Public school · Oceanside Unified · Oceanside, California

Nichols Elementary — Rating & test scores

Oceanside · TK–5 · 522 students (2024–25)

4250 Old Grove Road, 92057nichols.oside.us ↗(760) 435-7400
38thpercentileDeveloping

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
31

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

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

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 242 in English, 243 in math
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”).

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap, inside the campus outline from the California School Campus Database (2025). Volunteers map it, so a new building may be missing. Buildings with no mapped height are drawn one storey high.

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

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

On spring 2025 tests, students in grades 4 and 5 scored below what the state expected in English (−19 pts) and math (−19 pts). The state bases that expectation on each student’s earlier scores.

Sources
The sentence above
CDE growth model, 2025. Students with scores in both years in grades 4 and 5: 156. Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Common questions

How do I get in?

Ask Oceanside Unified which school serves your address. Evidence ↓

Is Nichols a good elementary school?

Nichols Elementary scores higher than 38 in 100 of California’s 5,726 scored public elementary schools: 38th percentile, Developing, 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 19 in 100 at the average Oceanside Unified elementary school. 2.1% of students (12 of 583) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

More questions (3)

Did students here score above what the state expected?

Below what the state expected, in both subjects. In 2025, students here in grades 4 and 5 scored −19 points against the state’s expected score in English, which the state calls Moderate. In math, they scored −19 points, which it calls Moderate.

  • Included in this measure: 156 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 41% of low-income students in grades 3–5 at Nichols Elementary in Oceanside scored Proficient or Advanced in English, against 36% for the same group across California. 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?

Near California in English; below it in math.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 46% scored Proficient or Advanced in English and 37% 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: 242 in English, 243 in math
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 · 242 tested

Advanced
24%
Proficient
22%
Below the standard
54%
This school46%
California46%
Oceanside Unified47%

46% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 243 tested

Advanced
15%
Proficient
22%
Below the standard
63%
This school37%
California42%
Oceanside Unified41%

37% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–5 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced42%52%45%
Advanced28%24%21%
Proficient14%28%24%
Developing level34%17%23%
Minimal24%31%32%
Tested748385
California44%46%49%
Difference−2+6−4

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
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced43%38%32%
Advanced18%14%14%
Proficient25%24%18%
Developing level33%38%26%
Minimal24%24%42%
Tested748485
California47%42%37%
Difference−4−4−5

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 →

Have results changed?

Results in both subjects were higher than in 2025. English went from 35% to 46% and math from 31% to 37%.

English · top two levels · grades 3–5

202535%241 tested
→
202646%242 tested

This school

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

Math · top two levels · grades 3–5

202531%245 tested
→
202637%243 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?

Below what the state 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 and 5 scored −19 points against that expected score in English, which the state calls Moderate. In math, they scored −19 points, which it calls Moderate.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 4 and 5: 156
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 and 5 · 2025 · 156 students with scores in both years

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

−19 pts

English

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

−19 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 3–5 · This school24%22%25%29%242
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Oceanside Unified22%25%23%30%3,331
Math, grades 3–5 · This school15%22%33%30%243
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Oceanside Unified17%24%28%31%3,328

Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026. The state comparison combines CDE’s rows for the same grades, weighted by students tested (our calculation). The district row combines its public schools in the same grades, weighted by students tested.

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

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202646%46%
Math top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202637%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 35% in 2017 to 46% in 2026. In math, it went from 34% in 2017 to 37% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3–5
YearThis schoolCalifornia
201735%
328 tested		45%
1,384,680 tested
201846%
312 tested		49%
1,346,907 tested
201940%
332 tested		50%
1,332,547 tested
202235%
238 tested		45%
1,260,830 tested
202329%
248 tested		44%
1,247,801 tested
202434%
240 tested		45%
1,235,509 tested
202535%
241 tested		46%
1,232,086 tested
202646%
242 tested		46%
1,208,894 tested
Math · top two levels · grades 3–5
YearThis schoolCalifornia
201734%
328 tested		40%
1,392,040 tested
201841%
313 tested		42%
1,352,321 tested
201937%
332 tested		44%
1,338,625 tested
202234%
239 tested		38%
1,265,943 tested
202327%
248 tested		40%
1,256,519 tested
202432%
240 tested		41%
1,249,262 tested
202531%
245 tested		41%
1,241,652 tested
202637%
243 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 19 points below that expected score, and in math 19 points below it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

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

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

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

What you can do

Who can act on Nichols’ results?

