Charter school · Kingsburg Elementary Charter

Rafer Johnson Junior High — Rating & test scores

1300 Stroud Avenue, Kingsburg · 447 students · Grades 7–8

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Scope Score 74

DevelopingScope Score · 45th percentile. Higher than 45 in 100 of the 2,529 California public middle schools we score.

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

Near California in English, below in math: 47% and 30% scored Proficient or Advanced in grades 7 and 8, spring 2026, against 50% and 37%.

Source for this line
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 7 and 8: 406
Comparison
California: CDE’s grade 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 838,600 in English and 838,896 in math tested).

Overview

Is Rafer Johnson a good middle school?

Developing. Rafer Johnson is higher than most California middle schools on English test results, progress in English and attendance. Rafer Johnson is lower than most on math test results and progress in math.

Test results, spring 2026

English, Proficient or Advanced5347%
Math, Proficient or Advanced4830%
English, Advanced5014%
Math, Advanced4413%

Progress in a year, 2025

English54+2 pts
Math47−2 pts

Showing up, 2025–26

Attendance972 in 100
Rafer Johnson’s place among California middle schools, out of 100Kingsburg Elementary Charter’s other middle schoolBar colour, from the lowest quarter of schools to the highest

One more thing to know

6.9% of students (31 of 450) were suspended at least once in 2025–26, against 3.7% at the average California middle school.

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

How to read these bars, and their sources

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

Source for the sentence
CDE suspension file, 2025–26. All students enrolled during the year (CDE’s cumulative enrollment): 450. District and California figures are averages of school rates (2 Kingsburg Elementary Charter schools; 2,529 scored California middle schools), our calculation.

In its own words

What does Rafer Johnson say about itself?

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

Open rjjh.kesd.org (opens in a new tab)

Progress

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

About the same, in both subjects. In 2025, students here in grades 7 and 8 scored 2 points higher in English than California students who had the same score the year before. The state calls that Average. In math, they scored 2 points lower, which the state calls Average.

English

+2

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

By student group · students counted

Low-income285+3 points
Hispanic or Latino280+3 points
White100−2 points
English learners48−6 points
Students with disabilities32−22 points

Math

−2

points lower than California students who had the same score a year earlier. The state calls it Average, the third of its five growth levels.

By student group · students counted

Low-income283+1 points
Hispanic or Latino278−2 points
White99−3 points
English learners47−13 points
Students with disabilities32−2 points

Grades 7 and 8, 2025, 409 students in English, 406 in math with scores in both years. Faded rows have fewer than 40 students. It describes results, not causes. Source: California Department of Education, growth model.

How the state’s growth measure works

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

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 2 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.

Nearby

How does it compare with schools nearby?

0 of the 1 middle schools nearby have a higher Scope Score than Rafer Johnson. Each school is compared with every California middle school.

Scope Score

2 middle schools within 5.0 miles, highest score first. Under each name is how the school takes students.

  1. Rafer JohnsonScope Score 7445th
  2. Abraham LincolnSelma Unified · by addressScope Score 7231st
Kingsburg Elementary CharterA neighborhood school in another district

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

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

Schools like it

How does Rafer Johnson compare with schools like it?

Rafer Johnson’s Scope Score is 74. 367 California middle schools, counting Rafer Johnson, have a similar share of students from low-income families. Their typical score is 74. Rafer Johnson’s result is higher than 201 of them.

The five schools with the highest results of the 367

  1. Students from low-income families: 64%

    Scope Score 98Strong · 99th percentile

  2. Students from low-income families: 73%

    Scope Score 95Strong · 98th percentile

  3. Students from low-income families: 71%

    Scope Score 94Strong · 98th percentile

  4. Students from low-income families: 73%

    Scope Score 93Strong · 97th percentile

  5. Students from low-income families: 75%

    Scope Score 91Strong · 96th percentile

367 California public middle schools where 63% to 75% of students qualified for free or reduced-price meals in 2024–25. The chart compares results, not causes. Our calculation from California Department of Education records, spring 2026.

