Independent charter school · Tracy Joint Unified · Tracy, California

Primary Charter

Tracy · TK–4 · 401 students (2024–25)

51 East Beverly Place, 95376pcs.tracylc.net ↗(209) 290-0511

Well above California in English and math: 61% and 61% scored Proficient or Advanced in grades 3 and 4, spring 2026, against 45% and 45%.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3 and 4: 139
Comparison: California: CDE’s grade 3 and 4 rows for the whole state combined, weighted by students tested (our calculation; 798,645 in English and 800,621 in math tested).

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

Primary Charter has no 2026 Scope Score.

How to enroll

Save

Shared campus · © OpenStreetMap

Primary Charter, Millennium Charter and Discovery Charter share this address in the state’s school directory. OpenStreetMap maps the grounds as one campus. Which buildings each school uses here isn’t mapped.

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.

Common questions

How do I get in?

Ask Primary Charter how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓

How many students reached the top test level here?

In grades 3 and 4, spring 2026, 32% scored Advanced in English (reading and writing) and 33% in math. 39% scored below the standard in English and 39% in math. Evidence ↓

How often do students miss school or get suspended?

7 in 100 students were chronically absent in 2025–26 (27 of 397), meaning they missed 10% or more of school days. 0 of 401 students were suspended at least once in 2025–26. Evidence ↓

Academic achievement

How did students here do on state tests?

Well above California in both subjects.

State tests (CAASPP), spring 2026

In grades 3 and 4, spring 2026, 61% scored Proficient or Advanced in English and 61% in math, against 45% and 45% across California.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3 and 4: 139
Comparison: California: CDE’s grades 3 and 4 rows for the whole state combined, weighted by students tested (our calculation; 798,645 in English, 800,621 in math tested). The comparisons use the same grades and year.

AdvancedProficientBelow the standard

English

Grades 3 and 4 · spring 2026 · 139 tested

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

This school61%

California45%

Tracy Joint Unified36%

61% Proficient or Advanced in grades 3 and 4.

Math

Grades 3 and 4 · spring 2026 · 139 tested

Advanced: 33%
Proficient: 28%
Below the standard: 39%

This school61%

California45%

Tracy Joint Unified33%

61% Proficient or Advanced in grades 3 and 4.

Results for each grade, spring 2026English and math · grades 3 and 4 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 3 and 4: share of students tested, spring 2026
Measure	Grade 3	Grade 4
Proficient or Advanced	60%	62%
Advanced	34%	29%
Proficient	26%	33%
Developing level	23%	18%
Minimal	17%	20%
Tested	70	69

Math

Math, grades 3 and 4: share of students tested, spring 2026
Measure	Grade 3	Grade 4
Proficient or Advanced	64%	58%
Advanced	41%	25%
Proficient	23%	33%
Developing level	22%	25%
Minimal	14%	17%
Tested	70	69

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 →

Have results changed?

Results in both subjects were higher than in 2025. English went from 49% to 61% and math from 49% to 61%.

English · top two levels · grades 3 and 4

202549%143 tested

→

202661%139 tested

This school

California, same grades45% → 45%2025 → 2026 · 814,372 → 798,645 tested

Math · top two levels · grades 3 and 4

202549%143 tested

→

202661%139 tested

This school

California, same grades44% → 45%2025 → 2026 · 820,989 → 800,621 tested

Each year is a different group of students.

Did students here score above what the state expected?

In English, below what the state expected; 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 grade 4 scored −11 points against that expected score in English, which the state calls Moderate. In math, they scored −5 points, which it calls Average.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grade 4: 71
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.

Grade 4 · 2025 · 71 students with scores in both years

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

−11 pts

English

The state calls it Moderate, the second of its five growth levels.

−5 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 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 and 4 · This school	32%	29%	20%	19%	139
English, grades 3 and 4 · California	24%	21%	21%	34%	798,645
English, grades 3 and 4 · Tracy Joint Unified	17%	19%	23%	41%	1,770
Math, grades 3 and 4 · This school	33%	28%	23%	16%	139
Math, grades 3 and 4 · California	21%	24%	25%	30%	800,621
Math, grades 3 and 4 · Tracy Joint Unified	13%	20%	27%	40%	1,774

Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026. The state comparison combines CDE’s rows for the same grades, weighted by students tested (our calculation). The district row combines its public schools in the same grades, weighted by students tested.

