Independent charter school · Columbia Elementary

Redding School of the Arts — Rating & test scores

955 Inspiration Place, Redding · 634 students · Grades TK–12

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Campus map · © OpenStreetMap

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

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

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

Scope Score 79

SolidScope Score · 67th percentile. Higher than 67 in 100 of the 5,726 California public elementary schools we score.

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

Near California in English (reading and writing) and math: 52% and 48% scored Proficient or Advanced in grades 3–5, spring 2026, against 46% and 42%.

Source for this line
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 185
Comparison
California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).

This rating covers grades 3–5. Redding School of the Arts teaches TK–12.

For grades 6–8, the standing among California middle schools is in Tests ↓

Overview

Is Redding School of the Arts a good elementary school?

Solid. Redding School of the Arts is higher than most California elementary schools on test results, progress in both subjects and attendance.

Test results, spring 2026

English, Proficient or Advanced6652%
Math, Proficient or Advanced6648%
English, Advanced6224%
Math, Advanced6924%

Progress in a year, 2025

English81+12 pts
Math67+8 pts

Showing up, 2025–26

Attendance779 in 100
Redding School of the Arts’s place among California elementary schools, out of 100Columbia Elementary’s other elementary schoolsBar colour, from the lowest quarter of schools to the highest

One more thing to know

On spring 2025 tests, students in grades 4–8 scored higher than California students who had the same scores the year before, in English (+12 pts) and math (+8 pts). The state calls both results Accelerated.

Each bar is Redding School of the Arts’s place among 5,726 California public elementary schools we score. Our calculation from California Department of Education records, updated October 15, 2026.

How to read these bars, and their sources

A place counts the schools out of 100 with a lower figure. The dashed line is the middle. Test results are from spring 2026, grades 3–5. Progress is the state’s measure of how the same students’ scores changed against the score it expected, 2025. Attendance counts students who missed 10% or more of school days; fewer is better, so a higher place means fewer such students.

Source for the sentence
CDE growth model, 2025. Students with scores in both years in grades 4–8: 268. Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

In its own words

What does Redding School of the Arts say about itself?

These lines come from the school’s own website. They are the school’s description. They are not parent reviews or test results.

“At Redding School of the Arts, where education and the arts connect, we emphasize creativity and foster strong relationships. Our students gain a foundation of confidence, resourcefulness, and adaptability to navigate a successful future. We accomplish this through academic rigor, diverse visual and performing arts opportunities, and character education.”
rsarts.org (opens in a new tab), read October 23, 2026

Every line here is from rsarts.org, read October 23, 2026.

Progress

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

Yes, in both subjects. In 2025, students here in grades 4–8 scored 12 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 8 points higher, which the state calls Accelerated.

English

+12

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

By student group · students counted

White164+13 points
Low-income106+4 points
Two or More Races38+12 points
Hispanic or Latino37+2 points
Students with disabilities31+8 points

Math

+8

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

By student group · students counted

White164+10 points
Low-income106+7 points
Two or More Races38+6 points
Hispanic or Latino37+3 points
Students with disabilities31+5 points

Grades 4–8, 2025, 268 students 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 12 points above that expected score, and in math 8 points above it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

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

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

Our Scope Score measures growth another way. It compares the latest grade 5 scores here with the school’s grade 3 scores two years earlier (partly different children), then places that change among California schools at the same level. The state’s measure counts only students who took California’s test the year before, so the two can point different ways.

SchoolScope elementary standardized cohort gain: approximately 72nd percentile on a calibrated reference scale, not an empirical school rank. This score compares school-level grade groups across English and math, not matched students in California's separate growth model.

Nearby

How does it compare with schools nearby?

0 of the 7 elementary schools nearby have a higher Scope Score than Redding School of the Arts. Each school is compared with every California elementary school.

Scope Score

8 elementary schools within 3.5 miles, highest score first. Under each name is how the school takes students.

