Independent charter school · Santa Barbara Unified

Peabody Charter — Rating & test scores

3018 Calle Noguera, Santa Barbara · 780 students · Grades TK–6

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap. Volunteers map it, so a new building may be missing. Buildings with no mapped height are drawn one storey high.

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

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

Scope Score 82

StrongScope Score · 79th percentile. Higher than 79 in 100 of the 5,726 California public elementary 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 3–5, spring 2026: 65% and 65% scored Proficient or Advanced, against 46% and 42%.

Source for this line
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 310 in English, 311 in math
Comparison
California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).

This rating covers grades 3–5. Peabody Charter teaches TK–6.

Overview

Is Peabody Charter a good elementary school?

Strong. Peabody Charter is higher than most California elementary schools on test results, progress in both subjects and attendance.

Test results, spring 2026

English, Proficient or Advanced8265%
Math, Proficient or Advanced8565%
English, Advanced8643%
Math, Advanced8134%

Progress in a year, 2025

English66+7 pts
Math87+17 pts

Showing up, 2025–26

Attendance876 in 100
Peabody Charter’s place among California elementary schools, out of 100Santa Barbara Unified’s other elementary schoolsBar colour, from the lowest quarter of schools to the highest

One more thing to know

On spring 2025 tests, students in grades 4–6 scored higher than California students who had the same scores the year before, in English (+7 pts) and math (+17 pts). The state calls both results Accelerated.

Each bar is Peabody Charter’s place among 5,726 California public elementary 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 3–5. 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 4–6: 307 in English, 306 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 Peabody Charter say about itself?

We haven’t read Peabody Charter’s website yet. Until we do, the school’s own site is the best place to hear it in its own words.

Open peabodycharter.org (opens in a new tab)

Progress

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

Yes, in both subjects. In 2025, students here in grades 4–6 scored 7 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 17 points higher, which the state calls Accelerated.

English

+7

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

Hispanic or Latino146+3 points
Low-income144+1 points
White139+13 points
English learners53+7 points
Students with disabilities46−1 points

Math

+17

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

Hispanic or Latino145+11 points
Low-income143+8 points
White139+23 points
English learners53+2 points
Students with disabilities46+6 points

Grades 4–6, 2025, 307 students in English, 306 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 7 points above that expected score, and in math 17 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 5 scores here with the school’s grade 3 scores two years earlier (partly different children), then places that change among California schools at the same level. The state’s measure counts only students who took California’s test the year before, so the two can point different ways.

SchoolScope elementary standardized cohort gain: approximately 34th 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?

1 of the 7 elementary schools nearby have a higher Scope Score than Peabody Charter. Each school is compared with every California elementary school.

Scope Score

8 elementary schools within 2.5 miles, highest score first. Under each name is how the school takes students.

  1. Monte VistaHope Elementary · by addressScope Score 8380th
  2. Peabody CharterScope Score 8279th
  3. RooseveltNeighborhood school · by addressScope Score 8176th
  4. Harding University PartnershipNeighborhood school · by addressScope Score 8174th
  5. Vieja ValleyHope Elementary · by addressScope Score 8072nd
  6. HopeHope Elementary · by addressScope Score 7968th
  7. Santa Barbara Community AcademyNeighborhood school · by addressScope Score 7654th
  8. AdamsNeighborhood school · by addressScope Score 7550th
Santa Barbara UnifiedA neighborhood school in another district

A neighborhood school in another district takes students who live in its area. Ask that district about a transfer.

Scope Score from California Department of Education state tests (CAASPP), spring 2026, grades 3–5. 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.

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

5 of 8 schools are named on the chart. Point at a dot or tap it to read any school.

English results: California Department of Education state tests (CAASPP), spring 2026, grades 3–5. 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 Peabody Charter compare with schools like it?

Peabody Charter’s Scope Score is 82. 612 California elementary schools, counting Peabody Charter, have a similar share of students from low-income families. Their typical score is 79. Peabody Charter’s result is higher than 446 of them.

The five schools with the highest results of the 612

  1. Students from low-income families: 41%

    Scope Score 97Strong · 99th percentile

  2. Students from low-income families: 41%

    Scope Score 95Strong · 98th percentile

  3. Students from low-income families: 38%

    Scope Score 95Strong · 98th percentile

  4. Students from low-income families: 39%

    Scope Score 94Strong · 98th percentile

  5. Students from low-income families: 37%

    Patton Elementary

    Garden Grove

    Scope Score 94Strong · 97th percentile

612 California public elementary schools where 37% to 49% 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 elementary school we score where 37% to 49% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Peabody Charter’s share. The count includes Peabody 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?