Oceanside Unified’s board decides Nichols’ plan.

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

What has the state flagged?

The state is giving Oceanside Unified extra help in 2026. It qualified on the 2025 California School Dashboard. The county office must help the district for at least three years, including a review of its yearly plan.

Extra help for Oceanside Unified: CDE’s assistance status file for the 2025 California School Dashboard. Source 

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

Oceanside 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 Oceanside Unified’s 2026–27 plan (LCAP, PDF) 
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. 2.1% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Context Close to the 19 in 100 at the average Oceanside Unified elementary school: a pattern across the district.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 123 of 571 students counted for it; suspension: 12 of 583 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 Oceanside Unified elementary school 1.7%.

Chronically absent, 2025–26

22 in 100This school
19 in 100At the average Oceanside Unified elementary school
17 in 100At the average California elementary school

123 of 571 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

2.1%

of students were suspended at least once (12 of 583). 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 Nichols

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 Oceanside Unified’s email domain so staff can answer our workplace questions.

Every learner

How do kids like mine do here?

Student groups, grades 3–5, spring 2026

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 3–5; 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).
NicholsSame group, California
  • Low-incomeEnglish · 174 tested41%Same group, California 36%
  • Low-incomeMath · 175 tested31%Same group, California 31%
  • Hispanic or LatinoEnglish · 143 tested40%Same group, California 36%
  • Hispanic or LatinoMath · 144 tested35%Same group, California 31%

Proficient or Advanced, grades 3–5, spring 2026.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 59%2. White: 14%3. Two or more races: 13%4. Asian: 5%5. Black or African American: 5%6. Filipino: 3%Unallocated share: 1%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino59%
  2. White14%
  3. Two or more races13%
  4. Asian5%
  5. Black or African American5%
  6. Filipino3%
  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?

32% 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 · 14 of 44 English learners32%
Oceanside Unified · 651 of 1,26751%
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?

67%of students qualified for free or reduced-price meals in 2024–25, 351 of 522. California: 63%.

33teachers, 2024–25

20 yearsaverage experience, 2024–25

0%in their first year, 2024–25

100%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 3–5 · spring 2026
Group and subjectHerevs Oceanside Unifiedvs California
Low-income · 174 tested in English, 175 in math
English41%+437%+536%
Math31%+130%031%
Hispanic or Latino · 143 tested in English, 144 in math
English40%+436%+436%
Math35%+431%+431%

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

English learners: fewer than 30 tested here. Students of two or more races, 33 tested: no rate for grades 3 and 4 in our records, and fewer than 30 tested in the grades with one. Students with disabilities, 34 tested in English and 35 in math: no rate for grade 5 in our records, and fewer than 30 tested in the grades with one. No published rate here for Asian, Black or African American, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students 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 Latino59%
White14%
Two or more races13%
Asian5%
Black or African American5%
Filipino3%
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: 100% of teaching positions, 27 properly credentialed teaching-position FTE out of 27 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Nichols, and how do I get in?

Martin Luther King Jr. Middle, then El Camino High.

Nichols’s attendance zone is split: 64% of its children are assigned to Martin Luther King Jr. Middle and the other 37% to Cesar Chavez Middle. Each school’s standing compares it with California schools at its own level.

  1. Elementary · this school
    Nichols Elementary
    Grades TK–5
  2. Middle · part of the zone
    Martin Luther King Jr. Middle
    49th · Developing · 202664% of the zone’s children

    Or Cesar Chavez Middle for the other 37% (44th · Developing · 2026).

  3. High · assigned
    El Camino High
    48th · Developing · 2025

From the district’s 2025 attendance boundaries. Shares are our estimate of where the zone’s children live, from 2020 Census child counts, or land area where few children were counted; they describe children living in the zone, not a school’s enrolled students. A boundary doesn’t guarantee placement: transfers, permits, magnets and other programs can change the path. Check your child’s address and current assignment with the district. Explore schools on the map

All recorded links and nearby alternatives

Middle-school links

  • Martin Luther King Jr. Middle

    Assigned for part of the zone

    49th percentile · Developing · middle · 2026

    64% of the zone’s children

  • Cesar Chavez Middle

    Assigned for part of the zone

    44th percentile · Developing · middle · 2026

    37% of the zone’s children

High-school links

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.

