The dots are California’s 1,498 scored public high schools, placed by Scope Score on spring 2025 tests. Why not spring 2026? High school scores include graduation and college-readiness records, which the state publishes a year after the tests. How it’s built →
Scope Score
53
Weighted composite · 2024–25 A weighted mix of seven measures.
California: graduates divided by students who started 9th grade together, across 2,281 public schools’ rows (our combination, not CDE’s published state rate; 432,702 of 487,177).
For grades 3–5, the standing among California elementary schools; for grades 6–8, the standing among California middle schools is in Academic achievement ↓
229 of 1,295 students missed 10% or more of school days in 2025–26, close to the average San Bernardino County Office of Educatio high school.
Sources
The sentence above
CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 1,295. District and California figures are averages of school rates (3 San Bernardino County Office of Educatio schools; 1,492 scored California high schools), our calculation.
Common questions
How do I get in?
Ask Norton Science and Language Academy how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓
Is Norton Science and Language Academy a good school?
Norton Science and Language Academy scores higher than 40 in 100 of California’s 1,498 scored public high schools: 40th percentile, Developing, spring 2025.
Grades 3–5: higher than 35 in 100 California elementary schools we score (35th percentile, Developing, spring 2026)
Grades 6–8: higher than 62 in 100 California middle schools we score (62nd percentile, Solid, spring 2026)
How often do students miss school or get suspended?
In 2025–26, 18 in 100 students missed 10% or more of school days, against 18 in 100 at the average San Bernardino County Office of Educatio high school. 3.2% of students (43 of 1,333) were suspended at least once in 2025–26, against 2.9% at the average California high school. Evidence ↓
More questions (6)
How does math compare with English?
In grade 11, spring 2026, math trails English by 44 percentage points in the share who scored Proficient or Advanced, against 25 points across California. Evidence ↓
How do kids like mine do here?
In spring 2026, 36% of low-income students in grades 3, 4, 5, 6, 7, 8 and 11 at Norton Science and Language Academy in San Bernardino scored Proficient or Advanced in English, against 39% for the same group across California.Evidence ↓
What could my child study here?
The College Board approved this school to teach 7 AP courses in 4 subjects for 2025–26.
10 students took a college course for credit in 2023–24, by the federal Civil Rights Data Collection
Where do students go after finishing high school here?
5 graduates enrolled at a University of California campus in fall 2025, by the University of California’s admissions records. Evidence ↓
What does its own plan pay for?
In its 2026–27 plan, $8.0 million is planned for 18 funded actions in 4 goals. That’s 31% of its $25.6 million general fund budget. 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?
Above California in English; well below it in math.
State tests (CAASPP), grade 11, spring 2026
In grade 11, spring 2026, 66% scored Proficient or Advanced in English and 22% in math, against 57% and 32% across California.
From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”).
Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grade 11: 41
Comparison
California: CDE’s grade 11 rows for the whole state combined, weighted by students tested (our calculation; 414,559 in English, 413,523 in math tested). The comparisons use the same grade and year.
AdvancedProficientBelow the standard
English
Grade 11 · spring 2026 · 41 tested
Advanced
37%
Proficient
29%
Below the standard
34%
This school66%
California57%
San Bernardino County Office of Educatio37%
66% Proficient or Advanced in grade 11.
Math
Grade 11 · spring 2026 · 41 tested
Advanced
10%
Proficient
12%
Below the standard
78%
This school22%
California32%
San Bernardino County Office of Educatio15%
22% Proficient or Advanced in grade 11.
Results for each grade, spring 2026English and math · grades 3–8 and 11 · every level, with tested counts
English, grades 3–5: share of students tested, spring 2026
Measure
Grade 3
Grade 4
Grade 5
Proficient or Advanced
29%
17%
37%
Advanced
7%
7%
10%
Proficient
22%
10%
27%
Developing level
24%
24%
27%
Minimal
47%
59%
36%
Tested
94
101
100
California
44%
46%
49%
Difference
−15
−29
−12
English, grades 6–8: share of students tested, spring 2026
Measure
Grade 6
Grade 7
Grade 8
Proficient or Advanced
30%
45%
62%
Advanced
10%
14%
24%
Proficient
20%
31%
38%
Developing level
31%
27%
18%
Minimal
39%
28%
20%
Tested
122
118
114
California
48%
51%
49%
Difference
−18
−6
+13
English, grade 11: share of students tested, spring 2026
Measure
Grade 11
Proficient or Advanced
66%
Advanced
37%
Proficient
29%
Developing level
19%
Minimal
15%
Tested
41
California
57%
Difference
+9
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
31%
26%
22%
Advanced
6%
7%
11%
Proficient
25%
19%
11%
Developing level
25%
31%
29%
Minimal
44%
43%
49%
Tested
94
101
100
California
47%
42%
37%
Difference
−16
−16
−15
Math, grades 6–8: share of students tested, spring 2026
Measure
Grade 6
Grade 7
Grade 8
Proficient or Advanced
29%
25%
24%
Advanced
12%
14%
10%
Proficient
17%
11%
14%
Developing level
23%
26%
24%
Minimal
48%
49%
52%
Tested
122
118
114
California
37%
38%
36%
Difference
−8
−13
−12
Math, grade 11: share of students tested, spring 2026
Measure
Grade 11
Proficient or Advanced
22%
Advanced
10%
Proficient
12%
Developing level
32%
Minimal
46%
Tested
41
California
32%
Difference
−10
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.