English results were lower than in 2025; math results were similar. English went from 70% to 65% and math from 63% to 65%.

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

Grades 3–5. Point at a year, tap it or use the arrow keys to read its figures.

English

No comparable testsNo tests25%50%75%2017201820192022202320242025202645%51%65%Peabody CharterThis school51%Santa Barbara UnifiedDistrict46%CaliforniaCalifornia

Math

No comparable testsNo tests25%50%75%2017201820192022202320242025202640%51%65%Peabody CharterThis school49%Santa Barbara UnifiedDistrict42%CaliforniaCalifornia

The lines break where a year has no comparable state test results. Each spring tests a different group of students. Santa Barbara Unified’s line combines its 12 elementary 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. Santa Barbara Unified’s figure weights each school by the students it tested.

English, grades 3–5: share at the top two levels
SpringPeabody CharterSanta Barbara UnifiedCaliforniaTested here
201751%45%45%321
201855%47%49%320
201961%47%50%325
202270%46%45%310
202367%48%44%328
202470%48%45%323
202570%51%46%320
202665%51%46%310
Math, grades 3–5: share at the top two levels
SpringPeabody CharterSanta Barbara UnifiedCaliforniaTested here
201751%40%40%321
201847%39%42%320
201950%42%44%325
202261%39%38%312
202366%43%40%328
202463%45%41%326
202563%47%41%323
202665%49%42%311

Tests

How did students here do on state tests?

Well above California in both subjects.

English

65%

scored Proficient or Advanced.

18172243
Santa Barbara Unified51%California46%

Math

65%

scored Proficient or Advanced.

17183134
Santa Barbara Unified49%California42%
MinimalDeveloping levelProficientAdvanced

In grades 3–5, spring 2026, 65% scored Proficient or Advanced in English and 65% in math, against 46% and 42% across California.

The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 3–5 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).

How does grade 6 do?

Well above California in both subjects. In grade 6, spring 2026, 71% scored Proficient or Advanced in English and 67% in math, against 48% and 37% across California.

English

71%

scored Proficient or Advanced.

7222744
Santa Barbara Unified52%California48%

Math

67%

scored Proficient or Advanced.

16171750
Santa Barbara Unified48%California37%

School pattern · grades 3–5 · 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 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced68%69%58%
Advanced50%49%29%
Proficient18%20%29%
Developing level19%13%19%
Minimal13%18%23%
Tested98110102
California44%46%49%
Difference+24+23+9
English, grade 6: share of students tested, spring 2026
MeasureGrade 6
Proficient or Advanced71%
Advanced44%
Proficient27%
Developing level22%
Minimal7%
Tested107
California48%
Difference+23

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

Math

Math, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced77%66%53%
Advanced41%33%29%
Proficient36%33%24%
Developing level10%22%22%
Minimal13%12%25%
Tested99110102
California47%42%37%
Difference+30+24+16
Math, grade 6: share of students tested, spring 2026
MeasureGrade 6
Proficient or Advanced67%
Advanced50%
Proficient17%
Developing level17%
Minimal16%
Tested107
California37%
Difference+30

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 3–5 · This school43%22%17%18%310
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Santa Barbara Unified27%24%22%27%1,783
Math, grades 3–5 · This school34%31%18%17%311
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Santa Barbara Unified24%25%26%25%1,784
English, grade 6 · This school44%27%22%7%107
English, grade 6 · California20%28%24%28%415,439
English, grade 6 · Santa Barbara Unified23%29%25%23%645
Math, grade 6 · This school50%17%17%16%107
Math, grade 6 · California21%16%25%38%415,904
Math, grade 6 · Santa Barbara Unified27%21%24%28%645

Spring 2026, grades 3–5 combined: 310 tested in English, 311 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?

Hispanic or Latino students are the largest group here, at 46% of students. 51 of 799 students missed 10% or more of school days.

Missing school, 2025–26

6in 100

students were chronically absent. That means they missed 10% or more of school days (51 of 799 students).

At the average Santa Barbara Unified elementary school: 15 in 100. At the average California elementary school: 17 in 100.

Suspensions: 0 students were suspended at least once. Average California elementary school 1.6%.

Students, 2024–25

780

students in grades TK–6.

