LAUSD affiliated charter · Los Angeles Unified

Paul Revere Charter Middle — Rating & test scores

1450 Allenford Avenue, Los Angeles · 1,715 students · Grades 6–8

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Scope Score 89

StrongScope Score · 94th percentile. Higher than 94 in 100 of the 2,529 California public middle schools we score.

75 is the typical California school. 100 is the best result in the state. How the score is built

Well above California in English (reading and writing) and math, grades 6–8, spring 2026: 74% and 68% scored Proficient or Advanced, against 49% and 37%.

Source for this line
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 1,497 in English, 1,492 in math
Comparison
California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).

Overview

Is Paul Revere Charter a good middle school?

Strong. Paul Revere Charter is higher than most California middle schools on test results and progress in both subjects. Paul Revere Charter is lower than most on attendance.

Test results, spring 2026

English, Proficient or Advanced9074%
Math, Proficient or Advanced9368%
English, Advanced9443%
Math, Advanced9450%

Progress in a year, 2025

English68+6 pts
Math82+13 pts

Showing up, 2025–26

Attendance4318 in 100
Paul Revere Charter’s place among California middle schools, out of 100Los Angeles Unified’s other middle schoolsBar colour, from the lowest quarter of schools to the highest

One more thing to know

On spring 2025 tests, students in grades 6–8 scored higher than California students who had the same scores the year before, in English (+6 pts) and math (+13 pts). The state calls both results Accelerated.

Each bar is Paul Revere Charter’s place among 2,529 California public middle schools we score. Our calculation from California Department of Education records, updated October 15, 2026.

How to read these bars, and their sources

A place counts the schools out of 100 with a lower figure. The dashed line is the middle. Test results are from spring 2026, grades 6–8. Progress is the state’s measure of how the same students’ scores changed against the score it expected, 2025. Attendance counts students who missed 10% or more of school days; fewer is better, so a higher place means fewer such students.

Source for the sentence
CDE growth model, 2025. Students with scores in both years in grades 6–8: 1,433 in English, 1,436 in math. 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.

In its own words

What does Paul Revere Charter say about itself?

These lines come from the school’s own website. They are the school’s description. They are not parent reviews or test results.

“Paul Revere Charter Middle School and Mathematics, Science and Technology Magnet is dedicated to the development of critical thinkers and problem solvers for a world that honors the richness of human diversity.”
paulreverems.lausd.org (opens in a new tab), read October 28, 2026

What it puts first

Kid-led. The school's own words describe learning that starts from the child, such as exploring, projects, inquiry or hands-on work.

More in its own words

“Students matriculating from Revere will leave with the academic and social-emotional intelligence that will prepare them for their post-secondary experience.”
paulreverems.lausd.org (opens in a new tab), read October 28, 2026

Every line here is from paulreverems.lausd.org, read between October 27, 2026 and October 28, 2026.

Progress

Did students here score higher than students who started at the same place?

Yes, in both subjects. In 2025, students here in grades 6–8 scored 6 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 13 points higher, which the state calls Accelerated.

English

+6

points higher than California students who had the same score a year earlier. The state calls it Accelerated, the fourth of its five growth levels.

By student group · students counted

White752+8 points
Low-income487+1 points
Hispanic or Latino321+1 points
Students with disabilities155−4 points
Black or African American126−3 points

Math

+13

points higher than California students who had the same score a year earlier. The state calls it Accelerated, the fourth of its five growth levels.

By student group · students counted

White753+23 points
Low-income4890 points
Hispanic or Latino322−2 points
Students with disabilities157−11 points
Black or African American126−15 points

Grades 6–8, 2025, 1,433 students in English, 1,436 in math with scores in both years. It describes results, not causes. Source: California Department of Education, growth model.

How the state’s growth measure works

The state calls this comparison an expected score. It sets one for each student from that student’s own score the year before.

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 6 points above that expected score, and in math 13 points above it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

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

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

Our Scope Score measures growth another way. It compares the latest grade 8 scores here with the school’s grade 6 scores two years earlier (partly different children), then places that change among California schools at the same level. The state’s measure counts only students who took California’s test the year before, so the two can point different ways.

SchoolScope middle standardized cohort gain: approximately 62nd percentile on a calibrated reference scale, not an empirical school rank. This score compares school-level grade groups across English and math, not matched students in California's separate growth model.

Nearby

How does it compare with schools nearby?

0 of the 5 middle schools nearby have a higher Scope Score than Paul Revere Charter. Each school is compared with every California middle school.

Scope Score

6 middle schools within 4.7 miles, highest score first. Under each name is how the school takes students.

  1. Paul Revere CharterScope Score 8994th
  2. LincolnSanta Monica-Malibu Unified · by addressScope Score 8791st
  3. Mark TwainNeighborhood school · by addressScope Score 8282nd
  4. John AdamsSanta Monica-Malibu Unified · by addressScope Score 8281st
  5. Emerson Community CharterCharter · its own lotteryScope Score 8072nd
  6. Daniel WebsterNeighborhood school · by addressScope Score 7336th
Los Angeles UnifiedA neighborhood school in another districtCharter

A neighborhood school in another district takes students who live in its area. Ask that district about a transfer. A charter school takes applications from any family and holds a lottery when it has more applicants than seats.

Scope Score from California Department of Education state tests (CAASPP), spring 2026, grades 6–8. Distance is a straight line from this campus and is not an attendance boundary. See these schools on the map

Scores and family income

Further right, more students are from low-income families. Higher up, more students scored Proficient or Advanced in English.

25%50%75%0%25%50%75%100%

English results: California Department of Education state tests (CAASPP), spring 2026, grades 6–8. Low-income is the share of students who qualified for free or reduced-price meals, 2024–25. The chart compares results, not causes.

Schools like it

How does Paul Revere Charter compare with schools like it?

Paul Revere Charter’s Scope Score is 89. 256 California middle schools, counting Paul Revere Charter, have a similar share of students from low-income families. Their typical score is 80. Paul Revere Charter’s result is higher than 234 of them.

The five schools with the highest results of the 256

  1. Students from low-income families: 28%

    Scope Score 99Strong · 99th percentile

  2. Students from low-income families: 28%

    Scope Score 98Strong · 99th percentile

  3. Students from low-income families: 34%

    Scope Score 96Strong · 99th percentile

  4. Students from low-income families: 36%

    Scope Score 96Strong · 99th percentile

  5. Students from low-income families: 28%

    Scope Score 95Strong · 98th percentile

256 California public middle schools where 26% to 38% of students qualified for free or reduced-price meals in 2024–25. The chart compares results, not causes. Our calculation from California Department of Education records, spring 2026.