Well below California in both subjects. In grades 3–5, spring 2026, 27% scored Proficient or Advanced in English and 26% in math, against 46% and 42% across California. The elementary grades are placed separately: 35th percentile (Developing) among California’s elementary schools.
English
Grades 3–5 · spring 2026 · 295 tested
Advanced
8%
Proficient
19%
Below the standard
73%
This school27%
California46%
San Bernardino County Office of Educatio32%
27% Proficient or Advanced in grades 3–5.
Math
Grades 3–5 · spring 2026 · 295 tested
Advanced
8%
Proficient
18%
Below the standard
74%
This school26%
California42%
San Bernardino County Office of Educatio31%
26% Proficient or Advanced in grades 3–5.
How do the middle grades do?
Near California in English; well below it in math. In grades 6–8, spring 2026, 45% scored Proficient or Advanced in English and 26% in math, against 49% and 37% across California. The middle grades are placed separately: 62nd percentile (Solid) among California’s middle schools.
English
Grades 6–8 · spring 2026 · 354 tested
Advanced
16%
Proficient
29%
Below the standard
55%
This school45%
California49%
San Bernardino County Office of Educatio37%
45% Proficient or Advanced in grades 6–8.
Math
Grades 6–8 · spring 2026 · 354 tested
Advanced
12%
Proficient
14%
Below the standard
74%
This school26%
California37%
San Bernardino County Office of Educatio25%
26% Proficient or Advanced in grades 6–8.
How does math compare with English?
In grade 11, spring 2026, math trails English by 44 percentage points in the share who scored Proficient or Advanced, against 25 points across California. The grade 11 cards above give each subject’s share.
Have results changed?
Results in both subjects were higher than in 2025. English went from 58% to 66% and math from 13% to 22%.
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, grade 11 · This school
37%
29%
19%
15%
41
English, grade 11 · California
27%
30%
21%
22%
414,559
English, grade 11 · San Bernardino County Office of Educatio
13%
24%
23%
40%
735
Math, grade 11 · This school
10%
12%
32%
46%
41
Math, grade 11 · California
16%
16%
20%
48%
413,523
Math, grade 11 · San Bernardino County Office of Educatio
7%
8%
15%
70%
734
English, grades 3–5 · This school
8%
19%
26%
47%
295
English, grades 3–5 · California
24%
22%
21%
33%
1,208,894
English, grades 3–5 · San Bernardino County Office of Educatio
12%
20%
23%
45%
748
Math, grades 3–5 · This school
8%
18%
29%
45%
295
Math, grades 3–5 · California
21%
21%
25%
33%
1,211,701
Math, grades 3–5 · San Bernardino County Office of Educatio
12%
19%
26%
43%
746
English, grades 6–8 · This school
16%
29%
26%
29%
354
English, grades 6–8 · California
19%
30%
23%
28%
1,254,039
English, grades 6–8 · San Bernardino County Office of Educatio
10%
27%
24%
39%
1,467
Math, grades 6–8 · This school
12%
14%
24%
50%
354
Math, grades 6–8 · California
21%
16%
23%
40%
1,254,800
Math, grades 6–8 · San Bernardino County Office of Educatio
13%
12%
18%
57%
1,462
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.
Grade 11 tests are one part of the picture. Graduation and readiness answer different questions below.
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.
Students taking a college course for credit while in high school, often through a community college. Federal Civil Rights Data Collection, school-reported.
Ask: What help do students get when they fall behind on credits?
Where these figures come fromEach measure’s source, student group and definition
Graduated in four years
2024–25 · 49 of 49 students who started 9th grade together. California Department of Education, adjusted cohort graduation records. Comparison is SchoolScope’s combination of graduates and cohort counts across the reference schools, not CDE’s published state rate.
Ready for college or career (state measure)
2024–25 · 18 of 49 students in the state’s measure. California Department of Education, College/Career Indicator (CCI), overall “Prepared” rate, among the students in the indicator’s group. Prepared is CDE’s overall classification, not AP participation or a college admission rate.
Finished the UC/CSU course list
2024–25 · 12 of 49 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment.