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 and 4

This schoolCalifornia

0%50%100%20172022202661%45%

Math top two levels, grades 3 and 4

This schoolCalifornia

0%50%100%20172022202661%45%

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

In grades 3 and 4, the share at the state’s top two levels in English went from 49% in 2017 to 61% in 2026. In math, it went from 44% in 2017 to 61% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3 and 4
Year	This school	California
2017	49% 132 tested	44% 910,288 tested
2018	40% 131 tested	48% 887,698 tested
2019	57% 134 tested	49% 877,983 tested
2022	63% 142 tested	43% 833,089 tested
2023	56% 142 tested	43% 826,129 tested
2024	51% 140 tested	43% 817,082 tested
2025	49% 143 tested	45% 814,372 tested
2026	61% 139 tested	45% 798,645 tested

Math · top two levels · grades 3 and 4
Year	This school	California
2017	44% 132 tested	44% 915,443 tested
2018	48% 132 tested	46% 891,560 tested
2019	64% 134 tested	48% 882,280 tested
2022	64% 142 tested	41% 836,897 tested
2023	65% 142 tested	43% 832,264 tested
2024	61% 140 tested	43% 826,737 tested
2025	49% 143 tested	44% 820,989 tested
2026	61% 139 tested	45% 800,621 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 11 points below that expected score, and in math 5 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 Primary Charter’s results?

Primary Charter’s own board decides its plan.

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

Where is its yearly plan?

What its plan pays for ↓

Tracy Joint Unified authorized this charter; its current term ends June 30, 2027.

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

Reading screening in kindergarten through grade 2What the law requires, and what to ask

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

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

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

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

California Education Code § 53008. Source

Life at school

How often do students miss school or get suspended?

7 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. 0 of 401 students were suspended at least once in 2025–26.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 27 of 397 students counted for it; suspension: 0 of 401 students enrolled during the year

Chronically absent, 2025–26

7 in 100This school

27 of 397 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 401

students were suspended at least once.

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

Ask families and staff yourselfWhat to ask the people at Primary 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 ↓

Every learner

How do kids like mine do here?

Hispanic or Latino students here scored well above the same group across California.

Student groups, grades 3 and 4, spring 2026

61% of Hispanic or Latino students scored Proficient or Advanced in English and 54% in math (grades 3 and 4, spring 2026), against 35% and 34% for the same group across California. Low-income students here scored well above the same group across California in English.

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grades 3 and 4; 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).

Primary CharterSame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students

Low-incomeEnglish · 48 testedAhead of the same group across California, where that group scores below California’s rate for all students: 50%Same group, California 34%
Low-incomeMath · 48 tested40%Same group, California 33%
Hispanic or LatinoEnglish · 69 testedAhead of the same group across California, where that group scores below California’s rate for all students: 61%Same group, California 35%
Hispanic or LatinoMath · 69 testedAhead of the same group across California, where that group scores below California’s rate for all students: 54%Same group, California 34%
WhiteEnglish · 31 tested45%Same group, California 58%
WhiteMath · 31 tested65%Same group, California 59%

Proficient or Advanced, grades 3 and 4, spring 2026.

Who are the students?

2025–26 · students counted

Hispanic or Latino52%
White19%
Asian13%
Two or more races8%
Black or African American4%
Filipino4%
American Indian or Alaska Native—
Pacific Islander—
Not reported—

A dash means the share isn’t available; it isn’t zero. Source and comparisons: the full student mix below.

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

44% 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 · 11 of 25 English learners44%

Tracy Joint Unified · 1,112 of 2,42746%

California · 355,274 of 748,91647%

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

Who are the families and teachers?

28%of students qualified for free or reduced-price meals in 2024–25, 114 of 401. California: 63%.

20teachers, 2024–25

8 yearsaverage experience, 2024–25

5%in their first year, 2024–25

86%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school keep Hispanic or Latino students on track as they move up through the grades?

All group results, district comparisons and sources

Proficient or Advancedgrades 3 and 4 · spring 2026

Group and subject	Here	vs Tracy Joint Unified	vs California
Low-income · 48 tested
English	50%	+2030%	+1634%
Math	40%	+1426%	+733%
Hispanic or Latino · 69 tested
English	61%	+3526%	+2635%
Math	54%	+3222%	+2034%
White · 31 tested
English	45%	+441%	−1358%
Math	65%	+2540%	+659%

Each gap is to the same group, grades and subject: in Tracy Joint 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, 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
Hispanic or Latino	52%
White	19%
Asian	13%
Two or more races	8%
Black or African American	4%
Filipino	4%
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: 86% of teaching positions, 18.5 properly credentialed teaching-position FTE out of 21.5 total position FTE. This measures positions, not individual teachers.

In its own words

What does Primary Charter’s own plan commit to?

Its 2026–27 plan

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

$545,500

planned for 14 funded actions in 4 goals. That’s 9% of its $6.2 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, 66 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 73% of the money. The plan itself puts 39% of it toward staff.