How the group is chosen

The group is every California public middle school we score where 63% to 75% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Rafer Johnson’s share. The count includes Rafer Johnson. Typical means the median: half are higher and half are lower. Schools differ in more than family income, and no score is changed for it. Our calculation from California Department of Education records: state tests (CAASPP), spring 2026, and school meal eligibility, 2024–25.

Over time

Have results changed?

English results were lower than in 2025; math results were similar. English went from 53% to 47% and math from 34% to 30%.

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

Grades 7 and 8. Point at a year, tap it or use the arrow keys to read its figures.

English

No comparable testsNo tests25%50%75%20172018201920222023202420252026Both 48%50%CaliforniaCalifornia47%Rafer JohnsonThis school46%Kingsburg Elementary CharterDistrict

Math

No comparable testsNo tests25%50%75%2017201820192022202320242025202639%40%37%CaliforniaCalifornia30%Rafer JohnsonThis school29%Kingsburg Elementary CharterDistrict

The lines break where a year has no comparable state test results. Each spring tests a different group of students. Kingsburg Elementary Charter’s line combines its 2 middle schools we score (our calculation). Faint lines are its other school. Source: California Department of Education, state tests (CAASPP).

Each year’s results

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

English, grades 7 and 8: share at the top two levels
SpringRafer JohnsonKingsburg Elementary CharterCaliforniaTested here
201748%48%49%453
201852%53%50%491
201956%56%50%478
202249%49%48%448
202353%50%47%438
202452%49%47%445
202553%51%49%433
202647%46%50%406
Math, grades 7 and 8: share at the top two levels
SpringRafer JohnsonKingsburg Elementary CharterCaliforniaTested here
201740%39%37%452
201838%38%37%491
201942%41%37%477
202230%30%31%447
202340%37%32%438
202438%36%33%445
202534%33%35%431
202630%29%37%406

Tests

How did students here do on state tests?

Near California in English; below it in math.

English

47%

scored Proficient or Advanced.

25283314
Kingsburg Elementary Charter46%California50%

Math

30%

scored Proficient or Advanced.

39311713
Kingsburg Elementary Charter29%California37%
MinimalDeveloping levelProficientAdvanced

In grades 7 and 8, spring 2026, 47% scored Proficient or Advanced in English and 30% in math, against 50% and 37% across California.

The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 7 and 8 combined. From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”). Source: California Department of Education, state tests (CAASPP).

How does math compare with English?

In grades 7 and 8, spring 2026, math trails English by 17 percentage points in the share who scored Proficient or Advanced, against 13 points across California. The grades 7 and 8 cards above give each subject’s share.

Results for each grade, spring 2026

What each level means: California's level descriptions.

English

English, grades 7 and 8: share of students tested, spring 2026
MeasureGrade 7Grade 8
Proficient or Advanced45%50%
Advanced10%18%
Proficient35%32%
Developing level24%32%
Minimal31%18%
Tested221185
California51%49%
Difference−6+1

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

Math

Math, grades 7 and 8: share of students tested, spring 2026
MeasureGrade 7Grade 8
Proficient or Advanced31%29%
Advanced10%15%
Proficient21%14%
Developing level31%30%
Minimal38%41%
Tested221185
California38%36%
Difference−7−7

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

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

All four test levels, with the number of students tested
Share of students tested at each level, spring 2026. The state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal.
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 7 and 8 · This school14%33%28%25%406
English, grades 7 and 8 · California19%31%23%27%838,600
English, grades 7 and 8 · Kingsburg Elementary Charter13%33%29%25%458
Math, grades 7 and 8 · This school13%17%31%39%406
Math, grades 7 and 8 · California21%16%23%40%838,896
Math, grades 7 and 8 · Kingsburg Elementary Charter13%16%32%39%458

Spring 2026, grades 7 and 8 combined: 406 tested in English, 406 tested in math. California combines the state’s results for the same grades, weighted by students tested (our calculation).

Who goes here

Who goes here?

Hispanic or Latino students are the largest group here, at 71% of students. 9 of 442 students missed 10% or more of school days.

Missing school, 2025–26

2in 100

students were chronically absent. That means they missed 10% or more of school days (9 of 442 students).