A closer look: UC admission recordsApplied, admitted and enrolled, from each university system’s own records
UC’s own records
University of California
Fall 2025 first-year entry · counts, not a school rating
Applied
8
Admitted
6
Enrolled
5
By campus · fall 2025
AppliedAdmittedEnrolled
UCLAApplied 7 · Admitted under 3 · Enrolled under 37under 3under 3
UC IrvineApplied 6 · Admitted under 3 · Enrolled under 36under 3under 3
UC BerkeleyApplied 5 · Admitted under 3 · Enrolled under 35under 3under 3
AppliedAdmittedEnrolled
These records don’t show the school’s effect on admission. A student can apply to several campuses, so campus counts don’t add up to the total. UC blanks counts under 5 applicants or under 3 admits or enrollees; “+” marks a partial count; a dash is unavailable. Source: UC admissions by source school.
Each fall since 2025
Fall 2025Applied 8 · Admitted 6 · Enrolled 5
How often do students miss school or get suspended?
18 in 100 students were chronically absent in 2025–26. That means they missed 10% or more of school days. 3.2% of students were suspended at least once in 2025–26, against 2.9% at the average California high school.
Context Close to the 18 in 100 at the average San Bernardino County Office of Educatio high school: a pattern across the district.
Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 229 of 1,295 students counted for it; suspension: 43 of 1,333 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 San Bernardino County Office of Educatio high school 3.4%.
Chronically absent, 2025–26
18 in 100This school
18 in 100At the average San Bernardino County Office of Educatio high school
22 in 100At the average California high school
229 of 1,295 students were chronically absent, meaning they missed 10% or more of school days.
Suspensions, 2025–26
3.2%
of students were suspended at least once (43 of 1,333). Average California high school 2.9%.
Ask: When a child starts missing school, who calls the family, and how soon?
Chronic absence by grade2025–26 · per 100 students, with counts
Grades TK–3: not in the records we hold
Grades 4–6: 13 in 100, 45 of 335
Grades 7–8: 15 in 100, 38 of 251
Grades 9–12: 12 in 100, 29 of 251
Ask families and staff yourselfWhat to ask the people at Norton Science and Language Academy
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.
Hispanic or Latino and low-income students here scored well above the same groups across San Bernardino County Office of Educatio.
Student groups, grade 11, spring 2026
65% of Hispanic or Latino students scored Proficient or Advanced in English and 22% in math (grade 11, spring 2026), against 5% and 1% for the same group across San Bernardino County Office of Educatio. Low-income students: 58% in English and 18% in math, against 5% and 2% for the same group across San Bernardino County Office of Educatio.
Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grade 11; 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).
Norton Science and Language AcademySame group, California
Low-incomeEnglish · 33 tested58%Same group, California 49%
Low-incomeMath · 33 tested18%Same group, California 23%
Hispanic or LatinoEnglish · 40 tested65%Same group, California 49%
Hispanic or LatinoMath · 40 tested22%Same group, California 21%
0%50%100%
Proficient or Advanced, grade 11, spring 2026.
Who are the students?
2025–26 · students counted
1Hispanic or Latino94%
2Black or African American2%
3White2%
4Two or more races1%
5Asian—
6Filipino—
7American Indian or Alaska Native—
8Pacific Islander—
9Not reported—
–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?
61% 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 · 176 of 288 English learners61%
San Bernardino County Office of Educatio · 34 of 9337%
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?
77%of students qualified for free or reduced-price meals in 2024–25, 958 of 1,249. California: 63%.
61teachers, 2024–25
11 yearsaverage experience, 2024–25
11%in their first year, 2024–25
95%of teaching positions with proper credential and placement, 2021–22
Ask: How does the school keep Hispanic or Latino and low-income students on track as they move up through the grades?
All group results, district comparisons and sources
Proficient or Advancedgrade 11 · spring 2026
Group and subject
Here
vs San Bernardino County Office of Educatio
vs California
Low-income · 33 tested
English
58%
+535%
+949%
Math
18%
+162%
−523%
Hispanic or Latino · 40 tested
English
65%
+605%
+1649%
Math
22%
+211%
+121%
Each gap is to the same group, grades and subject: in San Bernardino County Office of Educatio, 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
94%
Black or African American
2%
White
2%
Two or more races
1%
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: 95% of teaching positions, 42.4 properly credentialed teaching-position FTE out of 44.5 total position FTE. This measures positions, not individual teachers.
In its own words
What does Norton Science and Language Academy’s own plan commit to?
Its 2026–27 plan
The plan lists what the school commits to spend and measure.
$8.0 million
planned for 18 funded actions in 4 goals. That’s 31% of its $25.6 million general fund budget. 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, 88 pages), as posted to the California School Dashboard.
