County community school · Placer County Office of Education · Auburn, California

Placer County Pathways Charter

Auburn · TK–12 · 293 students (2024–25)

360 Nevada Street, 95603211connectingpoint.org ↗(530) 745-1440

Students come here by referral or placement rather than choosing among schools, so we publish its results without a rating.

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Shared campus · © OpenStreetMap

Placer County Pathways Charter, Placer County Court and Placer County Special Education share this address in the state’s school directory. The California School Campus Database maps the grounds as one campus. Which buildings each school uses here isn’t mapped.

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

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

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

Common questions

How are students placed here?

Students are placed here by probation, district or voluntary referral. Confirm placement with Placer County Office of Education. Evidence ↓

How many students reached the top test level here?

In grades 3–5, spring 2026, 29% scored Advanced in English (reading and writing) and 16% in math. 32% scored below the standard in English and 43% in math. Evidence ↓

How often do students miss school or get suspended?

11 in 100 students were chronically absent in 2025–26 (39 of 350), meaning they missed 10% or more of school days. 0.3% of students (1 of 385) were suspended at least once in 2025–26. Evidence ↓

Academic achievement

How did students here do on state tests?

In grades 3–5, spring 2026, 68% of the 68 students tested scored Proficient or Advanced in English; 57% did in math.

State tests (CAASPP), spring 2026

From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”).

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3–5: 68
Comparison: None shown: students here are placed rather than chosen, so other schools’ students are not a like group.

AdvancedProficientBelow the standard

English

Grades 3–5 · spring 2026 · 68 tested

Advanced: 29%
Proficient: 39%
Below the standard: 32%

68% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 68 tested

Advanced: 16%
Proficient: 41%
Below the standard: 43%

57% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–8 and 11 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	58%	67%	77%
Advanced	11%	37%	36%
Proficient	47%	30%	41%
Developing level	26%	22%	9%
Minimal	16%	11%	14%
Tested	19	27	22

English, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	64%	78%	50%
Advanced	32%	30%	25%
Proficient	32%	48%	25%
Developing level	12%	22%	21%
Minimal	24%	0%	29%
Tested	25	23	24

English, grade 11: share of students tested, spring 2026
Measure	Grade 11
Proficient or Advanced	suppressed
Advanced	suppressed
Proficient	suppressed
Developing level	suppressed
Minimal	suppressed
Tested	7

Math

Math, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	79%	48%	50%
Advanced	32%	4%	18%
Proficient	47%	44%	32%
Developing level	16%	45%	32%
Minimal	5%	7%	18%
Tested	19	27	22

Math, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	52%	70%	46%
Advanced	36%	43%	21%
Proficient	16%	27%	25%
Developing level	32%	26%	29%
Minimal	16%	4%	25%
Tested	25	23	24

Math, grade 11: share of students tested, spring 2026
Measure	Grade 11
Proficient or Advanced	suppressed
Advanced	suppressed
Proficient	suppressed
Developing level	suppressed
Minimal	suppressed
Tested	7

A grade the school doesn't teach has no row. “Suppressed” marks a result CDE blanks because fewer than 11 students tested (CDE’s reporting rule); “none tested” marks a grade CDE lists with no students tested; “not on file” marks a result missing from the records we hold. None of them means zero.

New to these scores? Read CAASPP scores explained: how to read your child’s report →

How do the middle grades do?

In grades 6–8, spring 2026, 64% scored Proficient or Advanced in English and 56% in math.

English

Grades 6–8 · spring 2026 · 72 tested

Advanced: 29%
Proficient: 35%
Below the standard: 36%

64% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 72 tested

Advanced: 33%
Proficient: 23%
Below the standard: 44%

56% Proficient or Advanced in grades 6–8.

Have results changed?

Results in both subjects were similar to 2025. English went from 72% to 68% and math from 61% to 57%.

