Charter school · Sacramento City Unified · Sacramento, California

New Joseph Bonnheim (NJB) Community Charter — Rating & test scores

Sacramento · TK–6 · 286 students (2024–25)

7300 Marin Avenue, 95820njb.scusd.edu ↗(916) 395-5240

14thpercentileNeeds Support

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

Scope Score

Weighted composite · 2025–26
A weighted mix of five of the six elementary school measures.

See this school’s score factors ↓

New Joseph Bonnheim (NJB) Community Charterhigher than 14 of the 100 California dots

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

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

New Joseph Bonnheim (NJB) Community Charterhigher than 14 of the 100 California dots

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

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

New Joseph Bonnheim (NJB) Community Charterhigher than 14 of the 100 California dots

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

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

Well below California in English (reading and writing) and math, grades 3–5, spring 2026: 29% and 29% scored Proficient or Advanced, against 46% and 42%.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3–5: 115
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”).

This rating covers grades 3–5. New Joseph Bonnheim (NJB) Community Charter teaches TK–6: grade 6 results ↓

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5.6% of students (18 of 323) 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): 323. District and California figures are averages of school rates (58 Sacramento City Unified schools; 5,726 scored California elementary schools), our calculation.

Common questions

How do I get in?

Ask New Joseph Bonnheim (NJB) Community Charter how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓

Is New Joseph Bonnheim (NJB) Community Charter a good elementary school?

New Joseph Bonnheim (NJB) Community Charter scores higher than 14 in 100 of California’s 5,726 scored public elementary schools: 14th percentile, Needs Support, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 22 in 100 students missed 10% or more of school days, against 24 in 100 at the average Sacramento City Unified elementary school. 5.6% of students (18 of 323) 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?

About as expected, in both subjects. In 2025, students here in grades 4–6 scored −5 points against the state’s expected score in English, which the state calls Average. In math, they scored −1 point, which it calls Average.

Included in this measure: 106 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 31% of low-income students in grades 3–6 at New Joseph Bonnheim (NJB) Community Charter in Sacramento scored Proficient or Advanced in English, against 36% for the same group across California. Evidence ↓

What does its own plan pay for?

In its 2026–27 plan, $5.6 million is planned for 16 funded actions in 4 goals. That’s more than its $4.6 million general fund budget. Its largest action, Basic Teaching Staff, is $2.0 million. These are planned amounts; the charter school reports what it spent in a later plan. Evidence ↓

What should I ask on a visit?

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

Academic achievement

How did students here do on state tests?

Well below California in both subjects.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 29% scored Proficient or Advanced in English and 29% 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: 115
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 · 115 tested

Advanced: 16%
Proficient: 13%
Below the standard: 71%

This school29%

California46%

Sacramento City Unified39%

29% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 115 tested

Advanced: 8%
Proficient: 21%
Below the standard: 71%

This school29%

California42%

Sacramento City Unified35%

29% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–6 · 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	36%	19%	30%
Advanced	23%	3%	20%
Proficient	13%	16%	10%
Developing level	10%	31%	28%
Minimal	54%	50%	42%
Tested	39	36	40
California	44%	46%	49%
Difference	−8	−27	−19

English, grade 6: share of students tested, spring 2026
Measure	Grade 6
Proficient or Advanced	49%
Advanced	18%
Proficient	31%
Developing level	27%
Minimal	24%
Tested	45
California	48%
Difference	+1

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	41%	22%	22%
Advanced	8%	6%	10%
Proficient	33%	16%	12%
Developing level	18%	42%	13%
Minimal	41%	36%	65%
Tested	39	36	40
California	47%	42%	37%
Difference	−6	−20	−15

Math, grade 6: share of students tested, spring 2026
Measure	Grade 6
Proficient or Advanced	31%
Advanced	7%
Proficient	24%
Developing level	22%
Minimal	47%
Tested	45
California	37%
Difference	−6

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 grade 6 do?

Near California in English; below it in math. In grade 6, spring 2026, 49% scored Proficient or Advanced in English and 31% in math, against 48% and 37% across California.

