Charter school · Roberts Ferry Union Elementary · Waterford, California

Roberts Ferry Charter School Academy — Rating & test scores

Waterford · K–8 · 169 students (2024–25)

101 Roberts Ferry Road, 95386robertsferry.k12.ca.us ↗(209) 874-2331

83rdpercentileStrong

The dots are California’s 5,726 scored public elementary schools, placed by Scope Score on spring 2026 tests. How it’s built →

Scope Score

Weighted composite · 2025–26
A weighted mix of five of the six elementary school measures.

See this school’s score factors ↓

Roberts Ferry Charter School Academyhigher than 83 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

Roberts Ferry Charter School Academyhigher than 83 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

Roberts Ferry Charter School Academyhigher than 83 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 (reading and writing) and math, grades 3–5, spring 2026: 62% and 64% scored Proficient or Advanced, 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: 69
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 ↓

How to enroll

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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: 94. 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 Roberts Ferry Charter School Academy how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓

Is Roberts Ferry Charter School Academy a good school?

Roberts Ferry Charter School Academy scores higher than 83 in 100 of California’s 5,726 scored public elementary schools: 83rd percentile, Strong, spring 2026.

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

Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 5 in 100 students missed 10% or more of school days, against 17 in 100 at the average California elementary school. 0.6% of students (1 of 178) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

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: 94 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 60% of White students in grades 3, 4, 6 and 7 at Roberts Ferry Charter School Academy in Waterford scored Proficient or Advanced in English, against 60% for the same group across California. Evidence ↓

What does its own plan pay for?

In its 2026–27 plan, $559,413 is planned for 16 funded actions in 2 goals. That’s 17% of its $3.3 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 both subjects.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 62% scored Proficient or Advanced in English and 64% 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: 69
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 · 69 tested

Advanced: 33%
Proficient: 29%
Below the standard: 38%

This school62%

California46%

62% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 69 tested

Advanced: 30%
Proficient: 34%
Below the standard: 36%

This school64%

California42%

64% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–8 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	60%	63%	64%
Advanced	25%	48%	23%
Proficient	35%	15%	41%
Developing level	25%	15%	9%
Minimal	15%	22%	27%
Tested	20	27	22
California	44%	46%	49%
Difference	+16	+17	+15

English, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	31%	68%	64%
Advanced	0%	23%	7%
Proficient	31%	45%	57%
Developing level	31%	14%	36%
Minimal	38%	18%	0%
Tested	26	22	14
California	48%	51%	49%
Difference	−17	+17	+15

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	70%	67%	55%
Advanced	40%	19%	36%
Proficient	30%	48%	19%
Developing level	10%	29%	31%
Minimal	20%	4%	14%
Tested	20	27	22
California	47%	42%	37%
Difference	+23	+25	+18

Math, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	27%	59%	36%
Advanced	23%	45%	21%
Proficient	4%	14%	15%
Developing level	31%	27%	35%
Minimal	42%	14%	29%
Tested	26	22	14
California	37%	38%	36%
Difference	−10	+21	0

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.

New to these scores? Read CAASPP scores explained: how to read your child’s report →

How do the middle grades do?

Near California in both subjects. In grades 6–8, spring 2026, 52% scored Proficient or Advanced in English and 40% in math, against 49% and 37% across California. The middle grades are placed separately: 69th percentile (Solid) among California’s middle schools.

English

Grades 6–8 · spring 2026 · 62 tested

Advanced: 10%
Proficient: 42%
Below the standard: 48%

This school52%

California49%

52% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 62 tested

Advanced: 31%
Proficient: 9%
Below the standard: 60%

This school40%

California37%

40% Proficient or Advanced in grades 6–8.

Have results changed?

Results in both subjects were similar to 2025. English went from 61% to 62% and math from 62% to 64%.

English · top two levels · grades 3–5

202561%72 tested

→

202662%69 tested

This school

California, same grades46% → 46%2025 → 2026 · 1,232,086 → 1,208,894 tested

Math · top two levels · grades 3–5

202562%72 tested

→

202664%69 tested

This school

California, same grades41% → 42%2025 → 2026 · 1,241,652 → 1,211,701 tested

Each year is a different group of students.

