Independent charter school · Shasta County Office of Education

Redding STEM Academy — Rating & test scores

3711 Oasis Road, Redding · 253 students · Grades TK–8

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Shared campus · © OpenStreetMap

Redding STEM Academy, Shasta County Independent Study and Shasta County Special Education share this address in the state’s school directory. OpenStreetMap maps the grounds as one campus. Which buildings each school uses here isn’t mapped.

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

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

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

Scope Score 69

Needs SupportScope Score · 14th percentile. Higher than 14 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

Well below California in English (reading and writing) and math, grades 3–5, spring 2026: 32% and 22% scored Proficient or Advanced, 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: 78 in English, 77 in math
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).

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

Overview

Is Redding STEM Academy a good elementary school?

Needs Support. Redding STEM Academy is higher than most California elementary schools on attendance. Redding STEM Academy is lower than most on test results and progress in both subjects.

Test results, spring 2026

English, Proficient or Advanced2732%
Math, Proficient or Advanced1922%
English, Advanced179%
Math, Advanced43%

Progress in a year, 2025

English32−2 pts
Math24−6 pts

Showing up, 2025–26

Attendance6611 in 100
Redding STEM Academy’s place among California elementary schools, out of 100Shasta County Office of Education’s other elementary schoolBar colour, from the lowest quarter of schools to the highest

One more thing to know

8.0% of students (19 of 238) were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Each bar is Redding STEM Academy’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 suspension file, 2025–26. All students enrolled during the year (CDE’s cumulative enrollment): 238. District and California figures are averages of school rates (2 Shasta County Office of Education schools; 5,726 scored California elementary schools), our calculation.

In its own words

What does Redding STEM Academy say about itself?

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

Open rstem.org (opens in a new tab)

Progress

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

In English, about the same. In math, lower. In 2025, students here in grades 4–8 scored 2 points lower in English than California students who had the same score the year before. The state calls that Average. In math, they scored 6 points lower, which the state calls Moderate.

English

−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

White66−2 points
Low-income60−4 points
Students with disabilities23−5 points
Two or More Races18−3 points
Hispanic or Latino16+3 points

Math

−6

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

By student group · students counted

White66−1 points
Low-income60−10 points
Students with disabilities23−3 points
Two or More Races18−5 points
Hispanic or Latino16−21 points

Grades 4–8, 2025, 105 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 2 points below that expected score, and in math 6 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?

5 of the 7 elementary schools nearby have a higher Scope Score than Redding STEM Academy. Each school is compared with every California elementary school.

Scope Score

8 elementary schools within 3.9 miles, highest score first. Under each name is how the school takes students.

  1. ManzanitaRedding Elementary · by addressScope Score 7970th
  2. Boulder CreekEnterprise Elementary · by addressScope Score 7863rd
  3. Turtle BayRedding Elementary · by addressScope Score 7654th
  4. Rocky Point CharterCharter · its own lotteryScope Score 7550th
  5. Buckeye School of the ArtsGateway Unified · by addressScope Score 7229th
  6. Redding STEM AcademyScope Score 6914th
  7. CypressRedding Elementary · by addressScope Score 6913th
  8. Shasta LakeGateway Unified · by addressScope Score 6810th
Shasta County Office of EducationA neighborhood school in another districtCharter

A neighborhood school in another district takes students who live in its area. Ask that district about a transfer. A charter school takes applications from any family and holds a lottery when it has more applicants than seats.

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%

5 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 STEM Academy compare with schools like it?

Redding STEM Academy’s Scope Score is 69. 637 California elementary schools, counting Redding STEM Academy, have a similar share of students from low-income families. Their typical score is 75. Redding STEM Academy’s result is higher than 45 of them.