Hispanic or Latino 46%White 45%Two or more races 6%

Family income

43%

of students qualified for free or reduced-price meals in 2024–25, 333 of 780. California: 63%.

Teachers, 2024–25

39

teachers, with 15 years of experience on average.

3% were in their first year.

100% of teaching positions had the right credential, 2021–22.

English learners

54%

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 (34 of 63 students).

Santa Barbara Unified: 50%. 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.

Full student mix, 2025–26
StudentsHere
Hispanic or Latino46%
White45%
Two or more races6%
Asian—
Black or African American—
Filipino—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
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: 35.2 of 35.2 full-time teaching positions. It counts positions, not individual teachers.

Student groups

How do kids like mine do here?

Hispanic or Latino and low-income students here scored well above the same groups across California in math.

This schoolThe same group, California
  • White179 tested83%California 54%
  • Hispanic or Latino207 tested49%California 30%
  • Low-income193 tested47%California 30%
  • Students with disabilities43 tested14%California 14%
  • English learners38 tested13%California 16%

Both groups score below California’s rate for all students statewide. 49% of Hispanic or Latino students scored Proficient or Advanced in math (grades 3–6, spring 2026), against 30% for the same group across California. Low-income students: 47% in math, against 30% for the same group across California. Every group’s English results are in the table below.

Share who scored Proficient or Advanced, grades 3–6 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 3–6 · spring 2026
Group and subjectHerevs Santa Barbara Unifiedvs California
Low-income · 192 tested in English, 193 in math
English46%+739%+1036%
Math47%+1235%+1730%
Hispanic or Latino · 206 tested in English, 207 in math
English47%+1037%+1037%
Math49%+1435%+1930%
White · 179 tested
English87%+1473%+2760%
Math83%+1766%+2954%
English learners · 37 tested in English, 38 in math · grades 3–5 only
English11%+110%−213%
Math13%−316%−316%
Students with disabilities · 43 tested · grades 4–6 only
English21%+318%+417%
Math14%−519%014%

Each gap is to the same group, grades and subject: in Santa Barbara 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 Asian, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Family and staff answers

What would families tell you?

Families can answer a short set of questions about Peabody Charter. These are not star ratings or reviews.

  1. Family answers show once 20 families have answered.Until then this page shows how many have answered.
  2. The questions are about the school, never a person.No question asks about a named teacher or staff member.
  3. Answers are never part of the Scope Score.They sit beside the state’s records and do not change a school’s score.

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

The school day

What is the school day like?

Peabody Charter has transitional kindergarten (TK). Our records do not hold school hours or before- and after-school care yet. Ask the office.

Transitional kindergarten (TK), 2025–26

40

TK students in 2025–26.

TK is California’s free public program for four-year-olds.

TK count: California Department of Education, Census Day enrollment, 2025–26. Find TK schools near you

The neighborhood

What is the area around Peabody Charter like?

These figures are for everyone who lives in ZIP code 93105. They are not figures for the families at Peabody Charter.

Typical household income in a year

$138,286

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 93105.

Typical home value
$1,663,000
People who live in this ZIP code
24,437
Typical age
48.2 years
Adults 25 and older with a four-year college degree
63%

What you can do

Who can act on Peabody Charter’s results?

Peabody Charter’s own board decides its plan.

State support

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

Reading screening in kindergarten through grade 2

California law requires schools to screen kindergartners through second graders for reading difficulties every year, with some exceptions. You get notice at least 15 days before, results within 45 days, and can opt out in writing.

Kindergartners can’t be screened before the 91st school day; transitional kindergarten isn’t covered.

If screening shows your child may be at risk for reading difficulties, the school must provide supports. That result isn’t a diagnosis, and screening can’t be used to delay a special-education evaluation.

Ask how many K–2 students screening found at risk last year, and how many got extra reading help.

California Education Code § 53008. Source 

Questions to ask

What should I ask, and when?

Bring these 5 questions to Peabody Charter. Confirm anything about applying with the school itself.

On a tour

  1. What extra help do low-income students get, and how do you know it’s working?46% of low-income students scored Proficient or Advanced in English, grades 3–6, spring 2026 (192 students tested); the same group across California: 36%

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 Peabody Charter, and how do I get in?

Ask Peabody Charter how it admits students. Charter schools set their own enrollment steps and dates. Next comes Santa Barbara Junior High, then Santa Barbara Senior High.