  1. Redding School of the ArtsScope Score 7967th
  2. Boulder CreekEnterprise Elementary · by addressScope Score 7863rd
  3. MistletoeEnterprise Elementary · by addressScope Score 7655th
  4. Turtle BayRedding Elementary · by addressScope Score 7654th
  5. Alta MesaEnterprise Elementary · by addressScope Score 7551st
  6. RotherEnterprise Elementary · by addressScope Score 7441st
  7. Shasta MeadowsEnterprise Elementary · by addressScope Score 7440th
  8. CypressRedding Elementary · by addressScope Score 6913th
Columbia ElementaryA neighborhood school in another district

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

Scope Score from California Department of Education state tests (CAASPP), spring 2026, grades 3–5. Distance is a straight line from this campus and is not an attendance boundary. See these schools on the map

Scores and family income

Further right, more students are from low-income families. Higher up, more students scored Proficient or Advanced in English.

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

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

English results: California Department of Education state tests (CAASPP), spring 2026, grades 3–5. Low-income is the share of students who qualified for free or reduced-price meals, 2024–25. The chart compares results, not causes.

Schools like it

How does Redding School of the Arts compare with schools like it?

Redding School of the Arts’s Scope Score is 79. 581 California elementary schools, counting Redding School of the Arts, have a similar share of students from low-income families. Their typical score is 82. Redding School of the Arts’s result is higher than 173 of them.

The five schools with the highest results of the 581

  1. Students from low-income families: 28%

    Scope Score 97Strong · 99th percentile

  2. Students from low-income families: 36%

    Scope Score 97Strong · 99th percentile

  3. Students from low-income families: 36%

    Scope Score 96Strong · 99th percentile

  4. Students from low-income families: 31%

    Scope Score 96Strong · 99th percentile

  5. Students from low-income families: 31%

    Scope Score 95Strong · 98th percentile

581 California public elementary schools where 28% to 40% of students qualified for free or reduced-price meals in 2024–25. The chart compares results, not causes. Our calculation from California Department of Education records, spring 2026.

How the group is chosen

The group is every California public elementary school we score where 28% to 40% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Redding School of the Arts’s share. The count includes Redding School of the Arts. 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?

Results in both subjects were similar to 2025. English went from 53% to 52% and math from 47% to 48%.

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

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

English

No comparable testsNo tests25%50%75%2017201820192022202320242025202649%52%Redding School of the ArtsThis school50%Columbia ElementaryDistrict46%CaliforniaCalifornia

Math

No comparable testsNo tests25%50%75%2017201820192022202320242025202639%48%Redding School of the ArtsThis school44%Columbia ElementaryDistrict42%CaliforniaCalifornia

The lines break where a year has no comparable state test results. Each spring tests a different group of students. Columbia Elementary’s line combines its 3 elementary schools we score (our calculation). Faint lines are its other schools. Source: California Department of Education, state tests (CAASPP).

Each year’s results

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

English, grades 3–5: share at the top two levels
SpringRedding School of the ArtsColumbia ElementaryCaliforniaTested here
201749%—45%192
201852%—49%189
201956%—50%206
202251%51%45%186
202348%51%44%186
202449%51%45%182
202553%50%46%188
202652%50%46%185
Math, grades 3–5: share at the top two levels
SpringRedding School of the ArtsColumbia ElementaryCaliforniaTested here
201739%—40%192
201838%—42%188
201947%—44%206
202240%39%38%186
202344%43%40%186
202442%41%41%182
202547%42%41%188
202648%44%42%185

Tests

How did students here do on state tests?

Above California in both subjects.

English

52%

scored Proficient or Advanced.

23252824
Columbia Elementary51%California46%

Math

48%

scored Proficient or Advanced.

23292424
Columbia Elementary45%California42%
MinimalDeveloping levelProficientAdvanced

In grades 3–5, spring 2026, 52% scored Proficient or Advanced in English and 48% in math, against 46% and 42% across California.

The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 3–5 combined. From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”). Source: California Department of Education, state tests (CAASPP).

How do the middle grades do?

Well above California in English; above it in math. In grades 6–8, spring 2026, 61% scored Proficient or Advanced in English and 46% in math, against 49% and 37% across California. The middle grades are placed separately: 69th percentile (Solid) among California’s middle schools.

English

61%

scored Proficient or Advanced.

10294516
Columbia Elementary53%California49%

Math

46%

scored Proficient or Advanced.

