Math
Grade 3 · spring 2026 · 11 tested
- Advanced
- 0%
- Proficient
- 9%
- Below the standard
- 91%
9% Proficient or Advanced in grade 3.
Special education center · San Diego Unified · San Diego, California
Riley/New Dawn
San Diego · K–12 · 142 students (2024–25)
A special education school: students are placed here through their IEP team, so we publish its results without a rating.
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.
Common questions
How are students placed here?
Students are placed here by an IEP team, not by address and not by lottery. Confirm placement with San Diego Unified. Evidence ↓
How often do students miss school or get suspended?
64 in 100 students were chronically absent in 2025–26 (119 of 186), meaning they missed 10% or more of school days. 22.0% of students (44 of 200) were suspended at least once in 2025–26. Evidence ↓
How do I visit Riley/New Dawn?
Call the office at (858) 302-3340 to ask about a visit. Questions to bring are under Next steps. Evidence ↓
Academic achievement
How did students here do on state tests?
In grade 3, spring 2026, 9% of the 11 students tested scored Proficient or Advanced in math.
State tests (CAASPP), grade 3, spring 2026
From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”).
Source
- Source
- California’s state tests (CAASPP), California Department of Education, spring 2026
- Students
- all students tested in grade 3: 11
- Comparison
- None shown: students here are placed rather than chosen, so other schools’ students are not a like group.
AdvancedProficientBelow the standard
Results for each grade, spring 2026English and math · grades 3–8 and 11 · every level, with tested counts
What each level means: California's level descriptions.
English
| Measure | Grade 3 | Grade 4 | Grade 5 |
|---|---|---|---|
| Proficient or Advanced | suppressed | suppressed | suppressed |
| Advanced | suppressed | suppressed | suppressed |
| Proficient | suppressed | suppressed | suppressed |
| Developing level | suppressed | suppressed | suppressed |
| Minimal | suppressed | suppressed | suppressed |
| Tested | 10 | 9 | 8 |
| Measure | Grade 6 | Grade 7 | Grade 8 |
|---|---|---|---|
| Proficient or Advanced | suppressed | 8% | suppressed |
| Advanced | suppressed | 0% | suppressed |
| Proficient | suppressed | 8% | suppressed |
| Developing level | suppressed | 30% | suppressed |
| Minimal | suppressed | 62% | suppressed |
| Tested | 10 | 13 | 9 |
| Measure | Grade 11 |
|---|---|
| Proficient or Advanced | suppressed |
| Advanced | suppressed |
| Proficient | suppressed |
| Developing level | suppressed |
| Minimal | suppressed |
| Tested | 8 |
Math
| Measure | Grade 3 | Grade 4 | Grade 5 |
|---|---|---|---|
| Proficient or Advanced | 9% | suppressed | suppressed |
| Advanced | 0% | suppressed | suppressed |
| Proficient | 9% | suppressed | suppressed |
| Developing level | 18% | suppressed | suppressed |
| Minimal | 73% | suppressed | suppressed |
| Tested | 11 | 9 | 8 |
| Measure | Grade 6 | Grade 7 | Grade 8 |
|---|---|---|---|
| Proficient or Advanced | suppressed | 0% | suppressed |
| Advanced | suppressed | 0% | suppressed |
| Proficient | suppressed | 0% | suppressed |
| Developing level | suppressed | 15% | suppressed |
| Minimal | suppressed | 85% | suppressed |
| Tested | 10 | 13 | 10 |
| Measure | Grade 11 |
|---|---|
| Proficient or Advanced | suppressed |
| Advanced | suppressed |
| Proficient | suppressed |
| Developing level | suppressed |
| Minimal | suppressed |
| Tested | 9 |
A grade the school doesn't teach has no row. “Suppressed” marks a result CDE blanks because fewer than 11 students tested (CDE’s reporting rule); “none tested” marks a grade CDE lists with no students tested; “not on file” marks a result missing from the records we hold. None of them means zero.
New to these scores? Read CAASPP scores explained: how to read your child’s report →
Ask: How do you help students strengthen their skills while keeping graduation and post-school plans on track?
All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts
| Students | Advanced | Proficient | Developing level | Minimal | Tested |
|---|---|---|---|---|---|
| Math, grade 3 · This school | 0% | 9% | 18% | 73% | 11 |
Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026.
Grade 11 tests are one part of the picture. Graduation and readiness answer different questions below.
What you can do
Who can act on Riley/New Dawn’s results?
The state has Riley/New Dawn in extra targeted support; San Diego Unified’s board decides its plan.
Students at Riley/New Dawn are placed here by an IEP team, not by address and not by lottery.
