Public school · Newport-Mesa Unified · Costa Mesa, California

Pomona Elementary

Costa Mesa · TK–1 · 264 students (2024–25)

2051 Pomona Avenue, 92627pomona.nmusd.us ↗(949) 515-6980

Pomona Elementary is a public school for grades Pre-K–1. Its latest state test results are from spring 2025, so it has no 2026 Scope Score.

How to enroll
Save

Sign in to save this school

Campus map · © OpenStreetMap

Drawn from OpenStreetMap. Volunteers map it, so a new building may be missing.

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.

Below California in English (reading and writing); well below it in math. In grades 3–5, spring 2025, 40% met or exceeded the standard in English and 30% in math, against 46% and 41% across California.

Sources
The sentence above
Source: California’s state tests (CAASPP), California Department of Education, spring 2025 Students: all students tested in grades 3–5: 115 Comparison: California: CDE’s grades 3–5 rows for the whole state combined, weighted by students tested (our calculation; 1,232,086 in English, 1,241,652 in math tested). The comparisons use the same grades and year.

Common questions

How do I get in?

Ask Newport-Mesa Unified which school serves your address. Evidence ↓

How many students reached the top test level here?

In grades 3–5, spring 2025, 17% exceeded the standard in English and 9% in math. 60% scored below the standard in English and 70% in math. Evidence ↓

How often do students miss school or get suspended?

19 in 100 students were chronically absent in 2025–26 (36 of 190), meaning they missed 10% or more of school days. 1.6% of students (3 of 192) were suspended at least once in 2025–26. Evidence ↓

Academic achievement

How did students here do on state tests?

Below California in English; well below it in math.

State tests (CAASPP), spring 2025

In grades 3–5, spring 2025, 40% met or exceeded the standard in English and 30% in math, against 46% and 41% across California.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2025
Students
all students tested in grades 3–5: 115
Comparison
California: CDE’s grades 3–5 rows for the whole state combined, weighted by students tested (our calculation; 1,232,086 in English, 1,241,652 in math tested). The comparisons use the same grades and year.
Exceeded standardMet standardBelow the standard

English

Grades 3–5 · spring 2025 · 115 tested

Exceeded
17%
Met
23%
Below the standard
60%
This school40%
California46%

40% met or exceeded in grades 3–5.

Math

Grades 3–5 · spring 2025 · 115 tested

Exceeded
9%
Met
21%
Below the standard
70%
This school30%
California41%

30% met or exceeded in grades 3–5.

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

How does math compare with English?

In grades 3–5, spring 2025, math trails English by 10 percentage points in the share who met or exceeded the standard, against 5 points across California. The grades 3–5 cards above give each subject’s share.

Have results changed?

Results in both subjects were higher than in 2024. English went from 23% to 40% and math from 25% to 30%.

English · met or exceeded · grades 3–5

202423%107 tested
→
202540%115 tested

This school

California, same grades45% → 46%2024 → 2025 · 1,235,509 → 1,232,086 tested

Math · met or exceeded · grades 3–5

202425%108 tested
→
202530%115 tested

This school

California, same grades41% → 41%2024 → 2025 · 1,249,262 → 1,241,652 tested

Each year is a different group of students.

Did students here score above what the state expected?

In English, yes; in math, about as expected. 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 +16 points against that expected score in English, which the state calls Accelerated. In math, they scored −2 points, which it calls Average.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 4–8: 101
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 · 101 students with scores in both years

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

+16 pts

English

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

−2 pts

Math

The state calls it Average, the third 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 Exceeded, Met, Nearly met and Not met, with tested counts
Share of students tested at each level, spring 2025
StudentsExceededMetNearly metNot metTested
English, grades 3–5 · This school17%23%25%35%115
English, grades 3–5 · California24%22%21%33%1,232,086
Math, grades 3–5 · This school9%21%23%47%115
Math, grades 3–5 · California21%20%25%34%1,241,652

Below the standard combines the state’s two lowest test levels, Nearly met and Not met. Data source: California Department of Education, spring 2025. The state comparison combines CDE’s rows for the same grades, weighted by students tested (our calculation).

