River Islands Technology Academy IIhigher than 64 of the 100 California dots
California’s public elementary schools · 1 dot = 1 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
River Islands Technology Academy IIhigher than 64 of the 100 California dots
California’s public elementary schools · 1 dot = 1 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
River Islands Technology Academy IIhigher than 64 of the 100 California dots
California’s public elementary schools · 1 dot = 1 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Well above California in English, above in math: 56% and 51% scored Proficient or Advanced in grades 3–5, spring 2026, against 46% and 42%.
Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 335
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).
From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”).
For grades 6–8, the standing among California middle schools is in Academic achievement ↓
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.
On spring 2025 tests, students in grades 4–8 scored above what the state expected in English (+8 pts) and math (+12 pts). The state bases that expectation on each student’s earlier scores.
Sources
The sentence above
CDE growth model, 2025. Students with scores in both years in grades 4–8: 561 in English, 560 in math. 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.
Common questions
How do I get in?
Ask River Islands Technology Academy II how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓
Is River Islands Technology Academy II a good school?
River Islands Technology Academy II scores higher than 64 in 100 of California’s 5,726 scored public elementary schools: 64th percentile, Solid, spring 2026.
Grades 6–8: higher than 82 in 100 California middle schools we score (82nd percentile, Strong, spring 2026)
How often do students miss school or get suspended?
In 2025–26, 12 in 100 students missed 10% or more of school days, against 20 in 100 at the average Banta Unified elementary school. 1.9% of students (19 of 999) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓
More questions (5)
Did students here score above what the state expected?
Yes, in both subjects. In 2025, students here in grades 4–8 scored +8 points against the state’s expected score in English, which the state calls Accelerated. In math, they scored +12 points, which it calls Accelerated.
Included in this measure: 561 students in English, 560 in math
Grade 5 stands apart in math: 37% scored Proficient or Advanced, against 51% across grades 3–5 here, spring 2026. Each grade is a different group of students, so this describes one year’s class. Evidence ↓
How do kids like mine do here?
In spring 2026, 46% of low-income students in grades 3–8 at River Islands Technology Academy II in Lathrop scored Proficient or Advanced in English, against 37% for the same group across California.Evidence ↓
What does its own plan pay for?
In its 2026–27 plan, $10.1 million is planned for 39 funded actions in 3 goals. That’s 76% of its $13.2 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan. Evidence ↓
What should I ask on a visit?
The questions drawn from this page are under Next steps, ready to copy. Evidence ↓
Academic achievement
How did students here do on state tests?
Well above California in English; above it in math.
State tests (CAASPP), spring 2026
In grades 3–5, spring 2026, 56% scored Proficient or Advanced in English and 51% in math, against 46% and 42% across California.
Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 335
Comparison
California: CDE’s grades 3–5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English, 1,211,701 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard
English
Grades 3–5 · spring 2026 · 335 tested
Advanced
32%
Proficient
24%
Below the standard
44%
This school56%
California46%
Banta Unified57%
56% Proficient or Advanced in grades 3–5.
Math
Grades 3–5 · spring 2026 · 335 tested
Advanced
27%
Proficient
24%
Below the standard
49%
This school51%
California42%
Banta Unified51%
51% Proficient or Advanced in grades 3–5.
Grade 5 stands apart in math: 37% scored Proficient or Advanced, against 51% across grades 3–5 here, spring 2026. Each grade is a different group of students, so this describes one year’s class. Each grade’s results ↓
Results for each grade, spring 2026English and math · grades 3–8 · every level, with tested counts
English, grades 3–5: share of students tested, spring 2026
Measure
Grade 3
Grade 4
Grade 5
Proficient or Advanced
52%
61%
55%
Advanced
29%
41%
24%
Proficient
23%
20%
31%
Developing level
28%
18%
19%
Minimal
20%
21%
26%
Tested
100
116
119
California
44%
46%
49%
Difference
+8
+15
+6
English, grades 6–8: share of students tested, spring 2026
Measure
Grade 6
Grade 7
Grade 8
Proficient or Advanced
52%
71%
70%
Advanced
20%
39%
23%
Proficient
32%
32%
47%
Developing level
31%
20%
23%
Minimal
17%
9%
7%
Tested
117
115
118
California
48%
51%
49%
Difference
+4
+20
+21
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
Measure
Grade 3
Grade 4
Grade 5
Proficient or Advanced
58%
59%
37%
Advanced
32%
29%
20%
Proficient
26%
30%
17%
Developing level
23%
25%
32%
Minimal
19%
16%
31%
Tested
100
116
119
California
47%
42%
37%
Difference
+11
+17
0
Math, grades 6–8: share of students tested, spring 2026
Measure
Grade 6
Grade 7
Grade 8
Proficient or Advanced
27%
63%
65%
Advanced
15%
40%
46%
Proficient
12%
23%
19%
Developing level
41%
23%
22%
Minimal
32%
14%
13%
Tested
117
115
118
California
37%
38%
36%
Difference
−10
+25
+29
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.