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: 94
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 · 94 students 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	33%	29%	16%	22%	69
English, grades 3–5 · California	24%	22%	21%	33%	1,208,894
Math, grades 3–5 · This school	30%	34%	24%	12%	69
Math, grades 3–5 · California	21%	21%	25%	33%	1,211,701
English, grades 6–8 · This school	10%	42%	25%	23%	62
English, grades 6–8 · California	19%	30%	23%	28%	1,254,039
Math, grades 6–8 · This school	31%	9%	31%	29%	62
Math, grades 6–8 · California	21%	16%	23%	40%	1,254,800

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).

English and math results for the tested grades. These do not measure the experience in kindergarten or the early grades.

Each grade’s results: English ↑ · Math ↑

Results since 20234 tested years shown · English and math have been above California in every tested year since 2023

Chart and table: 2023–2026.

English top two levels, grades 3–5

This schoolCalifornia

0%50%100%20232025202662%46%

Math top two levels, grades 3–5

This schoolCalifornia

0%50%100%20232025202664%42%

2026 was the highest year in this series in both subjects. 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
2023	53% 66 tested	44% 1,247,801 tested
2024	51% 77 tested	45% 1,235,509 tested
2025	61% 72 tested	46% 1,232,086 tested
2026	62% 69 tested	46% 1,208,894 tested

Math · top two levels · grades 3–5
Year	This school	California
2023	53% 66 tested	40% 1,256,519 tested
2024	47% 77 tested	41% 1,249,262 tested
2025	62% 72 tested	41% 1,241,652 tested
2026	64% 69 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.

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.

What you can do

Who can act on Roberts Ferry Charter School Academy’s results?

Roberts Ferry Charter School Academy’s own board decides its plan.

The state hasn’t placed Roberts Ferry Charter School Academy in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source

Where is its yearly plan?

Roberts Ferry Charter School Academy is a charter school that CDE lists as locally funded, through its district.

What its plan pays for ↓

Roberts Ferry Union Elementary authorized this charter; its current term ends June 30, 2028.

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.

California Education Code § 53008. Source

Life at school

How often do students miss school or get suspended?

5 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 California elementary school, 17 in 100 were. 0.6% 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: 9 of 176 students counted for it; suspension: 1 of 178 students enrolled during the year
Comparison: Each comparison is the rate at the average school (our average of school rates), not a pooled rate.

Chronically absent, 2025–26

5 in 100This school

17 in 100At the average California elementary school

9 of 176 students were chronically absent, meaning they missed 10% or more of school days.

No district average: Roberts Ferry Charter School Academy is the only regular elementary school we rank in the Roberts Ferry Union Elementary district with an attendance record.

Suspensions, 2025–26

0.6%

of students were suspended at least once (1 of 178). Average California elementary school 1.6%.

Ask: When a child starts missing school, who calls the family, and how soon?

Chronic absence by grade2025–26 · per 100 students, with counts

Grades K–3: not in the records we hold
Grades 4–6: 5 in 100, 4 of 78
Grades 7–8: 12 in 100, 5 of 40

Ask families and staff yourselfWhat to ask the people at Roberts Ferry Charter School Academy

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.

Questions for your visit ↓

Have a child here? Answer 7 questions Responder en español

Teach here? Tell us Roberts Ferry Union Elementary’s email domain so staff can answer our workplace questions.

Every learner

How do kids like mine do here?

Hispanic or Latino students here scored well above the same group across California in math.

Student groups, grades 3–8, spring 2026

47% of Hispanic or Latino students scored Proficient or Advanced in math (grades 3–8, spring 2026), against 27% for the same group across California.

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).

Roberts Ferry Charter School AcademySame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students

WhiteEnglish · 50 tested60%Same group, California 60%
WhiteMath · 50 tested60%Same group, California 54%
Hispanic or LatinoEnglish · 40 tested42%Same group, California 38%
Hispanic or LatinoMath · 40 testedAhead of the same group across California, where that group scores below California’s rate for all students: 47%Same group, California 27%

Proficient or Advanced, grades 3–8, spring 2026. White students: grades 3, 4, 6 and 7 only. Hispanic or Latino students: grades 4–6 only.

Who are the students?