At the average Kingsburg Elementary Charter middle school: 3 in 100. At the average California middle school: 18 in 100.

Suspensions: 6.9% of students were suspended at least once (31 of 450). Average California middle school 3.7%.

Students, 2024–25

447

students in grades 7–8.

Hispanic or Latino 71%White 24%Two or more races 3%

Family income

69%

of students qualified for free or reduced-price meals in 2024–25, 309 of 447. California: 63%.

Teachers, 2024–25

25

teachers, with 11 years of experience on average.

8% were in their first year.

79% of teaching positions had the right credential, 2021–22.

English learners

27%

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 (6 of 22 students).

Kingsburg Elementary Charter: 51%. California: 47%.

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

Full student mix, 2025–26
StudentsHere
Hispanic or Latino71%
White24%
Two or more races3%
Asian—
Black or African American—
Filipino—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Where these figures come from

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

Teaching credentials: California’s School Accountability Report Card, 2024–25, measured in 2021–22: 18.3 of 23.3 full-time teaching positions. It counts positions, not individual teachers.

Student groups

How do kids like mine do here?

Four student groups at Rafer Johnson have test results. Each bar compares one group with the same group across California.

This schoolThe same group, California
  • White89 tested57%California 62%
  • Low-income279 tested43%California 39%
  • Hispanic or Latino294 tested42%California 40%
  • Students with disabilities40 tested18%California 14%

Share who scored Proficient or Advanced, grades 7 and 8 English, spring 2026. Each group is compared with the same group in the same grades. Source: California Department of Education, state tests (CAASPP).

Every group’s results, with the district

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

Proficient or Advancedgrades 7 and 8 · spring 2026
Group and subjectHerevs Kingsburg Elementary Chartervs California
Low-income · 279 tested
English43%+241%+439%
Math27%+225%+126%
Hispanic or Latino · 294 tested
English42%+141%+240%
Math24%024%−125%
White · 89 tested
English57%+453%−562%
Math43%+538%−750%
Students with disabilities · 40 tested
English18%−119%+414%
Math10%010%+19%

Each gap is to the same group, grades and subject: in Kingsburg Elementary Charter, and across California. No group that is behind across California does 10 or more points better here.

Military-family students and English learners: fewer than 30 tested here. No published rate here for Asian, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander and homeless students, students of two or more races and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Family and staff answers

What would families and staff tell you?

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

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

Families

No family answers yet

0 of 20 needed before answers show

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

Answer the family questionsResponder en españolHow family answers work

Staff

Staff can’t answer for this school yet

We don’t check staff emails for Kingsburg Elementary Charter yet. Tell us your district’s email domain and we’ll work on adding it.

Ask us to add your district

Money

How much is spent on each student here?

$18,412 for each student in 2024–25. California’s middle schools spent $19,269 for each student.

$18,412

for each student at this school, 2024–25
Spent at the school
$8,216
The school’s share of district office costs
$10,196
Of the total, from federal funds
$729
  • Rafer Johnson$18,412
  • California middle schools$19,269

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

The neighborhood

What is the area around Rafer Johnson like?

These figures are for everyone who lives in ZIP code 93631. They are not figures for the families at Rafer Johnson.

Typical household income in a year

$79,228

Typical means half are higher and half are lower. The ZIP code is the school’s address, not its attendance area. Source: U.S. Census Bureau, American Community Survey, 2020–2024, ZIP code area 93631.

Typical home value
$396,800
People who live in this ZIP code
17,583
Typical age
37.4 years
Adults 25 and older with a four-year college degree
20%

What you can do

Who can act on Rafer Johnson’s results?

Rafer Johnson’s own board decides its plan.

Where is its yearly plan?

Rafer Johnson is a charter school that CDE lists as locally funded, through its district. Kingsburg Elementary Charter authorized this charter; its current term ends June 30, 2028.

What its plan pays for ↓

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

State support

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

Questions to ask

What should I ask, and when?

Bring these 8 questions to Rafer Johnson. Confirm anything about applying with the school itself.

