7%9%10%
Proficient22%21%28%
Developing level28%21%26%
Minimal43%49%36%
Tested300287288
California48%51%49%
Difference−19−21−11

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

Math

Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced13%19%15%
Advanced4%7%6%
Proficient9%12%9%
Developing level31%26%23%
Minimal56%55%62%
Tested301290291
California37%38%36%
Difference−24−19−21

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 →

How does math compare with English?

In grades 6–8, spring 2026, math trails English by 16 percentage points in the share who scored Proficient or Advanced, against 12 points across California. The grades 6–8 cards above give each subject’s share.

Have results changed?

Results in both subjects were similar to 2025. English went from 34% to 32% and math stayed at 16%.

English · top two levels · grades 6–8

202534%862 tested
→
202632%875 tested

This school

California, same grades49% → 49%2025 → 2026 · 1,266,619 → 1,254,039 tested

Math · top two levels · grades 6–8

202516%865 tested
→
202616%882 tested

This school

California, same grades36% → 37%2025 → 2026 · 1,272,526 → 1,254,800 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 6–8 scored +1 point against that expected score in English, which the state calls Average. In math, they scored −10 points, which it calls Moderate.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 6–8: 798 in English, 791 in math
Comparison
Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Grades 6–8 · 2025 · 798 students in English, 791 in math, with scores in both years

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

+1 pts

English

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

−10 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
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 6–8 · This school8%24%25%43%875
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Palm Springs Unified10%25%26%39%4,316
Math, grades 6–8 · This school6%10%26%58%882
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Palm Springs Unified8%12%25%55%4,316

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.

Read English and math separately, then look at progress and the courses students can take.

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown · English and math have stayed well below California in every tested year since 2017

Chart and table: 2017–2026.

English top two levels, grades 6–8
This schoolCalifornia
0%50%100%20172022202632%49%
Math top two levels, grades 6–8
This schoolCalifornia
0%50%100%20172022202616%37%

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

In grades 6–8, the share at the state’s top two levels in English went from 36% in 2017 to 32% in 2026. In math, it went from 19% in 2017 to 16% in 2026, with 2025 and 2026 about the same. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 6–8
YearThis schoolCalifornia
201736%
1,019 tested		48%
1,377,836 tested
201832%
1,066 tested		49%
1,391,379 tested
201933%
1,075 tested		50%
1,390,416 tested
202232%
946 tested		47%
1,277,584 tested
202330%
920 tested		46%
1,267,562 tested
202428%
887 tested		46%
1,269,432 tested
202534%
862 tested		49%
1,266,619 tested
202632%
875 tested		49%
1,254,039 tested
Math · top two levels · grades 6–8
YearThis schoolCalifornia
201719%
1,019 tested		37%
1,383,609 tested
201817%
1,068 tested		37%
1,394,516 tested
201922%
1,092 tested		38%
1,394,239 tested
202215%
945 tested		31%
1,279,506 tested
202317%
919 tested		32%
1,272,024 tested
202415%
894 tested		33%
1,277,570 tested
202516%
865 tested		36%
1,272,526 tested
202616%
882 tested		37%
1,254,800 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 1 point above that expected score, and in math 10 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 8 scores here with the school’s grade 6 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 Nellie N. Coffman’s results?

Palm Springs Unified’s board decides Nellie N. Coffman’s plan.

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

When is the plan set, and how can you take part?

Palm Springs Unified’s board must adopt its yearly plan (LCAP) by July 1, after at least one public hearing at an earlier meeting.

How to take part

  • Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
  • Send written comments on the actions and spending the plan proposes.
  • Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
  • Read the midyear report, due by February 28.
  • Read Palm Springs Unified’s 2026–27 plan (LCAP, PDF) 

Life at school

How often do students miss school or get suspended?