Where the money goes
Three actions take 65% of the money. The plan itself puts 52% of it toward staff.
Safe Learning Space $3.1 million
Support Personnel $1.1 million
Enhancing Physical and Personnel Security Measures $946,028
15 other actions
Reading, math and catch-up help
2 of the plan’s 18 funded actions name reading, math, catch-up help or English learners in their titles.
Catch-up help $768,544
Largest of these
Academic Interventions Personnel$715,661
Academic Support Curriculum$52,883
For high-need students
It plans $5.2 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $5.1 million and estimates it spent $4.6 million, $0.5 million (10%) less than planned (our arithmetic).
$4.6 million spent (estimated)$5.1 million planned
Ask: Why did estimated spending on these services come in $0.5 million under the 2025–26 plan, and where does that money go in 2026–27?
What changed
The total is $119,272 (1%) lower than in the 2025–26 plan. The biggest change in dollars is Academic Support Curriculum, which went from $311,995 to $52,883.
Largest cuts
Academic Support Curriculum−$259,112
Academic Interventions Personnel−$173,716
Academic Enrichment−$62,469
Largest increases
Enhancing Physical and Personnel Security Measures+$186,445
Support Personnel+$116,824
College and Career+$55,291
Ask: What did Academic Support Curriculum pay for, and what changes now that the 2026–27 plan gives it $259,112 less?
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 grade 11 only: 66% in English and 22% 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 2024–25Goals 1 and 2
38%
39%
up 1 pt
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1
24%
26%
up 2 pts
Chronically absentGoal 3
18 in 100
18 in 100
no change
Suspended at least onceGoal 4
5.0%
3.2%
down 1.8 pts
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
Safe Learning Space · $3,080,625
Support Personnel · $1,138,321
Enhancing Physical and Personnel Security Measures · $946,028
The full plan4 goals, 15 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 ($8.0 million).
Where does the money go?
50% to Goal 4. 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.
not compared: unconfirmed, or repeated across goals
Every goal, in the plan’s order
Goal 1Improve student proficiency in core subject areas (English language arts, mathematics, science, and social…$3.1 million39% of action budgets
“Improve student proficiency in core subject areas (English language arts, mathematics, science, and social studies) by implementing targeted instructional strategies, providing differentiated support, and fostering a culture of high expectations and academic excellence across all grade levels (TK- 12)” p. 15 ↗
7 funded actions · 2025–26 plan: $3.5 million (−$383,896)
Largest funded actions
Support Personnel$1.1 millionaction 1.7 · p. 48 ↗ · marked as contributing to high-need services
Academic Interventions Personnel$0.7 millionaction 1.1 · p. 48 ↗ · marked as contributing to high-need services · of which $375,752 is state funding counted toward those services
Mental Health and Academic Services$0.7 millionaction 1.5 · p. 48 ↗ · marked as contributing to high-need services · of which $307,082 is state funding counted toward those services
Academic Enrichment$0.3 millionaction 1.4 · p. 48 ↗ · marked as contributing to high-need services
Academic Professional Development$0.2 millionaction 1.2 · p. 48 ↗ · marked as contributing to high-need services · of which $105,692 is state funding counted toward those services
2 more funded actions in this goal
Assessment and Data Analysis · action 1.6 · p. 48 ↗ · marked as contributing to high-need services$0.1 million
Academic Support Curriculum · action 1.3 · p. 48 ↗ · marked as contributing to high-need services · of which $40,627 is state funding counted toward those services$0.1 million
Changes from last year’s plan, same title
Academic Support Curriculum−$259,112$311,995 → $52,883 · p. 48 ↗
Academic Interventions Personnel−$173,716$889,377 → $715,661 · p. 48 ↗
Support Personnel+$0.1 million$1.0 million → $1.1 million · p. 48 ↗
Every other line in this goal, against last year’s plan
Mental Health and Academic Services · $671,295 → $666,746 · p. 48 ↗−$4,549
Academic Enrichment · $385,402 → $322,933 · p. 48 ↗−$62,469
Academic Professional Development · $156,085 → $153,483 · p. 48 ↗−$2,602
Assessment and Data Analysis · $66,950 → $68,678 · p. 48 ↗+$1,728
How the plan measures it · 4 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 15 ↗.