The five schools with the highest results of the 637

  1. Students from low-income families: 64%

    Scope Score 96Strong · 99th percentile

  2. Students from low-income families: 62%

    Scope Score 93Strong · 97th percentile

  3. Students from low-income families: 63%

    Scope Score 92Strong · 97th percentile

  4. Students from low-income families: 55%

    Scope Score 91Strong · 95th percentile

  5. Students from low-income families: 56%

    Scope Score 91Strong · 95th percentile

637 California public elementary schools where 53% to 65% 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 53% to 65% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Redding STEM Academy’s share. The count includes Redding STEM Academy. 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 lower than in 2025. English went from 52% to 32% and math from 30% to 22%.

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%2017201820192022202320242025202654%49%46%CaliforniaCalifornia40%Shasta County Office of EducationDistrict32%Redding STEM AcademyThis school

Math

No comparable testsNo tests25%50%75%2017201820192022202320242025202642%36%42%CaliforniaCalifornia34%Shasta County Office of EducationDistrict22%Redding STEM AcademyThis school

The lines break where a year has no comparable state test results. Each spring tests a different group of students. Shasta County Office of Education’s line combines its 2 elementary 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. Shasta County Office of Education’s figure weights each school by the students it tested.

English, grades 3–5: share at the top two levels
SpringRedding STEM AcademyShasta County Office of EducationCaliforniaTested here
201749%54%45%71
201851%52%49%68
201950%56%50%72
202259%58%45%75
202352%53%44%73
202446%50%45%69
202552%49%46%69
202632%40%46%78
Math, grades 3–5: share at the top two levels
SpringRedding STEM AcademyShasta County Office of EducationCaliforniaTested here
201736%42%40%70
201847%46%42%68
201949%46%44%72
202236%40%38%75
202336%42%40%73
202429%35%41%69
202530%36%41%69
202622%34%42%77

Tests

How did students here do on state tests?

Well below California in both subjects.

English

32%

scored Proficient or Advanced.

3830239
Shasta County Office of Education40%California46%

Math

22%

scored Proficient or Advanced.

384019
Shasta County Office of Education34%California42%
MinimalDeveloping levelProficientAdvanced

In grades 3–5, spring 2026, 32% scored Proficient or Advanced in English and 22% 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 does math compare with English?

In grades 3–5, spring 2026, math trails English by 10 percentage points in the share who scored Proficient or Advanced, against 4 points across California. The grades 3–5 cards above give each subject’s share.

How do the middle grades do?

Near California in English; above it in math. In grades 6–8, spring 2026, 50% scored Proficient or Advanced in English and 42% in math, against 49% and 37% across California. The middle grades are placed separately: 63rd percentile (Solid) among California’s middle schools.

English

50%

scored Proficient or Advanced.

23273218
Shasta County Office of Education42%California49%

Math

42%

scored Proficient or Advanced.

30282220
Shasta County Office of Education29%California37%
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 Advanced28%21%44%
Advanced6%5%15%
Proficient22%16%29%
Developing level34%21%30%
Minimal38%58%26%
Tested321927
California44%46%49%
Difference−16−25−5
English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced47%45%58%
Advanced16%9%32%
Proficient31%36%26%
Developing level32%23%26%
Minimal21%32%16%
Tested192219
California48%51%49%
Difference−1−6+9

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 Advanced25%11%26%
Advanced0%0%7%
Proficient25%11%19%
Developing level47%50%26%
Minimal28%39%48%
Tested321827
California47%42%37%
Difference−22−31−11
Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced37%36%53%
Advanced26%9%26%
Proficient11%27%27%
Developing level26%41%15%
Minimal37%23%32%
Tested192219
California37%38%36%
Difference0−2+17

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 school9%23%30%38%78
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Shasta County Office of Education18%22%30%30%150
Math, grades 3–5 · This school3%19%40%38%77
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Shasta County Office of Education15%19%31%35%149
English, grades 6–8 · This school18%32%27%23%60
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Shasta County Office of Education13%29%23%35%197
Math, grades 6–8 · This school20%22%28%30%60
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Shasta County Office of Education12%17%22%49%197

Spring 2026, grades 3–5 combined: 78 tested in English, 77 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 63% of students. 25 of 236 students missed 10% or more of school days.