English · top two levels · grades 3–5

202572%69 tested

→

202668%68 tested

This school

Math · top two levels · grades 3–5

202561%69 tested

→

202657%68 tested

This school

Each year is a different group of students.

Did students here score above what the state expected?

Yes, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4–8 scored +10 points against that expected score in English, which the state calls Accelerated. In math, they scored +11 points, which it calls Accelerated.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grades 4–8: 105
Comparison: Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Grades 4–8 · 2025 · 105 students with scores in both years

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

+10 pts

English

The state calls it Accelerated, the fourth of its five growth levels.

+11 pts

Math

The state calls it Accelerated, the fourth of its five growth levels.

Ask: How do you help children who need more support in reading or math, and those ready for more challenge?

All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts

Share of students tested at each level, spring 2026
Students	Advanced	Proficient	Developing level	Minimal	Tested
English, grades 3–5 · This school	29%	39%	19%	13%	68
Math, grades 3–5 · This school	16%	41%	33%	10%	68
English, grades 6–8 · This school	29%	35%	18%	18%	72
Math, grades 6–8 · This school	33%	23%	29%	15%	72

Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026.

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

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grades 3–5

This school

0%50%100%20172022202668%

Math top two levels, grades 3–5

This school

0%50%100%20172022202657%

The lines break across the COVID years, when state testing was waived or optional.

In grades 3–5, the share at the state’s top two levels in English went from 59% in 2017 to 68% in 2026. In math, it went from 60% in 2017 to 57% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3–5
Year	This school
2017	59% 51 tested
2018	70% 53 tested
2019	54% 61 tested
2022	51% 67 tested
2023	60% 63 tested
2024	67% 66 tested
2025	72% 69 tested
2026	68% 68 tested

Math · top two levels · grades 3–5
Year	This school
2017	60% 52 tested
2018	47% 53 tested
2019	48% 61 tested
2022	49% 67 tested
2023	51% 63 tested
2024	61% 66 tested
2025	61% 69 tested
2026	57% 68 tested

How the state’s growth measure worksPoints above or below what the state expected from the same students’ earlier scores

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 10 points above that expected score, and in math 11 points above it.

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

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

What you can do

Who can act on Placer County Pathways Charter’s results?

The state has Placer County Pathways Charter in its most intensive support; its own board decides its plan.

Students at Placer County Pathways Charter are placed here by probation, district or voluntary referral.

What has the state flagged?

2025–26 is its 4th year in a row in this support. The state named it for its graduation rate. This support comes with a school improvement plan, which must use approaches with evidence behind them and look at how money and staff are divided among schools. Ask the principal to see the school improvement plan.

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

Where is its yearly plan?

Placer County Pathways Charter is a charter school that CDE lists as locally funded, through its district.

What its plan pays for ↓

Placer County Office of Education authorized this charter; its current term ends June 30, 2030.

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

Life at school

How often do students miss school or get suspended?

11 in 100 students were chronically absent in 2025–26.

State attendance and suspension records, 2025–26

Preparation · each measure describes a different student group

Graduated in four years

66%

2024–25 · 44 of 67 students who started 9th grade together

Ready for college or career (state measure)

2024–25 · 2 of 68 students in the state’s measure

Finished the UC/CSU course list

2024–25 · 0 of 44 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

19% enrolled in college within 12 months · 78 students who finished high school

University of California0 · 0%
California State University0 · 0%
California community college14 · 18%
In-state private0 · 0%
Out-of-state, 4-year1 · 1%
Out-of-state, 2-year0 · 0%
Not enrolled63 · 81%

Source: CDE college-going records, class of 2023. Shares are our arithmetic: each count divided by all high-school completers (graduates and other students who finished), rounded together so they total 100. “Not enrolled” does not describe employment, military service or other routes.

What could my child study here?

What other courses and pathways are on record?

College courses in high school (dual enrollment)

5 students took one

2023–24

Students taking a college course for credit while in high school, often through a community college. Federal Civil Rights Data Collection, school-reported.