Well above California in both subjects. In grades 6–8, spring 2026, 65% scored Proficient or Advanced in English and 52% in math, against 49% and 37% across California. The middle grades are placed separately: 82nd percentile (Strong) among California’s middle schools.
English
Grades 6–8 · spring 2026 · 350 tested
Advanced
27%
Proficient
38%
Below the standard
35%
This school65%
California49%
Banta Unified70%
65% Proficient or Advanced in grades 6–8.
Math
Grades 6–8 · spring 2026 · 350 tested
Advanced
34%
Proficient
18%
Below the standard
48%
This school52%
California37%
Banta Unified59%
52% Proficient or Advanced in grades 6–8.
Have results changed?
Results in both subjects were similar to 2025. English went from 58% to 56% and math from 49% to 51%.
Did students here score above what the state expected?
Yes, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4–8 scored +8 points against that expected score in English, which the state calls Accelerated. In math, they scored +12 points, which it calls Accelerated.
Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 4–8: 561 in English, 560 in math
Comparison
Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.
Grades 4–8 · 2025 · 561 students in English, 560 in math, with scores in both years
Points above or below what the state expected from the same students’ earlier scores.
+8 pts
English
The state calls it Accelerated, the fourth of its five growth levels.
+12 pts
Math
The state calls it Accelerated, the fourth of its five growth levels.
Ask: How do you help children who need more support in reading or math, and those ready for more challenge?
All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts
Share of students tested at each level, spring 2026
Students
Advanced
Proficient
Developing level
Minimal
Tested
English, grades 3–5 · This school
32%
24%
22%
22%
335
English, grades 3–5 · California
24%
22%
21%
33%
1,208,894
English, grades 3–5 · Banta Unified
33%
24%
20%
23%
1,045
Math, grades 3–5 · This school
27%
24%
27%
22%
335
Math, grades 3–5 · California
21%
21%
25%
33%
1,211,701
Math, grades 3–5 · Banta Unified
30%
21%
25%
24%
1,043
English, grades 6–8 · This school
27%
38%
24%
11%
350
English, grades 6–8 · California
19%
30%
23%
28%
1,254,039
English, grades 6–8 · Banta Unified
36%
34%
19%
11%
1,090
Math, grades 6–8 · This school
34%
18%
29%
19%
350
Math, grades 6–8 · California
21%
16%
23%
40%
1,254,800
Math, grades 6–8 · Banta Unified
42%
17%
22%
19%
1,091
Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026. The state comparison combines CDE’s rows for the same grades, weighted by students tested (our calculation). The district row combines its public schools in the same grades, weighted by students tested.
English and math results for the tested grades. These do not measure the experience in kindergarten or the early grades.
Results since 20225 tested years shown · English and math have been above California in every tested year since 2022
Chart and table: 2022–2026. Hover, tap or focus a chart and use the arrow keys to see each year.
English top two levels, grades 3–5
This schoolCalifornia
0%50%100%20222024202656%46%
This schoolCalifornia
Math top two levels, grades 3–5
This schoolCalifornia
0%50%100%20222024202651%42%
This schoolCalifornia
In grades 3–5, the share at the state’s top two levels in English went from 66% in 2022 to 56% in 2026. In math, it went from 54% in 2022 to 51% in 2026. Each year is a different group of students.