How the group is chosen

The group is every California public middle school we score where 26% to 38% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Paul Revere Charter’s share. The count includes Paul Revere Charter. Typical means the median: half are higher and half are lower. Schools differ in more than family income, and no score is changed for it. Our calculation from California Department of Education records: state tests (CAASPP), spring 2026, and school meal eligibility, 2024–25.

Over time

Have results changed?

Results in both subjects were similar to 2025. English stayed at 74% and math went from 65% to 68%.

Share at the state’s top two test levels, 2017 to 2026

Grades 6–8. Point at a year, tap it or use the arrow keys to read its figures.

English

No comparable testsNo tests25%50%75%2017201820192022202320242025202639%73%74%Paul Revere CharterThis school49%CaliforniaCalifornia47%Los Angeles UnifiedDistrict

Math

No comparable testsNo tests25%50%75%2017201820192022202320242025202628%63%68%Paul Revere CharterThis school37%CaliforniaCalifornia35%Los Angeles UnifiedDistrict

The lines break where a year has no comparable state test results. Each spring tests a different group of students. Los Angeles Unified’s line combines its 214 middle schools we score (our calculation). Faint lines are its other schools. Source: California Department of Education, state tests (CAASPP).

Each year’s results

The top two levels were called Met or Exceeded before 2026 and are called Proficient or Advanced now. Los Angeles Unified’s figure weights each school by the students it tested.

English, grades 6–8: share at the top two levels
SpringPaul Revere CharterLos Angeles UnifiedCaliforniaTested here
201773%39%48%2,069
201875%41%49%2,031
201975%43%50%2,019
202274%42%47%1,683
202371%39%46%1,649
202473%42%46%1,656
202574%45%49%1,525
202674%47%49%1,497
Math, grades 6–8: share at the top two levels
SpringPaul Revere CharterLos Angeles UnifiedCaliforniaTested here
201763%28%37%2,093
201863%30%37%2,018
201963%31%38%2,004
202257%25%31%1,671
202359%25%32%1,600
202463%28%33%1,657
202565%32%36%1,527
202668%35%37%1,492

Tests

How did students here do on state tests?

Well above California in both subjects.

English

74%

scored Proficient or Advanced.

10163143
Los Angeles Unified47%California49%

Math

68%

scored Proficient or Advanced.

16161850
Los Angeles Unified35%California37%
MinimalDeveloping levelProficientAdvanced

In grades 6–8, spring 2026, 74% scored Proficient or Advanced in English and 68% in math, against 49% and 37% across California.

The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 6–8 combined. From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”). Source: California Department of Education, state tests (CAASPP).

School pattern · grades 6–8 · spring 2026

Broad base
Most students here scored Proficient or Advanced, the state’s top two levels. The English and math cards above give each figure.

What patterns mean

Results for each grade, spring 2026

What each level means: California's level descriptions.

English

English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced72%73%76%
Advanced42%43%43%
Proficient30%30%33%
Developing level18%16%15%
Minimal10%11%9%
Tested491472534
California48%51%49%
Difference+24+22+27

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

Math

Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced67%67%71%
Advanced46%47%56%
Proficient21%20%15%
Developing level16%16%15%
Minimal17%17%14%
Tested489472531
California37%38%36%
Difference+30+29+35

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.

All four test levels, with the number of students tested
Share of students tested at each level, spring 2026. The state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal.
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 6–8 · This school43%31%16%10%1,497
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Los Angeles Unified17%30%23%30%106,147
Math, grades 6–8 · This school50%18%16%16%1,492
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Los Angeles Unified19%16%23%42%106,060

Spring 2026, grades 6–8 combined: 1,497 tested in English, 1,492 tested in math. California combines the state’s results for the same grades, weighted by students tested (our calculation).

Who goes here

Who goes here?

White students are the largest group here, at 49% of students. 278 of 1,590 students missed 10% or more of school days.

Missing school, 2025–26

18in 100

students were chronically absent. That means they missed 10% or more of school days (278 of 1,590 students).

At the average Los Angeles Unified middle school: 24 in 100. At the average California middle school: 18 in 100.

Suspensions: 0.8% of students were suspended at least once (13 of 1,611). Average California middle school 3.7%.

Students, 2024–25

1,715

students in grades 6–8.

White 49%Hispanic or Latino 22%Black or African American 11%Two or more races 7%Asian 6%Not reported 4%

Family income

32%

of students qualified for free or reduced-price meals in 2024–25, 541 of 1,715. California: 63%.

Teachers, 2024–25

73

teachers, with 16 years of experience on average.

10% were in their first year.

68% of teaching positions had the right credential, 2021–22.

English learners

80%

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 (12 of 15 students).

Los Angeles Unified: 52%. California: 47%.

It counts students moving up the test’s levels, so a student can count here before becoming fluent. Sources: California Department of Education and the California School Dashboard. Each tile names its year.

Missing school, by grade
Grade 6
17 in 100 students in grade 6 were chronically absent (87 of 525).
Grades 7–8
18 in 100 students in grades 7–8 were chronically absent (191 of 1,065).
Full student mix, 2025–26
StudentsHere
White49%
Hispanic or Latino22%
Black or African American11%
Two or more races7%
Asian6%
Not reported4%
Filipino—
American Indian or Alaska Native—
Pacific Islander—
Where these figures come from

Attendance and suspensions: California Department of Education, 2025–26. Student mix: the students the state’s attendance file counts, 2025–26; a dash means our records hold no count. English learner progress: California School Dashboard, 2026 . Student count: California Department of Education enrollment, 2024–25. Teachers: California Department of Education staffing files, 2024–25.

Teaching credentials: California’s School Accountability Report Card, 2024–25, measured in 2021–22: 47.8 of 69.8 full-time teaching positions. It counts positions, not individual teachers.

Student groups

How do kids like mine do here?

Three student groups here scored well above the same groups across California in math.