Where the path ends: El Camino High
El Camino High48th · Developing · 2025 · Scope Score 55district-published assignment

The road from this school ends at El Camino High. UC records 26 enrollees from El Camino High for fall 2025. The AP Course Audit lists 22 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach El Camino High around 2036, and a school can change a lot in 10 years. By the state’s 2023 count, 38% of the students who finished high school at El Camino High enrolled in college within 12 months, UC or not.

26 UC enrollees (fall 2025) · 22 authorized AP courses (AP Course Audit 2025–26) → full record on El Camino High's page
Source: UC & College Board AP Course Ledger

How do I get in?

Ask Oceanside Unified which school serves your address.

School website: nichols.oside.us ↗Office: (760) 435-7400Administrator: Robert Flaherty

Location and visiting

Get directions  (opens Google Maps in a new tab)
4250 Old Grove Road, Oceanside 92057

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

Questions for your visit

  1. How much of each day do English learners spend learning English, and how do families see their progress? 32% of English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026 (14 of 44 students); California: 47%
  2. What extra help do students who are behind get, and how do you know it’s working? 54% in English and 63% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (242 tested in English, 243 in math); California: 54% and 58%
  3. When a child starts missing school, who calls the family, and how soon? 22 in 100 chronically absent, 2025–26 (123 of 571 students); average Oceanside Unified elementary school: 19 in 100
  4. What are the school-day hours and after-school care options?

Office (760) 435-74004250 Old Grove Road, 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

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 #3,528 of 5,726 California elementary schools we score · #13 of 15 in Oceanside Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math20%4842%
Proficient or Advancedaverage of English and math42%4923%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+66 scale-score pts3320%
Chronically absent22 in 100435%
Suspension rate2.1% (12 of 583)465%
English learners: top level9%395%

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

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

Scope Score

School yearScope ScorePercentileRankComparison group
2025–263138#3528California 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 yearChronic absenceSuspensionGrade gap (points)
2018–1910 in 1001.7% (11 of 658)−15
2021–22not on filenot on file−14
2022–23not on filenot on file−15
2023–2423 in 1002.8% (16 of 564)−22
2024–2522 in 1003.2% (18 of 567)−29
2025–2622 in 1002.1% (12 of 583)−4

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 · subjectStudents with scoresTop levelTop two levels
2026 · English24224%46%
2026 · Math24315%37%
2025 · English24115%35%
2025 · Math24512%31%
2024 · English24013%34%
2024 · Math24012%32%
2023 · English24813%29%
2023 · Math2488%27%
2022 · English23816%35%
2022 · Math23912%34%
2019 · English33215%40%
2019 · Math33215%37%
2018 · English31219%46%
2018 · Math31315%41%
2017 · English32811%35%
2017 · Math3289%34%

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 3 · English7646%
2025 · Grade 4 · English8333%
2025 · Grade 5 · English8228%
2025 · Grade 3 · Math7851%
2025 · Grade 4 · Math8431%
2025 · Grade 5 · Math8312%
2024 · Grade 3 · English8340%
2024 · Grade 4 · English8424%
2024 · Grade 5 · English7338%
2024 · Grade 3 · Math8460%
2024 · Grade 4 · Math8318%
2024 · Grade 5 · Math7318%
2023 · Grade 3 · English8930%
2023 · Grade 4 · English7435%
2023 · Grade 5 · English8522%
2023 · Grade 3 · Math8938%
2023 · Grade 4 · Math7427%
2023 · Grade 5 · Math8516%
2022 · Grade 3 · English7249%
2022 · Grade 4 · English8324%
2022 · Grade 5 · English8335%
2022 · Grade 3 · Math7345%
2022 · Grade 4 · Math8329%
2022 · Grade 5 · Math8330%
2019 · Grade 3 · English11343%
2019 · Grade 4 · English11140%
2019 · Grade 5 · English10837%
2019 · Grade 3 · Math11350%
2019 · Grade 4 · Math11133%
2019 · Grade 5 · Math10826%
2018 · Grade 3 · English11051%
2018 · Grade 4 · English10644%
2018 · Grade 5 · English9642%
2018 · Grade 3 · Math11150%
2018 · Grade 4 · Math10644%
2018 · Grade 5 · Math9628%
2017 · Grade 3 · English11442%
2017 · Grade 4 · English10530%
2017 · Grade 5 · English10934%
2017 · Grade 3 · Math11453%
2017 · Grade 4 · Math10523%
2017 · Grade 5 · Math10925%