29252521
Columbia Elementary35%California37%

How do the high school grades do?

In grade 11, spring 2026, 62% scored Proficient or Advanced in English and 33% in math, against 57% and 32% across California. Fewer than 30 students tested, so one year’s result can change a lot. Ask how results looked in other years.

English

62%

scored Proficient or Advanced.

14241943
Columbia Elementary72%California57%

Math

33%

scored Proficient or Advanced.

382929
Columbia Elementary31%California32%
Results for each grade, spring 2026

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced44%53%60%
Advanced18%27%28%
Proficient26%26%32%
Developing level25%29%21%
Minimal31%18%19%
Tested616658
California44%46%49%
Difference0+7+11
English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced49%56%76%
Advanced13%14%20%
Proficient36%42%56%
Developing level42%28%18%
Minimal9%16%6%
Tested535054
California48%51%49%
Difference+1+5+27
English, grade 11: share of students tested, spring 2026
MeasureGrade 11
Proficient or Advanced62%
Advanced43%
Proficient19%
Developing level24%
Minimal14%
Tested21
California57%
Difference+5

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

Math

Math, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced48%48%47%
Advanced26%26%21%
Proficient22%22%26%
Developing level24%37%27%
Minimal28%15%26%
Tested616658
California47%42%37%
Difference+1+6+10
Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced40%42%57%
Advanced15%14%33%
Proficient25%28%24%
Developing level32%28%15%
Minimal28%30%28%
Tested535054
California37%38%36%
Difference+3+4+21
Math, grade 11: share of students tested, spring 2026
MeasureGrade 11
Proficient or Advanced33%
Advanced29%
Proficient4%
Developing level29%
Minimal38%
Tested21
California32%
Difference+1

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

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

All four test levels, with the number of students tested
Share of students tested at each level, spring 2026. The state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal.
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 3–5 · This school24%28%25%23%185
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Columbia Elementary24%27%24%25%623
Math, grades 3–5 · This school24%24%29%23%185
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Columbia Elementary20%25%29%26%623
English, grade 11 · This school43%19%24%14%21
English, grade 11 · California27%30%21%22%414,559
English, grade 11 · Columbia Elementary34%38%18%10%67
Math, grade 11 · This school29%4%29%38%21
Math, grade 11 · California16%16%20%48%413,523
Math, grade 11 · Columbia Elementary16%15%23%46%67
English, grades 6–8 · This school16%45%29%10%157
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Columbia Elementary13%40%26%21%547
Math, grades 6–8 · This school21%25%25%29%157
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Columbia Elementary15%20%30%35%546

Spring 2026, grades 3–5 combined: 185 tested in English, 185 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?

White students are the largest group here, at 59% of students. 59 of 686 students missed 10% or more of school days.

Missing school, 2025–26

9in 100

students were chronically absent. That means they missed 10% or more of school days (59 of 686 students).

At the average elementary school in the Columbia Elementary district: 7 in 100. At the average California elementary school: 17 in 100.

Suspensions: 1.0% of students were suspended at least once (7 of 700). Average California elementary school 1.6%.

Students, 2024–25

634

students in grades TK–12.

White 59%Hispanic or Latino 15%Two or more races 14%Not reported 4%Asian 3%American Indian or Alaska Native 2%

Family income

34%

of students qualified for free or reduced-price meals in 2024–25, 214 of 634. California: 63%.

Teachers, 2024–25

41

teachers, with 15 years of experience on average.

7% were in their first year.

81% of teaching positions had the right credential, 2021–22.

English learners

38%

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 (5 of 13 students).

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.

Missing school, by grade
Grades 4–6
5 in 100 students in grades 4–6 were chronically absent (9 of 190).
Grades 7–8
10 in 100 students in grades 7–8 were chronically absent (11 of 109).
Grades 9–12
24 in 100 students in grades 9–12 were chronically absent (25 of 104).

Our records hold no figure for Grades TK–3.

Full student mix, 2025–26
StudentsHere
White59%
Hispanic or Latino15%
Two or more races14%
Not reported4%
Asian3%
American Indian or Alaska Native2%
Black or African American—
Filipino—
Pacific Islander—
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: 18.8 of 23.3 full-time teaching positions. It counts positions, not individual teachers.