Ask: Which of these courses will actually run in the years my child attends?

That means they missed 10% or more of school days. 0.3% of students were suspended at least once in 2025–26.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 39 of 350 students counted for it; suspension: 1 of 385 students enrolled during the year

Chronically absent, 2025–26

11 in 100This school

39 of 350 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0.3%

of students were suspended at least once (1 of 385).

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

Chronic absence by grade2025–26 · per 100 students, with counts

Grades TK–3: not in the records we hold
Grades 4–6: 0 in 100, 0 of 77
Grades 7–8: 2 in 100, 1 of 50
Grades 9–12: 27 in 100, 38 of 142

Where these figures come fromEach measure’s source, student group and definition

Graduated in four years: 2024–25 · 44 of 67 students who started 9th grade together. California Department of Education, adjusted cohort graduation records.
Ready for college or career (state measure): 2024–25 · 2 of 68 students in the state’s measure. California Department of Education, College/Career Indicator (CCI), overall “Prepared” rate, among the students in the indicator’s group. Prepared is CDE’s overall classification, not AP participation or a college admission rate.
Finished the UC/CSU course list: 2024–25 · 0 of 44 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment.
Where students who finished high school went: CDE college-going records, class of 2023. College enrollment is counted for 12 months after finishing high school and matched to college records, so this runs about two years behind. A dash is unavailable, not zero.

Ask families and staff yourselfWhat to ask the people at Placer County Pathways Charter

Ask current families how the school keeps them informed, and what happened when their child needed help. Ask staff how long teachers tend to stay.

Questions for your visit ↓

Teach here? Tell us Placer County Office of Education’s email domain so staff can answer our workplace questions.

Every learner

How do kids like mine do here?

Student groups, grades 3–8, spring 2026

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grades 3–8; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison: California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).

Placer County Pathways CharterSame group, California

White99 tested58%Same group, California 53%

Proficient or Advanced, grades 3–8 math, spring 2026. In English the same groups run from 68% to 68%; every value is in the table below.

Who are the students?

2025–26 · students counted

White58%
Hispanic or Latino26%
Two or more races9%
Asian—
Black or African American—
Filipino—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Unallocated share7%

A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. Source and comparisons: the full student mix below.

Who are the families and teachers?

51%of students qualified for free or reduced-price meals in 2024–25, 148 of 293.

22teachers, 2024–25

7 yearsaverage experience, 2024–25

5%in their first year, 2024–25

53%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school set learning goals for each student placed here, and how does it share progress with families?

All group results, district comparisons and sources

Proficient or Advancedgrades 3–8 · spring 2026

Group and subject	Here	vs Placer County Office of Education	vs California
White · 99 tested
English	68%	+266%	+761%
Math	58%	+454%	+553%

Each gap is to the same group, grades and subject: in Placer County Office of Education, and across California.

Low-income students, 51 tested: no rate for grades 3 and 5–7 in our records, and fewer than 30 tested in the grades with one. No published rate here for Hispanic or Latino, Asian, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners, students with disabilities and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
White	58%
Hispanic or Latino	26%
Two or more races	9%
Asian	—
Black or African American	—
Filipino	—
American Indian or Alaska Native	—
Pacific Islander	—
Not reported	—

Data source: California Department of Education chronic-absence file, 2025–26. Shares are of the students the file counts for attendance (CDE’s “eligible enrollment”); unavailable categories are shown as a dash.

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 53% of teaching positions, 9.1 properly credentialed teaching-position FTE out of 17 total position FTE (FTEs as rounded by the source; the share is CDE’s own). This measures positions, not individual teachers.

In its own words

What does Placer County Pathways Charter’s own plan commit to?

Its 2026–27 plan

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

$3.3 million

planned for 18 funded actions in 3 goals. That’s 54% of its $6.1 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan.

The 2026–27 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 91 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 53% of the money; their titles are below. The plan itself puts 88% of it toward staff.