What has the state flagged?
2025–26 is its 3rd year in a row in this support. The state named it because results were low for Black or African American students and homeless students. This support comes with a school improvement plan, which must use approaches with evidence behind them and look at how money and staff are divided among schools. Ask the principal to see the school improvement plan.
Federal designation under the Every Student Succeeds Act, 2025–26. Source
The state is giving San Diego Unified extra help in 2026. It qualified on the 2025 California School Dashboard. The county office must help the district for at least three years, including a review of its yearly plan.
Extra help for San Diego Unified: CDE’s assistance status file for the 2025 California School Dashboard. Source
When is the plan set, and how can you take part?
San Diego Unified’s board must adopt its yearly plan (LCAP) by July 1, after at least one public hearing at an earlier meeting.
How to take part
- Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
- Send written comments on the actions and spending the plan proposes.
- Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
- Read the midyear report, due by February 28.
- Read San Diego Unified’s 2026–27 plan (LCAP, PDF)
Life at school
How many students here graduate in four years?
45% of students graduated in four years in 2024–25.
State graduation, readiness, college-going, attendance and suspension records
The four-year rate counts regular high school diplomas only, not a certificate of completion. Ask how many students here finish with each, and what each one leads to.
Preparation · each measure describes a different student group
Graduated in four years
45%
Ready for college or career (state measure)
5%
Finished the UC/CSU course list
11%
What could my child study here?
What other courses and pathways are on record?
- College courses in high school (dual enrollment)
- 2 students took one
Ask: How does the school track each student’s IEP goals, and how does it plan the move after high school?
Where these figures come fromEach measure’s source, student group and definition
- Graduated in four years
- 2024–25 · 9 of 20 students who started 9th grade together. California Department of Education, adjusted cohort graduation records.
- Ready for college or career (state measure)
- 2024–25 · 1 of 21 students in the state’s measure. California Department of Education, College/Career Indicator (CCI), overall “Prepared” rate, among the students in the indicator’s group. Prepared is CDE’s overall classification, not AP participation or a college admission rate.
- Finished the UC/CSU course list
- 2024–25 · 1 of 9 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment.
How often do students miss school or get suspended?
64 in 100 students were chronically absent in 2025–26. That means they missed 10% or more of school days. 22.0% of students were suspended at least once in 2025–26.
Source
- Source
- CDE chronic absenteeism and suspension files, 2025–26
- Students
- chronic absence: 119 of 186 students counted for it; suspension: 44 of 200 students enrolled during the year
Chronically absent, 2025–26
64 in 100This school
119 of 186 students were chronically absent, meaning they missed 10% or more of school days.
Suspensions, 2025–26
22.0%
of students were suspended at least once (44 of 200).
Ask: How does the school bring back students who are missing school, and what has it changed?
Chronic absence by grade2025–26 · per 100 students, with counts
- Grades K–3: not in the records we hold
- Grades 4–6: 49 in 100, 23 of 47
- Grades 7–8: 63 in 100, 19 of 30
- Grades 9–12: 82 in 100, 69 of 84
Ask families and staff yourselfWhat to ask the people at Riley/New Dawn
Ask current families how the school keeps them informed, and what happened when their child needed help. Ask staff how long teachers tend to stay.
Work here? Answer the staff questions.
Every learner
Who goes here?
Hispanic or Latino students are the largest group here: 45%.
Students, families and teachers
Who are the students?
2025–26 · students counted- Hispanic or Latino45%
- White24%
- Black or African American18%
- Two or more races10%
- Asian—
- Filipino—
- American Indian or Alaska Native—
- Pacific Islander—
- Not reported—
- Unallocated share3%
Who are the families and teachers?
84%of students qualified for free or reduced-price meals in 2024–25, 119 of 142.
23teachers, 2024–25
15 yearsaverage experience, 2024–25
4%in their first year, 2024–25
49%of teaching positions with proper credential and placement, 2021–22
Ask: Which services and therapies does each student get during the school day, and who provides them?
Full student mix, comparisons and sources, 2025–26
| Students, 2025–26 | Here |
|---|---|
| Hispanic or Latino | 45% |
| White | 24% |
| Black or African American | 18% |
| Two or more races | 10% |
| Asian | — |
| Filipino | — |
| American Indian or Alaska Native | — |
| Pacific Islander | — |
| Not reported | — |
Data source: California Department of Education chronic-absence file, 2025–26. Shares are of the students the file counts for attendance (CDE’s “eligible enrollment”); unavailable categories are shown as a dash.
How the credential rate is counted
CDE SARC report 2024–25, measured 2021–22: 49% of teaching positions, 11.2 properly credentialed teaching-position FTE out of 22.9 total position FTE. This measures positions, not individual teachers.