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

Each grade’s results, every tested year ↓

Results since 20168 tested years shown

Chart and table: 2016–2025.

English met or exceeded, grades 3–5
This schoolCalifornia
0%50%100%20162021202540%46%
Math met or exceeded, grades 3–5
This schoolCalifornia
0%50%100%20162021202530%41%

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 34% in 2016 to 40% in 2025. In math, it went from 39% in 2016 to 30% in 2025. Each year is a different group of students.

Each year’s results and tested counts

English · met or exceeded · grades 3–5
YearThis schoolCalifornia
201634%
219 tested		45%
1,395,534 tested
201733%
218 tested		45%
1,384,680 tested
201840%
198 tested		49%
1,346,907 tested
201944%
179 tested		50%
1,332,547 tested
202225%
149 tested		45%
1,260,830 tested
202331%
127 tested		44%
1,247,801 tested
202423%
107 tested		45%
1,235,509 tested
202540%
115 tested		46%
1,232,086 tested
Math · met or exceeded · grades 3–5
YearThis schoolCalifornia
201639%
220 tested		39%
1,401,413 tested
201731%
219 tested		40%
1,392,040 tested
201839%
198 tested		42%
1,352,321 tested
201932%
180 tested		44%
1,338,625 tested
202227%
148 tested		38%
1,265,943 tested
202331%
129 tested		40%
1,256,519 tested
202425%
108 tested		41%
1,249,262 tested
202530%
115 tested		41%
1,241,652 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 16 points above that expected score, and in math 2 points below 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 Pomona’s results?

Newport-Mesa Unified’s board decides Pomona’s plan.

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

What has the state flagged?

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

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

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

Newport-Mesa Unified’s board must adopt its yearly plan (LCAP) by July 1, after at least one public hearing at an earlier meeting.

How to take part

  • Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
  • Send written comments on the actions and spending the plan proposes.
  • Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
  • Read the midyear report, due by February 28.
  • Read Newport-Mesa Unified’s 2026–27 plan (LCAP, PDF) 
Reading screening in kindergarten through grade 2What the law requires, and what to ask

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

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

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

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

California Education Code § 53008. Source 

Life at school

How often do students miss school or get suspended?

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

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. 1.6% of students were suspended at least once in 2025–26.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 36 of 190 students counted for it; suspension: 3 of 192 students enrolled during the year

Chronically absent, 2025–26

19 in 100This school

36 of 190 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

1.6%

of students were suspended at least once (3 of 192).

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

Ask families and staff yourselfWhat to ask the people at Pomona

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 Newport-Mesa Unified’s email domain so staff can answer our workplace questions.

Every learner

Who goes here?

Hispanic or Latino students are the largest group here: 93%.

Students, families and teachers

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 93%Unallocated share: 7%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino93%
  2. White—
  3. Asian—
  4. Black or African American—
  5. Filipino—
  6. Two or more races—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. 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?

94%of students qualified for free or reduced-price meals in 2024–25, 249 of 264. California: 63%.

19teachers, 2024–25

10 yearsaverage experience, 2024–25

0%in their first year, 2024–25

100%of teaching positions with proper credential and placement, 2021–22

Are English learners moving up on the state’s English test?

18% of English learners here moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026.

Spring 2025 to spring 2026 · English learners with state English test (ELPAC) scores in both years

This school · 7 of 38 English learners18%
Newport-Mesa Unified · 890 of 1,65554%
California · 355,274 of 748,91647%

It counts students moving up the test’s levels, so a student can count here before becoming fluent. Data source: California Department of Education, 2026 Dashboard ↗.

Ask: How does the school help English learners reach the top level of the state’s English test?

Full student mix, comparisons and sources, 2025–26
Students, 2025–26Here
Hispanic or Latino93%
White—
Asian—
Black or African American—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Not reported—

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

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 100% of teaching positions, 18.4 properly credentialed teaching-position FTE out of 18.4 total position FTE. This measures positions, not individual teachers.