Goal 2 · Focus GoalExpand and enhance dual language immersion and global language programs across all grade levels (TK-12) to…$148,6922% of action budgets
“Expand and enhance dual language immersion and global language programs across all grade levels (TK-12) to promote bilingualism, biliteracy, and cross-cultural competence among students. This includes increasing language proficiency, providing professional development for educators, and fostering partnerships with cultural institutions and language communities to enrich language learning experiences” p. 20 ↗
Curriculum Development and Alignment$75,692action 2.1 · p. 48 ↗ · marked as contributing to high-need services
Professional Development and Training$42,000action 2.2 · p. 48 ↗ · marked as contributing to high-need services
Student, Family and Community Engagement$31,000action 2.3 · p. 49 ↗
Changes from last year’s plan, same title
Curriculum Development and Alignment+$42,132$33,560 → $75,692 · p. 48 ↗
Professional Development and Training−$19,237$61,237 → $42,000 · p. 48 ↗
Student, Family and Community Engagement−$3,000$34,000 → $31,000 · p. 49 ↗
How the plan measures it · 5 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 20 ↗.
Goal 3Foster a welcoming and inclusive school culture that ensures all students feel valued, respected, and…$692,6499% of action budgets
“Foster a welcoming and inclusive school culture that ensures all students feel valued, respected, and supported. This includes implementing initiatives to increase cultural competency among staff and students, promoting social-emotional learning, and enhancing opportunities for community engagement and collaboration to create a positive and supportive learning environment for all TK-12 students” p. 25 ↗
College and Career$463,506action 3.4 · p. 49 ↗ · marked as contributing to high-need services · of which $346,907 is state funding counted toward those services
Cultivating a Positive School Climate$87,884action 3.1 · p. 49 ↗ · marked as contributing to high-need services · of which $70,527 is state funding counted toward those services
Celebrations and Recognitions$55,000action 3.5 · p. 49 ↗ · marked as contributing to high-need services · of which $10,000 is state funding counted toward those services
Building School Culture$51,259action 3.2 · p. 49 ↗ · marked as contributing to high-need services
Strengthening Family and Community Partnerships$35,000action 3.3 · p. 49 ↗ · marked as contributing to high-need services
Changes from last year’s plan, same title
College and Career+$55,291$408,215 → $463,506 · p. 49 ↗
Celebrations and Recognitions+$45,000$10,000 → $55,000 · p. 49 ↗
Cultivating a Positive School Climate−$17,713$105,597 → $87,884 · p. 49 ↗
Every other line in this goal, against last year’s plan
Building School Culture · $54,703 → $51,259 · p. 49 ↗−$3,444
Strengthening Family and Community Partnerships · $45,000 → $35,000 · p. 49 ↗−$10,000
How the plan measures it · 4 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 25 ↗.
Goal 4Implement comprehensive strategies to ensure a safe and secure learning environment for all TK-12 students.…$4.0 million50% of action budgets
“Implement comprehensive strategies to ensure a safe and secure learning environment for all TK-12 students. This includes enhancing campus security measures, providing training on conflict resolution and restorative practices, and promoting positive behavior interventions to foster a culture of respect, responsibility, and accountability throughout the school community” p. 30 ↗
3 funded actions · 2025–26 plan: $3.8 million (+$190,595)
Largest funded actions
Safe Learning Space$3.1 millionaction 4.3 · p. 50 ↗ · marked as contributing to high-need services · of which $1.3 million is state funding counted toward those services
Enhancing Physical and Personnel Security Measures$0.9 millionaction 4.1 · p. 49 ↗ · marked as contributing to high-need services
Promoting Safety Awareness and Preventionunder $0.1 millionaction 4.2 · p. 49 ↗ · marked as contributing to high-need services
Changes from last year’s plan, same title
Enhancing Physical and Personnel Security Measures+$186,445$759,583 → $946,028 · p. 49 ↗
Safe Learning Space+$3,750$3.1 million → $3.1 million · p. 50 ↗
Promoting Safety Awareness and Prevention+$400$2,100 → $2,500 · p. 49 ↗
How the plan measures it · 2 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 30 ↗.
What extra help do students who are behind get, and how do you know it’s working? 78% in math scored at the Developing or Minimal level, grade 11, spring 2026 (41 students tested); California: 68%
What help do students get when they fall behind on credits?
When a child starts missing school, who calls the family, and how soon?
Why did estimated spending on these services come in $0.5 million under the 2025–26 plan, and where does that money go in 2026–27?
What did Academic Support Curriculum pay for, and what changes now that the 2026–27 plan gives it $259,112 less?
What extra help do English learners get, and how do you know it’s working? 8% of English learners scored Proficient or Advanced in math, grades 3–8, spring 2026 (191 students tested); the same group across California: 12%
Every figure on this page, with its source, grades, year and count.
Score factorssource values, index and weights · 2024–25 · ranked #887 of 1,498 California high schools we score · #1 of 3 in San Bernardino County Office of Educatio
Score factors, 2024–25
Factor
School
Index
Weight
Graduation rate
100%
64
25%
Exceeded standardaverage of English and math
18%
52
22%
Ready for college or career (state measure)
37%
45
20%
Met or exceededaverage of English and math
36%
50
18%
Chronically absent
18 in 100
56
5%
Suspension rate
5.0% (65 of 1,294)
46
5%
English learners: top level
8%
—
5%
Index is where the school's value sits among the California high schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2024–25. 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.