Next steps
How are students placed here?
Confirm placement with San Diego Unified.
Location and visiting
Get directions (opens Google Maps in a new tab)Directory location · Explore nearby schools on the map. Confirm placement with San Diego Unified.
Questions for your visit
- How do you help students strengthen their skills while keeping graduation and post-school plans on track?
- How does the school track each student’s IEP goals, and how does it plan the move after high school?
- How does the school bring back students who are missing school, and what has it changed? 64 in 100 chronically absent, 2025–26 (119 of 186 students)
- How are my child’s IEP goals set, reviewed and shared with our family?
- What transition services help students plan for life, training or work after school?
- Which students finish with a regular diploma and which with a certificate of completion, and what does each lead to?
Office (858) 302-33405650 Mount Ackerly Drive, directions (opens Google Maps in a new tab)
Source records
Every figure on this page, with its source, grades, year and count.
Every tested year2017–2026 · rates, tested counts, and each grade
English and math by test year · all tested grades
| Year · subject | Students with scores | Top level | Top two levels |
|---|---|---|---|
| 2026 · English | 67 | 1% | 15% |
| 2026 · Math | 70 | 0% | 3% |
| 2025 · English | 79 | 4% | 13% |
| 2025 · Math | 79 | 4% | 10% |
| 2024 · English | 88 | 5% | 18% |
| 2024 · Math | 90 | 4% | 10% |
| 2023 · English | 81 | 7% | 14% |
| 2023 · Math | 80 | 6% | 11% |
| 2022 · English | 70 | 3% | 6% |
| 2022 · Math | 71 | 0% | 4% |
| 2019 · English | 73 | 5% | 14% |
| 2019 · Math | 71 | 3% | 6% |
| 2018 · English | 73 | 1% | 4% |
| 2018 · Math | 70 | 0% | 1% |
| 2017 · English | 89 | 6% | 10% |
| 2017 · Math | 84 | 0% | 4% |
Each year names its school year end (2026 = 2025–26). “Students with scores” counts each subject on its own, so don’t add the English and math counts together. A dash is unavailable, not zero.
Earlier years · grade and subject
| Year · grade · subject | Students with scores | Met or exceeded |
|---|---|---|
| 2025 · Grade 3 · English | 10 | — |
| 2025 · Grade 4 · English | 14 | 21% |
| 2025 · Grade 5 · English | 9 | — |
| 2025 · Grade 6 · English | 10 | — |
| 2025 · Grade 7 · English | 14 | 7% |
| 2025 · Grade 8 · English | 7 | — |
| 2025 · Grade 11 · English | 15 | 13% |
| 2025 · Grade 3 · Math | 10 | — |
| 2025 · Grade 4 · Math | 13 | 15% |
| 2025 · Grade 5 · Math | 8 | — |
| 2025 · Grade 6 · Math | 11 | 36% |
| 2025 · Grade 7 · Math | 16 | 0% |
| 2025 · Grade 8 · Math | 7 | — |
| 2025 · Grade 11 · Math | 14 | 7% |
| 2024 · Grade 3 · English | 10 | — |
| 2024 · Grade 4 · English | 9 | — |
| 2024 · Grade 5 · English | 15 | 7% |
| 2024 · Grade 6 · English | 11 | 0% |
| 2024 · Grade 7 · English | 14 | 21% |
| 2024 · Grade 8 · English | 12 | 25% |
| 2024 · Grade 11 · English | 17 | 35% |
| 2024 · Grade 3 · Math | 10 | — |
| 2024 · Grade 4 · Math | 9 | — |
| 2024 · Grade 5 · Math | 17 | 12% |
| 2024 · Grade 6 · Math | 13 | 15% |
| 2024 · Grade 7 · Math | 14 | 7% |
| 2024 · Grade 8 · Math | 12 | 8% |
| 2024 · Grade 11 · Math | 15 | 0% |
| 2023 · Grade 3 · English | 11 | 9% |
| 2023 · Grade 4 · English | 12 | 33% |
| 2023 · Grade 5 · English | 8 | — |