Next steps

How do I get in?

Ask Newport-Mesa Unified which school serves your address.

School website: pomona.nmusd.us ↗Office: (949) 515-6980Administrator: Cindy Pedroso

Location and visiting

Get directions  (opens Google Maps in a new tab)
2051 Pomona Avenue, Costa Mesa 92627

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

Questions for your visit

  1. How much of each day do English learners spend learning English, and how do families see their progress? 18% 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 (7 of 38 students); California: 47%
  2. How do you help children who need more support in reading or math, and those ready for more challenge?
  3. When a child starts missing school, who calls the family, and how soon?
  4. What changes for a student who falls behind in math? 2 points below what the state expected in math from the same students’ earlier scores, grades 4–8, 2025 (101 students)
  5. What are the school-day hours and after-school care options?

Office (949) 515-69802051 Pomona Avenue, directions  (opens Google Maps in a new tab)

Source records

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

CDE assessment recordsCDE CAASPP 2026 · every level, as published · raw grade–subject rows

What each level means: California's level descriptions.

All Grades is an aggregate, not another group of students. Same-year grade groups are not matched children. 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.

The spring 2026 CAASPP records we hold have no English or math rows for this school. Its earlier results are under Every tested year.

Every tested year2016–2025 · rates, tested counts, and each grade

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.

English and math by test year · all tested grades

Year · subjectStudents with scoresExceededMet or exceeded
2025 · English14218%42%
2025 · Math1438%27%
2024 · English16511%28%
2024 · Math1667%20%
2023 · English1797%31%
2023 · Math1825%26%
2022 · English2097%30%
2022 · Math2086%25%
2019 · English25312%45%
2019 · Math2547%30%
2018 · English28013%38%
2018 · Math2809%35%
2017 · English28111%34%
2017 · Math28211%33%
2016 · English2967%31%
2016 · Math29712%35%

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 · English3432%
2025 · Grade 4 · English3762%
2025 · Grade 5 · English4427%
2025 · Grade 6 · English2748%
2025 · Grade 3 · Math3429%
2025 · Grade 4 · Math3751%
2025 · Grade 5 · Math4414%
2025 · Grade 6 · Math2814%
2024 · Grade 3 · English3923%
2024 · Grade 4 · English4030%
2024 · Grade 5 · English2814%
2024 · Grade 6 · English5836%
2024 · Grade 3 · Math3923%
2024 · Grade 4 · Math4134%
2024 · Grade 5 · Math2814%
2024 · Grade 6 · Math5812%
2023 · Grade 3 · English4022%
2023 · Grade 4 · English2941%
2023 · Grade 5 · English5833%
2023 · Grade 6 · English5229%
2023 · Grade 3 · Math4137%
2023 · Grade 4 · Math2959%
2023 · Grade 5 · Math5914%
2023 · Grade 6 · Math5315%
2022 · Grade 3 · English3424%
2022 · Grade 4 · English6130%
2022 · Grade 5 · English5420%
2022 · Grade 6 · English6043%
2022 · Grade 3 · Math3444%
2022 · Grade 4 · Math6128%
2022 · Grade 5 · Math5315%
2022 · Grade 6 · Math6022%
2019 · Grade 3 · English6247%
2019 · Grade 4 · English6250%
2019 · Grade 5 · English5533%
2019 · Grade 6 · English7450%
2019 · Grade 3 · Math6234%
2019 · Grade 4 · Math6349%
2019 · Grade 5 · Math5511%
2019 · Grade 6 · Math7424%
2018 · Grade 3 · English6537%
2018 · Grade 4 · English5650%
2018 · Grade 5 · English7736%
2018 · Grade 6 · English8233%
2018 · Grade 3 · Math6546%
2018 · Grade 4 · Math5655%
2018 · Grade 5 · Math7721%
2018 · Grade 6 · Math8227%
2017 · Grade 3 · English5826%
2017 · Grade 4 · English7446%
2017 · Grade 5 · English8626%
2017 · Grade 6 · English6340%
2017 · Grade 3 · Math6030%
2017 · Grade 4 · Math7344%
2017 · Grade 5 · Math8620%
2017 · Grade 6 · Math6341%
2016 · Grade 3 · English7831%
2016 · Grade 4 · English8233%
2016 · Grade 5 · English5939%
2016 · Grade 6 · English7723%
2016 · Grade 3 · Math7949%
2016 · Grade 4 · Math8234%
2016 · Grade 5 · Math5934%
2016 · Grade 6 · Math7723%

“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.