Each year’s results and tested counts
English · top two levels · grades 3–5
Year
This school
California
2022
66% 393 tested
45% 1,260,830 tested
2023
58% 346 tested
44% 1,247,801 tested
2024
54% 360 tested
45% 1,235,509 tested
2025
58% 344 tested
46% 1,232,086 tested
2026
56% 335 tested
46% 1,208,894 tested
Math · top two levels · grades 3–5
Year
This school
California
2022
54% 393 tested
38% 1,265,943 tested
2023
55% 346 tested
40% 1,256,519 tested
2024
51% 360 tested
41% 1,249,262 tested
2025
49% 342 tested
41% 1,241,652 tested
2026
51% 335 tested
42% 1,211,701 tested
How the state’s growth measure worksPoints above or below what the state expected from the same students’ earlier scores
California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 8 points above that expected score, and in math 12 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.
What you can do
Who can act on River Islands Technology Academy II’s results?
River Islands Technology Academy II’s own board decides its plan.
The state hasn’t placed River Islands Technology Academy II in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source ↗
Banta Unified authorized this charter; its current term ends June 30, 2032.
Authorizer from the California Department of Education’s charter term file; term from its Charter School Database, checked October 22, 2026. Source ↗
Reading screening in kindergarten through grade 2What the law requires, and what to ask
California law requires schools to screen kindergartners through second graders for reading difficulties every year, with some exceptions. You get notice at least 15 days before, results within 45 days, and can opt out in writing.
Kindergartners can’t be screened before the 91st school day; transitional kindergarten isn’t covered.
If screening shows your child may be at risk for reading difficulties, the school must provide supports. That result isn’t a diagnosis, and screening can’t be used to delay a special-education evaluation.
Ask how many K–2 students screening found at risk last year, and how many got extra reading help.
How often do students miss school or get suspended?
12 in 100 students were chronically absent in 2025–26.
State attendance and suspension records, 2025–26
That means they missed 10% or more of school days. At the average Banta Unified elementary school, 20 in 100 were. 1.9% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.
Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 115 of 988 students counted for it; suspension: 19 of 999 students enrolled during the year
Comparison
Each comparison is the rate at the average school (our average of school rates), not a pooled rate. Also: suspensions at the average Banta Unified elementary school 1.4%.
Chronically absent, 2025–26
12 in 100This school
20 in 100At the average Banta Unified elementary school
17 in 100At the average California elementary school
115 of 988 students were chronically absent, meaning they missed 10% or more of school days.
Suspensions, 2025–26
1.9%
of students were suspended at least once (19 of 999). Average California elementary school 1.6%.
Ask: When a student is suspended, what happens before and after, and who talks with the family?
Chronic absence by grade2025–26 · per 100 students, with counts
Grades K–3: not in the records we hold
Grades 4–6: 11 in 100, 39 of 355
Grades 7–8: 11 in 100, 25 of 238
Ask families and staff yourselfWhat to ask the people at River Islands Technology Academy II
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.
Low-income and Hispanic or Latino students here scored well above the same groups across California in math.
Student groups, grades 3–8, spring 2026
Both groups score below California’s rate for all students statewide. 39% of low-income students scored Proficient or Advanced in math (grades 3–8, spring 2026), against 28% for the same group across California. Hispanic or Latino students: 39% in math, against 28% for the same group across California. Every group’s English results are in the table below.
Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 3–8; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison
California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).
River Islands Technology Academy IISame group, California■Ahead of the same group across California, where that group scores below California’s rate for all students
Asian183 tested68%Same group, California 71%
Filipino118 tested64%Same group, California 61%
White62 tested45%Same group, California 50%
Hispanic or Latino207 tested■Ahead of the same group across California, where that group scores below California’s rate for all students: 39%Same group, California 28%
Low-income261 tested■Ahead of the same group across California, where that group scores below California’s rate for all students: 39%Same group, California 28%
Black or African American62 tested27%Same group, California 22%
Students with disabilities44 tested14%Same group, California 11%
0%50%100%
Proficient or Advanced, grades 3–8 math, spring 2026. In English the same groups run from 39% to 73%; every value is in the table below. Black or African American students: grades 3 and 5–7 only. White students: grades 5–8 only. Students with disabilities: grades 5–7 only.
Who are the students?