2025–26 · students counted

White52%
Hispanic or Latino40%
Not reported7%
Asian—
Black or African American—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Unallocated share1%

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. “Not reported” is different: it is a category in the state’s own count of students. 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 · 8 of 12 English learners67%

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?

37%of students qualified for free or reduced-price meals in 2024–25, 62 of 169. California: 63%.

10teachers, 2024–25

14 yearsaverage experience, 2024–25

0%in their first year, 2024–25

78%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school keep 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 Roberts Ferry Union Elementary	vs California
White · 50 tested · grades 3, 4, 6 and 7 only
English	60%	060%	060%
Math	60%	060%	+654%
Hispanic or Latino · 40 tested · grades 4–6 only
English	42%	042%	+438%
Math	47%	047%	+2027%

Each gap is to the same group, grades and subject: in Roberts Ferry Union Elementary, 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.

No published rate here for low-income, 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.

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
White	52%
Hispanic or Latino	40%
Not reported	7%
Asian	—
Black or African American	—
Filipino	—
Two or more races	—
American Indian or Alaska Native	—
Pacific Islander	—

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: 78% of teaching positions, 2.3 properly credentialed teaching-position FTE out of 3 total position FTE (FTEs as rounded by the source; the share is CDE’s own). This measures positions, not individual teachers.

In its own words

What does Roberts Ferry Charter School Academy’s own plan commit to?

Its 2026–27 plan

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

$559,413

planned for 16 funded actions in 2 goals. That’s 17% of its $3.3 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, 83 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 59% of the money. The plan itself puts 24% of it toward staff.

Academic Intervention - Tier II & III $200,000
Social-Emotional Development $75,000
English Learner Development $52,413
13 other actions

Reading, math and catch-up help

3 of the plan’s 16 funded actions name reading, math, catch-up help or English learners in their titles.

Catch-up help $200,000
English learners $52,913

Largest of these

Academic Intervention - Tier II & III$200,000
English Learner Development$52,413
Parent Communication - English Learners$500

For high-need students

It plans $424,413 in extra services for English learners, low-income students and foster youth. For 2024–25, it planned $448,548 and estimates it spent $371,206, $77,342 (17%) less than planned (our arithmetic).

Ask: Why did estimated spending on these services come in $77,342 under the 2024–25 plan, and where does that money go in 2026–27?

What changed

The total is the same as in the 2025–26 plan.

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: 62% in English and 64% 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 1	60%	57%	down 3 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1	58%	53%	down 5 pts
Chronically absentGoal 2	4 in 100	5 in 100	1 more in 100
Suspended at least onceGoal 2	0 of 183	0.6%	up 0.6 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

Academic Intervention - Tier II & III · $200,000
Social-Emotional Development · $75,000
English Learner Development · $52,413

The full plan2 goals, 20 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 ($559,413).

Where does the money go?

74% to Goal 1. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.

Change since the 2025–26 plan, same title

fell 25% or more
fell 10–25%
fell 2–10%
within 2%
grew 2–10%
grew 10–25%
grew 25% or more
new or renamed title
not compared: unconfirmed, or repeated across goals

Every goal, in the plan’s order

Goal 1Increase students' academic achievement through highly qualified and trained staff, high quality course…$412,41374% of action budgets

“Increase students' academic achievement through highly qualified and trained staff, high quality course offerings, and research based instructional strategies and materials” p. 11 ↗

8 funded actions · 2025–26 plan: $412,413 (unchanged)

Largest funded actions

Academic Intervention - Tier II & III$200,000action 1.7 · p. 44 ↗ · marked as contributing to high-need services
English Learner Development$52,413action 1.8 · p. 44 ↗ · marked as contributing to high-need services
Core Curriculum$50,000action 1.3 · p. 44 ↗
Staff Development$25,000action 1.1 · p. 44 ↗ · marked as contributing to high-need services
Student Achievement & Development$25,000action 1.2 · p. 44 ↗ · marked as contributing to high-need services

3 more funded actions in this goal

Supplemental Curriculum · action 1.4 · p. 44 ↗ · marked as contributing to high-need services$25,000
Academic Interventions - Tier I · action 1.6 · p. 44 ↗ · marked as contributing to high-need services$25,000
Student Data Analysis · action 1.5 · p. 44 ↗ · marked as contributing to high-need services$10,000