  1. Elementary · this school
    Peabody Charter
    Grades TK–6Scope Score 82Strong · 79th percentile
  2. Middle · assigned
    Santa Barbara Junior High
    Scope Score 72Developing · 31st percentile · 2026
  3. High · assigned
    Santa Barbara Senior High
    Scope Score 73Developing · 39th percentile · 2025

Each school’s standing compares it with California schools at its own level.

From the district’s 2024 attendance boundaries. A boundary doesn’t guarantee a place. Transfers, permits, magnets and other programs can change the path. Check your child’s address and current assignment with the district. Explore schools on the map

All recorded links and nearby alternatives

Middle-school links

High-school links

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

Where the path ends: Santa Barbara Senior High
Santa Barbara Senior HighScope Score 73 · Developing · 39th percentile · 2025district-published assignment

The road from this school ends at Santa Barbara Senior High. The AP Course Audit lists 20 AP courses its teachers are authorized to teach in 2025–26. That figure comes from dated records. A child starting here today would reach Santa Barbara Senior High around 2036, and a school can change a lot in 10 years. By the state’s 2023 count, 80% of the students who finished high school at Santa Barbara Senior High enrolled in college within 12 months, UC or not.

20 authorized AP courses (AP Course Audit 2025–26) → full record on Santa Barbara Senior High's page

SchoolScope has no verified UC admissions record for this school. SchoolScope has no verified CEEB identity mapping for this school. Source: UC admissions by source school.

Source: College Board AP Course Ledger

Where it is

Where is Peabody Charter?

Address
3018 Calle Noguera, Santa Barbara 93105Get directions (opens Google Maps in a new tab)
Administrator
Demian BarnettAs the state’s school directory lists it, last updated February 9, 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 8 common questions

How do I get in?

Ask Peabody Charter how it admits students. Charter schools set their own enrollment steps and dates. See the details ↓

Is Peabody Charter a good elementary school?

Peabody Charter has a Scope Score of 82. It scored higher than 79 in 100 of California’s 5,726 scored public elementary schools (Strong, 79th percentile, spring 2026). See the details ↓

How often do students miss school or get suspended?

In 2025–26, 6 in 100 students missed 10% or more of school days, against 15 in 100 at the average Santa Barbara Unified elementary school. 0 of 801 students were suspended at least once in 2025–26, against 1.6% at the average California elementary 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 4–6 scored 7 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 17 points higher, which the state calls Accelerated.

  • Included in this measure: 307 students in English, 306 in math

See the details ↓

How do kids like mine do here?

In spring 2026, 46% of low-income students in grades 3–6 at Peabody Charter in Santa Barbara scored Proficient or Advanced in English, against 36% for the same group across California. See the details ↓

What does its own plan pay for?

In its 2026–27 plan, $4.9 million is planned for 29 funded actions in 6 goals. These are planned amounts; the charter school reports what it spent in a later plan.

Where does it lead?

By the district’s published 2024 attendance boundaries, Peabody Charter is zoned to Santa Barbara Junior High. Boundaries change, are approximate at the edges and don’t guarantee placement, so confirm your address with the district.

  • Santa Barbara Junior High: Scope Score 72, Developing, 31st percentile among California’s regular public and charter middle schools, 2026 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 Peabody Charter’s own plan commit to?

$4.9 million is planned for 29 funded actions in 6 goals. These are planned amounts; the charter school reports what it spent in a later plan.

$4.9million

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

The three largest actions in the plan

  • SPED team will be identified and supported$3.2 million
  • Teacher Tutor Support$558,000
  • Formative Assessments$283,000

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 48 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, 48 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 83% of the money. The plan itself puts 70% of it toward staff.

  • SPED team will be identified and supported $3.2 million
  • Teacher Tutor Support $558,000
  • Formative Assessments $283,000
  • 26 other actions
Reading, math and catch-up help

10 of the plan’s 29 funded actions name reading, math, catch-up help or English learners in their titles.

  • Reading $191,610
  • Math $23,000
  • Catch-up help $744,610
  • English learners $147,092

An action naming two of these appears under both.

Largest of these

  • Teacher Tutor Support$558,000
  • Maintain MTSS Literacy Program$171,610
  • Designated ELD will begin by September 15, 2025$71,046
What changed

The total is $2.9 million (148%) higher than in the 2025–26 plan. We couldn’t match $3.4 million of this $4.9 million plan to individual actions in last year’s plan. These lists cover the rest.