This schoolThe same group, California
  • Asian88 tested93%California 71%
  • White744 tested83%California 50%
  • Two or more races167 tested75%California 50%
  • Low-income587 tested46%California 26%
  • Hispanic or Latino331 tested45%California 25%
  • Students with disabilities158 tested27%California 10%
  • Black or African American152 tested26%California 20%

Low-income and Hispanic or Latino students and students with disabilities all score below California’s rate for all students statewide. 46% of low-income students scored Proficient or Advanced in math (grades 6–8, spring 2026), against 26% for the same group across California. The chart gives each group’s figures. Every group’s English results are in the table below.

Share who scored Proficient or Advanced, grades 6–8 math, spring 2026. Each group is compared with the same group in the same grades. Source: California Department of Education, state tests (CAASPP).

Every group’s results, with the district

Low-income is the state’s “socioeconomically disadvantaged” group.

Proficient or Advancedgrades 6–8 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 591 tested in English, 587 in math
English54%+1143%+1539%
Math46%+1531%+2026%
White · 744 tested
English87%+1869%+2562%
Math83%+2261%+3350%
Hispanic or Latino · 331 tested
English54%+1242%+1539%
Math45%+1431%+2025%
Two or more races · 168 tested in English, 167 in math
English79%+1564%+1762%
Math75%+2154%+2550%
Black or African American · 155 tested in English, 152 in math
English36%−137%+333%
Math26%+125%+620%
Asian · 89 tested in English, 88 in math
English94%+1480%+1975%
Math93%+1677%+2271%
Students with disabilities · 157 tested in English, 158 in math
English33%+1815%+1914%
Math27%+1611%+1710%

Each gap is to the same group, grades and subject: in Los Angeles Unified, and across California. ■ Green: a group that is behind across California does much better here, by 10 points or more and more than twice the margin of error.

No published rate here for Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, 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.

What people say

What do students, families and staff say?

On high expectations, students, families and staff here all answered less positively than at Los Angeles Unified middle schools in 2025–26.

1,364

students answered

387

family surveys came back

88

staff answered
This schoolLos Angeles Unified middle schools, same questionsShare who gave one of the two most positive answers. Each line runs from 40% to 100%.

Students

1,364 answered

Feeling safe70%
Belonging60%
Caring adults60%
Having a say61%
High expectations69%
  • Higher than Los Angeles Unified
  • There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of class88%district 75%
  • I participate in extra-curricular activities offered through my school, such as school clubs or organizations, musical groups, sports teams, student government, or any other extra-curricular activities57%district 44%
  • I feel like I am part of this school66%district 58%
  • Lower than Los Angeles Unified
  • Adults at this school treat all students with respect52%district 59%
  • Teachers go out of their way to help students55%district 61%
  • Happened to them 2 or more times in 30 days · lower is better
  • Been made fun of because of your looks or the way you talk?28%district 30%
  • Had mean rumors or lies spread about you?23%district 25%

Families

Parents and guardians · 387 surveys came back

Child is safe73%
Feeling welcome82%
Caring adults74%
Being included74%
High expectations73%
Bullying handled54%
  • Lower than Los Angeles Unified
  • This school includes me in important decisions about my child's education55%district 82%
  • Reports of all types of bullying are taken seriously at this school54%district 74%

Staff

Teachers and other staff · 88 answered, 58 of them teachers

Feeling safe98%
Caring adults78%
High expectations89%
Little bullying59%
  • Higher than Los Angeles Unified
  • I feel safe on school grounds during the day98%district 94%
  • Lower than Los Angeles Unified
  • Harassment or bullying among students59%district 71%
  • Adults at this school treat all students with respect83%district 90%

Each line is the average of the survey’s questions on that theme. The themes are our grouping. We show a question only when at least 20 people answered it. The lists name the questions 3 points or more from Los Angeles Unified middle schools. These answers are not part of the Scope Score. Source: Los Angeles Unified, School Experience Survey, 2025–26. Survey results (opens in a new tab)

All 45 student questions
QuestionHereLos Angeles Unified middle schoolsAnswers
Safety
I feel safe in this school or in online school sessions70%64%1,364
Belonging
This school is a supportive and inviting place for students to learn61%63%1,335
I am happy to be at this school69%64%1,362
I feel like I am part of this school66%58%1,355
I feel accepted for who I am at this school69%62%1,352
Most kids at this school are kind to each other34%31%1,350
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are accepted58%53%892
Caring adults
Teachers go out of their way to help students55%61%1,339
The teachers at this school treat students fairly50%52%1,358
Teachers care if I'm absent from school58%55%1,352
Adults at this school treat all students with respect52%59%1,362
There is an adult at my school whom I trust and can talk to no matter what is bothering me56%57%1,332
There is at least one adult at my school who supports me72%69%1,329
Teachers at my school know me66%64%1,328
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help me68%68%1,352
Engagement
Teachers give students a chance to take part in classroom discussions or activities78%75%1,337
My teachers make learning fun41%44%1,327
Students have a voice in decision making at this school44%48%1,351
Teachers encourage students to make decisions58%61%1,348
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of class88%75%1,343
I participate in extra-curricular activities offered through my school, such as school clubs or organizations, musical groups, sports teams, student government, or any other extra-curricular activities57%44%1,346
High expectations
In my classes, my teachers tell me how I can make my work better70%75%1,341
Adults at this school encourage me to work hard so I can be successful in college or at the job I choose68%70%1,335
Bullied 2 or more times in the past 30 days
Had mean rumors or lies spread about you?A lower share means fewer students reported it.23%25%1,357
Been made fun of because of your looks or the way you talk?A lower share means fewer students reported it.28%30%1,347
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?A lower share means fewer students reported it.14%17%1,349
Been bullied online?A lower share means fewer students reported it.8%10%1,347
Had sexual jokes, comments, or gestures made to you?A lower share means fewer students reported it.16%16%888
Other questions
The teachers at this school grade me fairly63%61%1,338
Students know how they are expected to act48%45%1,358
Adults at this school clearly inform students what would happen if they break school rules79%76%1,355
What is the highest level of education that you plan to complete?——916
I can change my intelligence with hard work82%72%1,338
I can increase my intelligence by challenging myself81%71%1,337
I am capable of learning anything79%68%1,333
I feel safe in the neighborhood around this school82%62%1,362
I can do well on all my tests, even when they're difficult66%50%1,321
I can master the hardest topics in my classes60%42%1,317
I can meet all the learning goals my teachers set72%54%1,313
I came to class prepared91%76%1,346
I remembered and followed directions89%79%1,341
I paid attention, even when there were distractions73%59%1,340
How well did you get along with students who are different from you?76%67%1,360
When others disagreed with you, how respectful were you of their views?75%67%1,357
How carefully did you listen to other people's points of view?81%75%1,360

A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.