English

Grade 6 · spring 2026 · 45 tested

Advanced: 18%
Proficient: 31%
Below the standard: 51%

This school49%

California48%

Sacramento City Unified44%

49% Proficient or Advanced in grade 6.

Math

Grade 6 · spring 2026 · 45 tested

Advanced: 7%
Proficient: 24%
Below the standard: 69%

This school31%

California37%

Sacramento City Unified35%

31% Proficient or Advanced in grade 6.

Have results changed?

English results were similar to 2025; math results were higher. English went from 32% to 29% and math from 20% to 29%.

English · top two levels · grades 3–5

202532%117 tested

→

202629%115 tested

This school

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

Math · top two levels · grades 3–5

202520%122 tested

→

202629%115 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?

About as expected, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4–6 scored −5 points against that expected score in English, which the state calls Average. In math, they scored −1 point, which it calls Average.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grades 4–6: 106
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 4–6 · 2025 · 106 students with scores in both years

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

−5 pts

English

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

−1 pts

Math

The state calls it Average, the third 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	16%	13%	22%	49%	115
English, grades 3–5 · California	24%	22%	21%	33%	1,208,894
English, grades 3–5 · Sacramento City Unified	20%	19%	19%	42%	9,362
Math, grades 3–5 · This school	8%	21%	23%	48%	115
Math, grades 3–5 · California	21%	21%	25%	33%	1,211,701
Math, grades 3–5 · Sacramento City Unified	16%	19%	23%	42%	9,369
English, grade 6 · This school	18%	31%	27%	24%	45
English, grade 6 · California	20%	28%	24%	28%	415,439
English, grade 6 · Sacramento City Unified	18%	26%	24%	32%	3,217
Math, grade 6 · This school	7%	24%	22%	47%	45
Math, grade 6 · California	21%	16%	25%	38%	415,904
Math, grade 6 · Sacramento City Unified	19%	16%	24%	41%	3,227

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 · English and math have stayed well below California in every tested year since 2017

Chart and table: 2017–2026.

English top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202629%46%

Math top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202629%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 25% in 2017 to 29% in 2026. In math, it went from 26% in 2017 to 29% 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	25% 114 tested	45% 1,384,680 tested
2018	24% 132 tested	49% 1,346,907 tested
2019	31% 122 tested	50% 1,332,547 tested
2022	30% 105 tested	45% 1,260,830 tested
2023	32% 115 tested	44% 1,247,801 tested
2024	35% 114 tested	45% 1,235,509 tested
2025	32% 117 tested	46% 1,232,086 tested
2026	29% 115 tested	46% 1,208,894 tested

Math · top two levels · grades 3–5
Year	This school	California
2017	26% 114 tested	40% 1,392,040 tested
2018	24% 132 tested	42% 1,352,321 tested
2019	23% 122 tested	44% 1,338,625 tested
2022	17% 105 tested	38% 1,265,943 tested
2023	26% 114 tested	40% 1,256,519 tested
2024	25% 114 tested	41% 1,249,262 tested
2025	20% 122 tested	41% 1,241,652 tested
2026	29% 115 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 5 points below that expected score, and in math 1 point below it.

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.

What you can do

Who can act on New Joseph Bonnheim (NJB) Community Charter’s results?

The state took New Joseph Bonnheim (NJB) Community Charter out of extra targeted support; its own board decides its plan.

What has the state flagged?

It came off the list for 2025–26; it was on it in 2024–25.

Federal designation under the Every Student Succeeds Act, 2025–26. Source

Where is its yearly plan?

New Joseph Bonnheim (NJB) Community Charter is a charter school that CDE lists as locally funded, through its district.

What its plan pays for ↓

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

Authorizer from the California Department of Education’s charter term file; term from its Charter School Database, checked October 22, 2026. Source

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?

22 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. 5.6% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Context Close to the 24 in 100 at the average Sacramento City Unified elementary school: a pattern across the district.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 69 of 313 students counted for it; suspension: 18 of 323 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 Sacramento City Unified elementary school 3.6%.

Chronically absent, 2025–26

22 in 100This school

24 in 100At the average Sacramento City Unified elementary school

17 in 100At the average California elementary school

69 of 313 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

5.6%

of students were suspended at least once (18 of 323). Average California elementary school 1.6%.