Largest cuts

  • Maintain MTSS Literacy Program−⁠$182,682
  • Formative Assessments−⁠$77,500

Largest increases

  • Disaggregate EML data down to the student+⁠$39,237
  • School Counselor+⁠$20,339

New in the 2026–27 plan

  • SPED team will be identified and supported$3.2 million
  • Bilingual Liaison (also connected to Goal 1, Actions 1.11, 1.12, and 1.14)$71,046
  • CalPads Consultant$36,000

Ask: What did Maintain MTSS Literacy Program pay for, and what changes now that the 2026–27 plan gives it $182,682 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 grades 3–5 only: 65% in English and 65% 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 171%67%down 4 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 163%66%up 3 pts
Chronically absentGoal 58 in 1006 in 1002 fewer in 100

Goals 2, 3, 4 and 6 aren’t shown because they track other measures.

Figures from CDE’s state test, chronic absence and suspension files. Test figures cover every grade the school tests (California tests grades 3–8 and 11), so they differ from a profile’s rated grades. Chronically absent means a student missed 10% or more of school days.

The plan’s own titles and amounts
  • SPED team will be identified and supported · $3,246,255
  • Teacher Tutor Support · $558,000
  • Formative Assessments · $283,000
The full plan6 goals, 13 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 ($4.9 million).

Where does the money go?

67% to Goal 6, Establish Peabody's own Special Education Program. 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
G2
G5
G6

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 1Improve student achievement for all, with a focus on Emerging Multilingual, Special Education, and other…$1.2 million25% of action budgets

“Improve student achievement for all, with a focus on Emerging Multilingual, Special Education, and other unduplicated pupils” p. 6 ↗

13 funded actions · 2025–26 plan: $1.4 million (−⁠$184,798)

Largest funded actions

  1. Teacher Tutor Support$558,000action 1.8 · p. 37 ↗ · marked as contributing to high-need services · of which $448,000 is state funding counted toward those services
  2. Formative Assessments$283,000action 1.5 · p. 37 ↗ · marked as contributing to high-need services · of which $195,000 is state funding counted toward those services
  3. Maintain MTSS Literacy Program$171,610action 1.1 · p. 37 ↗ · marked as contributing to high-need services
  4. Disaggregate EML data down to the student$72,011action 1.12 · p. 38 ↗ · marked as contributing to high-need services
  5. Designated ELD will begin by September 15, 2025$71,046action 1.7 · p. 37 ↗ · marked as contributing to high-need services

8 more funded actions in this goal

  • Literacy Training Maintenance · action 1.3 · p. 37 ↗$20,000
  • Grades 4-6 Tier 2 Intervention Adjustment · action 1.16 · p. 38 ↗ · marked as contributing to high-need services$15,000
  • After School EML Club in Grades 4-6 · action 1.2 · p. 37 ↗ · marked as contributing to high-need services$13,000
  • Action 1.17 - Math Enrichment · action 1.17 · p. 38 ↗$10,000
  • Math PD · action 1.15 · p. 38 ↗$8,000
  • Math Fact Standardization · action 1.9 · p. 37 ↗$5,000
  • Support EML "newcomers" · action 1.11 · p. 38 ↗ · marked as contributing to high-need services$5,000
  • Additional support for ELPAC · action 1.13 · p. 38 ↗ · marked as contributing to high-need services$3,500

Changes from last year’s plan, same title

  1. Maintain MTSS Literacy Program−⁠$182,682$354,292 → $171,610 · p. 37 ↗
  2. Formative Assessments−⁠$77,500$360,500 → $283,000 · p. 37 ↗
  3. Disaggregate EML data down to the student+⁠$39,237$32,774 → $72,011 · p. 38 ↗

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

  • Teacher Tutor Support · $568,000 → $558,000 · p. 37 ↗−⁠$10,000
  • Designated ELD will begin by September 15, 2025 · $71,399 → $71,046 · p. 37 ↗−⁠$353
  • Literacy Training Maintenance · $20,000 · p. 37 ↗new or renamed
  • Grades 4-6 Tier 2 Intervention Adjustment · $15,000 · p. 38 ↗new or renamed
  • After School EML Club in Grades 4-6 · $14,500 → $13,000 · p. 37 ↗−⁠$1,500
  • Action 1.17 - Math Enrichment · $10,000 · p. 38 ↗new or renamed
  • Math PD · $8,000 · p. 38 ↗new or renamed
  • Math Fact Standardization · $5,000 → $5,000 · p. 37 ↗unchanged
  • Support EML "newcomers" · $5,000 → $5,000 · p. 38 ↗unchanged
  • Additional support for ELPAC · $3,500 → $3,500 · p. 38 ↗unchanged

A reworded title counts as new.