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

Academic Intervention - Tier II & III · $200,000 → $200,000 · p. 44 ↗unchanged
English Learner Development · $52,413 → $52,413 · p. 44 ↗unchanged
Core Curriculum · $50,000 → $50,000 · p. 44 ↗unchanged
Staff Development · $25,000 → $25,000 · p. 44 ↗unchanged
Student Achievement & Development · $25,000 → $25,000 · p. 44 ↗unchanged
Supplemental Curriculum · $25,000 → $25,000 · p. 44 ↗unchanged
Academic Interventions - Tier I · $25,000 → $25,000 · p. 44 ↗unchanged
Student Data Analysis · $10,000 → $10,000 · p. 44 ↗unchanged

How the plan measures it · 10 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 11 ↗.

Goal 2Address students' emotional needs through implementation and enhancement of social emotional supports…$147,00026% of action budgets

“Address students' emotional needs through implementation and enhancement of social emotional supports, student and parent engagement and overall school climate inclusive of facilities” p. 22 ↗

8 funded actions · 2025–26 plan: $147,000 (unchanged)

Largest funded actions

Social-Emotional Development$75,000action 2.5 · p. 45 ↗ · marked as contributing to high-need services
Facilities$50,000action 2.1 · p. 45 ↗
Extra-Curriculur and Enrichment Activities$10,000action 2.3 · p. 45 ↗
Attendance$5,000action 2.2 · p. 45 ↗ · marked as contributing to high-need services
Student Engagement$2,500action 2.4 · p. 45 ↗ · marked as contributing to high-need services

3 more funded actions in this goal

Career Readiness · action 2.6 · p. 45 ↗ · marked as contributing to high-need services$2,500
Parent Communication · action 2.7 · p. 45 ↗ · marked as contributing to high-need services$1,500
Parent Communication - English Learners · action 2.8 · p. 45 ↗ · marked as contributing to high-need services$500

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

Social-Emotional Development · $75,000 → $75,000 · p. 45 ↗unchanged
Facilities · $50,000 → $50,000 · p. 45 ↗unchanged
Extra-Curriculur and Enrichment Activities · $10,000 → $10,000 · p. 45 ↗unchanged
Attendance · $5,000 → $5,000 · p. 45 ↗unchanged
Student Engagement · $2,500 → $2,500 · p. 45 ↗unchanged
Career Readiness · $2,500 → $2,500 · p. 45 ↗unchanged
Parent Communication · $1,500 → $1,500 · p. 45 ↗unchanged
Parent Communication - English Learners · $500 → $500 · p. 45 ↗unchanged

How the plan measures it · 10 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 22 ↗.

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.

Next steps

How do I get in?

Ask Roberts Ferry Charter School Academy how it admits students. Charter schools set their own enrollment steps and dates.

Before you apply

Confirm this school’s current process directly.

Eligibility and entry grades: Which grades are accepting applications, and who is eligible?
Application and lottery: What are the deadlines, enrollment priorities, and lottery or waitlist steps?
The daily logistics: What transportation and before- or after-school options are available?

School website: robertsferry.k12.ca.us ↗Office: (209) 874-2331Administrator: Ben Cortes

Location and visiting

Get directions

101 Roberts Ferry Road, Waterford 95386

Directory location · Explore nearby schools on the map. Confirm enrollment with the school.

Questions for your visit

How do you help children who need more support in reading or math, and those ready for more challenge?
When a child starts missing school, who calls the family, and how soon?
How does the school keep Hispanic or Latino students on track as they move up through the grades?
Why did estimated spending on these services come in $77,342 under the 2024–25 plan, and where does that money go in 2026–27?

Office (209) 874-2331101 Roberts Ferry Road, directions (opens Google Maps in a new tab)

Source records

Every figure on this page, with its source, grades, year and count.

Score factorssource values, index and weights · 2025–26 · ranked #940 of 5,726 California elementary schools we score

Score factors, 2025–26
Factor	School	Index	Weight
Advancedaverage of English and math	32%	60	42%
Proficient or Advancedaverage of English and math	63%	65	23%
Chronically absent	5 in 100	66	5%
Suspension rate	0.6% (1 of 178)	57	5%
English learners: top level	29%	66	5%
Grade gap (G3→G5, different students)	-5.9pp	—	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 80%: the remaining 20%, for measures with no value here, is shared out among the measures above.