2025–26 · students counted
1Hispanic or Latino31%
2Asian28%
3Filipino15%
4Black or African American12%
5White11%
6American Indian or Alaska Native1%
7Two or more races—
8Pacific Islander—
9Not reported—
–Unallocated share2%
A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. Source and comparisons: the full student mix below.
Are English learners moving up on the state’s English test?
67% of English learners here moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026.
Spring 2025 to spring 2026 · English learners with state English test (ELPAC) scores in both years
This school · 28 of 42 English learners67%
Banta Unified · 25 of 5545%
California · 355,274 of 748,91647%
It counts students moving up the test’s levels, so a student can count here before becoming fluent. Data source: California Department of Education, 2026 Dashboard ↗.
Who are the families and teachers?
35%of students qualified for free or reduced-price meals in 2024–25, 336 of 954. California: 63%.
44teachers, 2024–25
7 yearsaverage experience, 2024–25
7%in their first year, 2024–25
86%of teaching positions with proper credential and placement, 2021–22
Ask: How does the school keep low-income and Hispanic or Latino students on track as they move up through the grades?
All group results, district comparisons and sources
Proficient or Advancedgrades 3–8 · spring 2026
Group and subject
Here
vs Banta Unified
vs California
Low-income · 261 tested
English
46%
—
+937%
Math
39%
—
■+1128%
Hispanic or Latino · 207 tested
English
48%
—
■+1038%
Math
39%
—
■+1128%
Asian · 183 tested
English
73%
—
073%
Math
68%
—
−371%
Filipino · 118 tested
English
72%
—
+171%
Math
64%
—
+361%
Black or African American · 62 tested · grades 3 and 5–7 only
English
39%
—
+732%
Math
27%
—
+522%
White · 62 tested · grades 5–8 only
English
68%
—
+662%
Math
45%
—
−550%
Students with disabilities · 44 tested · grades 5–7 only
English
41%
—
■+2516%
Math
14%
—
+311%
Each gap is to the same group, grades and subject: in Banta Unified, and across California. ■ Green: a group that is behind across California does much better here, by 10 points or more and more than twice the margin of error.
English learners: fewer than 30 tested here. No published rate here for American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.
Full student mix, comparisons and sources, 2025–26
Students, 2025–26
Here
Hispanic or Latino
31%
Asian
28%
Filipino
15%
Black or African American
12%
White
11%
American Indian or Alaska Native
1%
Two or more races
—
Pacific Islander
—
Not reported
—
Data source: California Department of Education chronic-absence file, 2025–26. Shares are of the students the file counts for attendance (CDE’s “eligible enrollment”); unavailable categories are shown as a dash.
How the credential rate is counted
CDE SARC report 2024–25, measured 2021–22: 86% of teaching positions, 36 properly credentialed teaching-position FTE out of 42 total position FTE. This measures positions, not individual teachers.
In its own words
What does River Islands Technology Academy II’s own plan commit to?
Its 2026–27 plan
The plan lists what the school commits to spend and measure.
$10.1 million
planned for 39 funded actions in 3 goals. That’s 76% of its $13.2 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan.
The 2026–27 plan in short
Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 48 pages), as posted to the California School Dashboard.
Where the money goes
Three actions take 55% of the money. The plan itself puts 76% of it toward staff.
Certificated Staff $4.1 million
Academies Staff $876,745
Classified Staff $582,715
36 other actions
Reading, math and catch-up help
1 of the plan’s 39 funded actions names reading, math, catch-up help or English learners in its title.
Catch-up help $389,665
Largest of these
After school Tutoring (Mondays)$389,665
For high-need students
It plans $962,632 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $1.2 million and estimates it spent $1.3 million, $0.1 million (15%) more than planned (our arithmetic).
$1.3 million spent (estimated)$1.2 million planned
What changed
The total is $614,542 (6%) lower than in the 2025–26 plan. The biggest change in dollars is Certificated Staff, which went from $4.8 million to $4.1 million.
Largest cuts
Certificated Staff−$664,853
After school Tutoring (Mondays)−$90,480
Classified Staff−$81,700
Largest increases
SPED Contract Services+$142,333
Special Education Services Staff+$130,586
Academies Facilities & Operations+$58,983
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: 56% in English and 51% in math, spring 2026.