Missing school, 2025–26

11in 100

students were chronically absent. That means they missed 10% or more of school days (25 of 236 students).

At the average Shasta County Office of Education elementary school: 10 in 100. At the average California elementary school: 17 in 100.

Students, 2024–25

253

students in grades TK–8.

White 63%Hispanic or Latino 18%Two or more races 11%

Family income

59%

of students qualified for free or reduced-price meals in 2024–25, 150 of 253. California: 63%.

Teachers, 2024–25

13

teachers, with 9 years of experience on average.

8% were in their first year.

76% of teaching positions had the right credential, 2021–22.

Suspensions, 2025–26

8.0%

of students were suspended at least once (19 of 238). Average California elementary school 1.6%.

Sources: California Department of Education. Each tile names its year.

Missing school, by grade
Grades 4–6
8 of 69 students in grades 4–6 were chronically absent.
Grades 7–8
4 of 42 students in grades 7–8 were chronically absent.

Our records hold no figure for Grades TK–3.

Full student mix, 2025–26
StudentsHere
White63%
Hispanic or Latino18%
Two or more races11%
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. 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: 9.4 of 12.3 full-time teaching positions. It counts positions, not individual teachers.

Student groups

How do kids like mine do here?

White students scored well below the same group across California.

This schoolThe same group, California
  • Low-incomeEnglish · 68 tested34%California 37%
  • Low-incomeMath · 67 tested27%California 29%
  • WhiteEnglish · 88 tested33%California 61%
  • WhiteMath · 87 tested34%California 53%

33% of White students scored Proficient or Advanced in English and 34% in math (grades 3–8, spring 2026), against 61% and 53% 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 Shasta County Office of Educationvs California
Low-income · 68 tested in English, 67 in math · grades 3–5, 7 and 8 only
English34%—−337%
Math27%—−229%
White · 88 tested in English, 87 in math
English33%—−2861%
Math34%—−1953%

Each gap is to the same group, grades and subject: in Shasta County Office of Education, and across California. No group that is behind across California does 10 or more points better here.

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

Family and staff answers

What would families tell you?

Families can answer a short set of questions about Redding STEM Academy. 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 STEM Academy 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

17

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 STEM Academy like?

These figures are for everyone who lives in ZIP code 96003. They are not figures for the families at Redding STEM Academy.

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 STEM Academy’s results?

Redding STEM Academy’s own board decides its plan.

State support

The state hasn’t placed Redding STEM Academy 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 6 questions to Redding STEM Academy. 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?8.0% suspended at least once, 2025–26 (19 of 238 students); average California elementary school: 1.6%
  2. What changes for a student who falls behind in math?6 points lower in math than California students who had the same score the year before, grades 4–8, 2025 (105 students)

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 STEM Academy how it admits students. Charter schools set their own enrollment steps and dates.

Where it is

Where is Redding STEM Academy?

Address
3711 Oasis Road, Redding 96003Get directions (opens Google Maps in a new tab)
Administrator
Tiffany DorrohAs the state’s school directory lists it, last updated July 2, 2025.

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 STEM Academy how it admits students. Charter schools set their own enrollment steps and dates. See the details ↓

Is Redding STEM Academy a good school?

Redding STEM Academy has a Scope Score of 69. It scored higher than 14 in 100 of California’s 5,726 scored public elementary schools (Needs Support, 14th percentile, spring 2026).

  • Grades 6–8: higher than 63 in 100 California middle schools we score (63rd percentile, Solid, spring 2026)

See the details ↓

How often do students miss school or get suspended?

In 2025–26, 11 in 100 students missed 10% or more of school days, against 10 in 100 at the average Shasta County Office of Education elementary school. 8.0% of students (19 of 238) 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?

In English, about the same. In math, lower. In 2025, students here in grades 4–8 scored 2 points lower in English than California students who had the same score the year before. The state calls that Average. In math, they scored 6 points lower, which the state calls Moderate.