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

Ask families and staff yourselfWhat to ask the people at New Joseph Bonnheim (NJB) Community Charter

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

Work here? Answer the staff questions.

Every learner

How do kids like mine do here?

Student groups, grades 3–6, spring 2026

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grades 3–6; 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).

New Joseph Bonnheim (NJB) Community CharterSame group, California

Low-incomeEnglish · 133 tested31%Same group, California 36%
Low-incomeMath · 133 tested27%Same group, California 30%
Hispanic or LatinoEnglish · 103 tested32%Same group, California 37%
Hispanic or LatinoMath · 103 tested27%Same group, California 30%

Proficient or Advanced, grades 3–6, spring 2026.

Who are the students?

2025–26 · students counted

Hispanic or Latino64%
White11%
Asian8%
Black or African American8%
Pacific Islander5%
Filipino—
Two or more races—
American Indian or Alaska Native—
Not reported—
Unallocated share4%

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?

50% 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 · 20 of 40 English learners50%

Sacramento City Unified · 2,338 of 5,64941%

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?

88%of students qualified for free or reduced-price meals in 2024–25, 252 of 286. California: 63%.

13teachers, 2024–25

13 yearsaverage experience, 2024–25

0%in their first year, 2024–25

96%of teaching positions with proper credential and placement, 2021–22

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

All group results, district comparisons and sources

Proficient or Advancedgrades 3–6 · spring 2026

Group and subject	Here	vs Sacramento City Unified	vs California
Low-income · 133 tested
English	31%	+130%	−536%
Math	27%	+225%	−330%
Hispanic or Latino · 103 tested
English	32%	032%	−537%
Math	27%	+126%	−330%

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

Students with disabilities: fewer than 30 tested here. No published rate here for Asian, Black or African American, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
Hispanic or Latino	64%
White	11%
Asian	8%
Black or African American	8%
Pacific Islander	5%
Filipino	—
Two or more races	—
American Indian or Alaska Native	—
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: 96% of teaching positions, 12 properly credentialed teaching-position FTE out of 12.5 total position FTE. This measures positions, not individual teachers.

In its own words

What does New Joseph Bonnheim (NJB) Community Charter’s own plan commit to?

Its 2026–27 plan

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

$5.6 million

planned for 16 funded actions in 4 goals. That’s more than its $4.6 million general fund budget. Its largest action, Basic Teaching Staff, is $2.0 million. These are planned amounts; the charter school reports what it spent in a later plan.

The 2026–27 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 119 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 60% of the money; their titles are below. The plan itself puts 71% of it toward staff.

Reading, math and catch-up help

2 of the plan’s 16 funded actions name reading, math, catch-up help or English learners in their titles.

Reading $603,300
Math $603,300
Catch-up help $963,300

An action naming two of these appears under both.

Largest of these

Implement academic interventions in ELA and Math during school day along with support in after school tutoring$603,300
Afterschool Program/Tutoring$360,000

For high-need students

It plans $2.0 million in extra services for English learners, low-income students and foster youth.

What changed

The total is the same as in the 2025–26 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: 29% in English and 29% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure	2024–25	2025–26	Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 2	37%	34%	down 3 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 2	24%	29%	up 5 pts
Chronically absentGoal 3	26 in 100	22 in 100	4 fewer in 100
Suspended at least onceGoal 3	2.8%	5.6%	up 2.8 pts

Goals 1 and 4 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

Basic Teaching Staff · $2,024,764
Special Education Costs · $732,600
Implement academic interventions in ELA and Math during school day along with support in after school tutoring · $603,300

The full plan4 goals, 22 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 ($5.6 million).

Where does the money go?

68% to Goal 1. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.