What its goals measure: state results, 2024–25 and 2025–26
Measure
2024–25
2025–26
Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 3
66%
61%
down 5 pts
Chronically absentGoal 3
15 in 100
12 in 100
3 fewer in 100
Suspended at least onceGoal 3
1.5%
1.9%
up 0.4 pts
Goals 1 and 2 aren’t shown because they track other measures.
Figures from CDE’s state test, chronic absence and suspension files. Test figures cover every grade the school tests (California tests grades 3–8 and 11), so they differ from a profile’s rated grades. Chronically absent means a student missed 10% or more of school days.
The plan’s own titles and amounts
Certificated Staff · $4,095,291
Academies Staff · $876,745
Classified Staff · $582,715
The full plan3 goals, 10 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 ($10.1 million).
Where does the money go?
62% to Goal 2. 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.
not compared: unconfirmed, or repeated across goals
Every goal, in the plan’s order
Goal 1River Islands Academies (RIA) will strategically, and transparently allocate resources based on their ability…$3.1 million30% of action budgets
“River Islands Academies (RIA) will strategically, and transparently allocate resources based on their ability to sustain dynamic teaching and learning and realize continuous improvement in all areas of our program” p. 12 ↗
10 funded actions · 2025–26 plan: $2.8 million (+$238,014)
RIA Home Office Travel & Conference · $6,250 → $6,953 · p. 39 ↗+$703
Management/ Training Program · $4,615 → $5,334 · p. 39 ↗+$719
Academies Communication Tools · $3,869 → $3,869 · p. 39 ↗unchanged
How the plan measures it · 1 measure
None of these has an all-students line we can quote; the plan’s table lists them from p. 12 ↗.
Goal 2River Islands Technology Academy will develop, sustain and enhance quality instructional programs to raise…$6.2 million62% of action budgets
“River Islands Technology Academy will develop, sustain and enhance quality instructional programs to raise student achievement” p. 16 ↗
15 funded actions · 2025–26 plan: $7.0 million (−$730,971)
Largest funded actions
Certificated Staff$4.1 millionaction 2.3 · p. 39 ↗
Paraprofessionals and Instructional Aides$0.5 millionaction 2.4 · p. 39 ↗ · marked as contributing to high-need services · of which $341,090 is state funding counted toward those services
After school Tutoring (Mondays)$0.4 millionaction 2.16 · p. 40 ↗ · marked as contributing to high-need services
Special Education Services Staff$0.4 millionaction 2.17 · p. 40 ↗
Core and Supplement Curriculum; Program/license Subscriptions$0.3 millionaction 2.6 · p. 40 ↗
10 more funded actions in this goal
Program Administrator · action 2.13 · p. 40 ↗ · marked as contributing to high-need services$0.2 million
School Technology (Student devices, Classroom, Teacher, Office & Campus) · action 2.8 · p. 40 ↗$0.2 million
Resident, Intern & Induction Programs · action 2.5 · p. 40 ↗$0.1 million
After School Student Support · action 2.11 · p. 40 ↗under $0.1 million
Multiple Language Learner Services · action 2.9 · p. 40 ↗ · marked as contributing to high-need servicesunder $0.1 million
Instructional Material & Supplies · action 2.15 · p. 40 ↗under $0.1 million
Local Assessment Program/System · action 2.12 · p. 40 ↗under $0.1 million
Conference and Workshop Expenses · action 2.2 · p. 39 ↗under $0.1 million
Release time expenses for Professional Development · action 2.10 · p. 40 ↗under $0.1 million
Support Personnel Training · action 2.7 · p. 40 ↗under $0.1 million
Changes from last year’s plan, same title
Certificated Staff−$0.7 million$4.8 million → $4.1 million · p. 39 ↗
Special Education Services Staff+$130,586$222,590 → $353,176 · p. 40 ↗
After school Tutoring (Mondays)−$90,480$480,145 → $389,665 · p. 40 ↗
Every other line in this goal, against last year’s plan
Paraprofessionals and Instructional Aides · $502,339 → $494,333 · p. 39 ↗−$8,006
Core and Supplement Curriculum; Program/license Subscriptions · $345,870 → $310,000 · p. 40 ↗−$35,870
Program Administrator · $171,385 → $183,993 · p. 40 ↗+$12,608
School Technology (Student devices, Classroom, Teacher, Office & Campus) · $175,000 → $175,000 · p. 40 ↗unchanged
After School Student Support · $3,500 → $45,201 · p. 40 ↗+$41,701
Multiple Language Learner Services · $41,842 → $41,348 · p. 40 ↗−$494
Instructional Material & Supplies · $27,810 → $40,000 · p. 40 ↗+$12,190
Local Assessment Program/System · $15,919 → $22,124 · p. 40 ↗+$6,205
Conference and Workshop Expenses · $10,000 → $10,000 · p. 39 ↗unchanged
Release time expenses for Professional Development · $5,625 → $5,625 · p. 40 ↗unchanged
Support Personnel Training · $1,000 → $1,000 · p. 40 ↗unchanged
How the plan measures it · 5 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 16 ↗.