  • Included in this measure: 105 students

See the details ↓

How do kids like mine do here?

In spring 2026, 34% of low-income students in grades 3, 4, 5, 7 and 8 at Redding STEM Academy 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, $480,274 is planned for 25 funded actions in 3 goals. 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 STEM Academy’s own plan commit to?

$480,274 is planned for 25 funded actions in 3 goals. These are planned amounts; the charter school reports what it spent in a later plan.

$480,274

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

The three largest actions in the plan

  • A.60 FTE Intervention Teacher will be available to coordinate before school intervention, to provide Tier 2 pull out intervention, and to provide social / emotional learning support for students who need it$71,901
  • Social-emotional Support Person to do whole class and small group instruction for social/​emotional learning$57,034
  • Teachers will be available before school to provide Tier 2 intervention to students for 40 minutes per day four days a week via the Academy Program$54,097

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 90 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, 90 pages), as posted to the California School Dashboard.

Where the money goes

The money is spread out. No action gets more than 15%, and the three largest, A.60 FTE Intervention Teacher will be available to coordinate before school intervention, to provide Tier 2 pull out intervention, and to provide social / emotional learning support for students who need it; Social-emotional Support Person to do whole class and small group instruction for social/​emotional learning; and Teachers will be available before school to provide Tier 2 intervention to students for 40 minutes per day four days a week via the Academy Program, take 38% between them. The plan itself puts 70% of it toward staff.

Reading, math and catch-up help

8 of the plan’s 25 funded actions name reading, math, catch-up help or English learners in their titles.

  • Math $8,450
  • Catch-up help $268,332

Largest of these

  • A.60 FTE Intervention Teacher will be available to coordinate before school intervention, to provide Tier 2 pull out intervention, and to provide social / emotional learning support for students who need it$71,901
  • Social-emotional Support Person to do whole class and small group instruction for social/​emotional learning$57,034
  • Teachers will be available before school to provide Tier 2 intervention to students for 40 minutes per day four days a week via the Academy Program$54,097
For high-need students

It plans $348,307 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $406,178 and estimates it spent $304,075, $102,103 (25%) less than planned (our arithmetic).

Ask: Why did estimated spending on these services come in $102,103 under the 2025–26 plan, and where does that money go in 2026–27?

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: 32% in English and 22% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure2024–252025–26Change
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 2 and 331%31%no change
Chronically absentGoal 18 in 10011 in 1003 more in 100
Suspended at least onceGoal 15.4%8.0%up 2.6 pts

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

The plan’s own titles and amounts
  • A.60 FTE Intervention Teacher will be available to coordinate before school intervention, to provide Tier 2 pull out intervention, and to provide social / emotional learning support for students who need it · $71,901
  • Social-emotional Support Person to do whole class and small group instruction for social/​emotional learning · $57,034
  • Teachers will be available before school to provide Tier 2 intervention to students for 40 minutes per day four days a week via the Academy Program · $54,097
The full plan3 goals, 24 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 ($480,274).

Where does the money go?

51% to Goal 2. Each box is one action, sized by its planned dollars. Tap a box to open its goal.

G1
G2

Every goal, in the plan’s order

Goal 1RSTEM will maintain a safe, positive, and productive learning environment where students are meaningfully…$223,37447% of action budgets

“RSTEM will maintain a safe, positive, and productive learning environment where students are meaningfully engaged in academics as well as a wide variety of co-curricular activities. Through positive interventions and supports (PBIS), students will learn to be good citizens who choose to stay engaged in the learning process and come to school daily. Attendance rates will improve, chronic absenteeism will decrease, and the suspension rates will decrease” p. 15 ↗