Change since the 2025–26 plan, same title

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

Every goal, in the plan’s order

Goal 1A basic educational core will be provided in an environment that is safe, clean, and supportive$3.8 million68% of action budgets

4 funded actions · 2025–26 plan: $3.8 million (unchanged) · p. 14 ↗

Largest funded actions

Basic Teaching Staff$2.0 millionaction 1.2 · p. 77 ↗
Special Education Costs$0.7 millionaction 1.4 · p. 78 ↗
Basic Operations Staffing$0.6 millionaction 1.1 · p. 77 ↗
Basic Operational Costs for NJB$0.5 millionaction 1.3 · p. 77 ↗

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

Basic Teaching Staff · $2.0 million → $2.0 million · p. 77 ↗unchanged
Special Education Costs · $732,600 → $732,600 · p. 78 ↗unchanged
Basic Operations Staffing · $596,806 → $596,806 · p. 77 ↗unchanged
Basic Operational Costs for NJB · $483,741 → $483,741 · p. 77 ↗unchanged

How the plan measures it · 3 measures · 1 quoted

Access to standards aligned instructional materials p. 14 ↗
Baseline
100% of students have access
Target for year 3
100%

2 more measures in the plan’s table.

Goal 2 · Focus GoalEncourage the advancement of all students towards meeting or exceeding the minimum standards in English…$1.8 million32% of action budgets

“Encourage the advancement of all students towards meeting or exceeding the minimum standards in English Language Arts, Math, and Science as demonstrated through diagnostic and formative assessments as well as grades” p. 17 ↗

9 funded actions · 2025–26 plan: $1.8 million (unchanged)

Largest funded actions

Implement academic interventions in ELA and Math during school day along with support in after school tutoring$603,300action 2.5 · p. 78 ↗ · marked as contributing to high-need services · of which $565,000 is state funding counted toward those services
Supplemental High Quality Instruction$546,000action 2.1 · p. 78 ↗ · marked as contributing to high-need services · of which $273,000 is state funding counted toward those services
Afterschool Program/Tutoring$360,000action 2.7 · p. 78 ↗ · marked as contributing to high-need services
Transitional Kindergarten$160,000action 2.11 · p. 79 ↗
Field Trips for hands on learning and real-life practice$39,000action 2.9 · p. 79 ↗

3 more funded actions in this goal

Curriculum · action 2.2 · p. 78 ↗$25,000
Supplemental Curriculum and Resources · action 2.3 · p. 78 ↗$18,000
Professional Development · action 2.4 · p. 78 ↗$3,000

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

Implement academic interventions in ELA and Math during school day along with support in after school tutoring · $603,300 → $603,300 · p. 78 ↗unchanged
Supplemental High Quality Instruction · $546,000 → $546,000 · p. 78 ↗unchanged
Afterschool Program/Tutoring · $360,000 → $360,000 · p. 78 ↗unchanged
Transitional Kindergarten · $160,000 → $160,000 · p. 79 ↗unchanged
Title not confirmed · $40,000 · p. 79 ↗not compared
Field Trips for hands on learning and real-life practice · $39,000 → $39,000 · p. 79 ↗unchanged
Curriculum · $25,000 → $25,000 · p. 78 ↗unchanged
Supplemental Curriculum and Resources · $18,000 → $18,000 · p. 78 ↗unchanged
Professional Development · $3,000 → $3,000 · p. 78 ↗unchanged

How the plan measures it · 11 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 17 ↗.

Goal 3 · Focus GoalWithin three years, NJB will reduce rates of chronic absenteeism and suspension for all student groups and…$1,000under 1% of action budgets

“Within three years, NJB will reduce rates of chronic absenteeism and suspension for all student groups and increase connectedness, especially for African American students, by implementing actions that promote regular communication and build a sense of safety for and between all members of the school, including administration, teachers, support staff, MASTERS, and families” p. 29 ↗

1 funded action · 2025–26 plan: $1,000 (unchanged)

Largest funded actions

Peer Mentor and Leadership$1,000action 3.6 · p. 79 ↗

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

Peer Mentor and Leadership · $1,000 → $1,000 · p. 79 ↗unchanged

How the plan measures it · 5 measures · 1 quoted

Expulsion Rate p. 30 ↗
Baseline
0 Expulsion
Target for year 3
0

4 more measures in the plan’s table.