Student groups

How do kids like mine do here?

Students of two or more races scored well below the same group across California.

This schoolThe same group, California
  • Low-incomeEnglish · 133 tested46%California 37%
  • Low-incomeMath · 133 tested38%California 28%
  • WhiteEnglish · 189 tested66%California 61%
  • WhiteMath · 189 tested54%California 53%
  • Two or more racesEnglish · 60 tested43%California 60%
  • Two or more racesMath · 60 tested40%California 54%

43% of students of two or more races scored Proficient or Advanced in English and 40% in math (grades 3–8, spring 2026), against 60% and 54% for the same group across California.

Share who scored Proficient or Advanced, grades 3–8, spring 2026. Each group is compared with the same group in the same grades. Source: California Department of Education, state tests (CAASPP).

Every group’s results, with the district

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

Proficient or Advancedgrades 3–8 · spring 2026
Group and subjectHerevs Columbia Elementaryvs California
Low-income · 133 tested
English46%+739%+937%
Math38%+1325%+1028%
White · 189 tested
English66%+2046%+561%
Math54%+1935%+153%
Two or more races · 60 tested · grades 3–6 only
English43%—−1760%
Math40%—−1454%

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

Hispanic or Latino students, 53 tested: no rate for grades 3, 5, 7 and 8 in our records, and fewer than 30 tested in the grades with one. No published rate here for Asian, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, 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.

Family and staff answers

What would families tell you?

Families can answer a short set of questions about Redding School of the Arts. These are not star ratings or reviews.

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

Families

No family answers yet

0 of 20 needed before answers show

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

Answer the family questionsResponder en españolHow family answers work

The school day

What is the school day like?

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

Transitional kindergarten (TK), 2025–26

7

TK students in 2025–26.

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

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

The neighborhood

What is the area around Redding School of the Arts like?

These figures are for everyone who lives in ZIP code 96003. They are not figures for the families at Redding School of the Arts.

Typical household income in a year

$72,445

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 96003.

Typical home value
$402,900
People who live in this ZIP code
44,923
Typical age
39.6 years
Adults 25 and older with a four-year college degree
29%

What you can do

Who can act on Redding School of the Arts’ results?

Redding School of the Arts’ own board decides its plan.

State support

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

Reading screening in kindergarten through grade 2

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

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

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

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

California Education Code § 53008. Source 

Questions to ask

What should I ask, and when?

Bring these 9 questions to Redding School of the Arts. Confirm anything about applying with the school itself.

On a tour

  1. What happens before a suspension, and who talks with the family?1.0% suspended at least once, 2025–26 (7 of 700 students); average elementary school in the Columbia Elementary district: 0.3%
  2. What extra help do low-income students get, and how do you know it’s working?38% of low-income students scored Proficient or Advanced in math, grades 3–8, spring 2026 (133 students tested); the same group across California: 28%
  3. When a child starts missing school, who calls the family, and how soon?
  4. How does this approach show up in an ordinary lesson?From its own words, on how it teaches.
  5. Which grades take part in these programs, and how often?From its own words, on programs.

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

How do I get in?

Ask Redding School of the Arts how it admits students. Charter schools set their own enrollment steps and dates.

Where it is

Where is Redding School of the Arts?

Address
955 Inspiration Place, Redding 96003Get directions (opens Google Maps in a new tab)
Administrator
Lane CarlsonAs 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 Redding School of the Arts how it admits students. Charter schools set their own enrollment steps and dates. See the details ↓

Is Redding School of the Arts a good school?

Redding School of the Arts has a Scope Score of 79. It scored higher than 67 in 100 of California’s 5,726 scored public elementary schools (Solid, 67th percentile, spring 2026).

  • Grades 6–8: higher than 69 in 100 California middle schools we score (69th percentile, Solid, spring 2026)

See the details ↓

How often do students miss school or get suspended?

In 2025–26, 9 in 100 students missed 10% or more of school days, against 7 in 100 at the average elementary school in the Columbia Elementary district. 1.0% of students (7 of 700) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. See the details ↓

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

Yes, in both subjects. In 2025, students here in grades 4–8 scored 12 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 8 points higher, which the state calls Accelerated.