14 funded actions

Largest funded actions

  1. Social-emotional Support Person to do whole class and small group instruction for social/​emotional learning$57,034action 1.5 · p. 47 ↗ · marked as contributing to high-need services
  2. A variety of after school clubs will be run by school staff for TK-8th grade students using the ELOP funds$36,196action 1.11 · p. 48 ↗
  3. The school psychologist (.2 FTE) will be available for mental health support for students experiencing social-emotional trauma that impedes learning and will administer social emotional screeners for 4th-8th grades$28,843action 1.4 · p. 47 ↗ · marked as contributing to high-need services
  4. Purchase of Project Lead the Way Curriculum and Makerspace materials$19,068action 1.8 · p. 48 ↗ · marked as contributing to high-need services · of which $3,888 is state funding counted toward those services
  5. A variety of after school field trips during the evenings and weekends using ELOP funds$18,727action 1.12 · p. 48 ↗

9 more funded actions in this goal

  • Behavioral intervention Academy or Friday School: Students with serious or persistent behavior violations will be invited to before school, after school, or Friday school behavioral intervention time · action 1.6 · p. 47 ↗ · marked as contributing to high-need services$16,538
  • Paraprofessionals will be hired to assist on the playground for relational and social-emotional support · action 1.3 · p. 47 ↗ · marked as contributing to high-need services$14,750
  • Full time TK para professional · action 1.14 · p. 48 ↗$12,653
  • The sports coordinator will advertise to encourage participation for each sport · action 1.9 · p. 48 ↗ · marked as contributing to high-need services$6,818
  • A classified employee will monitor attendance and send out attendance letters to all students with 3 or more absences · action 1.2 · p. 47 ↗ · marked as contributing to high-need services$6,500
  • Teachers will teach anti-bullying and SEL lessons in every classroom. A message of kindness will be part of the PBIS training for teachers and classified staff in the fall. PBIS interventions will continue on the playground. All new staff will be taught about the PBIS program · action 1.7 · p. 47 ↗ · marked as contributing to high-need services$2,851
  • In order to gain more parent input, communicate in newsletter the importance of parent responses to the spring survey. Send out Bloomz reminders the week leading up to parent survey · action 1.13 · p. 48 ↗$1,560
  • A robotics teacher will develop or join in a local competition · action 1.10 · p. 48 ↗$1,219
  • Back-to-school Orientation Presentations · action 1.1 · p. 47 ↗ · marked as contributing to high-need services$617

How the plan measures it · 12 measures

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

Goal 2Based on I-Ready Diagnostics in Math and LA, Smarter Balanced Assessments, the percentage of students meeting…$244,83651% of action budgets

“Based on I-Ready Diagnostics in Math and LA, Smarter Balanced Assessments, the percentage of students meeting proficiency or making significant progress toward proficiency in Language Arts, Math, and Science will improve yearly. Math will be a special focus area where students will make more progress than in previous years compared to Language Arts. All R-STEM students will utilize Chromebooks to access individualized instructional software appropriate to their grade level. Students will utilize learning software to improve learning outcomes” p. 24 ↗

8 funded actions

Largest funded actions

  1. A.60 FTE Intervention Teacher will be available to coordinate before school intervention, to provide Tier 2 pull out intervention, and to provide social / emotional learning support for students who need it$71,901action 2.4 · p. 49 ↗ · marked as contributing to high-need services
  2. Teachers will be available before school to provide Tier 2 intervention to students for 40 minutes per day four days a week via the Academy Program$54,097action 2.3 · p. 48 ↗ · marked as contributing to high-need services
  3. Intervention aides will provide small group pull out and push in intervention throughout the school year$28,000action 2.7 · p. 49 ↗
  4. Intervention software and curriculum will be purchased to improve learning outcomes. Students will use the software with fidelity$24,900action 2.2 · p. 48 ↗ · marked as contributing to high-need services
  5. The school registrar (.25 FTE) will be available for tech support for software installation, maintenance of hard, and data input for both the before school intervention program, as well as school day intervention$23,500action 2.6 · p. 49 ↗ · marked as contributing to high-need services

3 more funded actions in this goal

  • Writing curriculum will be explored, purchased and implemented by the staff · action 2.8 · p. 49 ↗$19,021
  • Update Chromebooks annually and buy headphones · action 2.1 · p. 48 ↗ · marked as contributing to high-need services$14,517
  • The school administrator (.2 FTE) will be available for intervention, IEPs, SSTs, 504s, and all other meetings and to hire / evaluate intervention staff · action 2.5 · p. 49 ↗ · marked as contributing to high-need services$8,900

How the plan measures it · 9 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 24 ↗.