Goal 4 · Focus GoalBy June 2025, we will strengthen instructional practices through targeted professional development and…$2,416under 1% of action budgets

“By June 2025, we will strengthen instructional practices through targeted professional development and collaborative planning to support English Learners. As a result, we aim to increase the percentage of EL students scoring in the 'Nearly Met' or higher range on the SBAC ELA and Math by 10%, while decreasing the number scoring 'Standard Not Met.' Progress will be monitored using iReady diagnostics and classroom-based assessments” p. 34 ↗

2 funded actions · 2025–26 plan: $2,416 (unchanged)

Largest funded actions

Translation Services/Fingerprinting$1,916action 4.6 · p. 80 ↗
Monitor academic progress$500action 4.4 · p. 80 ↗

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

Translation Services/Fingerprinting · $1,916 → $1,916 · p. 80 ↗unchanged
Monitor academic progress · $500 → $500 · p. 80 ↗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. 34 ↗.

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

What comes after New Joseph Bonnheim (NJB) Community Charter, and how do I get in?

No assigned next school.

New Joseph Bonnheim (NJB) Community Charter is a charter, so a student’s later schools follow the family’s home address, not this campus, unless the family applies elsewhere. Each school’s standing compares it with California schools at its own level.

Elementary · this school
New Joseph Bonnheim (NJB) Community Charter
Grades TK–6
Middle
Will C. Wood Middle
10th · Needs Support · 2026Nearby same-district option · distance estimate, not a confirmed feeder
High
Hiram W. Johnson High
3rd · Needs Support · 2025Nearby same-district option · distance estimate, not a confirmed feeder

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

All recorded links and nearby alternatives

Middle-school links

Will C. Wood Middle
Nearby same-district option · distance estimate, not a confirmed feeder
10th percentile · Needs Support · middle · 2026

High-school links

Hiram W. Johnson High
Nearby same-district option · distance estimate, not a confirmed feeder
3rd percentile · Needs Support · high · 2025
SAVA - Sacramento Academic and Vocational Academy - SCUSD
Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
44th percentile · Developing · high · 2025 · within alternative schools
West Campus
Nearby same-district option · distance estimate, not a confirmed feeder
98th percentile · Strong · high · 2025

Links do not guarantee placement. Charter, magnet, transfer and other admission routes can differ. Each school’s percentile compares it with California schools at its own level (continuation and alternative schools only with their own kind); the stages are not one ranking.

How do I get in?

Ask New Joseph Bonnheim (NJB) Community Charter 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: njb.scusd.edu ↗Office: (916) 395-5240Administrator: Dianne Wiley

Location and visiting

Get directions

7300 Marin Avenue, Sacramento 95820

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? 5.6% suspended at least once, 2025–26 (18 of 323 students); average California elementary school: 1.6%
What extra help do students who are behind get, and how do you know it’s working? 71% in English and 71% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (115 students tested in each); California: 54% and 58%
When a child starts missing school, who calls the family, and how soon?

Office (916) 395-52407300 Marin Avenue, directions (opens Google Maps in a new tab)

Nearby elementary schoolsClosest first, by straight-line distance

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

Nearby elementary schoolsPercentile among California elementary schools, 2026

Earl Warren Elementary0.6 mi
53rdSolidScope Score 37
Mark Twain Elementary1.1 mi
3rdNeeds SupportScope Score 13
Suy:u Elementary1.2 mi
8thNeeds SupportScope Score 17
Aspire Capitol Heights Academy1.2 mi · Charter school. Check how it admits students.
2ndNeeds SupportScope Score 12
Elder Creek Elementary1.2 mi
37thDevelopingScope Score 30

Each percentile compares a school with California schools at its own level.

Explore nearby schools on the map

Source records

Every figure on this page, with its source, grades, year and count.

Score factorssource values, index and weights · 2025–26 · ranked #4,908 of 5,726 California elementary schools we score · #36 of 58 in Sacramento City Unified

Score factors, 2025–26
Factor	School	Index	Weight
Advancedaverage of English and math	12%	40	42%
Proficient or Advancedaverage of English and math	28%	39	23%
Chronically absent	22 in 100	43	5%
Suspension rate	5.6% (18 of 323)	21	5%
English learners: top level	11%	42	5%
Grade gap (G3→G5, different students)	-12.2pp	—	not scored

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. The weights above add to 80%: the remaining 20%, for measures with no value here, is shared out among the measures above.