How the plan measures it · 6 measures · 3 quoted

  • STAR 360 - ELA (schoolwide) p. 6 ↗
    Baseline
    65.03%
    Target for year 3
    68%
  • STAR 360 - Math (schoolwide) p. 6 ↗
    Baseline
    58.28%
    Target for year 3
    65%
  • STAR 360 - ELA (Sped) p. 6 ↗
    Baseline
    32.31%
    Target for year 3
    44%

3 more measures in the plan’s table.

Goal 2 · Maintenance of Progress GoalSustain and/​or increase social emotional and physical support to students and their families$244,0515% of action budgets

6 funded actions · 2025–26 plan: $223,065 (+⁠$20,986) · p. 11 ↗

Largest funded actions

  1. School Counselor$125,005action 2.1 · p. 38 ↗ · marked as contributing to high-need services
  2. Bilingual Liaison (also connected to Goal 1, Actions 1.11, 1.12, and 1.14)$71,046action 2.2 · p. 38 ↗ · marked as contributing to high-need services
  3. Outdoor Education$45,000action 2.6 · p. 38 ↗ · marked as contributing to high-need services
  4. Parent Education$1,000action 2.4 · p. 38 ↗ · marked as contributing to high-need services
  5. Responsive Classroom$1,000action 2.5 · p. 38 ↗ · marked as contributing to high-need services

1 more funded action in this goal

  • Screen Time Audit · action 2.7 · p. 39 ↗$1,000

Changes from last year’s plan, same title

  1. School Counselor+⁠$20,339$104,666 → $125,005 · p. 38 ↗

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

  • Bilingual Liaison (also connected to Goal 1, Actions 1.11, 1.12, and 1.14) · $71,046 · p. 38 ↗new or renamed
  • Outdoor Education · $45,000 → $45,000 · p. 38 ↗unchanged
  • Parent Education · $1,000 → $1,000 · p. 38 ↗unchanged
  • Responsive Classroom · $1,000 → $1,000 · p. 38 ↗unchanged
  • Screen Time Audit · $1,000 · p. 39 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 3 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 11 ↗.

Goal 3Deepen our school-wide equity development in order to eliminate the organizational predictability of who is…$25,0001% of action budgets

“Deepen our school-wide equity development in order to eliminate the organizational predictability of who is successful at Peabody, and who is less so based on economics, home language, race, and/​or learning disabilities” p. 14 ↗

5 funded actions · 2025–26 plan: $15,000 (+⁠$10,000)

Largest funded actions

  1. Inclusion Training for School Staff$10,000action 3.4 · p. 39 ↗ · marked as contributing to high-need services
  2. Update the Learner Profile$10,000action 3.5 · p. 39 ↗
  3. EML student and family survey$2,000action 3.2 · p. 39 ↗ · marked as contributing to high-need services
  4. Teaching of ADL Lesson$2,000action 3.3 · p. 39 ↗ · marked as contributing to high-need services
  5. California Healthy Kids Survey$1,000action 3.1 · p. 39 ↗ · marked as contributing to high-need services

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

  • Inclusion Training for School Staff · $10,000 → $10,000 · p. 39 ↗unchanged
  • Update the Learner Profile · $10,000 · p. 39 ↗new or renamed
  • EML student and family survey · $2,000 → $2,000 · p. 39 ↗unchanged
  • Teaching of ADL Lesson · $2,000 → $2,000 · p. 39 ↗unchanged
  • California Healthy Kids Survey · $1,000 → $1,000 · p. 39 ↗unchanged

A reworded title counts as new.

How the plan measures it · 1 measure

None of these has an all-students line we can quote; the plan’s table lists them from p. 14 ↗.