All 38 family questions
QuestionHereLos Angeles Unified middle schoolsAnswers
Safety
My child is safe on school grounds73%82%368
Belonging
Clerical/office staff treat me with respect in-person and online85%89%378
Teachers treat me with respect in-person and online86%90%377
I am greeted by school staff when I visit this school78%88%362
I feel welcome to participate at this school79%88%387
Caring adults
Teachers take my concerns seriously78%86%377
Teachers at this school let me know about my child's progress71%88%376
Engagement
This school informs me about school activities in different ways87%89%383
This school includes me in important decisions about my child's education55%82%385
This school recruits and organizes parents to help and support the school81%81%378
High expectations
School staff expect my child to attend college70%82%324
School staff expect my child to graduate from high school76%86%280
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this school54%74%374
Other questions
Clerical/office staff take my concerns seriously73%84%377
Clerical/office staff respond to my needs in a timely manner75%84%377
Teachers respond to my needs in a timely manner75%85%378
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school67%83%373
I am satisfied with my school's communication about how to support my child's learning68%85%374
This school encourages my child to explore different career choices49%77%382
School staff help me understand the requirements for CSU/UC admission39%69%249
School staff help me understand which courses my child needs to graduate from high school45%75%238
This school provides instructional resources to help me support my child's education55%82%383
This school offers extra activities for my child's personal growth81%84%385
This school provides high quality instruction to my child74%87%385
I am satisfied with how much my child is learning at this school72%86%385
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performances87%86%373
I feel comfortable supporting my child’s use of technology at home to access and complete school assignments73%89%378
I have visited my child's school website to get information and/or access resources90%87%374
This school provides me with information (verbal and written) I can understand86%90%385
School staff provide translation and interpretation services when I need them64%82%155
This school provides information on grade level requirements for my child62%86%364
This school informs me about activities sponsored by the parent and family center77%84%342
I can easily find information about parent workshops or other programs offered at this school78%83%378
This school offers extra academic support for my child58%84%385
I have visited or received assistance from the parent and family center personnel, website or resource pages available online56%77%236
I have received information about my child's progress as an English Learner63%82%182
My child is clearly informed about the consequences of breaking school rules87%91%374
Discipline is fair at this school48%72%374

A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.

All 46 staff questions
QuestionHereLos Angeles Unified middle schoolsAnswers
Safety
I feel safe on school grounds during the day98%94%82
Caring adults
At this school, decisions are made based on students’ needs and interests74%78%88
Adults at this school treat all students with respect83%90%82
High expectations
This school sets high standards for academic performance for all students91%91%86
This school emphasizes teaching lessons in ways relevant to students87%92%83
Bullying called a mild or insignificant problem
Harassment or bullying among students59%71%83
Other questions
I have the materials I need to do my job well69%77%85
Generally speaking, my technology issues are resolved within an acceptable time period87%81%85
I get the help I need to communicate with parents74%77%85
The child abuse training I receive adequately prepares me to address child abuse at my school94%93%85
I feel safe in the neighborhood around my school96%86%83
At this school, parents treat me with respect.67%81%88
This school is a supportive and inviting place for staff to work76%78%88
This school promotes personnel participation in decision-making that affects the school practices and policies56%72%88
How many adults at this school support and treat each other with respect?84%86%84
How many adults at this school feel a responsibility to improve this school?64%75%81
Students treat adults at this school with respect57%70%81
This school clearly communicates to students the consequences of breaking school rules78%74%82
This school effectively handles student discipline and behavioral problems62%67%81
Racial/ethnic conflict among students63%81%82
The curriculum at this school is focused on helping students get ready for college (teachers)86%79%52
Teachers expect most students in this school to go to college (teachers)90%80%52
Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers)88%86%52
The MyPGS informal observation process has helped me improve my teaching (teachers)58%68%43
During the past year, how often did you communicate each individual English Learner’s progress towards reclassification as Fluent English Proficient (RFEP) to parents or students?* (teachers)——25
I use ELPAC scores to plan instruction for my English learner students (teachers)42%54%24
I know how to determine progress towards reclassification for my students who are English Learners (teachers)58%64%24
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)65%70%23
I know which of my students are long-term English learners (LTELs) (teachers)70%78%23
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)19%17%53
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)38%35%53
Worked in grade-level or department-level teams to review and align grading practices (teachers)42%42%53
Teachers meet to examine student performance data (teachers)30%33%53
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)38%45%53
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)79%77%53
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)83%76%53
I integrate technology into my instructional practices to meet the needs of my students (teachers)96%92%53
I feel confident integrating technology into my instruction (teachers)96%90%54
What I learn in our school professional development meetings addresses my students' needs (teachers)54%65%54
The professional development I received this year has made a positive impact on my teaching practice (teachers)48%63%54
The professional development I received this year has helped me improve students’ engagement in my class (teachers)50%60%54
The professional development I received this year has helped me improve my students' learning outcomes (teachers)52%64%54
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)67%69%54
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)72%73%53
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)57%66%53
I enjoy teaching at this school (teachers)87%85%54

A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.

About the survey and these figuresWho answers, what we show, and how a theme figure is made

Los Angeles Unified School District, School Experience Survey 2025–26 (researcher file). Students in grades 4–12 take it; some questions go only to older grades.

Los Angeles Unified publishes no minimum number of answers. We show a question only when at least 20 people answered it, and a group only when at least 10% of it responded, so the answers speak for more than the few who chose to reply.

Each row shows the percentage its label describes. For a theme, such as one marked “average of 5 questions”, we average the percentages for its questions, the way Los Angeles Unified averages its own topics. Each lane lists every question with its own percentage.

Family and staff answers

What would families and staff tell you?

Families and staff can answer a short set of questions about Paul Revere Charter. These are not star ratings or reviews.

  1. Staff answers show once 5 people have answered.Until then this page shows no staff answers.
  2. Family answers show once 20 families have answered.Until then this page shows how many have answered.
  3. The questions are about the school, never a person.No question asks about a named teacher or staff member.
  4. Answers are never part of the Scope Score.They sit beside the state’s records and do not change a school’s score.
  5. Staff confirm a work email.Staff answers come only from people who confirmed an email address at Los Angeles Unified.