| 2023 · Grade 6 · English | 13 | 0% |
| 2023 · Grade 7 · English | 10 | — |
| 2023 · Grade 8 · English | 11 | 0% |
| 2023 · Grade 11 · English | 16 | 25% |
| 2023 · Grade 3 · Math | 11 | 9% |
| 2023 · Grade 4 · Math | 12 | 8% |
| 2023 · Grade 5 · Math | 7 | — |
| 2023 · Grade 6 · Math | 13 | 46% |
| 2023 · Grade 7 · Math | 10 | — |
| 2023 · Grade 8 · Math | 11 | 0% |
| 2023 · Grade 11 · Math | 16 | 0% |
| 2022 · Grade 3 · English | 10 | — |
| 2022 · Grade 4 · English | 13 | 23% |
| 2022 · Grade 5 · English | 9 | — |
| 2022 · Grade 6 · English | 9 | — |
| 2022 · Grade 7 · English | 11 | 9% |
| 2022 · Grade 8 · English | 9 | — |
| 2022 · Grade 11 · English | 9 | — |
| 2022 · Grade 3 · Math | 10 | — |
| 2022 · Grade 4 · Math | 13 | 23% |
| 2022 · Grade 5 · Math | 9 | — |
| 2022 · Grade 6 · Math | 10 | — |
| 2022 · Grade 7 · Math | 11 | 0% |
| 2022 · Grade 8 · Math | 9 | — |
| 2022 · Grade 11 · Math | 9 | — |
| 2019 · Grade 3 · English | 6 | — |
| 2019 · Grade 4 · English | 8 | — |
| 2019 · Grade 5 · English | 13 | 15% |
| 2019 · Grade 6 · English | 5 | — |
| 2019 · Grade 7 · English | 13 | 8% |
| 2019 · Grade 8 · English | 12 | 8% |
| 2019 · Grade 11 · English | 16 | 38% |
| 2019 · Grade 3 · Math | 6 | — |
| 2019 · Grade 4 · Math | 8 | — |
| 2019 · Grade 5 · Math | 12 | 8% |
| 2019 · Grade 6 · Math | 8 | — |
| 2019 · Grade 7 · Math | 13 | 8% |
| 2019 · Grade 8 · Math | 8 | — |
| 2019 · Grade 11 · Math | 16 | 12% |
| 2018 · Grade 3 · English | — | — |
| 2018 · Grade 4 · English | 12 | 0% |
| 2018 · Grade 5 · English | — | — |
| 2018 · Grade 6 · English | 11 | 0% |
| 2018 · Grade 7 · English | 16 | 0% |
| 2018 · Grade 8 · English | 13 | 8% |
| 2018 · Grade 11 · English | 16 | 12% |
| 2018 · Grade 3 · Math | — | — |
| 2018 · Grade 4 · Math | 12 | 0% |
| 2018 · Grade 5 · Math | — | — |
| 2018 · Grade 6 · Math | 12 | 0% |
| 2018 · Grade 7 · Math | 16 | 6% |
| 2018 · Grade 8 · Math | 13 | 0% |
| 2018 · Grade 11 · Math | 13 | 0% |
| 2017 · Grade 3 · English | 13 | 0% |
| 2017 · Grade 4 · English | 12 | 17% |
| 2017 · Grade 5 · English | 14 | 7% |
| 2017 · Grade 6 · English | — | — |
| 2017 · Grade 7 · English | 15 | 7% |
| 2017 · Grade 8 · English | 14 | 0% |
| 2017 · Grade 11 · English | 13 | 38% |
| 2017 · Grade 3 · Math | 13 | 0% |
| 2017 · Grade 4 · Math | 12 | 8% |
| 2017 · Grade 5 · Math | 13 | 0% |
| 2017 · Grade 6 · Math | — | — |
| 2017 · Grade 7 · Math | 13 | 8% |
| 2017 · Grade 8 · Math | 13 | 0% |
| 2017 · Grade 11 · Math | 12 | 8% |
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) | Tested | Advanced | Proficient | Developing level | Minimal |
|---|---|---|---|---|---|
| Schoolwide | 25 | 0% | 12% | 36% | 52% |
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.
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected
| Group | English | n | CDE category | Math | n | CDE category |
|---|---|---|---|---|---|---|
| All students | −35 | 28 | Minimal | −24 | 28 | Minimal |
| Students with disabilities | −37 | 28 | Minimal | −27 | 28 | Minimal |
| Low-income | −29 | 23 | Minimal | −16 | 23 | Moderate |
| English-only students | −30 | 21 | not categorized | −17 | 21 | not categorized |
| Hispanic or Latino | −52 | 12 | Minimal | −42 | 12 | Minimal |
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; here that is grade 7.