ELOP $200,000
Resource Services $150,000
EL Specialist $50,000
11 other actions

Reading, math and catch-up help

6 of the plan’s 14 funded actions name reading, math, catch-up help or English learners in their titles.

Reading $13,000
Catch-up help $10,000
English learners $71,000

Largest of these

EL Specialist$50,000
Designated ELD Time$20,000
Intervention Class$10,000

For high-need students

It plans $111,000 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $116,000 and estimates it spent $116,000, the same as planned.

What changed

The total is $15,000 (3%) lower than in the 2025–26 plan. The biggest change in dollars is Intervention Class, which went from $20,000 to $10,000.

Largest cuts

Intervention Class−⁠$10,000
Supplemental Reading Materials for LI, EL and Foster Youth Students−⁠$5,000

Ask: What did Intervention Class pay for, and what changes now that the 2026–27 plan gives it $10,000 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 and 4 only: 61% in English and 61% 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 2024–25Goal 2	49%	61%	up 12 pts
Chronically absentGoal 1	10 in 100	7 in 100	3 fewer in 100

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

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

The plan’s own titles and amounts

ELOP · $200,000
Resource Services · $150,000
EL Specialist · $50,000

The full plan4 goals, 16 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 ($545,500).

Where does the money go?

43% to Goal 1. 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 1Ensure an Engaging, Safe, and Thriving Environment for All Students, Parents, and Community Members$236,50043% of action budgets

4 funded actions · 2025–26 plan: $236,500 (unchanged) · p. 7 ↗

Largest funded actions

ELOP$200,000action 1.5 · p. 28 ↗ · marked as contributing to high-need services
Counseling Support$30,000action 1.1 · p. 28 ↗ · marked as contributing to high-need services
Expansion of Multi-Tiered System of Support$5,000action 1.2 · p. 28 ↗ · marked as contributing to high-need services
Cultural Events$1,500action 1.3 · p. 28 ↗

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

ELOP · $200,000 → $200,000 · p. 28 ↗unchanged
Counseling Support · $30,000 → $30,000 · p. 28 ↗unchanged
Expansion of Multi-Tiered System of Support · $5,000 → $5,000 · p. 28 ↗unchanged
Cultural Events · $1,500 → $1,500 · p. 28 ↗unchanged

How the plan measures it · 5 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 7 ↗.

Goal 2All students will demonstrate growth towards meeting or exceeding standards in English Language Arts (ELA)…$84,00015% of action budgets

“All students will demonstrate growth towards meeting or exceeding standards in English Language Arts (ELA) and English learners (ELs) will demonstrate progress in developing English language proficiency” p. 11 ↗

5 funded actions · 2025–26 plan: $84,000 (unchanged)

Largest funded actions

EL Specialist$50,000action 2.5 · p. 28 ↗ · marked as contributing to high-need services
Designated ELD Time$20,000action 2.2 · p. 28 ↗ · marked as contributing to high-need services
Phonics Instruction$8,000action 2.4 · p. 28 ↗
June Jumpstart$5,000action 2.1 · p. 28 ↗ · marked as contributing to high-need services
Professional Development (PD) and Coaching to support English Language Development (ELD)$1,000action 2.3 · p. 28 ↗ · marked as contributing to high-need services

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

EL Specialist · $50,000 → $50,000 · p. 28 ↗unchanged
Designated ELD Time · $20,000 → $20,000 · p. 28 ↗unchanged
Phonics Instruction · $8,000 → $8,000 · p. 28 ↗unchanged
June Jumpstart · $5,000 → $5,000 · p. 28 ↗unchanged
Professional Development (PD) and Coaching to support English Language Development (ELD) · $1,000 → $1,000 · p. 28 ↗unchanged

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 3Supporting curriculum and assessment$35,0006% of action budgets

2 funded actions · 2025–26 plan: $40,000 (−⁠$5,000) · p. 15 ↗

Largest funded actions

iReady Assessment Program$30,000action 3.2 · p. 29 ↗
Supplemental Reading Materials for LI, EL and Foster Youth Students$5,000action 3.3 · p. 29 ↗ · marked as contributing to high-need services

Changes from last year’s plan, same title

Supplemental Reading Materials for LI, EL and Foster Youth Students−⁠$5,000$10,000 → $5,000 · p. 29 ↗

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

iReady Assessment Program · $30,000 → $30,000 · p. 29 ↗unchanged

How the plan measures it · 4 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 15 ↗.