  • Included in this measure: 268 students

See the details ↓

How do kids like mine do here?

In spring 2026, 46% of low-income students in grades 3–8 at Redding School of the Arts scored Proficient or Advanced in English, against 37% for the same group across California. See the details ↓

What does its own plan pay for?

In its 2026–27 plan, $646,334 is planned for 18 funded actions in 3 goals. That’s 6% of its $10.6 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 Redding School of the Arts’s own plan commit to?

$646,334 is planned for 18 funded actions in 3 goals. That’s 6% of its $10.6 million general fund budget.

$646,334

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

The three largest actions in the plan

  • Career and Technical Education$212,725
  • Intervention Team$87,947
  • Paraprofessional Support$80,546

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, 71 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, 71 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 59% of the money. The plan itself puts 83% of it toward staff.

  • Career and Technical Education $212,725
  • Intervention Team $87,947
  • Paraprofessional Support $80,546
  • 15 other actions
Reading, math and catch-up help

7 of the plan’s 18 funded actions name reading, math, catch-up help or English learners in their titles.

  • Reading $28,904
  • Catch-up help $110,539

Largest of these

  • Intervention Team$87,947
  • Literacy Instruction/​Ongoing Support$15,000
  • High School Intervention$11,865
For high-need students

It plans $605,858 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $539,205 and estimates it spent $603,537, $64,332 (12%) more than planned (our arithmetic).

What changed

The total is $22,299 (3%) lower than in the 2025–26 plan. The biggest change in dollars is Professional Development, which went from $143,128 to $36,572.

Largest cuts

  • Professional Development−⁠$106,556
  • Reintroduce Instructional Leadership Team−⁠$23,884
  • High School Summer School−⁠$13,651

Largest increases

  • Career and Technical Education+⁠$25,628
  • Career Exploration Middle School+⁠$25,391
  • Intervention Team+⁠$24,310

New in the 2026–27 plan

  • Add Classroom Paraprofessionals$68,486
  • Learning Recovery Block Grant$8,785

Ask: What did Professional Development pay for, and what changes now that the 2026–27 plan gives it $106,556 less?

What its goals measure

Read these state results for this school as context for the goals they measure; results alone can’t show what the plan caused.

The test rows are schoolwide results for every grade the school tests; the source doesn’t list which grades. The headline at the top of this page covers grades 3–5 only: 52% in English and 48% 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 2 · Academic Support and Improvement58%56%down 2 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 2 · Academic Support and Improvement46%46%no change
Chronically absentGoal 2 · Academic Support and Improvement9 in 1009 in 100no change
Suspended at least onceGoal 10.9%1.0%up 0.1 pts

Goal 3 isn’t shown because it tracks 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
  • Career and Technical Education · $212,725
  • Intervention Team · $87,947
  • Paraprofessional Support · $80,546
The full plan3 goals, 12 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 ($646,334).

Where does the money go?

39% to Goal 3, College and Career Readiness. 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
G3

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 1Multi tiered system of behavioral support; students and teachers will be supported in meeting behavioral…$230,27036% of action budgets

“Multi tiered system of behavioral support; students and teachers will be supported in meeting behavioral expectations through a tiered system to maintain high functioning learning environments” p. 9 ↗

4 funded actions · 2025–26 plan: $318,349 (−⁠$88,079)

Largest funded actions

  1. Intervention Team$87,947action 1.2 · p. 32 ↗ · marked as contributing to high-need services
  2. Paraprofessional Support$80,546action 1.3 · p. 32 ↗ · marked as contributing to high-need services
  3. Professional Development$36,572action 1.1 · p. 32 ↗ · marked as contributing to high-need services
  4. Playground Improvement$25,205action 1.4 · p. 32 ↗ · marked as contributing to high-need services

Changes from last year’s plan, same title

  1. Professional Development−⁠$106,556$143,128 → $36,572 · p. 32 ↗
  2. Intervention Team+⁠$24,310$63,637 → $87,947 · p. 32 ↗
  3. Playground Improvement−⁠$5,360$30,565 → $25,205 · p. 32 ↗

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

  • Paraprofessional Support · $81,019 → $80,546 · p. 32 ↗−⁠$473

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. 9 ↗.