On a tour

  1. What does the school try before a suspension, and who talks with the family?6.9% suspended at least once, 2025–26 (31 of 450 students); average California middle school: 3.7%
  2. What changes for a student who falls behind in math?2 points lower in math than California students who had the same score the year before, grades 7 and 8, 2025 (406 students)
  3. Which math courses can students take, and how are placements decided?
  4. Which electives and high-school transition supports are available?

Before you apply

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

At the office

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

Getting in

What comes after Rafer Johnson, and how do I get in?

Ask Rafer Johnson how it admits students. Charter schools set their own enrollment steps and dates. No assigned next school.

Rafer Johnson 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.

  1. Elementary
    Link not recorded
    Ask the district about this stage.
  2. Middle · this school
    Rafer Johnson Junior High
    Grades 7–8Scope Score 74Developing · 45th percentile
  3. High
    Link not recorded
    Ask the district about this stage.

These links come from past records and from distance. Confirm your child’s school with the district. Explore schools on the map

All recorded links and nearby alternatives

Elementary links

  • Lincoln Elementary

    Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.

Middle-school links

  • Central Valley Home

    Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.

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

Where it is

Where is Rafer Johnson?

Address
1300 Stroud Avenue, Kingsburg 93631Get directions (opens Google Maps in a new tab)
Administrator
Melody LeeAs the state’s school directory lists it, last updated February 9, 2023.

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

Short answers to 7 common questions

How do I get in?

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

Is Rafer Johnson a good middle school?

Rafer Johnson Junior High has a Scope Score of 74. It scored higher than 45 in 100 of California’s 2,529 scored public middle schools (Developing, 45th percentile, spring 2026). See the details ↓

How often do students miss school or get suspended?

In 2025–26, 2 in 100 students missed 10% or more of school days, against 3 in 100 at the average Kingsburg Elementary Charter middle school. 6.9% of students (31 of 450) were suspended at least once in 2025–26, against 3.7% at the average California middle school. See the details ↓

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

About the same, in both subjects. In 2025, students here in grades 7 and 8 scored 2 points higher in English than California students who had the same score the year before. The state calls that Average. In math, they scored 2 points lower, which the state calls Average.

  • Included in this measure: 409 students in English, 406 in math

See the details ↓

How do kids like mine do here?

In spring 2026, 43% of low-income students in grades 7 and 8 at Rafer Johnson Junior High in Kingsburg scored Proficient or Advanced in English, against 39% for the same group across California. See the details ↓

What does its own plan pay for?

In its 2026–27 plan, $40.7 million is planned for 26 funded actions in 5 goals. That’s 94% of its $43.5 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan.

What should I ask on a visit?

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

Its own plan

What does Rafer Johnson’s own plan commit to?

$40.7 million is planned for 26 funded actions in 5 goals. That’s 94% of its $43.5 million general fund budget.

$40.7million

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

The three largest actions in the plan

  • Staffing$12.9 million
  • Facilities$5.6 million
  • Special Education$3.4 million

These are planned amounts; the charter school reports what it spent in a later plan. Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 130 pages), as posted to the California School Dashboard.

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

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

The 2026–27 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 130 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 54% of the money. The plan itself puts 80% of it toward staff.

  • Staffing $12.9 million
  • Facilities $5.6 million
  • Special Education $3.4 million
  • 23 other actions
Reading, math and catch-up help

4 of the plan’s 26 funded actions name reading, math, catch-up help or English learners in their titles.

  • Catch-up help $2.9 million
  • English learners $0.7 million

Largest of these

  • Intervention and (After-School Intervention), Enrichment Programs and Teacher Training$2.0 million
  • MTSS and RTI$919,074
  • Designated and Integrated ELD Instruction, Support, Language Acquisition and Professional Development for ELs and LTELs$641,510
For high-need students

It plans $7.5 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $7.5 million and estimates it spent $6.4 million, $1.1 million (14%) less than planned (our arithmetic).

Ask: Why did estimated spending on these services come in $1.1 million under the 2025–26 plan, and where does that money go in 2026–27?

What changed

The total is $584,560 (1%) higher than in the 2025–26 plan. The biggest change in dollars is Closing the Achievement Gap, which went from $2.0 million to $2.5 million.