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	21	14	#4908	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	26 in 100	0.9% (3 of 333)	−21
2021–22	not on file	not on file	−27
2022–23	not on file	not on file	−28
2023–24	26 in 100	2.4% (7 of 287)	−18
2024–25	26 in 100	2.8% (9 of 320)	−4
2025–26	22 in 100	5.6% (18 of 323)	−12

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	160	16%	34%
2026 · Math	160	8%	29%
2025 · English	151	13%	37%
2025 · Math	157	9%	24%
2024 · English	149	13%	34%
2024 · Math	149	7%	22%
2023 · English	147	12%	32%
2023 · Math	147	5%	24%
2022 · English	139	7%	30%
2022 · Math	139	4%	18%
2019 · English	172	7%	31%
2019 · Math	172	4%	19%
2018 · English	159	4%	25%
2018 · Math	159	4%	21%
2017 · English	155	8%	27%
2017 · Math	155	4%	22%

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	35	29%
2025 · Grade 4 · English	36	33%
2025 · Grade 5 · English	46	35%
2025 · Grade 6 · English	34	53%
2025 · Grade 3 · Math	36	25%
2025 · Grade 4 · Math	39	26%
2025 · Grade 5 · Math	47	11%
2025 · Grade 6 · Math	35	40%
2024 · Grade 3 · English	32	31%
2024 · Grade 4 · English	45	33%
2024 · Grade 5 · English	37	41%
2024 · Grade 6 · English	35	31%
2024 · Grade 3 · Math	32	50%
2024 · Grade 4 · Math	45	24%
2024 · Grade 5 · Math	37	5%
2024 · Grade 6 · Math	35	11%
2023 · Grade 3 · English	42	38%
2023 · Grade 4 · English	37	43%
2023 · Grade 5 · English	36	14%
2023 · Grade 6 · English	32	31%
2023 · Grade 3 · Math	42	43%
2023 · Grade 4 · Math	38	21%
2023 · Grade 5 · Math	34	12%
2023 · Grade 6 · Math	33	15%
2022 · Grade 3 · English	39	41%
2022 · Grade 4 · English	30	20%
2022 · Grade 5 · English	36	28%
2022 · Grade 6 · English	34	26%
2022 · Grade 3 · Math	39	41%
2022 · Grade 4 · Math	30	7%
2022 · Grade 5 · Math	36	0%
2022 · Grade 6 · Math	34	21%
2019 · Grade 3 · English	46	33%
2019 · Grade 4 · English	41	37%
2019 · Grade 5 · English	35	23%
2019 · Grade 6 · English	50	32%
2019 · Grade 3 · Math	46	35%
2019 · Grade 4 · Math	41	27%
2019 · Grade 5 · Math	35	3%
2019 · Grade 6 · Math	50	8%
2018 · Grade 3 · English	49	24%
2018 · Grade 4 · English	41	24%
2018 · Grade 5 · English	42	24%
2018 · Grade 6 · English	27	26%
2018 · Grade 3 · Math	49	33%
2018 · Grade 4 · Math	41	27%
2018 · Grade 5 · Math	42	12%
2018 · Grade 6 · Math	27	4%
2017 · Grade 3 · English	42	26%
2017 · Grade 4 · English	44	30%
2017 · Grade 5 · English	28	14%
2017 · Grade 6 · English	41	34%
2017 · Grade 3 · Math	42	38%
2017 · Grade 4 · Math	44	30%
2017 · Grade 5 · Math	28	4%
2017 · Grade 6 · Math	41	10%

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	41	7%	15%	59%	20%

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	133	31%	+1	−5
Hispanic or Latino	103	32%	0	−5

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	−5	106	Average	−1	106	Average
Low-income	−5	96	Average	−1	96	Average
Hispanic or Latino	−2	75	Average	+2	75	Average
English-only students	−4	72	not categorized	−3	72	not categorized
English learners	−19	22	Moderate	−7	22	Moderate
Students with disabilities	−14	19	Moderate	+8	19	Accelerated
Recently reclassified as fluent in English	+14	12	not categorized	+2	12	not categorized