Goal 2Academic Support and Improvement$165,87526% of action budgets

9 funded actions · 2025–26 plan: $144,332 (+⁠$21,543) · p. 14 ↗

Largest funded actions

  1. Add Classroom Paraprofessionals$68,486action 2.3 · p. 32 ↗ · marked as contributing to high-need services
  2. CAASPP Interim Assessments$41,854action 2.4 · p. 32 ↗ · marked as contributing to high-need services
  3. Literacy Instruction/​Ongoing Support$15,000action 2.2 · p. 32 ↗ · marked as contributing to high-need services
  4. High School Intervention$11,865action 2.6 · p. 33 ↗ · marked as contributing to high-need services
  5. Science of Reading/​Literacy Training$11,804action 2.1 · p. 32 ↗ · marked as contributing to high-need services

4 more funded actions in this goal

  • Learning Recovery Block Grant · action 2.9 · p. 33 ↗ · marked as contributing to high-need services$8,785
  • Reintroduce Instructional Leadership Team · action 2.5 · p. 32 ↗ · marked as contributing to high-need services$4,039
  • Literacy Screener Training/​Implementation · action 2.8 · p. 33 ↗$2,100
  • High School Summer School · action 2.7 · p. 33 ↗ · marked as contributing to high-need services$1,942

Changes from last year’s plan, same title

  1. Reintroduce Instructional Leadership Team−⁠$23,884$27,923 → $4,039 · p. 32 ↗
  2. High School Summer School−⁠$13,651$15,593 → $1,942 · p. 33 ↗
  3. Literacy Instruction/​Ongoing Support−⁠$13,523$28,523 → $15,000 · p. 32 ↗

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

  • Add Classroom Paraprofessionals · $68,486 · p. 32 ↗new or renamed
  • CAASPP Interim Assessments · $38,406 → $41,854 · p. 32 ↗+⁠$3,448
  • High School Intervention · $9,000 → $11,865 · p. 33 ↗+⁠$2,865
  • Science of Reading/​Literacy Training · $22,787 → $11,804 · p. 32 ↗−⁠$10,983
  • Learning Recovery Block Grant · $8,785 · p. 33 ↗new or renamed
  • Literacy Screener Training/​Implementation · $2,100 → $2,100 · p. 33 ↗unchanged

A reworded title counts as new.

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. 14 ↗.

Goal 3College and Career Readiness$250,18939% of action budgets

5 funded actions · 2025–26 plan: $205,952 (+⁠$44,237) · p. 20 ↗

Largest funded actions

  1. Career and Technical Education$212,725action 3.5 · p. 33 ↗ · marked as contributing to high-need services
  2. Career Exploration Middle School$29,591action 3.2 · p. 33 ↗
  3. Career Exploration High School$4,765action 3.3 · p. 33 ↗ · marked as contributing to high-need services
  4. College Visits$1,777action 3.1 · p. 33 ↗ · marked as contributing to high-need services
  5. STEM Career Exploration High School$1,331action 3.4 · p. 33 ↗ · marked as contributing to high-need services

Changes from last year’s plan, same title

  1. Career and Technical Education+⁠$25,628$187,097 → $212,725 · p. 33 ↗
  2. Career Exploration Middle School+⁠$25,391$4,200 → $29,591 · p. 33 ↗
  3. College Visits−⁠$7,503$9,280 → $1,777 · p. 33 ↗

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

  • Career Exploration High School · $4,375 → $4,765 · p. 33 ↗+⁠$390
  • STEM Career Exploration High School · $1,000 → $1,331 · p. 33 ↗+⁠$331

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. 20 ↗.