Reading, math and catch-up help

1 of the plan’s 18 funded actions names reading, math, catch-up help or English learners in its title.

English learners $41,481

Largest of these

Support Long Term English Learner students with increasing English proficiency$41,481

For high-need students

It plans $889,193 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $869,834 and estimates it spent $868,162, within 1% of the plan.

What changed

The total is $358,532 (10%) lower than in the 2025–26 plan. The biggest change in dollars is Increase the rigor of Independent Study instruction through supporting parents as teachers. (iLearn), which went from $1.1 million to $933,983.

Largest cuts

Increase the rigor of Independent Study instruction through supporting parents as teachers. (iLearn)−⁠$194,518
Provide fully credentialed teachers, standards-aligned instruction and instructional materials, and maintained school facilities−⁠$100,548
Student Support Practitioner: Coordinate community-based supports and wellness services−⁠$55,183

Largest increases

Provide enrichment offerings at iLearn+⁠$111,675
Provide and expand access to courses for college credit+⁠$18,410
Intervention Supports: PBIS Tier II & III for Social-Emotional-Behavioral needs+⁠$16,317

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: 68% in English and 57% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure	2024–25	2025–26	Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1 and 2	61%	64%	up 3 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1	52%	55%	up 3 pts
Chronically absentGoal 3	19 in 100	11 in 100	8 fewer in 100
Suspended at least onceGoal 3	2.5%	0.3%	down 2.2 pts

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

The plan’s own titles and amounts

Increase the rigor of Independent Study instruction through supporting parents as teachers. (iLearn) · $933,983
Provide cohesive professional learning opportunities focused on high quality academic instruction · $404,436
Supporting student engagement and progress toward graduation with high-quality curriculum and instruction · $399,902

The full plan3 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 ($3.3 million).

Where does the money go?

51% to Goal 1, Increase academic achievement for all students. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.

Change since the 2025–26 plan, same title

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

Every goal, in the plan’s order

Goal 1Increase academic achievement for all students$1.7 million51% of action budgets

5 funded actions · 2025–26 plan: $2.0 million (−⁠$336,133) · p. 19 ↗

Largest funded actions

Increase the rigor of Independent Study instruction through supporting parents as teachers. (iLearn)$933,983action 1.4 · p. 53 ↗
Provide cohesive professional learning opportunities focused on high quality academic instruction$404,436action 1.1 · p. 53 ↗
Provide fully credentialed teachers, standards-aligned instruction and instructional materials, and maintained school facilities$202,268action 1.6 · p. 53 ↗ · marked as contributing to high-need services
Provide a broad course of study to all students$103,736action 1.7 · p. 53 ↗
Support Long Term English Learner students with increasing English proficiency$41,481action 1.3 · p. 53 ↗

Changes from last year’s plan, same title

Increase the rigor of Independent Study instruction through supporting parents as teachers. (iLearn)−⁠$0.2 million$1.1 million → $0.9 million · p. 53 ↗
Provide fully credentialed teachers, standards-aligned instruction and instructional materials, and maintained school facilities−⁠$100,548$302,816 → $202,268 · p. 53 ↗
Provide cohesive professional learning opportunities focused on high quality academic instruction−⁠$47,456$451,892 → $404,436 · p. 53 ↗

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

Provide a broad course of study to all students · $100,123 → $103,736 · p. 53 ↗+⁠$3,613
Support Long Term English Learner students with increasing English proficiency · $38,705 → $41,481 · p. 53 ↗+⁠$2,776

How the plan measures it · 12 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 19 ↗.