Goal 4Supporting All Students$190,00035% of action budgets

3 funded actions · 2025–26 plan: $200,000 (−⁠$10,000) · p. 18 ↗

Largest funded actions

Resource Services$150,000action 4.4 · p. 29 ↗
Counseling Services$30,000action 4.3 · p. 29 ↗
Intervention Class$10,000action 4.1 · p. 29 ↗

Changes from last year’s plan, same title

Intervention Class−⁠$10,000$20,000 → $10,000 · p. 29 ↗

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

Resource Services · $150,000 → $150,000 · p. 29 ↗unchanged
Counseling Services · $30,000 → $30,000 · p. 29 ↗unchanged

How the plan measures it · 4 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 18 ↗.

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

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

No assigned next school.

Primary Charter is a charter, so a student’s later schools follow the family’s home address, not this campus, unless the family applies elsewhere. Each school’s standing compares it with California schools at its own level.

Elementary · this school
Primary Charter
Grades TK–4
Middle
Discovery Charter
49th · Developing · 2026Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
High
Link not recorded
Ask the district about this stage.

Historical links and nearby options · confirm your child’s address and current assignment with the district. Explore schools on the map

Not a next step: the schools sharing this address. Millennium Charter (75th percentile, Strong, among high schools, 2025) and Discovery Charter (49th percentile, Developing, among middle schools, 2026) have the same street address in the state’s school directory.

All recorded links and nearby alternatives

Middle-school links

Discovery Charter
Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
49th percentile · Developing · middle · 2026
Monte Vista Middle
Nearby same-district option · distance estimate, not a confirmed feeder
25th percentile · Developing · middle · 2026
Earle E. Williams Middle
Nearby same-district option · distance estimate, not a confirmed feeder
54th percentile · Solid · middle · 2026

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.

How do I get in?

Ask Primary Charter how it admits students. Charter schools set their own enrollment steps and dates.

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: pcs.tracylc.net ↗Office: (209) 290-0511Administrator: Carolyn Woods

Location and visiting

Get directions

51 East Beverly Place, Tracy 95376

Directory location · Explore nearby schools on the map. Confirm enrollment with the school.

Questions for your visit

How do you help children who need more support in reading or math, and those ready for more challenge?
When a child starts missing school, who calls the family, and how soon?
How does the school keep Hispanic or Latino students on track as they move up through the grades?
What did Intervention Class pay for, and what changes now that the 2026–27 plan gives it $10,000 less?

Office (209) 290-051151 East Beverly Place, directions (opens Google Maps in a new tab)

Nearby elementary schoolsClosest first, by straight-line distance

The closest elementary schools, by straight-line distance from this campus. Distance isn’t an attendance boundary.

Nearby elementary schoolsStatewide percentile

Central Elementary0.3 mi
11thNeeds SupportScope Score 19
McKinley Elementary0.8 mi
4thNeeds SupportScope Score 14
North Elementary0.8 mi
8thNeeds SupportScope Score 17
Louis A. Bohn Elementary1.1 mi
9thNeeds SupportScope Score 18
South/West Park Elementary1.3 mi
59thSolidScope Score 40

Each percentile compares a school with California schools at its own level.

Explore nearby schools on the map

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.

CDE CAASPP test year 2026 · all-students reporting group · publisher grade–subject records.
Grade · subject	Students tested with scores	Proficient or Advanced	Advanced	Proficient	Developing level	Minimal	Mean scale score
Grade 3 · ELA · 2026	70	60%	34.29%	25.71%	22.86%	17.14%	2455.3
Grade 4 · ELA · 2026	69	62.32%	28.99%	33.33%	17.39%	20.29%	2482.4
All Grades · ELA · 2026	139	61.15%	31.65%	29.5%	20.14%	18.71%	not on file
Grade 3 · Math · 2026	70	64.29%	41.43%	22.86%	21.43%	14.29%	2466
Grade 4 · Math · 2026	69	57.97%	24.64%	33.33%	24.64%	17.39%	2490.8
All Grades · Math · 2026	139	61.15%	33.09%	28.06%	23.02%	15.83%	not on file

CDE CAASPP 2026: 4 individual grade–subject records; 4 records with a positive known tested count.

0 grade–subject counts unavailable; 0 grade–subject attainment rates unavailable.