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. 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 4–6. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure

California growth model · points vs expected

State model · English−5 pts vs expected

matched students, grades 4–6

CDE California growth model · 2025 Dashboard

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

All students, grades 4–6

106 students

CDE growth category: Average

State model · math−1 pts vs expected

matched students, grades 4–6

CDE California growth model · 2025 Dashboard

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

All students, grades 4–6

106 students

CDE growth category: Average

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; here that is grades 4–6, 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 · 26 in 100 → 2025–26 · 22 in 100 · −4 in 100
Suspension rate2024–25 · 2.8% (9 of 320) → 2025–26 · 5.6% (18 of 323) · +2.8 percentage points

Group	2018–19	2025–26	Change
Female	26 in 100	24 in 100	−2 in 100
Male	26 in 100	20 in 100	−6 in 100
Asian	10 in 100	12 in 100	+2 in 100
Black or African American	29 in 100	19 in 100	−10 in 100
Hispanic or Latino	25 in 100	20 in 100	−5 in 100
Two or more races	39 in 100	—	—
White	26 in 100	26 in 100	0 in 100
Students with disabilities	24 in 100	16 in 100	−8 in 100
English learners	16 in 100	15 in 100	−1 in 100
Low-income	27 in 100	24 in 100	−3 in 100
All students	26 in 100	22 in 100	−4 in 100
Pacific Islander	—	50 in 100	—
Homeless	—	42 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$15,654 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 40,711 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$2,647 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 286

Central federal expenditures attributed here$2,859 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 286

District current expense · FY 2024–25$24,421 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 62%Instruction support 13%Student services 12%Administration 5%Buildings & maintenance 8%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$506,760,541	62.13%	62%
Instruction support	$107,070,697	13.13%	13%
Student services	$94,256,792	11.56%	12%
Administration	$39,104,729	4.79%	5%
Buildings & maintenance	$67,145,815	8.23%	8%
Total	$815,598,118	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $815,598,118 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$15,654 per pupil

2020$13,792 per pupil

2019$14,667 per pupil

2018$12,722 per pupil

2017$11,601 per pupil

Source: NCES F-33 · Full district breakdown →

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

Additional workforce records

Properly assigned intern credential holders0.0%

CDE 2024–25 SARC, Teacher Preparation and Placement table; measured school year 2021–22. Share of reported school teaching-position full-time equivalents assigned to properly assigned intern credential holders. A reported 0.0% is shown; unavailable rates are omitted. This is a position share, not a count of current teachers or of emergency permits.

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 95820 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 95820 area
Measure	Estimate
Median household income	$78,436
Bachelor's degree or higher (adults 25+)	30%
ZIP-area population	35,410
Median age	37.2 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 95820 →

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

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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 5,726 elementary schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Data updated October 15, 2026

How we analyze · Request a correction

New Joseph Bonnheim (NJB) Community Charter — Rating & test scores

Compare schools

Spring 2026 state test results

Common questions

How do I get in?

Is New Joseph Bonnheim (NJB) Community Charter a good elementary 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 does grade 6 do?

English

Math

Have results changed?

English · top two levels · grades 3–5

Math · top two levels · grades 3–5

Did students here score above what the state expected?

English

Math

Each year’s results and tested counts

Who can act on New Joseph Bonnheim (NJB) Community Charter’s results?

What has the state flagged?

Where is its yearly plan?

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

How do kids like mine do here?

Who are the students?

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

Who are the families and teachers?

What does New Joseph Bonnheim (NJB) Community Charter’s own plan commit to?

The 2026–27 plan in short

Where the money goes

Reading, math and catch-up help

For high-need students

What changed

What its goals measure

Where does the money go?

Every goal, in the plan’s order

What comes after New Joseph Bonnheim (NJB) Community Charter, and how do I get in?

Middle-school links

High-school links

How do I get in?

Before you apply

Location and visiting

Questions for your visit

Source records

Scope Score

Per-pupil spending

Additional workforce records

Embed this scorecard

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