Goal 2Prepare every student for success by ensuring college and career readiness$799,56524% of action budgets

6 funded actions · 2025–26 plan: $746,172 (+⁠$53,393) · p. 30 ↗

Largest funded actions

Supporting student engagement and progress toward graduation with high-quality curriculum and instruction$399,902action 2.1 · p. 53 ↗
Provide enrichment offerings at iLearn$191,862action 2.2 · p. 53 ↗
Provide access to CTE Pathways$98,345action 2.6 · p. 54 ↗
Academic Counselor: Increase parent and student readiness for transitioning to college or career$53,253action 2.3 · p. 53 ↗
Provide and expand access to courses for college credit$35,407action 2.4 · p. 54 ↗

1 more funded action in this goal

Provide central office support to ensure the timely transfer of records · action 2.5 · p. 54 ↗ · marked as contributing to high-need services$20,796

Changes from last year’s plan, same title

Provide enrichment offerings at iLearn+⁠$111,675$80,187 → $191,862 · p. 53 ↗
Provide access to CTE Pathways−⁠$38,553$136,898 → $98,345 · p. 54 ↗
Academic Counselor: Increase parent and student readiness for transitioning to college or career−⁠$30,262$83,515 → $53,253 · p. 53 ↗

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

Supporting student engagement and progress toward graduation with high-quality curriculum and instruction · $410,000 → $399,902 · p. 53 ↗−⁠$10,098
Provide and expand access to courses for college credit · $16,997 → $35,407 · p. 54 ↗+⁠$18,410
Provide central office support to ensure the timely transfer of records · $18,575 → $20,796 · p. 54 ↗+⁠$2,221

How the plan measures it · 11 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 30 ↗.

Goal 3 · Maintenance of Progress GoalProvide safe, engaging, and connected school environments for all students$821,46425% of action budgets

7 funded actions · 2025–26 plan: $897,256 (−⁠$75,792) · p. 39 ↗

Largest funded actions

Provide counseling services and opportunities for social-emotional learning$274,466action 3.5 · p. 54 ↗ · marked as contributing to high-need services
Intervention Supports: PBIS Tier II & III for Social-Emotional-Behavioral needs$247,435action 3.2 · p. 54 ↗ · marked as contributing to high-need services
Provide enhanced nursing services to support student wellness$132,551action 3.6 · p. 54 ↗ · marked as contributing to high-need services
Community Schools Coordination$88,419action 3.4 · p. 54 ↗
Student Support Practitioner: Coordinate community-based supports and wellness services$63,042action 3.7 · p. 54 ↗

2 more funded actions in this goal

Utilize the Foster Focus system to support foster youth who attend Pathways Charter School · action 3.3 · p. 54 ↗ · marked as contributing to high-need services$11,677
School-wide PBIS: Tier I Systems and Practices · action 3.1 · p. 54 ↗$3,874

Changes from last year’s plan, same title

Student Support Practitioner: Coordinate community-based supports and wellness services−⁠$55,183$118,225 → $63,042 · p. 54 ↗
Provide counseling services and opportunities for social-emotional learning−⁠$40,580$315,046 → $274,466 · p. 54 ↗
Intervention Supports: PBIS Tier II & III for Social-Emotional-Behavioral needs+⁠$16,317$231,118 → $247,435 · p. 54 ↗

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

Provide enhanced nursing services to support student wellness · $132,161 → $132,551 · p. 54 ↗+⁠$390
Community Schools Coordination · $84,094 → $88,419 · p. 54 ↗+⁠$4,325
Utilize the Foster Focus system to support foster youth who attend Pathways Charter School · $11,514 → $11,677 · p. 54 ↗+⁠$163
School-wide PBIS: Tier I Systems and Practices · $5,098 → $3,874 · p. 54 ↗−⁠$1,224

How the plan measures it · 7 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 39 ↗.

All amounts are planned. We read them from the PDF and added up each goal’s actions ourselves. Page links open the plan at that page.

Next steps

How are students placed here?

Confirm placement with Placer County Office of Education.

Before you apply

Confirm this school’s current process directly.

Eligibility and entry grades: Which grades are accepting applications, and who is eligible?
Application and lottery: What are the deadlines, enrollment priorities, and lottery or waitlist steps?
The daily logistics: What transportation and before- or after-school options are available?