Scope Score by year2022–23 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	57	83	#940	California elementary schools · 5,726 schools · current formula

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)
2022–23	not on file	not on file	+18
2023–24	7 in 100	0 of 183	+28
2024–25	4 in 100	0 of 183	−5
2025–26	5 in 100	0.6% (1 of 178)	−6

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 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	131	22%	57%
2026 · Math	131	31%	53%
2025 · English	126	26%	60%
2025 · Math	126	25%	58%
2024 · English	126	24%	52%
2024 · Math	126	21%	41%
2023 · English	111	22%	51%
2023 · Math	111	23%	47%
2022 · English	44	9%	57%
2022 · Math	44	14%	34%
2019 · English	—	—	—
2019 · Math	—	—	—
2018 · English	52	8%	50%
2018 · Math	50	4%	30%
2017 · English	40	10%	45%
2017 · Math	40	15%	28%

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	26	62%
2025 · Grade 4 · English	25	64%
2025 · Grade 5 · English	21	57%
2025 · Grade 6 · English	24	58%
2025 · Grade 7 · English	17	53%
2025 · Grade 8 · English	13	62%
2025 · Grade 3 · Math	26	58%
2025 · Grade 4 · Math	25	76%
2025 · Grade 5 · Math	21	52%
2025 · Grade 6 · Math	24	58%
2025 · Grade 7 · Math	17	53%
2025 · Grade 8 · Math	13	38%
2024 · Grade 3 · English	27	30%
2024 · Grade 4 · English	23	57%
2024 · Grade 5 · English	27	67%
2024 · Grade 6 · English	18	61%
2024 · Grade 7 · English	12	58%
2024 · Grade 8 · English	19	42%
2024 · Grade 3 · Math	27	37%
2024 · Grade 4 · Math	23	48%
2024 · Grade 5 · Math	27	56%
2024 · Grade 6 · Math	18	50%
2024 · Grade 7 · Math	12	17%
2024 · Grade 8 · Math	19	26%
2023 · Grade 3 · English	23	30%
2023 · Grade 4 · English	23	74%
2023 · Grade 5 · English	20	55%
2023 · Grade 6 · English	14	43%
2023 · Grade 7 · English	21	48%
2023 · Grade 8 · English	10	—
2023 · Grade 3 · Math	23	39%
2023 · Grade 4 · Math	23	70%
2023 · Grade 5 · Math	20	50%
2023 · Grade 6 · Math	14	21%
2023 · Grade 7 · Math	21	52%
2023 · Grade 8 · Math	10	—
2022 · Grade 6 · English	18	61%
2022 · Grade 7 · English	15	73%
2022 · Grade 8 · English	11	27%
2022 · Grade 6 · Math	18	28%
2022 · Grade 7 · Math	15	47%
2022 · Grade 8 · Math	11	27%
2019 · Grade 6 · English	—	—
2019 · Grade 7 · English	—	—
2019 · Grade 8 · English	—	—
2019 · Grade 6 · Math	—	—
2019 · Grade 7 · Math	—	—
2019 · Grade 8 · Math	—	—
2018 · Grade 6 · English	23	43%
2018 · Grade 7 · English	12	67%
2018 · Grade 8 · English	17	47%
2018 · Grade 6 · Math	22	41%
2018 · Grade 7 · Math	12	17%
2018 · Grade 8 · Math	16	25%
2017 · Grade 6 · English	11	55%
2017 · Grade 7 · English	18	39%
2017 · Grade 8 · English	11	45%
2017 · Grade 6 · Math	11	18%
2017 · Grade 7 · Math	18	39%
2017 · Grade 8 · Math	11	18%

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	36	17%	28%	53%	3%

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
White (grades 3, 4, 6 and 7 only)	50	60%	0	0
Hispanic or Latino (grades 4–6 only)	40	42%	0	+4