Growth recordsthe state’s student-by-student measure
California growth model · points vs expected
State model · English−35 pts vs expected
matched students, grade 7California growth model, English: −35 scale-score points versus the state's expectation, CDE category Minimal.State model · math−24 pts vs expected
matched students, grade 7California growth model, math: −24 scale-score points versus the state's expectation, CDE category Minimal.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 · 59 in 100 → 2025–26 · 64 in 100 · +5 in 100 |
| Suspension rate2024–25 · 23.9% (49 of 205) → 2025–26 · 22.0% (44 of 200) · −1.9 percentage points |
| Group | 2018–19 | 2025–26 |
|---|---|---|
| Female | 62 in 100 | 70 in 100 |
| Male | 59 in 100 | 61 in 100 |
| Black or African American | 55 in 100 | 68 in 100 |
| Hispanic or Latino | 64 in 100 | 68 in 100 |
| Two or more races | 43 in 100 | 56 in 100 |
| White | 54 in 100 | 61 in 100 |
| Students with disabilities | 60 in 100 | 64 in 100 |
| English learners | 64 in 100 | — |
| Foster youth | 62 in 100 | 50 in 100 |
| Homeless | 81 in 100 | 72 in 100 |
| Low-income | 60 in 100 | 68 in 100 |
| All students | 60 in 100 | 64 in 100 |
Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.
Graduation and readinessstate records · each rate for its own year and class of students
| Measure | Source record |
|---|---|
| This school · CCI overall Prepared | CDE College/Career Indicator · CCI source year 2025 · all students · all students in the current four-year graduation cohort, plus only Prepared fifth-year graduates from the prior cohort. Overall CCI Prepared rate 5% · numerator 1 students classified Prepared · denominator 21 CCI students. |
AP pathway among CCI Prepared studentsCDE College/Career Indicator · CCI source year 2025 · all students · AP pathway rate 0% · AP-pathway numerator 0 · denominator 1 (CCI Prepared students). This measure uses Prepared students as its denominator, not the whole CCI cohort; it is not an AP exam-taking rate or a count of AP courses offered. That cohort includes all students in the current four-year graduation cohort plus only Prepared fifth-year graduates from the prior cohort. In 2025 the pathway accepts two qualifying AP exams, two qualifying AP courses, or a combination of one of each in different subjects.
This CDE-reported school CCI record has its own population and period. It does not recalculate a SchoolScope score, factor, or rank.
Graduation rate
45%
AP route, among those ready for college or career
0%
Finished the UC/CSU course list (A–G)
11%
These source periods and populations differ: graduation uses an adjusted cohort, while A–G completion and college-going use separately reported groups. The rates are shown individually, without a shared performance tier.
Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot
| Measure | This school |
|---|---|
| AP offered | offered |
| AP course count | 1 |
| AP enrollment (male/female) | 9 |
| IB participation | not reported |
| Dual enrollment | offered · 2 enrolled |
| Algebra I in grade 8 | not reported |
| Calculus sections | 0 |
| Physics sections | 2 |
| Chemistry sections | 3 |
| Reported male/female enrollment (CRDC) | 160 |
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$15,976 per pupil
NCES F-33 · FY 2020–21 (2021) · fall district membership: 97,968 pupils
California · selected district mean$14,491 per pupil
NCES F-33 · FY 2020–21 (2021) · SchoolScope’s unweighted mean across 818 selected California district finance records
School-level federal expenditures$1,193 per pupil
CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 142
Central federal expenditures attributed here$530 per pupil
CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 142
District current expense · FY 2024–25$21,967 per ADA
CDE SACS Current Expense of Education · district fiscal year ending 2025 · average daily attendance denominator
Selected General Fund operating costs · FY 2024–25 · SchoolScope calculation
Instruction 63%Instruction support 12%Student services 12%Administration 5%Buildings & maintenance 7%Other 1%
| Group | Dollars | Share, to two decimals | Printed |
|---|---|---|---|
| Instruction | $1,223,482,460 | 63.42% | 63% |
| Instruction support | $225,845,212 | 11.71% | 12% |
| Student services | $233,097,572 | 12.08% | 12% |
| Administration | $95,033,783 | 4.93% | 5% |
| Buildings & maintenance | $141,086,586 | 7.31% | 7% |
| Other | $10,769,286 | 0.56% | 1% |
| Total | $1,929,314,899 | 100.00% | 100% |
NCES F-33 district fiscal-year history, 2017–2021; latest district record shown: 2021
2021$15,976 per pupil
2020$14,540 per pupil
2019$14,457 per pupil
2018$11,416 per pupil
2017$11,708 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 holders4.3%
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 92111 · not the school’s students
| Measure | Estimate |
|---|---|
| Median household income | $99,644 |
| Bachelor's degree or higher (adults 25+) | 46% |
| ZIP-area population | 45,249 |
| Median age | 38.5 years |
Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. See all schools in ZIP code 92111 →
Downloads and methodologyCSV · sources · corrections
Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · 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
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