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	139	32%	61%
2026 · Math	139	33%	61%
2025 · English	143	22%	49%
2025 · Math	143	17%	49%
2024 · English	140	28%	51%
2024 · Math	140	25%	61%
2023 · English	142	26%	56%
2023 · Math	142	31%	65%
2022 · English	142	32%	63%
2022 · Math	142	27%	64%
2019 · English	134	31%	57%
2019 · Math	134	32%	64%
2018 · English	131	19%	40%
2018 · Math	132	15%	48%
2017 · English	132	18%	49%
2017 · Math	132	15%	44%

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	72	50%
2025 · Grade 4 · English	71	48%
2025 · Grade 3 · Math	72	49%
2025 · Grade 4 · Math	71	49%
2024 · Grade 3 · English	70	44%
2024 · Grade 4 · English	70	59%
2024 · Grade 3 · Math	70	61%
2024 · Grade 4 · Math	70	60%
2023 · Grade 3 · English	72	53%
2023 · Grade 4 · English	70	60%
2023 · Grade 3 · Math	72	68%
2023 · Grade 4 · Math	70	63%
2022 · Grade 3 · English	71	61%
2022 · Grade 4 · English	71	65%
2022 · Grade 3 · Math	71	66%
2022 · Grade 4 · Math	71	62%
2019 · Grade 3 · English	67	52%
2019 · Grade 4 · English	67	61%
2019 · Grade 3 · Math	67	67%
2019 · Grade 4 · Math	67	61%
2018 · Grade 3 · English	66	45%
2018 · Grade 4 · English	65	35%
2018 · Grade 3 · Math	66	53%
2018 · Grade 4 · Math	66	42%
2017 · Grade 3 · English	66	44%
2017 · Grade 4 · English	66	55%
2017 · Grade 3 · Math	66	45%
2017 · Grade 4 · Math	66	42%

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.

Student groups: test resultsEnglish · spring 2026

Group · English	Tested	Proficient or Advanced
Low-income	48	50%
Hispanic or Latino	69	61%
White	31	45%

Shown as reported, with no comparison.

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 · 10 in 100 → 2025–26 · 7 in 100 · −3 in 100
Suspension rate2024–25 · 0 of 411 → 2025–26 · 0 of 401 · 0.0 percentage points

Group	2018–19	2025–26
Female	—	7 in 100
Male	—	7 in 100
Asian	—	17 in 100
Black or African American	—	7 in 100
Filipino	—	0 in 100
Hispanic or Latino	—	4 in 100
Two or more races	—	6 in 100
White	—	9 in 100
Students with disabilities	—	4 in 100
English learners	—	11 in 100
Low-income	—	9 in 100
All students	—	7 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

Group	English	n	CDE category	Math	n	CDE category
All students	−11	71	Moderate	−5	71	Average
English-only students	−15	47	not categorized	−6	47	not categorized
Hispanic or Latino	−3	40	Average	+2	40	Average
Low-income	−16	20	Moderate	−9	20	Moderate
Students with disabilities	−1	19	Average	+7	19	Accelerated
English learners	−2	16	Average	0	16	Average
White	−17	15	Moderate	−7	15	Moderate
English learners only	−8	11	not categorized	−11	11	not 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; here that is grade 4.

Growth recordsthe state’s student-by-student measure

California growth model · points vs expected

State model · English−11 pts vs expected

matched students, grade 4

CDE California growth model · 2025 Dashboard

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

All students, grade 4

71 students

CDE growth category: Moderate

State model · math−5 pts vs expected

matched students, grade 4

CDE California growth model · 2025 Dashboard

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

All students, grade 4

71 students

CDE growth 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; here that is grade 4.

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

Per-pupil spending

District · current expense$11,939 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 14,287 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$19,013 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 59%Instruction support 14%Student services 11%Administration 5%Buildings & maintenance 10%Other 1%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$138,480,883	58.56%	59%
Instruction support	$33,080,858	13.99%	14%
Student services	$26,229,342	11.09%	11%
Administration	$11,910,286	5.04%	5%
Buildings & maintenance	$24,510,680	10.36%	10%
Other	$2,269,215	0.96%	1%
Total	$236,481,265	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $236,481,265 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$11,939 per pupil

2020$11,523 per pupil

2019$12,026 per pupil

2018$10,666 per pupil

2017$10,305 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 holders13.9%

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 95376 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 95376 area
Measure	Estimate
Median household income	$102,555
Bachelor's degree or higher (adults 25+)	21%
ZIP-area population	54,488
Median age	34.7 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 95376 →

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

Primary Charter

Common questions

How do I get in?

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

Have results changed?

English · top two levels · grades 3 and 4

Math · top two levels · grades 3 and 4

Did students here score above what the state expected?

English

Math

Each year’s results and tested counts

Who can act on Primary Charter’s results?

Where is its yearly plan?

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

How do kids like mine do here?

Who are the students?

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

Who are the families and teachers?

What does Primary 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

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

Middle-school links

How do I get in?

Before you apply

Location and visiting

Questions for your visit

Source records

Per-pupil spending

Additional workforce records

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