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

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. At the average Palm Springs Unified middle school, 26 in 100 were. 6.8% of students were suspended at least once in 2025–26, against 3.7% at the average California middle school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 302 of 959 students counted for it; suspension: 67 of 983 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 Palm Springs Unified middle school 4.8%.

Chronically absent, 2025–26

32 in 100This school
26 in 100At the average Palm Springs Unified middle school
18 in 100At the average California middle school

302 of 959 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

6.8%

of students were suspended at least once (67 of 983). Average California middle school 3.7%.

Ask: How do you support kids who arrive ahead, and kids who arrive behind?

Chronic absence by grade2025–26 · per 100 students, with counts
  • Grade 6: 30 in 100, 97 of 324
  • Grades 7–8: 32 in 100, 205 of 635
Ask families and staff yourselfWhat to ask the people at Nellie N. Coffman

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 questionsResponder en español

Teach here? Tell us Palm Springs Unified’s email domain so staff can answer our workplace questions.

Every learner

How do kids like mine do here?

Five student groups scored below the same groups across California in math.

Student groups, grades 6–8, spring 2026

14% of low-income students scored Proficient or Advanced in math (grades 6–8, spring 2026), against 26% for the same group across California. Hispanic or Latino and White students, students with disabilities and English learners also scored below the same groups across California; the chart gives their figures. Every group’s English results are in the table below.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 6–8; 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).
Nellie N. CoffmanSame group, California
  • White34 tested21%Same group, California 50%
  • Homeless49 tested18%Same group, California 17%
  • Hispanic or Latino799 tested15%Same group, California 25%
  • Low-income785 tested14%Same group, California 26%
  • English learners282 tested3%Same group, California 7%
  • Students with disabilities111 tested2%Same group, California 10%

Proficient or Advanced, grades 6–8 math, spring 2026. In English the same groups run from 5% to 41%; every value is in the table below. White students: grades 6 and 7 only.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 90%2. White: 5%3. Black or African American: 2%4. Two or more races: 2%Unallocated share: 1%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino90%
  2. White5%
  3. Black or African American2%
  4. Two or more races2%
  5. Asian—
  6. Filipino—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. 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. Source and comparisons: the full student mix below.

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

47% 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 · 130 of 275 English learners47%
Palm Springs Unified · 1,740 of 3,95744%
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?

97%of students qualified for free or reduced-price meals in 2024–25, 888 of 914. California: 63%.

47teachers, 2024–25

10 yearsaverage experience, 2024–25

13%in their first year, 2024–25

79%of teaching positions with proper credential and placement, 2021–22

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

All group results, district comparisons and sources
Proficient or Advancedgrades 6–8 · spring 2026
Group and subjectHerevs Palm Springs Unifiedvs California
Low-income · 781 tested in English, 785 in math
English30%−232%−939%
Math14%−418%−1226%
Hispanic or Latino · 794 tested in English, 799 in math
English31%−233%−839%
Math15%−318%−1025%
White · 34 tested · grades 6 and 7 only
English41%−1051%−2162%
Math21%−1132%−2950%
English learners · 280 tested in English, 282 in math
English11%+47%+47%
Math3%+12%−47%
Students with disabilities · 109 tested in English, 111 in math
English5%−27%−914%
Math2%−13%−810%
Homeless · 48 tested in English, 49 in math
English33%+528%+627%
Math18%+216%+117%

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

No published rate here for Asian, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander and military-family students, students of two or more races and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Full student mix, comparisons and sources, 2025–26
Students, 2025–26Here
Hispanic or Latino90%
White5%
Black or African American2%
Two or more races2%
Asian—
Filipino—
American Indian or Alaska Native—
Pacific Islander—
Not reported—

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

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 79% of teaching positions, 35.9 properly credentialed teaching-position FTE out of 45.6 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Nellie N. Coffman, and how do I get in?