Families

No family answers yet

0 of 20 needed before answers show

  • Does the school tell you how your child is doing, in a way you understand, before report cards arrive?Usually · Sometimes · Rarely
  • When you contact the school with a question, do you hear back within two school days?Usually · Sometimes · Rarely · Haven’t contacted them
  • Can you get school information in the language you read best?Yes · Mostly · No
  • And 4 more questions.

Answer the family questionsResponder en españolHow family answers work

Staff

No staff answers yet

5 answers needed before they show

  • Would you send your own child to this school?Yes · Maybe · No
  • Do you plan to work at this school next year?Yes · Not sure · No
  • Do you have the materials and supplies you need to teach?Usually · Sometimes · Rarely
  • And 5 more questions.

Answer the staff questionsHow staff answers work

Money

How much is spent on each student here?

$18,870 for each student in 2024–25. California’s middle schools spent $19,269 for each student.

$18,870

for each student at this school, 2024–25
Spent at the school
$13,863
The school’s share of district office costs
$5,007
Of the total, from federal funds
$841
  • Paul Revere Charter$18,870
  • Los Angeles Unified middle schools$24,956
  • California middle schools$19,269

The district and California figures combine their middle schools, weighted by enrollment (our calculation, 1,241 California schools). Spending does not show how well money is used. Source: California Department of Education, per-school spending report, 2024–25. Funding records ↓

The neighborhood

What is the area around Paul Revere Charter like?

These figures are for everyone who lives in ZIP code 90049. They are not figures for the families at Paul Revere Charter.

Typical household income in a year

$170,607

Typical means half are higher and half are lower. The ZIP code is the school’s address, not its attendance area. Source: U.S. Census Bureau, American Community Survey, 2020–2024, ZIP code area 90049.

Typical home value
$2,000,001
People who live in this ZIP code
37,122
Typical age
40.1 years
Adults 25 and older with a four-year college degree
80%

What you can do

Who can act on Paul Revere Charter’s results?

Paul Revere Charter’s own board decides its plan.

Where is its yearly plan?

Paul Revere Charter is an affiliated charter school. Los Angeles Unified runs the school. The school writes its own yearly plan (LCAP). Los Angeles Unified authorized this charter; its current term ends June 30, 2028.

What its plan pays for ↓

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

State support

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

Questions to ask

What should I ask, and when?

Bring these 12 questions to Paul Revere Charter. Confirm anything about applying with the school itself.

On a tour

  1. What extra help do Hispanic students get, and how do you know it’s working?45% of Hispanic students scored Proficient or Advanced in math, grades 6–8, spring 2026 (331 students tested); the same group across California: 25%
  2. How do you stretch students who are already ahead?50% scored Advanced in math, grades 6–8, spring 2026 (1,492 students tested); California: 21%
  3. When a bullying report comes in, who handles it, and how is the family told?18% (the average share reporting being bullied 2 or more times in the past 30 days, across 5 survey questions), 2025–26; LAUSD middle schools: 19%
  4. What is the school doing about this survey result?39% of families agreed that “School staff help me understand the requirements for CSU/UC admission” (249 answered); LAUSD middle: 69%
  5. Which math courses can students take, and how are placements decided?
  6. Which electives and high-school transition supports are available?
  7. How does the approach it describes show up in an ordinary lesson?From its own words, on how it teaches.
  8. Which grades take part in “Farm & Agriculture Ed.”, and how often?From its own words, on programs.

Before you apply

  1. Which grades are accepting applications, and who is eligible?
  2. What are the deadlines, enrollment priorities, and lottery or waitlist steps?

At the office

  1. What time does the day start and end, and is any day shorter?
  2. What transportation and before- or after-school options are available?

Getting in

What comes after Paul Revere Charter, and how do I get in?

Families inside Paul Revere Charter’s boundary enroll directly; others apply through LAUSD Choices.

In the district’s boundaries, Paul Revere Charter Middle draws from 7 elementary schools. Boundaries split some neighborhoods. Each school’s standing compares it with California schools at its own level.

Elementary · fed by
Middle · this school
Paul Revere Charter Middle
High · next
Palisades Charter High Scope Score 85Strong · 86th percentile · 2025

Admission preference area · every family applies · Charter school. Check how it admits students.

From the district’s 2026 attendance boundaries. Shares are our estimate of where the zone’s children live. We use 2020 Census child counts, or land area where few children were counted. A share counts children living in the zone, not a school’s enrolled students. A boundary doesn’t guarantee a place. Transfers, permits, magnets and Choices can change the path. Check your child’s address and current assignment with the district. Find a charter school in Los Angeles County · Explore schools on the map

All recorded links and nearby alternatives

Elementary links

  • Canyon Charter Elementary

    Assigned · Charter school. Check how it admits students.

    Scope Score 92 · Strong · 96th percentile · elementary · 2026

  • Marquez Charter

    Assigned · Charter school. Check how it admits students.

    Scope Score 88 · Strong · 90th percentile · elementary · 2026

  • Palisades Charter Elementary

    Assigned · Charter school. Check how it admits students.

    Scope Score 90 · Strong · 93rd percentile · elementary · 2026

  • Topanga Elementary Charter

    Assigned · Charter school. Check how it admits students.

    Scope Score 88 · Strong · 90th percentile · elementary · 2026

  • Kenter Canyon Elementary Charter

    Assigned · Charter school. Check how it admits students.

    Scope Score 95 · Strong · 98th percentile · elementary · 2026

  • Brockton Avenue Elementary

    Assigned for part of the zone

    Scope Score 71 · Developing · 27th percentile · elementary · 2026

    37% of the zone’s children

  • Woodland Hills Elementary Charter for Enriched Studies

    Assigned for part of the zone · Charter school. Check how it admits students.

    Scope Score 86 · Strong · 87th percentile · elementary · 2026

    15% of the zone’s children

High-school links

  • Palisades Charter High

    Admission preference area · every family applies · Charter school. Check how it admits students.

    Scope Score 85 · Strong · 86th percentile · high · 2025

  • University High School Charter

    Assigned for part of the zone · Charter school. Check how it admits students.

    Scope Score 74 · Developing · 47th percentile · high · 2025

  • Taft Charter High

    Assigned for part of the zone · Charter school. Check how it admits students.

    Scope Score 81 · Strong · 75th percentile · 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.