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 13 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
13
Sources
California Department of EducationU.S. Census BureauU.S. Department of Education, Office for Civil Rights
State test years
2017–2026

Results

Students

After high school

Money and staff

Place, downloads and method

Score factorssource values, index and weights · 2025–26 · ranked #1,834 of 5,726 California elementary schools we score · #1 of 3 in Columbia Elementary
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math24%5342%
Proficient or Advancedaverage of English and math50%5523%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+81 scale-score pts5820%
Chronically absent9 in 100625%
Suspension rate1.0% (7 of 700)555%
English learners: top level7%365%

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

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

Scope Score

School yearScope ScorePercentileRankComparison group
2025–267967#1834California elementary schools · 5,726 schools · current formula

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

School yearChronic absenceSuspensionGrade gap (points)
2018–19not on filenot on file+1
2021–22not on filenot on file+14
2022–23not on filenot on file−1
2023–2410 in 1000.2% (1 of 648)−8
2024–259 in 1000.9% (6 of 662)+12
2025–269 in 1001.0% (7 of 700)+8

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

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

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English36322%56%
2026 · Math36323%46%
2025 · English35825%58%
2025 · Math35823%46%
2024 · English36025%56%
2024 · Math36021%42%
2023 · English35222%51%
2023 · Math35217%40%
2022 · English34124%57%
2022 · Math34117%38%
2019 · English36820%57%
2019 · Math36815%44%
2018 · English34222%56%
2018 · Math34118%41%
2017 · English33722%55%
2017 · Math33720%43%

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 · English6840%
2025 · Grade 4 · English6356%
2025 · Grade 5 · English5765%
2025 · Grade 6 · English5147%
2025 · Grade 7 · English5364%
2025 · Grade 8 · English5472%
2025 · Grade 11 · English12100%
2025 · Grade 3 · Math6847%
2025 · Grade 4 · Math6349%
2025 · Grade 5 · Math5746%
2025 · Grade 6 · Math5135%
2025 · Grade 7 · Math5343%
2025 · Grade 8 · Math5448%
2025 · Grade 11 · Math1267%
2024 · Grade 3 · English6346%
2024 · Grade 4 · English6058%
2024 · Grade 5 · English5944%
2024 · Grade 6 · English5760%
2024 · Grade 7 · English5862%
2024 · Grade 8 · English5368%
2024 · Grade 11 · English10—
2024 · Grade 3 · Math6343%
2024 · Grade 4 · Math6055%
2024 · Grade 5 · Math5929%
2024 · Grade 6 · Math5747%
2024 · Grade 7 · Math5843%
2024 · Grade 8 · Math5340%
2024 · Grade 11 · Math10—
2023 · Grade 3 · English6248%
2023 · Grade 4 · English6340%
2023 · Grade 5 · English6157%
2023 · Grade 6 · English6151%
2023 · Grade 7 · English5565%
2023 · Grade 8 · English5048%
2023 · Grade 3 · Math6252%
2023 · Grade 4 · Math6338%
2023 · Grade 5 · Math6141%
2023 · Grade 6 · Math6133%
2023 · Grade 7 · Math5547%
2023 · Grade 8 · Math5026%
2022 · Grade 3 · English6335%
2022 · Grade 4 · English6255%
2022 · Grade 5 · English6164%
2022 · Grade 6 · English5060%
2022 · Grade 7 · English4865%
2022 · Grade 8 · English5767%
2022 · Grade 3 · Math6335%
2022 · Grade 4 · Math6250%
2022 · Grade 5 · Math6134%
2022 · Grade 6 · Math5046%
2022 · Grade 7 · Math4838%
2022 · Grade 8 · Math5726%
2019 · Grade 3 · English7756%
2019 · Grade 4 · English6642%
2019 · Grade 5 · English6370%
2019 · Grade 6 · English5258%
2019 · Grade 7 · English5456%
2019 · Grade 8 · English5664%
2019 · Grade 3 · Math7753%
2019 · Grade 4 · Math6645%
2019 · Grade 5 · Math6341%
2019 · Grade 6 · Math5227%
2019 · Grade 7 · Math5443%
2019 · Grade 8 · Math5652%
2018 · Grade 3 · English6748%
2018 · Grade 4 · English6356%
2018 · Grade 5 · English5954%
2018 · Grade 6 · English5751%
2018 · Grade 7 · English5761%
2018 · Grade 8 · English3969%
2018 · Grade 3 · Math6641%
2018 · Grade 4 · Math6346%
2018 · Grade 5 · Math5927%
2018 · Grade 6 · Math5730%
2018 · Grade 7 · Math5751%
2018 · Grade 8 · Math3956%
2017 · Grade 3 · English6141%
2017 · Grade 4 · English6253%
2017 · Grade 5 · English6952%
2017 · Grade 6 · English5758%
2017 · Grade 7 · English3858%
2017 · Grade 8 · English5076%
2017 · Grade 3 · Math6146%
2017 · Grade 4 · Math6235%
2017 · Grade 5 · Math6935%
2017 · Grade 6 · Math5733%
2017 · Grade 7 · Math3858%
2017 · Grade 8 · Math5060%