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
Schoolwide8411%20%56%13%

CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate. Not part of the Scope Score.

Student groups: test resultsEnglish · spring 2026 · against the same group in the district and California
Group · EnglishTestedProficient or Advancedvs districtvs California
Low-income17441%+4+5
Hispanic or Latino14340%+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−19156Moderate−19156Moderate
English-only students−15123not categorized−19123not categorized
Low-income−19118Moderate−20118Moderate
Hispanic or Latino−1787Moderate−2287Minimal
English learners−3030Minimal−2430Minimal
White−2622Minimal−2022Moderate
Two or more races−2220Minimal−2420Minimal
Students with disabilities−517Average−2617Minimal
English learners only−3615not categorized−2715not categorized
Recently reclassified as fluent in English−2015not categorized−1715not 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 and 5. SchoolScope does not use these CDE figures in its Scope Score.

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

Grade 5 in 2026 against grade 3 in 2024 · English

English · 2024 · Grade 3
16%
exceeded standard · 40% met or exceeded
CDE CAASPP 2024 · 83 English test records with scores
English · 2026 · Grade 5
21%
Advanced · 45% Proficient or Advanced
CDE CAASPP 2026 · 85 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 84 (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−19 pts vs expected

matched students, grades 4 and 5

CDE California growth model · 2025 Dashboard

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

All students, grades 4 and 5

156 students

CDE growth category: Moderate

California growth model, English: −19 scale-score points versus the state's expectation, CDE category Moderate, against SchoolScope's +2-point median for California elementary school records.

State model · math−19 pts vs expected

matched students, grades 4 and 5

CDE California growth model · 2025 Dashboard

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

All students, grades 4 and 5

156 students

CDE growth category: Moderate

California growth model, math: −19 scale-score points versus the state's expectation, CDE category Moderate, against SchoolScope's +2-point median for California elementary 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 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 and 5, 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 · 22 in 100 → 2025–26 · 22 in 100 · 0 in 100
Suspension rate2024–25 · 3.2% (18 of 567) → 2025–26 · 2.1% (12 of 583) · −1.1 percentage points
Group2018–192025–26Change
Female9 in 10019 in 100+10 in 100
Male12 in 10024 in 100+12 in 100
Asian0 in 10012 in 100+12 in 100
Black or African American24 in 10046 in 100+22 in 100
Filipino0 in 10029 in 100+29 in 100
Hispanic or Latino9 in 10020 in 100+11 in 100
Pacific Islander0 in 100——
Two or more races20 in 10029 in 100+9 in 100
White12 in 10013 in 100+1 in 100
Students with disabilities21 in 10040 in 100+19 in 100
English learners7 in 10017 in 100+10 in 100
Low-income12 in 10026 in 100+14 in 100
All students10 in 10022 in 100+12 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$14,594 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 16,373 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$909 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 522

Central federal expenditures attributed here$381 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 522

District current expense · FY 2024–25$20,901 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 60%Instruction support 12%Student services 10%Administration 7%Buildings & maintenance 11%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$169,851,86859.90%60%
Instruction support$32,425,27911.44%12%
Student services$28,262,5479.97%10%
Administration$19,978,9507.05%7%
Buildings & maintenance$31,941,40711.26%11%
Total$283,547,103100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $283,547,103 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2021; latest district record shown: 2021
2021$14,594 per pupil
2020$13,384 per pupil
2019$13,154 per pupil
2018$11,020 per pupil
2017$10,838 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 92057 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 92057 area
MeasureEstimate
Median household income$108,814
Bachelor's degree or higher (adults 25+)33%
ZIP-area population56,835
Median age38.8 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 92057 →

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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

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