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 · 14 in 100 → 2025–26 · 19 in 100 · +5 in 100
Suspension rate2024–25 · 1.8% (5 of 278) → 2025–26 · 1.6% (3 of 192) · −0.2 percentage points
Group2018–192025–26
Female6 in 10014 in 100
Male4 in 10023 in 100
Hispanic or Latino5 in 10018 in 100
Students with disabilities4 in 10024 in 100
English learners4 in 10016 in 100
Low-income4 in 10019 in 100
All students5 in 10019 in 100
Homeless—14 in 100

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

Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected
GroupEnglishnCDE categoryMathnCDE category
All students+16101Accelerated−2101Average
Hispanic or Latino+1598Accelerated−198Average
Low-income+1595Accelerated−295Average
English learners+1377Accelerated−377Average
English learners only043not categorized−1343not categorized
Recently reclassified as fluent in English+2534not categorized+834not categorized
Homeless+1324Accelerated−724Moderate
Students with disabilities−1417Moderate−2917Minimal
English-only students+714not categorized014not categorized

CDE reports scale-score points against the state’s expected score, not a percentage or percentile. All imported groups remain visible; a missing group has no imported record shown here. CDE growth covers grades 4–8.

Growth recordsthe state’s student-by-student measure
California growth model · points vs expected

State model · English+16 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

101 students

CDE growth category: Accelerated

California growth model, English: +16 scale-score points versus the state's expectation, CDE category Accelerated.

State model · math−2 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

101 students

CDE growth category: Average

California growth model, math: −2 scale-score points versus the state's expectation, CDE category Average.

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.

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

Per-pupil spending

District · current expense$17,937 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 18,559 pupils

California · selected district mean$14,491 per pupil

NCES F-33 · FY 2020–21 (2021) · SchoolScope’s unweighted mean across 818 selected California district finance records

School-level federal expenditures$375 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 264

Central federal expenditures attributed here$2,297 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 264

District current expense · FY 2024–25$28,980 per ADA

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

These figures are not directly comparable: school ESSA attributed spending and NCES district current expense use different measures and populations. Their fiscal years are labeled above.

How the California mean was selected

SchoolScope starts with its selected California finance records, not every NCES California district. For FY 2020–21, it calculates an unweighted mean of NCES F-33 current expense per pupil. District records contribute once, regardless of enrollment. The calculation keeps records with positive per-pupil current expense, enrollment over 100, CCD agency type 1, and a recorded district name; it excludes names ending in County Office of Education, Department of Education, or Superintendent of Schools. This is a SchoolScope calculation, not a state-published spending average.

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation
Instruction 56%Instruction support 15%Student services 8%Administration 8%Buildings & maintenance 12%Other 1%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$270,043,63256.32%56%
Instruction support$70,734,15214.75%15%
Student services$35,734,0337.45%8%
Administration$40,261,9878.40%8%
Buildings & maintenance$57,328,61111.96%12%
Other$5,340,1691.11%1%
Total$479,442,584100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $479,442,584 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$17,937 per pupil
2020$15,765 per pupil
2019$15,125 per pupil
2018$14,459 per pupil
2017$13,433 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 92627 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 92627 area
MeasureEstimate
Median household income$108,994
Bachelor's degree or higher (adults 25+)44%
ZIP-area population60,393
Median age36.0 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 92627 →

Downloads and methodologyCSV · sources · corrections

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Census survey (ACS) 2020–2024 · staffing and finance name their own sources and years beside each figure · Data updated October 15, 2026.

How we analyze · Request a correction