Scope Score by year2023–24 to 2024–25 · each year’s inputs, and the score for each year we could verify
The 2024–25 Scope Score, in the current-formula row below, uses the state’s college-or-career readiness measure, 2024–25. No verified earlier Scope Scores are available here.
Scope Score
School year
Scope Score
Percentile
Rank
Comparison group
2024–25
53
40
#887
California high schools · 1,498 schools · current formula
2023–24 has records on file but no Scope Score we could verify against that year’s source files, so no score is shown for it.
School year
Chronic absence
Suspension
2023–24
23 in 100
6.6% (84 of 1,275)
2024–25
18 in 100
5.0% (65 of 1,294)
Chronic absence and suspension are CDE’s all-students school rates for each year.
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
690
14%
39%
2026 · Math
690
10%
26%
2025 · English
689
13%
38%
2025 · Math
687
7%
24%
2024 · English
702
8%
28%
2024 · Math
702
5%
15%
2023 · English
633
7%
23%
2023 · Math
633
6%
16%
2022 · English
597
8%
29%
2022 · Math
595
6%
15%
2019 · English
435
12%
37%
2019 · Math
436
10%
30%
2018 · English
427
11%
33%
2018 · Math
427
9%
29%
2017 · English
408
8%
26%
2017 · Math
409
4%
16%
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
99
21%
2025 · Grade 4 · English
100
31%
2025 · Grade 5 · English
100
29%
2025 · Grade 6 · English
122
36%
2025 · Grade 7 · English
121
50%
2025 · Grade 8 · English
116
53%
2025 · Grade 11 · English
31
58%
2025 · Grade 3 · Math
99
27%
2025 · Grade 4 · Math
99
30%
2025 · Grade 5 · Math
99
16%
2025 · Grade 6 · Math
122
28%
2025 · Grade 7 · Math
121
19%
2025 · Grade 8 · Math
116
28%
2025 · Grade 11 · Math
31
13%
2024 · Grade 3 · English
98
22%
2024 · Grade 4 · English
95
16%
2024 · Grade 5 · English
98
32%
2024 · Grade 6 · English
126
29%
2024 · Grade 7 · English
117
27%
2024 · Grade 8 · English
118
29%
2024 · Grade 11 · English
50
54%
2024 · Grade 3 · Math
99
23%
2024 · Grade 4 · Math
95
22%
2024 · Grade 5 · Math
98
20%
2024 · Grade 6 · Math
126
14%
2024 · Grade 7 · Math
117
15%
2024 · Grade 8 · Math
117
4%
2024 · Grade 11 · Math
50
6%
2023 · Grade 3 · English
100
25%
2023 · Grade 4 · English
103
21%
2023 · Grade 5 · English
84
32%
2023 · Grade 6 · English
119
20%
2023 · Grade 7 · English
117
21%
2023 · Grade 8 · English
110
22%
2023 · Grade 3 · Math
100
31%
2023 · Grade 4 · Math
103
19%
2023 · Grade 5 · Math
84
17%
2023 · Grade 6 · Math
119
13%
2023 · Grade 7 · Math
117
9%
2023 · Grade 8 · Math
110
10%
2022 · Grade 3 · English
110
26%
2022 · Grade 4 · English
94
22%
2022 · Grade 5 · English
90
36%
2022 · Grade 6 · English
120
23%
2022 · Grade 7 · English
105
32%
2022 · Grade 8 · English
78
41%
2022 · Grade 3 · Math
110
26%
2022 · Grade 4 · Math
94
13%
2022 · Grade 5 · Math
90
12%
2022 · Grade 6 · Math
118
9%
2022 · Grade 7 · Math
105
16%
2022 · Grade 8 · Math
78
12%
2019 · Grade 3 · English
102
27%
2019 · Grade 4 · English
93
26%
2019 · Grade 5 · English
76
46%
2019 · Grade 6 · English
54
44%
2019 · Grade 7 · English
58
50%
2019 · Grade 8 · English
52
40%
2019 · Grade 3 · Math
102
39%
2019 · Grade 4 · Math
93
27%
2019 · Grade 5 · Math
76
37%
2019 · Grade 6 · Math
54
24%
2019 · Grade 7 · Math
59
34%
2019 · Grade 8 · Math
52
13%
2018 · Grade 3 · English
97
33%
2018 · Grade 4 · English
84
30%
2018 · Grade 5 · English
65
34%
2018 · Grade 6 · English
68
32%
2018 · Grade 7 · English
52
25%
2018 · Grade 8 · English
61
41%
2018 · Grade 3 · Math
97
42%
2018 · Grade 4 · Math
84
33%
2018 · Grade 5 · Math
65
17%
2018 · Grade 6 · Math
68
24%
2018 · Grade 7 · Math
52
23%
2018 · Grade 8 · Math
61
23%
2017 · Grade 3 · English
90
27%
2017 · Grade 4 · English
73
22%
2017 · Grade 5 · English
77
23%
2017 · Grade 6 · English
60
15%
2017 · Grade 7 · English
60
30%
2017 · Grade 8 · English
48
42%
2017 · Grade 3 · Math
90
31%
2017 · Grade 4 · Math
74
16%
2017 · Grade 5 · Math
77
6%
2017 · Grade 6 · Math
60
2%
2017 · Grade 7 · Math
60
27%
2017 · Grade 8 · Math
48
6%
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
255
8%
21%
59%
12%
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