Largest cuts

  • Academic Coaches and Training for Staff−⁠$339,129
  • Basic Services−⁠$249,430

Largest increases

  • Closing the Achievement Gap+⁠$523,538
  • Summer Programs+⁠$269,505
  • Special Education+⁠$233,068
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 7 and 8 only: 47% in English and 30% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure2024–252025–26Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 153%47%down 6 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 134%30%down 4 pts
Chronically absentGoal 13 in 1002 in 1001 fewer in 100
Suspended at least onceGoal 49.6%6.9%down 2.7 pts

Goal 5 tracks named schools and Goals 2 and 3 track other measures, so they aren’t shown here.

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
  • Staffing · $12,907,720
  • Facilities · $5,626,600
  • Special Education · $3,430,978
The full plan5 goals, 22 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 ($40.7 million).

Where does the money go?

75% 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.

G1
G2
G4

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 1Provide basic services to all schools and students, including core instruction and instruction in the visual…$30.6 million75% of action budgets

“Provide basic services to all schools and students, including core instruction and instruction in the visual and performing arts. The District will operate with increased efficiency and effectiveness in all areas of operation including the provision of high quality and well-maintained facilities, provision of instructional materials, promotion of safe school environments and transportation” p. 14 ↗

9 funded actions · 2025–26 plan: $30.0 million (+⁠$579,312)

Largest funded actions

  1. Staffing$12.9 millionaction 1.4 · p. 90 ↗
  2. Facilities$5.6 millionaction 1.7 · p. 90 ↗
  3. Special Education$3.4 millionaction 1.5 · p. 90 ↗
  4. Basic Services$2.9 millionaction 1.6 · p. 90 ↗
  5. Closing the Achievement Gap$2.5 millionaction 1.1 · p. 90 ↗ · marked as contributing to high-need services · of which $1.6 million is state funding counted toward those services

4 more funded actions in this goal

  • Lunch Program · action 1.9 · p. 90 ↗$1.7 million
  • Transportation · action 1.3 · p. 90 ↗ · marked as contributing to high-need services · of which $646,834 is state funding counted toward those services$0.7 million
  • Preschool · action 1.8 · p. 90 ↗$0.6 million
  • Supervisor of Operations · action 1.2 · p. 90 ↗$0.1 million

Changes from last year’s plan, same title

  1. Closing the Achievement Gap+⁠$0.5 million$2.0 million → $2.5 million · p. 90 ↗
  2. Basic Services−⁠$0.2 million$3.2 million → $2.9 million · p. 90 ↗
  3. Special Education+⁠$0.2 million$3.2 million → $3.4 million · p. 90 ↗

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

  • Staffing · $12.8 million → $12.9 million · p. 90 ↗+⁠$0.1 million
  • Facilities · $5.7 million → $5.6 million · p. 90 ↗−⁠$0.1 million
  • Lunch Program · $1.7 million → $1.7 million · p. 90 ↗−⁠$8,352
  • Transportation · $660,357 → $724,534 · p. 90 ↗+⁠$64,177
  • Preschool · $605,605 → $605,605 · p. 90 ↗unchanged
  • Supervisor of Operations · $142,117 → $145,855 · p. 90 ↗+⁠$3,738

How the plan measures it · 10 measures

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

Goal 2Provide focused intervention for students and professional development for staff that supports…$7.0 million17% of action budgets

“Provide focused intervention for students and professional development for staff that supports pedagogy/​instructional planning and effective utilization of data to prepare all students for mastery of the state standards” p. 28 ↗

9 funded actions · 2025–26 plan: $7.1 million (−⁠$183,487)