Where the path ends: Palisades Charter High
Palisades Charter HighScope Score 85 · Strong · 86th percentile · 2025district-published assignment for part of the zone

The road from this school ends at Palisades Charter High. UC records 94 enrollees from Palisades Charter High for fall 2025. The AP Course Audit lists 26 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach Palisades Charter High around 2029, and a school can change a lot in 3 years. By the state’s 2023 count, 85% of the students who finished high school at Palisades Charter High enrolled in college within 12 months, UC or not.

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

Applying to Paul Revere Charter for 2027–28

  1. Paul Revere Charter is an LAUSD affiliated charter. Check your address first. Families inside its attendance boundary don’t apply. They enroll directly with the school.

    LAUSD Resident School Identifier 

  2. On-time Choices applications closed November 6, 2026. Late applications open December 1, 2026 and join the end of the waitlist.

    apply.lausd.net 

  3. Choices letters go out February 8–12, 2027. Accept or decline by March 5, 2027: no answer counts as a decline.

Compare with other schools

How Choices, lotteries and waitlists work

Where it is

Where is Paul Revere Charter?

Address
1450 Allenford Avenue, Los Angeles 90049Get directions (opens Google Maps in a new tab)
Administrator
Shuntell AnthonyAs the state’s school directory lists it, last updated August 16, 2023.

A school’s place on the map is its address in the state directory. It does not show which homes the school serves. See nearby schools on the map

Short answers to 9 common questions

How do I get in?

Paul Revere Charter is an LAUSD affiliated charter. Check your address first. Families inside its attendance boundary don’t apply. They enroll directly with the school. See the details ↓

Is Paul Revere Charter a good middle school?

Paul Revere Charter Middle has a Scope Score of 89. It scored higher than 94 in 100 of California’s 2,529 scored public middle schools (Strong, 94th percentile, spring 2026). See the details ↓

How often do students miss school or get suspended?

In 2025–26, 18 in 100 students missed 10% or more of school days, against 24 in 100 at the average Los Angeles Unified middle school. 0.8% of students (13 of 1,611) were suspended at least once in 2025–26, against 3.7% at the average California middle school. See the details ↓

Did students here score higher than students who started at the same place?

Yes, in both subjects. In 2025, students here in grades 6–8 scored 6 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 13 points higher, which the state calls Accelerated.

  • Included in this measure: 1,433 students in English, 1,436 in math

See the details ↓

How do kids like mine do here?

In spring 2026, 54% of low-income students in grades 6–8 at Paul Revere Charter Middle in Los Angeles scored Proficient or Advanced in English, against 39% for the same group across California. See the details ↓

What do families and students say?

73% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD middle schools 82%, 368 answered).

  • 70% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD middle schools 64%, 1,364 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

See the details ↓

What does its own plan pay for?

In its 2026–27 plan, $23.3 million is planned for 13 funded actions in 4 goals, from the charter school’s discretionary funds as the plan lists them. These are planned amounts; the charter school reports what it spent in a later plan.

Where does it lead?

Paul Revere Charter Middle lies in the area that gets admission preference at Palisades Charter High; families there still apply. Boundaries come from the district’s published 2026 attendance boundaries; districts redraw them, and they are approximate at the edges. A boundary doesn’t guarantee placement; confirm your address with the district.

  • Palisades Charter High: Scope Score 85, Strong, 86th percentile among California’s regular public and charter high schools, 2025 results

See the details ↓

What should I ask on a visit?

The questions drawn from this page are under Questions to ask, ready to copy. See the details ↓

Its own plan

What does Paul Revere Charter’s own plan commit to?

$23.3 million is planned for 13 funded actions in 4 goals, from the charter school’s discretionary funds as the plan lists them. These are planned amounts; the charter school reports what it spent in a later plan.

$23.3million

planned in the school’s own plan for 2026–27

The three largest actions in the plan

  • Special Education Supports (paid by the district)$9.1 million
  • Base Instructional Supports, including General Fund School Program$1.1 million
  • Charter School Categorical Block Grant$770,619

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 100 pages), as posted to the California School Dashboard.

The whole plan: every goal, what it measures and what it pays for

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

The 2026–27 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 100 pages), as posted to the California School Dashboard.

Where the money goes

The district pays for most of it. Its largest actions are Special Education Supports, Magnet Program and Base-Funded School Climate Support Staff.

Reading, math and catch-up help

No action title in this plan names reading, math, catch-up help or English learners.

For high-need students

It plans $4.8 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $2.9 million and estimates it spent $2.5 million, $0.4 million (14%) less than planned (our arithmetic).

Ask: Why did estimated spending on these services come in $0.4 million under the 2025–26 plan, and where does that money go in 2026–27?

What changed

The total is $968,605 (4%) lower than in the 2025–26 plan. We couldn’t match $21.1 million of this $23.3 million plan to individual actions in last year’s plan. These lists cover the rest.

Largest cuts

  • Base Instructional Supports, including General Fund School Program−⁠$231,464
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 6–8 only: 74% in English and 68% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure2024–252025–26Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1 · Academic Excellence74%74%no change
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1 · Academic Excellence65%68%up 3 pts
Chronically absentGoal 2 · Joy and Wellness31 in 10017 in 10014 fewer in 100
Suspended at least onceGoal 2 · Joy and Wellness0.6%0.8%up 0.2 pts

Goals 3 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 full plan4 goals, 30 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 ($23.3 million).

Where does the money go?

97% to Goal 1, Academic Excellence. 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.