  1. Elementary
    Cathedral City Elementary
    45th · Developing · 2026Its zone mostly overlaps this school’s zone on a historical federal map (2015–16)
  2. Middle · this school
    Nellie N. Coffman Middle
    Grades 6–8
  3. High
    Cathedral City High
    26th · Developing · 2025Its zone mostly overlaps this school’s zone on a historical federal map (2015–16)

Historical links and nearby options · confirm your child’s address and current assignment with the district. Each school’s standing compares it with California schools at its own level. Explore schools on the map

All recorded links and nearby alternatives

Elementary links

  • Cathedral City Elementary

    Its zone mostly overlaps this school’s zone on a historical federal map (2015–16)

    45th percentile · Developing · elementary · 2026

    100% historical overlap of origin attendance-zone area · not a share of students

  • Rancho Mirage Elementary

    Its zone mostly overlaps this school’s zone on a historical federal map (2015–16)

    29th percentile · Developing · elementary · 2026

    100% historical overlap of origin attendance-zone area · not a share of students

  • Sunny Sands Elementary

    Its zone partly overlaps this school’s zone on a historical federal map (2015–16)

    59th percentile · Solid · elementary · 2026

    47% historical overlap of origin attendance-zone area · not a share of students

  • Della S. Lindley Elementary

    Its zone partly overlaps this school’s zone on a historical federal map (2015–16)

    22nd percentile · Needs Support · elementary · 2026

    34% historical overlap of origin attendance-zone area · not a share of students

  • Agua Caliente Elementary

    Its zone partly overlaps this school’s zone on a historical federal map (2015–16)

    17th percentile · Needs Support · elementary · 2026

    23% historical overlap of origin attendance-zone area · not a share of students

High-school links

  • Cathedral City High

    Its zone mostly overlaps this school’s zone on a historical federal map (2015–16)

    26th percentile · Developing · high · 2025

    72% historical overlap of origin attendance-zone area · not a share of students

  • Rancho Mirage High

    Its zone partly overlaps this school’s zone on a historical federal map (2015–16)

    45th percentile · Developing · high · 2025

    28% historical overlap of origin attendance-zone area · not a share of students

Links do not guarantee placement. Charter, magnet, transfer and other admission routes can differ. Each school’s percentile compares it with California schools at its own level (continuation and alternative schools only with their own kind); the stages are not one ranking. Older zone links come from the federal School Attendance Boundary Survey (NCES SABS).

Where the path ends: Cathedral City High
Cathedral City High26th · Developing · 2025 · Scope Score 48historical direct overlap

The road from this school ends at Cathedral City High. UC records 30 enrollees from Cathedral City High for fall 2025. The AP Course Audit lists 6 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach Cathedral City High around 2029, and a school can change a lot in 3 years. By the state’s 2023 count, 65% of the students who finished high school at Cathedral City High enrolled in college within 12 months, UC or not.

30 UC enrollees (fall 2025) · 6 authorized AP courses (AP Course Audit 2025–26) → full record on Cathedral City High's page
Source: UC & College Board AP Course Ledger

How do I get in?

Ask Palm Springs Unified which school serves your address.

School website: ncms.psusd.us ↗Office: (760) 770-8617Administrator: Melissa Galataud

Location and visiting

Get directions  (opens Google Maps in a new tab)
34-603 Plumley Road, Cathedral City 92234

Directory location · Explore nearby schools on the map. Confirm which school serves your address with Palm Springs Unified.

Questions for your visit

  1. Do families get each child’s absence count during the year, and what happens once a child starts missing school? 32 in 100 chronically absent, 2025–26 (302 of 959 students); average California middle school: 18 in 100
  2. What does the school try before a suspension, and who talks with the family? 6.8% suspended at least once, 2025–26 (67 of 983 students); average California middle school: 3.7%
  3. What extra help do students who are behind get, and how do you know it’s working? 68% in English and 84% in math scored at the Developing or Minimal level, grades 6–8, spring 2026 (875 tested in English, 882 in math); California: 51% and 63%
  4. What extra help do English learners get, and how do you know it’s working? 3% of English learners scored Proficient or Advanced in math, grades 6–8, spring 2026 (282 students tested); the same group across California: 7%
  5. Which math courses can students take, and how are placements decided?
  6. Which electives and high-school transition supports are available?