Goal 3 · Maintenance of Progress GoalAll RSTEM students will have access to a broad course of study emphasizing California State Standards and…$12,0643% of action budgets

“All RSTEM students will have access to a broad course of study emphasizing California State Standards and will be taught by highly qualified staff. All curriculum will be aligned to California Standards. All facilities will be maintained to a high standard” p. 32 ↗

3 funded actions

Largest funded actions

  1. Training in PLTW, Math, Science, and CA Standards$8,450action 3.3 · p. 49 ↗
  2. All students will have access to a broad course of study$2,414action 3.1 · p. 49 ↗
  3. The school will rent facilities for classroom instruction. The Facilities Inspection Tool will be utilized to ensure the facilities are in good repair$1,200action 3.2 · p. 49 ↗

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. 32 ↗.

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 #4,921 of 5,726 California elementary schools we score
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math6%3542%
Proficient or Advancedaverage of English and math26%3723%
Chronically absent11 in 100595%
Suspension rate8.0% (19 of 238)65%
Grade gap (G3→G5, different students)+8.6pp—not scored

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. The weights above add to 75%: the remaining 25%, 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
2025–266914#4921California 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−11
2021–22not on filenot on file+9
2022–23not on filenot on file−4
2023–2412 in 1003.2% (8 of 247)−7
2024–258 in 1005.4% (14 of 261)+16
2025–2611 in 1008.0% (19 of 238)+9

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 · English13813%40%
2026 · Math13710%31%
2025 · English13316%52%
2025 · Math13312%31%
2024 · English13316%53%
2024 · Math13315%36%
2023 · English14218%54%
2023 · Math14320%44%
2022 · English14522%54%
2022 · Math14514%39%
2019 · English13920%47%
2019 · Math13921%42%
2018 · English13417%50%
2018 · Math13422%45%
2017 · English13417%46%
2017 · Math13317%35%