Largest funded actions

  1. Intervention and (After-School Intervention), Enrichment Programs and Teacher Training$2.0 millionaction 2.8 · p. 91 ↗ · marked as contributing to high-need services · of which $840,905 is state funding counted toward those services
  2. Academic Coaches and Training for Staff$1.1 millionaction 2.2 · p. 90 ↗ · marked as contributing to high-need services · of which $634,762 is state funding counted toward those services
  3. Paraprofessionals$1.1 millionaction 2.7 · p. 91 ↗ · marked as contributing to high-need services · of which $648,623 is state funding counted toward those services
  4. Professional Development$1.0 millionaction 2.3 · p. 90 ↗ · marked as contributing to high-need services · of which $744,045 is state funding counted toward those services
  5. Summer Programs$0.8 millionaction 2.6 · p. 91 ↗ · marked as contributing to high-need services · of which $262,884 is state funding counted toward those services

4 more funded actions in this goal

  • Designated and Integrated ELD Instruction, Support, Language Acquisition and Professional Development for ELs and LTELs · action 2.5 · p. 91 ↗ · marked as contributing to high-need services · of which $467,986 is state funding counted toward those services$0.6 million
  • Preservice Days for Classified and Certificated Staff · action 2.1 · p. 90 ↗ · marked as contributing to high-need services$0.2 million
  • Teacher Induction Program · action 2.9 · p. 91 ↗$0.1 million
  • Interpreters EL · action 2.4 · p. 90 ↗ · marked as contributing to high-need services · of which $18,755 is state funding counted toward those servicesunder $0.1 million

Changes from last year’s plan, same title

  1. Academic Coaches and Training for Staff−⁠$0.3 million$1.5 million → $1.1 million · p. 90 ↗
  2. Summer Programs+⁠$269,505$558,866 → $828,371 · p. 91 ↗
  3. Paraprofessionals−⁠$0.1 million$1.2 million → $1.1 million · p. 91 ↗

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

  • Intervention and (After-School Intervention), Enrichment Programs and Teacher Training · $2.1 million → $2.0 million · p. 91 ↗−⁠$0.1 million
  • Professional Development · $1.0 million → $1.0 million · p. 90 ↗+⁠$32,973
  • Designated and Integrated ELD Instruction, Support, Language Acquisition and Professional Development for ELs and LTELs · $602,702 → $641,510 · p. 91 ↗+⁠$38,808
  • Preservice Days for Classified and Certificated Staff · $216,816 → $216,775 · p. 90 ↗−⁠$41
  • Teacher Induction Program · $80,904 → $85,000 · p. 91 ↗+⁠$4,096
  • Interpreters EL · $34,814 → $22,678 · p. 90 ↗−⁠$12,136

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. 28 ↗.

Goal 3Access to a Broad and Challenging Curriculum focused on 21st Century Learning. Students will be successful in…$337,3201% of action budgets

“Access to a Broad and Challenging Curriculum focused on 21st Century Learning. Students will be successful in mastering the new California Standards (CCSS) and acquire 21st Century Learning Skills and College and Career Readiness Skills, as well as develop a passion for continuous learning through increased opportunities to access technology and after school programs” p. 51 ↗

1 funded action · 2025–26 plan: $334,696 (+⁠$2,624)

Largest funded actions

  1. Technology/​21st Century Learning$337,320action 3.1 · p. 91 ↗ · marked as contributing to high-need services · of which $281,529 is state funding counted toward those services

Changes from last year’s plan, same title

  1. Technology/​21st Century Learning+⁠$2,624$334,696 → $337,320 · p. 91 ↗

How the plan measures it · 1 measure

None of these has an all-students line we can quote; the plan’s table lists them from p. 51 ↗.

Goal 4Provide a positive, safe and welcoming school and district climate$2.8 million7% of action budgets

6 funded actions · 2025–26 plan: $2.6 million (+⁠$184,950) · p. 57 ↗

Largest funded actions

  1. MTSS and RTI$919,074action 4.2 · p. 91 ↗ · marked as contributing to high-need services · of which $145,379 is state funding counted toward those services
  2. Learning Directors$612,047action 4.3 · p. 91 ↗ · marked as contributing to high-need services · of which $558,825 is state funding counted toward those services
  3. Mental Health and School Culture and Climate$549,539action 4.1 · p. 91 ↗
  4. Health Aides and (District Nurse-80.15% S&C)$356,529action 4.5 · p. 91 ↗ · marked as contributing to high-need services
  5. Attendance$320,568action 4.4 · p. 91 ↗