School website: 211connectingpoint.org ↗Office: (530) 745-1440Administrator: Susan Connolly

Location and visiting

Get directions

360 Nevada Street, Auburn 95603

Directory location · Explore nearby schools on the map. Confirm placement with Placer County Office of Education.

Questions for your visit

How do you help children who need more support in reading or math, and those ready for more challenge?
Which of these courses will actually run in the years my child attends?
When a child starts missing school, who calls the family, and how soon?
How does the school set learning goals for each student placed here, and how does it share progress with families?
How do you teach early reading and check each child’s progress?

Office (530) 745-1440360 Nevada Street, directions (opens Google Maps in a new tab)

Source records

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

Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subject	Students with scores	Top level	Top two levels
2026 · English	147	29%	64%
2026 · Math	147	24%	55%
2025 · English	155	30%	61%
2025 · Math	155	20%	52%
2024 · English	150	33%	67%
2024 · Math	150	29%	57%
2023 · English	148	32%	57%
2023 · Math	148	24%	45%
2022 · English	143	23%	45%
2022 · Math	143	18%	41%
2019 · English	160	14%	49%
2019 · Math	162	18%	46%
2018 · English	144	20%	59%
2018 · Math	143	18%	46%
2017 · English	132	17%	51%
2017 · Math	132	26%	50%

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

Earlier years · grade and subject

Year · grade · subject	Students with scores	Met or exceeded
2025 · Grade 3 · English	23	70%
2025 · Grade 4 · English	22	77%
2025 · Grade 5 · English	24	71%
2025 · Grade 6 · English	23	74%
2025 · Grade 7 · English	24	50%
2025 · Grade 8 · English	32	47%
2025 · Grade 11 · English	7	—
2025 · Grade 3 · Math	23	70%
2025 · Grade 4 · Math	22	68%
2025 · Grade 5 · Math	24	46%
2025 · Grade 6 · Math	23	65%
2025 · Grade 7 · Math	24	46%
2025 · Grade 8 · Math	32	41%
2025 · Grade 11 · Math	7	—
2024 · Grade 3 · English	21	76%
2024 · Grade 4 · English	24	71%
2024 · Grade 5 · English	21	52%
2024 · Grade 6 · English	24	62%
2024 · Grade 7 · English	26	58%
2024 · Grade 8 · English	30	80%
2024 · Grade 11 · English	4	—
2024 · Grade 3 · Math	21	81%
2024 · Grade 4 · Math	24	54%
2024 · Grade 5 · Math	21	48%
2024 · Grade 6 · Math	24	58%
2024 · Grade 7 · Math	26	58%
2024 · Grade 8 · Math	30	53%
2024 · Grade 11 · Math	4	—
2023 · Grade 3 · English	20	65%
2023 · Grade 4 · English	18	67%
2023 · Grade 5 · English	25	52%
2023 · Grade 6 · English	21	62%
2023 · Grade 7 · English	28	71%
2023 · Grade 8 · English	27	48%
2023 · Grade 11 · English	9	—
2023 · Grade 3 · Math	20	70%
2023 · Grade 4 · Math	18	50%
2023 · Grade 5 · Math	25	36%
2023 · Grade 6 · Math	21	48%
2023 · Grade 7 · Math	28	57%
2023 · Grade 8 · Math	27	30%
2023 · Grade 11 · Math	9	—
2022 · Grade 3 · English	17	59%
2022 · Grade 4 · English	25	52%
2022 · Grade 5 · English	25	44%
2022 · Grade 6 · English	24	67%
2022 · Grade 7 · English	20	50%
2022 · Grade 8 · English	24	17%
2022 · Grade 11 · English	8	—
2022 · Grade 3 · Math	17	59%
2022 · Grade 4 · Math	25	56%
2022 · Grade 5 · Math	25	36%
2022 · Grade 6 · Math	24	50%
2022 · Grade 7 · Math	20	40%
2022 · Grade 8 · Math	24	21%
2022 · Grade 11 · Math	8	—
2019 · Grade 3 · English	18	44%
2019 · Grade 4 · English	19	68%
2019 · Grade 5 · English	24	50%
2019 · Grade 6 · English	25	52%
2019 · Grade 7 · English	26	62%
2019 · Grade 8 · English	31	45%
2019 · Grade 11 · English	17	18%
2019 · Grade 3 · Math	18	56%
2019 · Grade 4 · Math	19	63%
2019 · Grade 5 · Math	24	29%
2019 · Grade 6 · Math	25	60%
2019 · Grade 7 · Math	26	50%
2019 · Grade 8 · Math	32	53%
2019 · Grade 11 · Math	18	0%
2018 · Grade 3 · English	13	85%
2018 · Grade 4 · English	16	56%
2018 · Grade 5 · English	24	71%
2018 · Grade 6 · English	16	62%
2018 · Grade 7 · English	26	58%
2018 · Grade 8 · English	32	59%
2018 · Grade 11 · English	17	24%
2018 · Grade 3 · Math	13	54%
2018 · Grade 4 · Math	16	50%
2018 · Grade 5 · Math	24	42%
2018 · Grade 6 · Math	15	53%
2018 · Grade 7 · Math	27	74%
2018 · Grade 8 · Math	32	41%
2018 · Grade 11 · Math	16	0%
2017 · Grade 3 · English	17	71%
2017 · Grade 4 · English	17	53%
2017 · Grade 5 · English	17	53%
2017 · Grade 6 · English	27	30%
2017 · Grade 7 · English	22	55%
2017 · Grade 8 · English	19	68%
2017 · Grade 11 · English	13	31%
2017 · Grade 3 · Math	17	53%
2017 · Grade 4 · Math	18	72%
2017 · Grade 5 · Math	17	53%
2017 · Grade 6 · Math	27	48%
2017 · Grade 7 · Math	22	50%
2017 · Grade 8 · Math	19	58%
2017 · Grade 11 · Math	12	0%