517
36%
+31
−3
Hispanic or Latino
648
38%
+32
−2
English learners (grades 3–8 only)
191
13%
—
+2
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
+22
543
Exceptional
+6
541
Accelerated
Hispanic or Latino
+21
502
Exceptional
+6
500
Accelerated
Low-income
+22
456
Exceptional
+5
454
Accelerated
English-only students
+21
272
not categorized
+5
271
not categorized
English learners
+13
220
Accelerated
+6
219
Accelerated
English learners only
+4
148
not categorized
+4
147
not categorized
Students with disabilities
+16
85
Accelerated
+28
83
Exceptional
Recently reclassified as fluent in English
+27
72
not categorized
+7
72
not categorized
Long-term English learners (grades 6–8 only)
+24
61
Exceptional
−1
61
Average
Homeless
+13
25
Accelerated
+26
25
Exceptional
Black or African American
+29
19
Exceptional
+4
19
Average
White
+38
13
Exceptional
+12
13
Accelerated
CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. Long-term English learner counts cover grades 6–8 only (CDE’s rule), so that row is not comparable to the All students row. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8. SchoolScope does not use these CDE figures in its Scope Score.
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grades 4–8
543 students
CDE growth category: Exceptional
California growth model, English: +22 scale-score points versus the state's expectation, CDE category Exceptional, against SchoolScope's +2-point median for California elementary school records.
State model · math+6 pts vs expected
matched students, grades 4–8
CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grades 4–8
541 students
CDE growth category: Accelerated
California growth model, math: +6 scale-score points versus the state's expectation, CDE category Accelerated, 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, 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 · 18 in 100 → 2025–26 · 18 in 100 · 0 in 100
Suspension rate2024–25 · 5.0% (65 of 1,294) → 2025–26 · 3.2% (43 of 1,333) · −1.8 percentage points
Group
2018–19
2025–26
Change
Female
—
17 in 100
—
Male
—
18 in 100
—
Black or African American
—
13 in 100
—
Hispanic or Latino
—
18 in 100
—
Two or more races
—
7 in 100
—
White
—
4 in 100
—
Students with disabilities
—
20 in 100
—
English learners
—
21 in 100
—
Homeless
—
21 in 100
—
Low-income
—
18 in 100
—
All students
—
18 in 100
—
Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.
Graduation and readinessstate records · each rate for its own year and class of students
Measure
Source record
This school · CCI overall Prepared
CDE College/Career Indicator · CCI source year 2025 · all students · all students in the current four-year graduation cohort, plus only Prepared fifth-year graduates from the prior cohort. Overall CCI Prepared rate 37% · numerator 18 students classified Prepared · denominator 49 CCI students.
California · CCI overall Prepared
CDE statewide CCI cohort · CCI source year 2025 · all students · overall Prepared rate 52% · numerator 257,567 students classified Prepared · denominator 497,814 CCI students.
AP pathway among CCI Prepared studentsCDE College/Career Indicator · CCI source year 2025 · all students · AP pathway rate 17% · AP-pathway numerator 3 · denominator 18 (CCI Prepared students). This measure uses Prepared students as its denominator, not the whole CCI cohort; it is not an AP exam-taking rate or a count of AP courses offered. That cohort includes all students in the current four-year graduation cohort plus only Prepared fifth-year graduates from the prior cohort. In 2025 the pathway accepts two qualifying AP exams, two qualifying AP courses, or a combination of one of each in different subjects.
CDE's overall Prepared rate is the college-readiness factor in the Scope Score (20% of the high school score). The school rate is 18 of 49 CCI students, not the AP-only pathway or A–G completion rate. The California figure is CDE's statewide CCI student cohort, not an average of SchoolScope's comparable high schools or the SchoolScope school-rank pool.