Office (760) 770-861734-603 Plumley Road, directions  (opens Google Maps in a new tab)

Nearby middle schoolsClosest first, by straight-line distance

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

Nearby middle schoolsPercentile among California middle schools, 2026

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 #1,930 of 2,529 California middle schools we score · #5 of 7 in Palm Springs Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math7%3842%
Proficient or Advancedaverage of English and math24%3723%
8th graders in 2026 against 6th graders in 2024 (partly different children)+50 scale-score pts5320%
Chronically absent32 in 100325%
Suspension rate6.8% (67 of 983)385%
English learners: top level12%385%

Index is where the school's value sits among the California middle 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 yearScope ScorePercentileRankComparison group
2025–262823#1930California middle schools · 2,529 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 yearChronic absenceSuspensionGrade gap (points)
2018–1917 in 10012.6% (152 of 1,207)−13
2021–22not on filenot on file−5
2022–23not on filenot on file+1
2023–2436 in 1009.2% (94 of 1,019)+5
2024–2531 in 1007.2% (71 of 990)+5
2025–2632 in 1006.8% (67 of 983)+6

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

Grade gap: the same year’s grade 6 and grade 8 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 · subjectStudents with scoresTop levelTop two levels
2026 · English8758%32%
2026 · Math8826%16%
2025 · English8628%34%
2025 · Math8656%16%
2024 · English8877%28%
2024 · Math8945%15%
2023 · English9208%30%
2023 · Math9195%17%
2022 · English9467%32%
2022 · Math9454%15%
2019 · English1,0758%33%
2019 · Math1,0928%22%
2018 · English1,0667%32%
2018 · Math1,0687%17%
2017 · English1,0197%36%
2017 · Math1,0197%19%

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 · subjectStudents with scoresMet or exceeded
2025 · Grade 6 · English29432%
2025 · Grade 7 · English27829%
2025 · Grade 8 · English29041%
2025 · Grade 6 · Math29718%
2025 · Grade 7 · Math27810%
2025 · Grade 8 · Math29019%
2024 · Grade 6 · English28024%
2024 · Grade 7 · English29630%
2024 · Grade 8 · English31131%
2024 · Grade 6 · Math28413%
2024 · Grade 7 · Math29817%
2024 · Grade 8 · Math31216%
2023 · Grade 6 · English30730%
2023 · Grade 7 · English30926%
2023 · Grade 8 · English30436%
2023 · Grade 6 · Math30619%
2023 · Grade 7 · Math30916%
2023 · Grade 8 · Math30415%
2022 · Grade 6 · English31531%
2022 · Grade 7 · English31238%
2022 · Grade 8 · English31928%
2022 · Grade 6 · Math31418%
2022 · Grade 7 · Math31214%
2022 · Grade 8 · Math31913%
2019 · Grade 6 · English34336%
2019 · Grade 7 · English38135%
2019 · Grade 8 · English35128%
2019 · Grade 6 · Math34929%
2019 · Grade 7 · Math38424%
2019 · Grade 8 · Math35912%
2018 · Grade 6 · English36732%
2018 · Grade 7 · English35936%
2018 · Grade 8 · English34029%
2018 · Grade 6 · Math37022%
2018 · Grade 7 · Math36015%
2018 · Grade 8 · Math33814%
2017 · Grade 6 · English34537%
2017 · Grade 7 · English34138%
2017 · Grade 8 · English33333%
2017 · Grade 6 · Math35222%
2017 · Grade 7 · Math33920%
2017 · Grade 8 · Math32815%

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)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide2873%16%57%24%