G1

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

Every goal, in the plan’s order

Goal 1Academic Excellence$22.5 million97% of action budgets

8 funded actions · 2025–26 plan: $23.1 million (−⁠$581,057) · p. 14 ↗

Largest funded actions

  1. Special Education Supports$9.1 millionaction 1.3 · paid by the district · p. 28 ↗
  2. Base Instructional Supports, including General Fund School Program$1.1 millionaction 1.1 · p. 65 ↗
  3. Charter School Categorical Block Grant$0.8 millionaction 1.4 · p. 65 ↗
  4. Magnet Program$0.2 millionaction 1.2 · paid by the district · p. 28 ↗

4 more actions are in the plan, counted in the goal’s total: p. 28 ↗

Changes from last year’s plan, same title

  1. Base Instructional Supports, including General Fund School Program−⁠$0.2 million$1.3 million → $1.1 million · p. 65 ↗
  2. Charter School Categorical Block Grant+⁠$3,626$766,993 → $770,619 · p. 65 ↗

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

  • Special Education Supports (paid by the district) · $9.1 million · p. 28 ↗not compared
  • Title not confirmed (paid by the district) · $7.2 million · p. 28 ↗not compared
  • Title not confirmed (paid by the district) · $4.0 million · p. 28 ↗not compared
  • Title not confirmed · $191,550 · p. 65 ↗not compared
  • Magnet Program (paid by the district) · $181,275 · p. 28 ↗not compared
  • Title not confirmed · $143,510 · p. 65 ↗not compared

How the plan measures it · 10 measures · 3 quoted

  • Middle School Dropout Rate p. 15 ↗
    Baseline
    2022-2023 All Students: 1.8% …
    Target for year 3
    2025-2026 All Students: 0.2%
  • Smarter Balanced Distance from Standard (DFS) Met in English Language Arts - Grade 6-8 p. 15 ↗
    Baseline
    2022-2023 All Students: 52.2 …
    Target for year 3
    2025-2026 All Students: 61.0 …
  • Percent Met/Exceed Standard on California Science Test - Grade 8 p. 16 ↗
    Baseline
    2022-2023 All Students: 47.6% …
    Target for year 3
    2025-2026 All Students: 57.4% …

7 more measures in the plan’s table.

Goal 2Joy and Wellness$601,1693% of action budgets

4 funded actions · 2025–26 plan: $991,139 (−⁠$389,970) · p. 30 ↗

Largest funded actions

  1. SENI Investments towards Joy and Wellness$246,730action 2.4 · p. 65 ↗
  2. Base-Funded School Climate Support Staff$133,165action 2.2 · paid by the district · p. 40 ↗
  3. Supplemental School Climate Support Staff$44,392action 2.3 · paid by the district · p. 40 ↗ · marked as contributing to high-need services

1 more action is in the plan, counted in the goal’s total: p. 40 ↗

Changes from last year’s plan, same title

  1. SENI Investments towards Joy and Wellness+⁠$18,390$228,340 → $246,730 · p. 65 ↗

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

  • Title not confirmed (paid by the district) · $176,882 · p. 40 ↗not compared
  • Base-Funded School Climate Support Staff (paid by the district) · $133,165 · p. 40 ↗not compared
  • Supplemental School Climate Support Staff (paid by the district) · $44,392 · p. 40 ↗not compared

How the plan measures it · 13 measures · 3 quoted

  • Percent of All Students with Excellent Attendance (96% or Higher) p. 31 ↗
    Baseline
    2022-2023 All Students: 43.2% …
    Target for year 3
    2025-2026 All Students: 49.0% …
  • Percent of Staff with Excellent Attendance (96% or Higher) p. 32 ↗
    Baseline
    2022-2023 All Staff: 51.3% …
    Target for year 3
    2025-2026 All Staff: 81.0%
  • Single Student Suspension Rate p. 32 ↗
    Baseline
    2022-2023 All Students: 2.04% …
    Target for year 3
    2025-2026 All Students: 0.0%

10 more measures in the plan’s table.

Goal 3Engagement and Collaboration$163,3701% of action budgets

1 funded action · 2025–26 plan: $160,948 (+⁠$2,422) · p. 41 ↗

Largest funded actions

  1. SENI Investments towards Engagement and Collaboration$163,370action 3.1 · p. 65 ↗

Changes from last year’s plan, same title

  1. SENI Investments towards Engagement and Collaboration+⁠$2,422$160,948 → $163,370 · p. 65 ↗

How the plan measures it · 4 measures · 2 quoted

  • Percent of Parents Reporting on the School Experience Survey: "This school includes me in important decisions about my child's education." p. 42 ↗
    Baseline
    2022-2023 All Parents: 56.3% …
    Target for year 3
    2025-2026 All Parents: 70.1%
  • Percent of Parents Reporting on the School Experience Survey: "This school provides me with information (verbal and written) I can understand." p. 43 ↗
    Baseline
    2022-2023 All Parents: 90.7% …
    Target for year 3
    2025-2026 All Parents: 95.0%

2 more measures in the plan’s table.

Goal 4Operational Effectiveness and Investing in Staff$00% of action budgets

No funded actions in this plan · 2025–26 plan: $0 (unchanged) · p. 47 ↗

How the plan measures it · 3 measures · 3 quoted

  • Percent of Facilities in Good Repair p. 48 ↗
    Baseline
    2022-2023 100.0%
    Target for year 3
    2025-2026 100.0%
  • Percent of Teachers Are Appropriately Credentialed for the Students They Are Assigned to Teach p. 48 ↗
    Baseline
    2022-2023 100.0%
    Target for year 3
    2025-2026 100.0%
  • Percent of Schools Providing Students with Standards-Based Instructional Materials by Meeting Williams Act Requirements p. 48 ↗
    Baseline
    2022-2023 100.0%
    Target for year 3
    2025-2026 100.0%

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.

The full record

Source records

This page is built from 12 sets of records from public data sources. Every figure keeps its source, grades, year and count.

Data updated

October 15, 2026

Record sets on this page
12
Sources
California Department of EducationU.S. Census Bureau
State test years
2017–2026

Results

Students

Money and staff

Place, downloads and method

Score factorssource values, index and weights · 2025–26 · ranked #144 of 2,529 California middle schools we score · #3 of 225 in Los Angeles Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math46%8242%
Proficient or Advancedaverage of English and math71%7523%
8th graders in 2026 against 6th graders in 2024 (partly different children)+51 scale-score pts5420%
Chronically absent18 in 100515%
Suspension rate0.8% (13 of 1,611)625%
English learners: top level76%1005%

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

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

Scope Score

School yearScope ScorePercentileRankComparison group
2025–268994#144California middle schools · 2,529 schools · current formula

2018–19, 2021–22, 2022–23, 2023–24 and 2024–25 have records on file but no Scope Score we could verify against that year’s source files, so no score is shown for them.