Goal 3River Islands Technology Academy will provide a safe and welcoming learning environment that fosters a…$785,0378% of action budgets
“River Islands Technology Academy will provide a safe and welcoming learning environment that fosters a respectful and collaborative culture for students, parents, and staff” p. 24 ↗
Every figure on this page, with its source, grades, year and count.
Score factorssource values, index and weights · 2025–26 · ranked #2,021 of 5,726 California elementary schools we score · #3 of 5 in Banta Unified
Score factors, 2025–26
Factor
School
Index
Weight
Advancedaverage of English and math
29%
58
42%
Proficient or Advancedaverage of English and math
54%
59
23%
5th graders in 2026 against 3rd graders in 2024 (partly different children)
+63 scale-score pts
28
20%
Chronically absent
12 in 100
58
5%
Suspension rate
1.9% (19 of 999)
48
5%
English learners: top level
38%
83
5%
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 year2021–22 to 2025–26 · each year’s inputs, and the score for each year we could verify
Scope Score
School year
Scope Score
Percentile
Rank
Comparison group
2025–26
43
64
#2021
California elementary schools · 5,726 schools · current formula
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 year
Chronic absence
Suspension
Grade gap (points)
2021–22
not on file
not on file
−15
2022–23
not on file
not on file
+18
2023–24
16 in 100
2.0% (21 of 1,070)
+8
2024–25
14 in 100
1.5% (15 of 1,006)
−22
2025–26
12 in 100
1.9% (19 of 999)
−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).
Every tested year2022–2026 · 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
685
29%
61%
2026 · Math
685
30%
51%
2025 · English
693
32%
66%
2025 · Math
691
31%
55%
2024 · English
716
30%
60%
2024 · Math
717
28%
54%
2023 · English
705
30%
60%
2023 · Math
706
26%
51%
2022 · English
752
30%
65%
2022 · Math
752
26%
51%
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
114
62%
2025 · Grade 4 · English
117
64%
2025 · Grade 5 · English
113
48%
2025 · Grade 6 · English
111
71%
2025 · Grade 7 · English
118
78%
2025 · Grade 8 · English
120
69%
2025 · Grade 3 · Math
113
59%
2025 · Grade 4 · Math
117
59%
2025 · Grade 5 · Math
112
29%
2025 · Grade 6 · Math
111
62%
2025 · Grade 7 · Math
118
62%
2025 · Grade 8 · Math
120
60%
2024 · Grade 3 · English
126
60%
2024 · Grade 4 · English
122
33%
2024 · Grade 5 · English
112
71%
2024 · Grade 6 · English
124
69%
2024 · Grade 7 · English
117
65%
2024 · Grade 8 · English
115
66%
2024 · Grade 3 · Math
126
55%
2024 · Grade 4 · Math
122
39%
2024 · Grade 5 · Math
112
59%
2024 · Grade 6 · Math
125
66%
2024 · Grade 7 · Math
117
52%
2024 · Grade 8 · Math
115
55%
2023 · Grade 3 · English
122
48%
2023 · Grade 4 · English
102
56%
2023 · Grade 5 · English
122
71%
2023 · Grade 6 · English
123
65%
2023 · Grade 7 · English
116
57%
2023 · Grade 8 · English
120
61%
2023 · Grade 3 · Math
122
44%
2023 · Grade 4 · Math
102
65%
2023 · Grade 5 · Math
122
57%
2023 · Grade 6 · Math
123
43%
2023 · Grade 7 · Math
117
54%
2023 · Grade 8 · Math
120
48%
2022 · Grade 3 · English
113
69%
2022 · Grade 4 · English
147
62%
2022 · Grade 5 · English
133
68%
2022 · Grade 6 · English
122
67%
2022 · Grade 7 · English
118
63%
2022 · Grade 8 · English
119
62%
2022 · Grade 3 · Math
113
67%
2022 · Grade 4 · Math
147
57%
2022 · Grade 5 · Math
133
39%
2022 · Grade 6 · Math
122
48%
2022 · Grade 7 · Math
118
50%
2022 · Grade 8 · Math
119
45%
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
237
13%
28%
47%
12%
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 · English
Tested
Proficient or Advanced
vs district
vs California
Low-income
261
46%
—
+9
Hispanic or Latino
207
48%
—
+10
Asian
183
73%
—
0
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
Group
English
n
CDE category
Math
n
CDE category
All students
+8
561