Graduation rate
100%
AP route, among those ready for college or career
17%
2025 CDE CCI cohort · AP courses, exams, or both; share of students ready for college or career (CDE’s “Prepared”), not course offerings
Finished the UC/CSU course list (A–G)
24%
A–G are the 15 courses (across 7 subjects) required for UC/CSU eligibility
These source periods and populations differ: graduation uses an adjusted cohort, while A–G completion and college-going use separately reported groups. The rates are shown individually, without a shared performance tier.
UC admissions, universitywidefall 2025–2025 · applied, admitted, enrolled, mean GPA · summed across CEEB codes
Year
Applied
Admitted
Enrolled
Mean GPA (applied)
Mean GPA (admitted)
Mean GPA (enrolled)
2025
8
6
5
3.81
3.86
3.81
Source: UC admissions by source school. Dated fall first-year UC applicants, admitted students, and enrollees. GPA is each group's mean weighted, capped high-school GPA for 10th/11th-grade college-preparatory courses. SchoolScope leaves GPA unavailable when several CEEB codes contribute rather than combining their means. UC blanks counts under 5 applicants or under 3 admits or enrollees, shown here as “under 5” or “under 3”; — means unavailable, and a reported zero remains zero. A + marks a partial SchoolScope sum of observed counts, not a complete total; missing contributions may be zero. No admit rate is computed here. Complete, matching counts can support a historical descriptive rate, but do not establish a school's effect or predict individual chances. Series shown from 2025.
UC admissions by campuslatest falls on file · each campus counted separately
Campus
Year
Applied
Admitted
Enrolled
Berkeley
2025
5
under 3
under 3
Irvine
2025
6
under 3
under 3
Los Angeles
2025
7
under 3
under 3
Riverside
2025
7
6
5
Universitywide
2025
8
6
5
Source: UC admissions by source school. Dated fall first-year UC applicants, admitted students, and enrollees. Campus totals are not interchangeable with Universitywide; students can apply to several campuses. Universitywide is separately reported; never derive it by adding campus rows. Universitywide applicant and admit counts are unduplicated. UC blanks counts under 5 applicants or under 3 admits or enrollees, shown here as “under 5” or “under 3”; — means unavailable, and a reported zero remains zero. A + marks a partial SchoolScope sum of observed counts, not a complete total; missing contributions may be zero. No admit rate is computed here; these records do not establish a school's effect or predict individual chances.
AP course catalog2025–26 · College Board course authorizations
Subject
Authorization recorded for
Computer Science A
this school
Computer Science Principles
this school
English Language and Composition
this school
English Literature and Composition
this school
Spanish Language and Culture
this school
U.S. Government and Politics
this school
United States History
this school
Authorization ≠ a section running this year — the Ledger records what the school may teach, not seat counts.
Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot
Measure
This school
AP offered
offered
AP course count
6
AP enrollment (male/female)
55
IB participation
not reported
Dual enrollment
offered · 10 enrolled
Algebra I in grade 8
not reported
Calculus sections
0
Physics sections
0
Chemistry sections
4
Reported male/female enrollment (CRDC)
1,200
These counts aren’t part of the Scope Score. “Not reported” means the federal record has no value for that item; it isn’t a zero. Enrollment counts add the male and female students the survey reports.
Fundingschool and district spending, from state and federal finance records · each row names its fiscal year and measure
Per-pupil spending
District · current expense$75,731 per pupil
NCES F-33 · FY 2017–18 (2018) · fall district membership: 3,302 pupils
Selected General Fund operating costs · FY 2024–25 · SchoolScope calculation
Instruction 36%Instruction support 27%Student services 17%Administration 17%Buildings & maintenance 3%
The arithmetic behind these shares · FY 2024–25
Group
Dollars
Share, to two decimals
Printed
Instruction
$112,538,880
35.53%
36%
Instruction support
$86,302,236
27.24%
27%
Student services
$52,413,591
16.55%
17%
Administration
$55,109,225
17.40%
17%
Buildings & maintenance
$9,505,584
3.00%
3%
Total
$316,766,350
100.00%
100%
These shares are our arithmetic: each group’s dollars divided by the $316,766,350 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, 2017–2018; latest district record shown: 2018
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 92408 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 92408 area
Measure
Estimate
Median household income
$68,333
Bachelor's degree or higher (adults 25+)
16%
ZIP-area population
14,325
Median age
32.8 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 92408 →
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title="Norton Science and Language Academy — SchoolScope scorecard">
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Free to embed with the credit link. Data updates automatically.
Its Scope Score is a high school score; results for its other grades are in these records.
Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2024–25 results, compared across 1,498 high schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · UC fall first-year source records — UC blanks counts under 5 applicants or 3 admits or enrollees; “+” marks a partial count; the all-campus total is reported separately · AP courses the College Board approved, 2025–26 (approved to teach, not enrollment) · federal civil rights data (CRDC) 2023–24, a past snapshot · Data updated October 15, 2026