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

Earlier years · grade and subject

Year · grade · subjectStudents with scoresMet or exceeded
2025 · Grade 3 · English2040%
2025 · Grade 4 · English2552%
2025 · Grade 5 · English2462%
2025 · Grade 6 · English2232%
2025 · Grade 7 · English2055%
2025 · Grade 8 · English2268%
2025 · Grade 3 · Math2020%
2025 · Grade 4 · Math2540%
2025 · Grade 5 · Math2429%
2025 · Grade 6 · Math2214%
2025 · Grade 7 · Math2045%
2025 · Grade 8 · Math2236%
2024 · Grade 3 · English2635%
2024 · Grade 4 · English2167%
2024 · Grade 5 · English2241%
2024 · Grade 6 · English2157%
2024 · Grade 7 · English2339%
2024 · Grade 8 · English2090%
2024 · Grade 3 · Math2635%
2024 · Grade 4 · Math2138%
2024 · Grade 5 · Math2214%
2024 · Grade 6 · Math2129%
2024 · Grade 7 · Math2339%
2024 · Grade 8 · Math2065%
2023 · Grade 3 · English2650%
2023 · Grade 4 · English2352%
2023 · Grade 5 · English2454%
2023 · Grade 6 · English2650%
2023 · Grade 7 · English2467%
2023 · Grade 8 · English1953%
2023 · Grade 3 · Math2642%
2023 · Grade 4 · Math2335%
2023 · Grade 5 · Math2429%
2023 · Grade 6 · Math2646%
2023 · Grade 7 · Math2471%
2023 · Grade 8 · Math2040%
2022 · Grade 3 · English2446%
2022 · Grade 4 · English2572%
2022 · Grade 5 · English2658%
2022 · Grade 6 · English2662%
2022 · Grade 7 · English2446%
2022 · Grade 8 · English2040%
2022 · Grade 3 · Math2425%
2022 · Grade 4 · Math2552%
2022 · Grade 5 · Math2631%
2022 · Grade 6 · Math2650%
2022 · Grade 7 · Math2450%
2022 · Grade 8 · Math2020%
2019 · Grade 3 · English2952%
2019 · Grade 4 · English1741%
2019 · Grade 5 · English2654%
2019 · Grade 6 · English2733%
2019 · Grade 7 · English1953%
2019 · Grade 8 · English2152%
2019 · Grade 3 · Math2962%
2019 · Grade 4 · Math1741%
2019 · Grade 5 · Math2638%
2019 · Grade 6 · Math2733%
2019 · Grade 7 · Math1942%
2019 · Grade 8 · Math2133%
2018 · Grade 3 · English1968%
2018 · Grade 4 · English2357%
2018 · Grade 5 · English2635%
2018 · Grade 6 · English2450%
2018 · Grade 7 · English2060%
2018 · Grade 8 · English2236%
2018 · Grade 3 · Math1968%
2018 · Grade 4 · Math2352%
2018 · Grade 5 · Math2627%
2018 · Grade 6 · Math2438%
2018 · Grade 7 · Math2045%
2018 · Grade 8 · Math2245%
2017 · Grade 3 · English2259%
2017 · Grade 4 · English2245%
2017 · Grade 5 · English2744%
2017 · Grade 6 · English2330%
2017 · Grade 7 · English2264%
2017 · Grade 8 · English1828%
2017 · Grade 3 · Math2255%
2017 · Grade 4 · Math2129%
2017 · Grade 5 · Math2726%
2017 · Grade 6 · Math2326%
2017 · Grade 7 · Math2250%
2017 · Grade 8 · Math1822%

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
Schoolwide4613%30%46%11%

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 3–5, 7 and 8 only)6834%—−3
White8833%—−28
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−2105Average−6105Moderate
English-only students−1103not categorized−7103not categorized
White−266Average−166Average
Low-income−460Average−1060Moderate
Students with disabilities−523Average−323Average
Two or more races−318Average−518Average
Hispanic or Latino+316Average−2116Minimal

CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8. 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 4–8

CDE California growth model · 2025 Dashboard

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

All students, grades 4–8

105 students

CDE growth category: 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 elementary school records.

State model · math−6 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

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

All students, grades 4–8

105 students

CDE growth category: Moderate

California growth model, math: −6 scale-score points versus the state's expectation, CDE category Moderate, 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 · 8 in 100 → 2025–26 · 11 in 100 · +3 in 100
Suspension rate2024–25 · 5.4% (14 of 261) → 2025–26 · 8.0% (19 of 238) · +2.6 percentage points
Group2018–192025–26Change
Female—9 of 89—
Male—11 in 100—
Hispanic or Latino—6 of 43—
Two or more races—2 of 26—
White—9 in 100—
Students with disabilities—2 of 46—
Low-income—14 in 100—
All students—11 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.

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

Per-pupil spending

District · current expense$49,343 per pupil

NCES F-33 · FY 2017–18 (2018) · fall district membership: 604 pupils

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation
Instruction 10%Instruction support 26%Student services 25%Administration 23%Buildings & maintenance 6%Other 10%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$4,685,4139.81%10%
Instruction support$12,616,37826.40%26%
Student services$11,748,96024.59%25%
Administration$11,262,96023.57%23%
Buildings & maintenance$2,758,6795.77%6%
Other$4,709,9819.86%10%
Total$47,782,371100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $47,782,371 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2018; latest district record shown: 2018
2018$49,343 per pupil
2017$48,615 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 holders8.1%

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 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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<iframe
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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 · 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