Accelerated
+12
560
Accelerated
English-only students
+8
419
not categorized
+11
418
not categorized
Low-income
+10
205
Accelerated
+9
204
Accelerated
Hispanic or Latino
+9
202
Accelerated
+6
201
Accelerated
Asian
+11
112
Accelerated
+24
112
Exceptional
Filipino
+9
92
Accelerated
+23
92
Exceptional
English learners
+3
79
Average
+1
79
Average
White
+6
79
Accelerated
+5
79
Accelerated
Students with disabilities
+11
68
Accelerated
+7
67
Accelerated
Black or African American
+2
63
Average
+1
63
Average
Recently reclassified as fluent in English
+3
42
not categorized
+12
42
not categorized
English learners only
−1
37
not categorized
−9
37
not categorized
Long-term English learners (grades 6–8 only)
+16
18
Accelerated
−1
18
Average
CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. Long-term English learner counts cover grades 6–8 only (CDE’s rule), so that row is not comparable to the All students row. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8. 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
34%
exceeded standard · 60% met or exceeded
CDE CAASPP 2024 · 126 English test records with scores
→
English · 2026 · Grade 5
24%
Advanced · 55% Proficient or Advanced
CDE CAASPP 2026 · 119 English test records with scores
Minimum rounded subject-mean records with scores at the endpoints: 119 (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+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
561 students
CDE growth category: Accelerated
California growth model, English: +8 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+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
560 students
CDE growth category: Accelerated
California growth model, math: +12 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 · 14 in 100 → 2025–26 · 12 in 100 · −2 in 100
Suspension rate2024–25 · 1.5% (15 of 1,006) → 2025–26 · 1.9% (19 of 999) · +0.4 percentage points
Group
2018–19
2025–26
Change
Female
—
13 in 100
—
Male
—
11 in 100
—
Asian
—
6 in 100
—
Black or African American
—
19 in 100
—
Filipino
—
5 in 100
—
Hispanic or Latino
—
16 in 100
—
American Indian or Alaska Native
—
0 in 100
—
White
—
17 in 100
—
Students with disabilities
—
16 in 100
—
English learners
—
25 in 100
—
Low-income
—
17 in 100
—
All students
—
12 in 100
—
Two reported school years only; no intervening-year result is implied. 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
District current expense · FY 2024–25$33,047 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 52%Instruction support 13%Student services 11%Administration 15%Buildings & maintenance 9%
The arithmetic behind these shares · FY 2024–25
Group
Dollars
Share, to two decimals
Printed
Instruction
$3,524,504
52.21%
52%
Instruction support
$897,672
13.30%
13%
Student services
$722,662
10.70%
11%
Administration
$1,030,868
15.27%
15%
Buildings & maintenance
$572,338
8.48%
9%
Total
$6,750,733
100.00%
100%
These shares are our arithmetic: each group’s dollars divided by the $6,750,733 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.
Staffing recordsstate teacher credential-and-placement and district salary records · each for its own year
Additional workforce records
Properly assigned intern credential holders9.5%
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 95330 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 95330 area
Measure
Estimate
Median household income
$125,421
Bachelor's degree or higher (adults 25+)
28%
ZIP-area population
35,395
Median age
33.8 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 95330 →
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Free to embed with the credit link. Data updates automatically.
Its Scope Score is an elementary school score; results for its other grades are in these records.
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