Goal 4 · Maintenance of Progress GoalAll students will participate in the "whole child" approach at Peabody. This approach couples rigorous…$00% of action budgets

“All students will participate in the "whole child" approach at Peabody. This approach couples rigorous academics with rich extra-curricular activities” p. 17 ↗

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

How the plan measures it · 1 measure · 1 quoted

  • 100% of students will participate in the Peabody Specials Program p. 17 ↗
    Baseline
    100% of students are participating in the Peabody Specials Program
    Target for year 3
    100% of students will participate in the Peabody Specials Program.
Goal 5School will maintain high levels of daily attendance and low levels of chronic absenteeism$130,0003% of action budgets

2 funded actions · 2025–26 plan: $125,000 (+⁠$5,000) · p. 19 ↗

Largest funded actions

  1. Parent Notification$88,400action 5.1 · p. 39 ↗
  2. Independent Study$41,600action 5.2 · p. 39 ↗

Changes from last year’s plan, same title

  1. Parent Notification+⁠$3,400$85,000 → $88,400 · p. 39 ↗
  2. Independent Study+⁠$1,600$40,000 → $41,600 · p. 39 ↗

How the plan measures it · 1 measure · 1 quoted

  • Chronic Absenteeism on CA Dashboard p. 19 ↗
    Baseline
    15.1%
    Target for year 3
    5% Chronic Absenteeism
Goal 6Establish Peabody's own Special Education Program$3.3 million67% of action budgets

3 funded actions · reworded since the 2025–26 plan · p. 21 ↗

Largest funded actions

  1. SPED team will be identified and supported$3.2 millionaction 6.1 · p. 39 ↗
  2. CalPads Consultantunder $0.1 millionaction 6.3 · p. 39 ↗
  3. Maintain Peabody Student Information System (SIS)under $0.1 millionaction 6.2 · p. 39 ↗

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

  • SPED team will be identified and supported · $3.2 million · p. 39 ↗new or renamed
  • CalPads Consultant · $36,000 · p. 39 ↗new or renamed
  • Maintain Peabody Student Information System (SIS) · $25,000 · p. 39 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 1 measure

None of these has an all-students line we can quote; the plan’s table lists them from p. 21 ↗.

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 #1,171 of 5,726 California elementary schools we score · #2 of 12 in Santa Barbara Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math39%6742%
Proficient or Advancedaverage of English and math65%6723%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+67 scale-score pts3420%
Chronically absent6 in 100665%
Suspension rate0 of 801635%
English learners: top level22%585%

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

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

Scope Score

School yearScope ScorePercentileRankComparison group
2025–268279#1171California elementary schools · 5,726 schools · current formula

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

School yearChronic absenceSuspensionGrade gap (points)
2018–19not on filenot on file−3
2021–22not on filenot on file−22
2022–23not on filenot on file−25
2023–248 in 1000 of 783−5
2024–258 in 1000.1% (1 of 797)+1
2025–266 in 1000 of 801−17

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

Grade gap: the same year’s grade 3 and grade 5 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).
No 2019–20 or 2020–21 records in this SchoolScope series
Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English41743%67%
2026 · Math41839%66%
2025 · English42744%71%
2025 · Math43042%63%
2024 · English43245%70%
2024 · Math43640%62%
2023 · English42542%66%
2023 · Math42639%62%
2022 · English41640%69%
2022 · Math41840%60%
2019 · English43132%62%
2019 · Math43128%49%
2018 · English42430%58%
2018 · Math42426%50%
2017 · English42531%57%
2017 · Math42528%53%

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

Earlier years · grade and subject

Year · grade · subjectStudents with scoresMet or exceeded
2025 · Grade 3 · English11069%
2025 · Grade 4 · English9971%
2025 · Grade 5 · English11171%
2025 · Grade 6 · English10775%
2025 · Grade 3 · Math11065%
2025 · Grade 4 · Math10260%
2025 · Grade 5 · Math11165%
2025 · Grade 6 · Math10764%
2024 · Grade 3 · English10466%
2024 · Grade 4 · English10976%
2024 · Grade 5 · English11066%
2024 · Grade 6 · English10972%
2024 · Grade 3 · Math10464%
2024 · Grade 4 · Math11270%
2024 · Grade 5 · Math11055%
2024 · Grade 6 · Math11060%
2023 · Grade 3 · English10972%
2023 · Grade 4 · English11271%
2023 · Grade 5 · English10757%
2023 · Grade 6 · English9764%
2023 · Grade 3 · Math10980%
2023 · Grade 4 · Math11272%
2023 · Grade 5 · Math10745%
2023 · Grade 6 · Math9848%
2022 · Grade 3 · English10877%
2022 · Grade 4 · English10571%
2022 · Grade 5 · English9761%
2022 · Grade 6 · English10668%
2022 · Grade 3 · Math10877%
2022 · Grade 4 · Math10658%
2022 · Grade 5 · Math9848%
2022 · Grade 6 · Math10658%
2019 · Grade 3 · English11159%
2019 · Grade 4 · English10956%
2019 · Grade 5 · English10568%
2019 · Grade 6 · English10666%
2019 · Grade 3 · Math11158%
2019 · Grade 4 · Math10846%
2019 · Grade 5 · Math10644%
2019 · Grade 6 · Math10649%
2018 · Grade 3 · English10844%
2018 · Grade 4 · English10764%
2018 · Grade 5 · English10557%
2018 · Grade 6 · English10467%
2018 · Grade 3 · Math10848%
2018 · Grade 4 · Math10750%
2018 · Grade 5 · Math10545%
2018 · Grade 6 · Math10456%
2017 · Grade 3 · English10445%
2017 · Grade 4 · English10650%
2017 · Grade 5 · English11158%
2017 · Grade 6 · English10475%
2017 · Grade 3 · Math10457%
2017 · Grade 4 · Math10648%
2017 · Grade 5 · Math11148%
2017 · Grade 6 · Math10461%