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	94	Accelerated	+12	94	Accelerated
English-only students	+9	69	not categorized	+12	69	not categorized
White	+9	46	Accelerated	+8	46	Accelerated
Hispanic or Latino	+8	41	Accelerated	+12	41	Accelerated
Low-income	+5	38	Accelerated	+14	38	Accelerated
English learners	+13	22	Accelerated	+14	22	Accelerated
English learners only	+15	11	not categorized	+23	11	not categorized
Recently reclassified as fluent in English	+4	11	not categorized	−1	11	not categorized

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+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

94 students

CDE growth category: Accelerated

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

94 students

CDE growth category: Accelerated

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 · 4 in 100 → 2025–26 · 5 in 100 · +1 in 100
Suspension rate2024–25 · 0 of 183 → 2025–26 · 0.6% (1 of 178) · +0.6 percentage points

Group	2018–19	2025–26	Change
Female	17 in 100	4 in 100	−13 in 100
Male	5 in 100	6 in 100	+1 in 100
Hispanic or Latino	0 in 100	7 in 100	+7 in 100
White	22 in 100	3 in 100	−19 in 100
Low-income	17 in 100	7 in 100	−10 in 100
All students	12 in 100	5 in 100	−7 in 100
Students with disabilities	—	0 in 100	—
English learners	—	14 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

Per-pupil spending

District · current expense$12,193 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 171 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$1,708 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 169

District current expense · FY 2024–25$14,848 per ADA

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

These figures are not directly comparable: school ESSA attributed spending and NCES district current expense use different measures and populations. Their fiscal years are labeled above.

How the California mean was selected

SchoolScope starts with its selected California finance records, not every NCES California district. For FY 2020–21, it calculates an unweighted mean of NCES F-33 current expense per pupil. District records contribute once, regardless of enrollment. The calculation keeps records with positive per-pupil current expense, enrollment over 100, CCD agency type 1, and a recorded district name; it excludes names ending in County Office of Education, Department of Education, or Superintendent of Schools. This is a SchoolScope calculation, not a state-published spending average.

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation

Instruction 70%Instruction support 10%Student services 6%Administration 7%Buildings & maintenance 7%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$1,993,295	69.80%	70%
Instruction support	$276,423	9.68%	10%
Student services	$167,605	5.87%	6%
Administration	$212,134	7.43%	7%
Buildings & maintenance	$206,438	7.23%	7%
Total	$2,855,896	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $2,855,896 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2021; latest district record shown: 2021

2021$12,193 per pupil

2020$11,253 per pupil

2019$13,068 per pupil

2018$11,750 per pupil

2017$12,282 per pupil

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

Additional workforce records

Properly assigned intern credential holders0.0%

CDE 2024–25 SARC, Teacher Preparation and Placement table; measured school year 2021–22. Share of reported school teaching-position full-time equivalents assigned to properly assigned intern credential holders. A reported 0.0% is shown; unavailable rates are omitted. This is a position share, not a count of current teachers or of emergency permits.

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 95386 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 95386 area
Measure	Estimate
Median household income	$73,196
Bachelor's degree or higher (adults 25+)	11%
ZIP-area population	10,666
Median age	33.5 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. These figures are not part of the Scope Score. See all schools in ZIP code 95386 →

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

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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

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Roberts Ferry Charter School Academy — Rating & test scores

Compare schools

Spring 2026 state test results

Common questions

How do I get in?

Is Roberts Ferry Charter School Academy a good school?

How often do students miss school or get suspended?

Did students here score above what the state expected?

How do kids like mine do here?

What does its own plan pay for?

What should I ask on a visit?

How did students here do on state tests?

English

Math

How do the middle grades do?

English

Math

Have results changed?

English · top two levels · grades 3–5

Math · top two levels · grades 3–5

Did students here score above what the state expected?

English

Math

Each year’s results and tested counts

Who can act on Roberts Ferry Charter School Academy’s results?

Where is its yearly plan?

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

How do kids like mine do here?

Who are the students?

Are English learners moving up on the state’s English test?

Who are the families and teachers?

What does Roberts Ferry Charter School Academy’s own plan commit to?

The 2026–27 plan in short

Where the money goes

Reading, math and catch-up help

For high-need students

What changed

What its goals measure

Where does the money go?

Every goal, in the plan’s order

How do I get in?

Before you apply

Location and visiting

Questions for your visit

Source records

Scope Score

Per-pupil spending

Additional workforce records

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