Current 2025–26 grade results are under Academic achievement, in Results for each grade. “Students with scores” counts the students tested in that grade, subject and year. A missing result is not zero, and each year’s row is a different group of children.

Science (CAST)schoolwide · spring 2026

Science (CAST)	Tested	Advanced	Proficient	Developing level	Minimal
Schoolwide	48	19%	27%	44%	10%

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.

Student groups: test resultsEnglish · spring 2026

Group · English	Tested	Proficient or Advanced
White	99	68%

Shown as reported, with no comparison: students here are placed rather than chosen.

Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected

Group	English	n	CDE category	Math	n	CDE category
All students	+10	105	Accelerated	+11	105	Accelerated
English-only students	+12	100	not categorized	+11	100	not categorized
White	+9	79	Accelerated	+8	79	Accelerated
Low-income	+2	27	Average	+9	27	Accelerated
Students with disabilities	+10	23	Accelerated	+12	23	Accelerated
Hispanic or Latino	+11	21	Accelerated	+8	21	Accelerated

CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. 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.

Growth recordsthe state’s student-by-student measure

California growth model · points vs expected

State model · English+10 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

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

All students, grades 4–8

105 students

CDE growth category: Accelerated

State model · math+11 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

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

All students, grades 4–8

105 students

CDE growth category: Accelerated

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. 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.

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 · 19 in 100 → 2025–26 · 11 in 100 · −8 in 100
Suspension rate2024–25 · 2.5% (10 of 404) → 2025–26 · 0.3% (1 of 385) · −2.2 percentage points

Group	2018–19	2025–26
Female	13 in 100	13 in 100
Male	26 in 100	10 in 100
Asian	11 in 100	—
Hispanic or Latino	20 in 100	20 in 100
Two or more races	35 in 100	13 in 100
White	21 in 100	6 in 100
Students with disabilities	24 in 100	6 in 100
English learners	32 in 100	31 in 100
Homeless	70 in 100	29 in 100
Low-income	39 in 100	17 in 100
All students	22 in 100	11 in 100

Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.

Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot

Measure	This school
AP offered	not reported
AP course count	not reported
AP enrollment (male/female)	not reported
IB participation	not reported
Dual enrollment	offered · 5 enrolled
Algebra I in grade 8	offered
Calculus sections	0
Physics sections	0
Chemistry sections	2
Reported male/female enrollment (CRDC)	291

These counts aren’t part of the Scope Score. “Not reported” means the federal record has no value for that item; it isn’t a zero. Enrollment counts add the male and female students the survey reports.

College destinationsclass of 2023 · state college-going records, 12 months after graduation

Destination	Completers	% (derived)
University of California	0	0%
California State University	0	0%
California community college	14	18%
In-state private	0	0%
Out-of-state, 4-year	1	1%
Out-of-state, 2-year	0	0%
Not enrolled	63	81%

78 students who finished high school, class of 2023 · state-reported college-going rate 19% · % column is computed by SchoolScope (count ÷ all who finished high school; CDE calls them completers), not a CDE-native rate · an unavailable or suppressed cell is marked as missing; a reported zero remains distinct · source: CDE 12-mo CGR, 2023 cohort (the newest published), National Student Clearinghouse match.

Fundingschool and district spending, from state and federal finance records · each row names its fiscal year and measure

Per-pupil spending

District · current expense$55,935 per pupil

NCES F-33 · FY 2017–18 (2018) · fall district membership: 840 pupils

School-level federal expenditures$2,835 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 291.15

Central federal expenditures attributed here$40 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 291.15

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.

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation

Instruction 17%Instruction support 36%Student services 23%Administration 18%Buildings & maintenance 6%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$11,591,710	17.48%	17%
Instruction support	$23,701,356	35.75%	36%
Student services	$15,022,902	22.66%	23%
Administration	$11,955,431	18.03%	18%
Buildings & maintenance	$4,023,577	6.07%	6%
Total	$66,298,714	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $66,298,714 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2018; latest district record shown: 2018

2018$55,935 per pupil

2017$60,642 per pupil

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 95603 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 95603 area
Measure	Estimate
Median household income	$85,357
Bachelor's degree or higher (adults 25+)	34%
ZIP-area population	28,432
Median age	48.6 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. See all schools in ZIP code 95603 →

Downloads and methodologyCSV · sources · corrections

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · 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 · federal civil rights data (CRDC) 2023–24, a past snapshot · state college-going records, class of 2023, matched to National Student Clearinghouse enrollment · Data updated October 15, 2026

How we analyze · Request a correction

Placer County Pathways Charter

Common questions

How are students placed here?

How many students reached the top test level here?

How often do students miss school or get suspended?

How did students here do on state tests?

English

Math

How do the middle grades do?

English

Math

Have results changed?

English · top two levels · grades 3–5

Math · top two levels · grades 3–5

Did students here score above what the state expected?

English

Math

Each year’s results and tested counts

Who can act on Placer County Pathways Charter’s results?

What has the state flagged?

Where is its yearly plan?

How often do students miss school or get suspended?

Graduated in four years

Ready for college or career (state measure)

Finished the UC/CSU course list

Where students who finished high school went

What could my child study here?

What other courses and pathways are on record?

Chronically absent, 2025–26

Suspensions, 2025–26

How do kids like mine do here?

Who are the students?

Who are the families and teachers?

What does Placer County Pathways Charter’s own plan commit to?

The 2026–27 plan in short

Where the money goes

Reading, math and catch-up help

For high-need students

What changed

What its goals measure

Where does the money go?

Every goal, in the plan’s order

How are students placed here?

Before you apply

Location and visiting

Questions for your visit

Source records

Per-pupil spending

Additional workforce records

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