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 · EnglishTestedProficient or Advancedvs districtvs California
Low-income78130%−2−9
Hispanic or Latino79431%−2−8
English learners28011%+4+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
GroupEnglishnCDE categoryMathnCDE category
All students+1798Average−10791Moderate
Low-income+1786Average−10779Moderate
Hispanic or Latino0733Average−10729Moderate
English learners−4365Average−7364Moderate
English-only students+2260not categorized−11256not categorized
English learners only−14239not categorized−7240not categorized
Long-term English learners (grades 6–8 only)−10168Moderate−6169Moderate
Recently reclassified as fluent in English+14126not categorized−8124not categorized
Students with disabilities−17102Moderate−13102Moderate
Homeless−842Moderate−942Moderate
White+1436Accelerated−834Moderate
Foster youth+2311Exceptional−1811Moderate

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; here that is grades 6–8. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure, and grade 8 against the same school’s grade 6 two years earlier, partly different children · two different measures

Grade 8 in 2026 against grade 6 in 2024 · English

English · 2024 · Grade 6
6%
exceeded standard · 24% met or exceeded
CDE CAASPP 2024 · 280 English test records with scores
English · 2026 · Grade 8
10%
Advanced · 38% Proficient or Advanced
CDE CAASPP 2026 · 288 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 282 (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+1 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

798 students

CDE growth category: Average

California growth model, English: +1 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's −2-point median for California middle school records.

State model · math−10 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

791 students

CDE growth category: Moderate

California growth model, math: −10 scale-score points versus the state's expectation, CDE category Moderate, against SchoolScope's −3-point median for California middle school records.

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California middle school records, the median English estimate is −2 and the middle half fall between −10 and +5 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; here that is grades 6–8, 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 · 31 in 100 → 2025–26 · 32 in 100 · +1 in 100
Suspension rate2024–25 · 7.2% (71 of 990) → 2025–26 · 6.8% (67 of 983) · −0.4 percentage points
Group2018–192025–26Change
Female18 in 10028 in 100+10 in 100
Male17 in 10034 in 100+17 in 100
Black or African American22 in 10047 in 100+25 in 100
Hispanic or Latino16 in 10031 in 100+15 in 100
Two or more races35 in 10033 in 100−2 in 100
White20 in 10035 in 100+15 in 100
Students with disabilities25 in 10041 in 100+16 in 100
English learners17 in 10032 in 100+15 in 100
Foster youth14 in 10046 in 100+32 in 100
Homeless30 in 10031 in 100+1 in 100
Low-income17 in 10033 in 100+16 in 100
All students17 in 10032 in 100+15 in 100

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

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

Per-pupil spending

District · current expense$16,422 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 21,705 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

School-level federal expenditures$397 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 914

Central federal expenditures attributed here$624 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 914

District current expense · FY 2024–25$24,457 per ADA

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

These figures are not directly comparable: school ESSA attributed spending and NCES district current expense use different measures and populations. Their fiscal years are labeled above.

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 61%Instruction support 11%Student services 10%Administration 6%Buildings & maintenance 11%Other 1%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$258,948,35060.78%61%
Instruction support$48,678,29911.43%11%
Student services$43,843,69510.29%10%
Administration$24,946,4805.86%6%
Buildings & maintenance$45,308,60210.63%11%
Other$4,329,1841.02%1%
Total$426,054,610100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $426,054,610 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$16,422 per pupil
2020$15,347 per pupil
2019$14,904 per pupil
2018$14,951 per pupil
2017$14,624 per pupil

Source: NCES F-33 · Full district breakdown →

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

Additional workforce records

Properly assigned intern credential holders1.8%

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 92234 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 92234 area
MeasureEstimate
Median household income$73,572
Bachelor's degree or higher (adults 25+)24%
ZIP-area population52,267
Median age41.1 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 92234 →

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Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 2,529 middle schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Data updated October 15, 2026

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