School yearChronic absenceSuspensionGrade gap (points)
2018–1918 in 1000.2% (5 of 2,184)−1
2021–22not on filenot on file−3
2022–23not on filenot on file−2
2023–2425 in 1000.7% (13 of 1,809)−6
2024–2531 in 1000.6% (11 of 1,748)−3
2025–2618 in 1000.8% (13 of 1,611)+4

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

Grade gap: the same year’s grade 6 and grade 8 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).
No 2019–20 or 2020–21 records in this SchoolScope series
Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English1,49743%74%
2026 · Math1,49250%68%
2025 · English1,52539%74%
2025 · Math1,52746%65%
2024 · English1,65638%73%
2024 · Math1,65743%63%
2023 · English1,64935%71%
2023 · Math1,60036%59%
2022 · English1,68336%74%
2022 · Math1,67134%57%
2019 · English2,01937%75%
2019 · Math2,00442%63%
2018 · English2,03136%75%
2018 · Math2,01838%63%
2017 · English2,06932%73%
2017 · Math2,09340%63%

Each year names its school year end (2026 = 2025–26). “Students with scores” counts each subject on its own, so don’t add the English and math counts together. A dash is unavailable, not zero.

Earlier years · grade and subject

Year · grade · subjectStudents with scoresMet or exceeded
2025 · Grade 6 · English47172%
2025 · Grade 7 · English53579%
2025 · Grade 8 · English51969%
2025 · Grade 6 · Math47264%
2025 · Grade 7 · Math53671%
2025 · Grade 8 · Math51961%
2024 · Grade 6 · English57076%
2024 · Grade 7 · English52572%
2024 · Grade 8 · English56172%
2024 · Grade 6 · Math56968%
2024 · Grade 7 · Math52661%
2024 · Grade 8 · Math56261%
2023 · Grade 6 · English53169%
2023 · Grade 7 · English55372%
2023 · Grade 8 · English56572%
2023 · Grade 6 · Math51462%
2023 · Grade 7 · Math53661%
2023 · Grade 8 · Math55054%
2022 · Grade 6 · English54473%
2022 · Grade 7 · English55574%
2022 · Grade 8 · English58475%
2022 · Grade 6 · Math54163%
2022 · Grade 7 · Math55754%
2022 · Grade 8 · Math57354%
2019 · Grade 6 · English67874%
2019 · Grade 7 · English66379%
2019 · Grade 8 · English67872%
2019 · Grade 6 · Math67564%
2019 · Grade 7 · Math65863%
2019 · Grade 8 · Math67163%
2018 · Grade 6 · English68377%
2018 · Grade 7 · English68578%
2018 · Grade 8 · English66370%
2018 · Grade 6 · Math68269%
2018 · Grade 7 · Math68063%
2018 · Grade 8 · Math65657%
2017 · Grade 6 · English69475%
2017 · Grade 7 · English65772%
2017 · Grade 8 · English71872%
2017 · Grade 6 · Math69269%
2017 · Grade 7 · Math68759%
2017 · Grade 8 · Math71460%

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
Schoolwide54335%27%33%5%

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-income59154%+11+15
White74487%+18+25
Hispanic or Latino33154%+12+15
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+61,433Accelerated+131,436Accelerated
English-only students+71,177not categorized+121,178not categorized
White+8752Accelerated+23753Exceptional
Low-income+1487Average0489Average
Hispanic or Latino+1321Average−2322Average
Students with disabilities−4155Average−11157Moderate
Black or African American−3126Average−15126Moderate
Two or more races+12103Accelerated+17103Accelerated
Asian+1781Accelerated+3282Exceptional
English learners−176Average+778Accelerated
Recently reclassified as fluent in English+367not categorized+669not categorized
Homeless−1813Moderate−813Moderate

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 6–8. SchoolScope does not use these CDE figures in its Scope Score.

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

Grade 8 in 2026 against grade 6 in 2024 · English

English · 2024 · Grade 6
43%
exceeded standard · 76% met or exceeded
CDE CAASPP 2024 · 570 English test records with scores
English · 2026 · Grade 8
43%
Advanced · 76% Proficient or Advanced
CDE CAASPP 2026 · 534 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 533 (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+6 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

1,433 students

CDE growth category: Accelerated

California growth model, English: +6 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's −2-point median for California middle school records.

State model · math+13 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

1,436 students

CDE growth category: Accelerated

California growth model, math: +13 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's −3-point median for California middle school records.

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California middle school records, the median English estimate is −2 and the middle half fall between −10 and +5 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8; here that is grades 6–8, and it is not part of the Scope Score.

Attendance and suspensionsState records · this school and each student group · 2018–19 and 2025–26

CDE’s all-students school rates for 2024–25 and 2025–26; the change is the difference between the two rates as printed.

Year-over-year school rates
Chronic absenteeism2024–25 · 31 in 100 → 2025–26 · 18 in 100 · −13 in 100
Suspension rate2024–25 · 0.6% (11 of 1,748) → 2025–26 · 0.8% (13 of 1,611) · +0.2 percentage points
Group2018–192025–26Change
Female16 in 10018 in 100+2 in 100
Male19 in 10017 in 100−2 in 100
Asian2 in 1008 of 97—
Black or African American27 in 10031 in 100+4 in 100
Filipino1 of 20——
Hispanic or Latino18 in 10025 in 100+7 in 100
Two or more races17 in 10020 in 100+3 in 100
White18 in 10012 in 100−6 in 100
Students with disabilities26 in 10025 in 100−1 in 100
English learners12 of 548 of 22—
Low-income22 in 10025 in 100+3 in 100
All students18 in 10018 in 1000 in 100
Homeless—7 of 17—

Two reported school years only; no intervening-year result is implied. Where fewer than 100 students were counted, the cell shows the count and no change is printed. 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$18,180 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 460,633 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$288 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 1,715

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 1,715

District current expense · FY 2024–25$29,292 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 52%Instruction support 17%Student services 12%Administration 7%Buildings & maintenance 10%Other 2%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$5,655,379,38451.81%52%
Instruction support$1,791,152,34816.41%17%
Student services$1,344,873,23212.32%12%
Administration$763,652,7807.00%7%
Buildings & maintenance$1,099,649,06210.07%10%
Other$260,356,5952.39%2%
Total$10,915,063,400100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $10,915,063,400 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$18,180 per pupil
2020$16,355 per pupil
2019$15,793 per pupil
2018$13,247 per pupil
2017$13,549 per pupil

Source: NCES F-33 · Full district breakdown →

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

Additional workforce records

Properly assigned intern credential holders1.6%

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 90049 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90049 area
MeasureEstimate
Median household income$170,607
Bachelor's degree or higher (adults 25+)80%
ZIP-area population37,122
Median age40.1 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score. See all schools in ZIP code 90049 →

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 2,529 middle schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026

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