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
Schoolwide12024%32%42%2%

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-income (grades 3–8 only)13346%+7+9
White20366%—+4
Two or more races (grades 3–6 only)6043%—−17
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+12268Accelerated+8268Accelerated
English-only students+13249not categorized+11249not categorized
White+13164Accelerated+10164Accelerated
Low-income+4106Average+7106Accelerated
Two or more races+1238Accelerated+638Accelerated
Hispanic or Latino+237Average+337Average
Students with disabilities+831Accelerated+531Accelerated

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. “Not categorized” means this imported CDE row has a growth value without a performance category. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8. SchoolScope does not use these CDE figures in its Scope Score.

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

Grade 5 in 2026 against grade 3 in 2024 · English

English · 2024 · Grade 3
29%
exceeded standard · 46% met or exceeded
CDE CAASPP 2024 · 63 English test records with scores
English · 2026 · Grade 5
28%
Advanced · 60% Proficient or Advanced
CDE CAASPP 2026 · 58 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 58 (school-grade cohort proxy).

These paired percentages describe English results for grade groups at this school in two years. The groups are not matched students. SchoolScope's scored growth measure uses a different school-level scale-score proxy across English and math; California's matched-student model is a separate measure.

California growth model · points vs expected

State model · English+12 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

268 students

CDE growth category: Accelerated

California growth model, English: +12 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's +2-point median for California elementary school records.

State model · math+8 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

268 students

CDE growth category: Accelerated

California growth model, math: +8 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's +2-point median for California elementary school records.

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California elementary school records, the median English estimate is +2 and the middle half fall between −5 and +9 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8, 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 · 9 in 100 → 2025–26 · 9 in 100 · 0 in 100
Suspension rate2024–25 · 0.9% (6 of 662) → 2025–26 · 1.0% (7 of 700) · +0.1 percentage points
Group2018–192025–26Change
Female—8 in 100—
Male—9 in 100—
Asian—1 of 23—
Hispanic or Latino—8 in 100—
American Indian or Alaska Native—4 of 14—
Two or more races—5 of 99—
White—9 in 100—
Students with disabilities—13 of 80—
English learners—0 of 15—
Homeless—1 of 11—
Low-income—12 in 100—
All students—9 in 100—

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

Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot
MeasureThis school
AP offerednot reported
AP course countnot reported
AP enrollment (male/female)not reported
IB participationnot reported
Dual enrollmentoffered · 22 enrolled
Algebra I in grade 8offered
Calculus sections0
Physics sections0
Chemistry sections0
Reported male/female enrollment (CRDC)625

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

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

Per-pupil spending

District · current expense$15,133 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 668 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$20,197 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 57%Instruction support 8%Student services 16%Administration 9%Buildings & maintenance 9%Other 1%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$8,287,56757.08%57%
Instruction support$1,222,1348.42%8%
Student services$2,308,19015.90%16%
Administration$1,330,4679.16%9%
Buildings & maintenance$1,308,8669.02%9%
Other$61,3520.42%1%
Total$14,518,576100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $14,518,576 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$15,133 per pupil
2020$12,638 per pupil
2019$12,956 per pupil
2018$11,192 per pupil
2017$10,767 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 96003 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 96003 area
MeasureEstimate
Median household income$72,445
Bachelor's degree or higher (adults 25+)29%
ZIP-area population44,923
Median age39.6 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score. See all schools in ZIP code 96003 →

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 5,726 elementary schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · federal civil rights data (CRDC) 2023–24, a past snapshot · Data updated October 15, 2026

  • Its Scope Score is an elementary school score; results for its other grades are in these records.

How we analyzeRequest a correction