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
Schoolwide10225%24%37%14%

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-income19246%+7+10
Hispanic or Latino20647%+10+10
White17987%+14+27
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+7307Accelerated+17306Accelerated
English-only students+9226not categorized+20225not categorized
Hispanic or Latino+3146Average+11145Accelerated
Low-income+1144Average+8143Accelerated
White+13139Accelerated+23139Exceptional
English learners+753Accelerated+253Average
Students with disabilities−146Average+646Accelerated
Recently reclassified as fluent in English+1135not categorized−135not categorized
English learners only+218not categorized+818not categorized
Two or more races+411Average+2111Exceptional

CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8; here that is grades 4–6. SchoolScope does not use these CDE figures in its Scope Score.

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

Grade 5 in 2026 against grade 3 in 2024 · English

English · 2024 · Grade 3
43%
exceeded standard · 66% met or exceeded
CDE CAASPP 2024 · 104 English test records with scores
English · 2026 · Grade 5
29%
Advanced · 58% Proficient or Advanced
CDE CAASPP 2026 · 102 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 102 (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+7 pts vs expected

matched students, grades 4–6

CDE California growth model · 2025 Dashboard

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

All students, grades 4–6

307 students

CDE growth category: Accelerated

California growth model, English: +7 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's +2-point median for California elementary school records.

State model · math+17 pts vs expected

matched students, grades 4–6

CDE California growth model · 2025 Dashboard

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

All students, grades 4–6

306 students

CDE growth category: Accelerated

California growth model, math: +17 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; here that is grades 4–6, and it is not part of the Scope Score.

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

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

Year-over-year school rates
Chronic absenteeism2024–25 · 8 in 100 → 2025–26 · 6 in 100 · −2 in 100
Suspension rate2024–25 · 0.1% (1 of 797) → 2025–26 · 0 of 801 · −0.1 percentage points
Group2018–192025–26Change
Female—6 in 100—
Male—7 in 100—
Hispanic or Latino—8 in 100—
Two or more races—3 of 47—
White—5 in 100—
Students with disabilities—7 in 100—
English learners—5 of 87—
Homeless—3 of 26—
Low-income—10 in 100—
All students—6 in 100—

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$14,447 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 13,188 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

District current expense · FY 2024–25$21,939 per ADA

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

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 56%Instruction support 15%Student services 12%Administration 6%Buildings & maintenance 10%Other 1%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$135,008,41655.95%56%
Instruction support$35,369,38014.66%15%
Student services$28,490,70911.81%12%
Administration$15,394,4586.38%6%
Buildings & maintenance$25,228,43310.46%10%
Other$1,806,6190.75%1%
Total$241,298,016100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $241,298,016 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2021; latest district record shown: 2021
2021$14,447 per pupil
2020$13,462 per pupil
2019$13,495 per pupil
2018$11,638 per pupil
2017$10,981 per pupil

Source: NCES F-33 · Full district breakdown →

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

Additional workforce records

Properly assigned intern credential holders0.0%

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

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 93105 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 93105 area
MeasureEstimate
Median household income$138,286
Bachelor's degree or higher (adults 25+)63%
ZIP-area population24,437
Median age48.2 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score. See all schools in ZIP code 93105 →

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

Embed this scorecard

<iframe
  src="https://schoolscope.co/embed/school/peabody-charter-5918"
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Free to embed with the credit link. Data updates automatically.

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 5,726 elementary schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Data updated October 15, 2026

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