1 more funded action in this goal

  • Parent Involvement · action 4.6 · p. 91 ↗ · marked as contributing to high-need services · of which $44,000 is state funding counted toward those services$59,500

Changes from last year’s plan, same title

  1. MTSS and RTI+⁠$138,311$780,762 → $919,074 · p. 91 ↗
  2. Learning Directors+⁠$75,773$536,275 → $612,047 · p. 91 ↗
  3. Attendance−⁠$63,464$384,032 → $320,568 · p. 91 ↗

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

  • Mental Health and School Culture and Climate · $531,286 → $549,539 · p. 91 ↗+⁠$18,252
  • Health Aides and (District Nurse-80.15% S&C) · $344,219 → $356,529 · p. 91 ↗+⁠$12,310
  • Parent Involvement · $55,732 → $59,500 · p. 91 ↗+⁠$3,768

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. 57 ↗.

Goal 5 · Equity Multiplier Focus GoalBy 2027, KECSD will provide a positive, safe, and welcoming school climate for the students at Island…$51,697under 1% of action budgets

“By 2027, KECSD will provide a positive, safe, and welcoming school climate for the students at Island Community Day School as measured by an increase of 5% in our local attendance data (P2 report) for all students, alongside providing comprehensive mental health, physical education, and academic recovery supports” p. 77 ↗

1 funded action · reworded since the 2025–26 plan

Largest funded actions

  1. Mental Health, School Culture, Academics, Climate & Physical Education$51,697action 5.1 · p. 91 ↗

Changes from last year’s plan, same title

  1. Mental Health, School Culture, Academics, Climate & Physical Education+⁠$1,162$50,535 → $51,697 · p. 91 ↗

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. 77 ↗.

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

The full record

Source records

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

Data updated

October 15, 2026

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

Results

Students

Money and staff

Place, downloads and method

Score factorssource values, index and weights · 2025–26 · ranked #1,390 of 2,529 California middle schools we score
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math13%4542%
Proficient or Advancedaverage of English and math39%4923%
Chronically absent2 in 100715%
Suspension rate6.9% (31 of 450)385%
English learners: top level9%345%

Index is where the school's value sits among the California middle schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2025–26. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests. The weights above add to 80%: the remaining 20%, for measures with no value here, is shared out among the measures above.

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

Scope Score

School yearScope ScorePercentileRankComparison group
2025–267445#1390California middle schools · 2,529 schools · current formula

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

School yearChronic absenceSuspension
2018–191 in 1003.8% (19 of 501)
2021–22not on filenot on file
2022–23not on filenot on file
2023–245 in 1007.0% (34 of 488)
2024–253 in 1009.6% (45 of 469)
2025–262 in 1006.9% (31 of 450)

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

No 2019–20 or 2020–21 records in this SchoolScope series
Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English40614%47%
2026 · Math40613%30%
2025 · English43315%53%
2025 · Math43115%34%
2024 · English44517%52%
2024 · Math44517%38%
2023 · English43816%53%
2023 · Math43818%40%
2022 · English44816%49%
2022 · Math44714%30%
2019 · English47816%56%
2019 · Math47718%42%
2018 · English49113%52%
2018 · Math49118%38%
2017 · English45310%48%
2017 · Math45219%40%

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 7 · English20256%
2025 · Grade 8 · English23150%
2025 · Grade 7 · Math20034%
2025 · Grade 8 · Math23134%
2024 · Grade 7 · English23450%
2024 · Grade 8 · English21154%
2024 · Grade 7 · Math23434%
2024 · Grade 8 · Math21143%
2023 · Grade 7 · English21257%
2023 · Grade 8 · English22649%
2023 · Grade 7 · Math21250%
2023 · Grade 8 · Math22631%
2022 · Grade 7 · English21751%
2022 · Grade 8 · English23148%
2022 · Grade 7 · Math21731%
2022 · Grade 8 · Math23030%
2019 · Grade 7 · English23155%
2019 · Grade 8 · English24757%
2019 · Grade 7 · Math23140%
2019 · Grade 8 · Math24644%
2018 · Grade 7 · English24157%
2018 · Grade 8 · English25048%
2018 · Grade 7 · Math24141%
2018 · Grade 8 · Math25035%
2017 · Grade 7 · English24348%
2017 · Grade 8 · English21048%
2017 · Grade 7 · Math24343%
2017 · Grade 8 · Math20937%

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

Science (CAST)schoolwide · spring 2026
Science (CAST)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide1855%16%63%16%

CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate. Not part of the Scope Score.

Student groups: test resultsEnglish · spring 2026 · against the same group in the district and California
Group · EnglishTestedProficient or Advancedvs districtvs California
Low-income27943%+2+4
Hispanic or Latino29442%+1+2
White8957%+4−5
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
GroupEnglishnCDE categoryMathnCDE category
All students+2409Average−2406Average
English-only students+3320not categorized−3318not categorized
Low-income+3285Average+1283Average
Hispanic or Latino+3280Average−2278Average
White−2100Average−399Average
English learners−648Moderate−1347Moderate
Recently reclassified as fluent in English−333not categorized−332not categorized
Students with disabilities−2232Minimal−232Average
Long-term English learners (grades 6–8 only)−822Moderate−2122Minimal
English learners only−715not categorized−2515not categorized
Two or more races+1114Accelerated+614Accelerated
Asian+1312Accelerated−1512Moderate

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. Long-term English learner counts cover grades 6–8 only (CDE’s rule), so that row is not comparable to the All students row. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8; here that is grades 7 and 8. SchoolScope does not use these CDE figures in its Scope Score.

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

State model · English+2 pts vs expected

matched students, grades 7 and 8

CDE California growth model · 2025 Dashboard

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

All students, grades 7 and 8

409 students

CDE growth category: Average

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

State model · math−2 pts vs expected

matched students, grades 7 and 8

CDE California growth model · 2025 Dashboard

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

All students, grades 7 and 8

406 students

CDE growth category: Average

California growth model, math: −2 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's −3-point median for California middle school records.

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California middle school records, the median English estimate is −2 and the middle half fall between −10 and +5 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8; here that is grades 7 and 8, and it is not part of the Scope Score.

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

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

Year-over-year school rates
Chronic absenteeism2024–25 · 3 in 100 → 2025–26 · 2 in 100 · −1 in 100
Suspension rate2024–25 · 9.6% (45 of 469) → 2025–26 · 6.9% (31 of 450) · −2.7 percentage points
Group2018–192025–26Change
Female1 in 1001 in 1000 in 100
Male1 in 1003 in 100+2 in 100
Asian0 of 13——
Hispanic or Latino1 in 1002 in 100+1 in 100
White1 in 1003 in 100+2 in 100
Students with disabilities0 of 440 of 48—
English learners1 of 390 of 25—
Homeless1 of 481 of 17—
Low-income1 in 1003 in 100+2 in 100
All students1 in 1002 in 100+1 in 100
Two or more races—0 of 12—

Two reported school years only; no intervening-year result is implied. Where fewer than 100 students were counted, the cell shows the count and no change is printed. Source: CDE school-level chronic absenteeism by student group.

Fundingschool and district spending, from state and federal finance records · each row names its fiscal year and measure
School-level federal expenditures$25 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 447

Central federal expenditures attributed here$704 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 447

District current expense · FY 2024–25$17,828 per ADA

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

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation
Instruction 56%Instruction support 15%Student services 10%Administration 6%Buildings & maintenance 13%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$20,759,70555.82%56%
Instruction support$5,802,37815.60%15%
Student services$3,615,4739.72%10%
Administration$2,242,0886.03%6%
Buildings & maintenance$4,771,86612.83%13%
Total$37,191,510100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $37,191,510 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.

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

Additional workforce records

Properly assigned intern credential holders2.1%

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 93631 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 93631 area
MeasureEstimate
Median household income$79,228
Bachelor's degree or higher (adults 25+)20%
ZIP-area population17,583
Median age37.4 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score. See all schools in ZIP code 93631 →

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

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Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 2,529 middle schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Data updated October 15, 2026

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