Public school with a magnet program · Los Angeles Unified · Rancho Palos Verdes, California

Rudecinda Sepulveda Dodson Middle — Rating & test scores

Rancho Palos Verdes · 6–8 · 1,337 students (2024–25)

28014 Montereina Drive, 90275dodsonms.lausd.org ↗(310) 241-1900

Missed LAUSD Choices? Late applications open , and join the end of the waitlist.

Applying for 2027–28. From LAUSD’s Choices brochure ↗.

How to apply ↓

90thpercentileStrong

The dots are California’s 2,529 scored public middle schools, placed by Scope Score on spring 2026 tests. How it’s built →

Scope Score
65

Weighted composite · 2025–26
A weighted mix of six measures.

See this school’s score factors ↓
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Well above California in English (reading and writing) and math, grades 6–8, spring 2026: 72% and 60% scored Proficient or Advanced, against 49% and 37%.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 1,251 in English, 1,252 in math
Comparison
California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).

From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”).

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap, with building heights from LA County. Volunteers map it, so a new building may be missing.

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.

In grades 6–8, spring 2026, 37% of students tested in English and 40% in math scored Advanced, about twice California’s rate (19% and 21%). Advanced is the top of the state’s four levels.

Sources
The sentence above
California’s state tests (CAASPP), California Department of Education, spring 2026. All students tested in grades 6–8: 1,251 in English, 1,252 in math. California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).

Common questions

How do I get in?

On-time Choices applications closed November 6, 2026. Late applications open December 1, 2026 and join the end of the waitlist. Evidence ↓

Is Rudecinda Sepulveda Dodson a good middle school?

Rudecinda Sepulveda Dodson Middle scores higher than 90 in 100 of California’s 2,529 scored public middle schools: 90th percentile, Strong, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 17 in 100 students missed 10% or more of school days, against 24 in 100 at the average Los Angeles Unified middle school. 0.1% of students (2 of 1,336) were suspended at least once in 2025–26, against 3.7% at the average California middle school. Evidence ↓

More questions (5)

Did students here score above what the state expected?

In English, yes; in math, about as expected. In 2025, students here in grades 6–8 scored +8 points against the state’s expected score in English, which the state calls Accelerated. In math, they scored −2 points, which it calls Average.

  • Included in this measure: 1,230 students in English, 1,223 in math

Evidence ↓

How do kids like mine do here?

In spring 2026, 68% of low-income students in grades 6–8 at Rudecinda Sepulveda Dodson Middle in Rancho Palos Verdes scored Proficient or Advanced in English, against 39% for the same group across California. Evidence ↓

What do families and students say?

82% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD middle schools 82%, 1,099 answered).

  • 72% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD middle schools 64%, 1,282 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

Evidence ↓

Where does it lead?

By the district’s published 2026 attendance boundaries, Rudecinda Sepulveda Dodson Middle’s attendance zone is split: 95% of its children are assigned to San Pedro Senior High. Boundaries change, are approximate at the edges and don’t guarantee placement, so confirm your address with the district.

  • San Pedro Senior High: 69th percentile (Solid) of California’s regular public and charter high schools, 2025 Scope Score

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 6–8, spring 2026, 72% scored Proficient or Advanced in English and 60% in math, against 49% and 37% across California.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 1,251 in English, 1,252 in math
Comparison
California: CDE’s grades 6–8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English, 1,254,800 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard

English

Grades 6–8 · spring 2026 · 1,251 tested

Advanced
37%
Proficient
35%
Below the standard
28%
This school72%
California49%
Los Angeles Unified47%

72% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 1,252 tested

Advanced
40%
Proficient
20%
Below the standard
40%
This school60%
California37%
Los Angeles Unified35%

60% Proficient or Advanced in grades 6–8.

Results for each grade, spring 2026English and math · grades 6–8 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced74%74%70%
Advanced38%38%36%
Proficient36%36%34%
Developing level16%14%19%
Minimal10%12%11%
Tested408426417
California48%51%49%
Difference+26+23+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 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced64%59%58%
Advanced44%36%40%
Proficient20%23%18%
Developing level20%22%19%
Minimal16%19%23%
Tested412429411
California37%38%36%
Difference+27+21+22

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 →

School pattern · grades 6–8 · spring 2026 · What patterns mean

Broad baseMost students here scored Proficient or Advanced, the state’s top two levels. The English and math cards above give each figure.

How does math compare with English?

In grades 6–8, spring 2026, math trails English by 12 percentage points in the share who scored Proficient or Advanced, against 12 points across California. The grades 6–8 cards above give each subject’s share.

Have results changed?

Results in both subjects were similar to 2025. English stayed at 72% and math went from 56% to 60%.

English · top two levels · grades 6–8

202572%1,265 tested
→
202672%1,251 tested

This school

California, same grades49% → 49%2025 → 2026 · 1,266,619 → 1,254,039 tested

Math · top two levels · grades 6–8

202556%1,257 tested
→
202660%1,252 tested

This school

California, same grades36% → 37%2025 → 2026 · 1,272,526 → 1,254,800 tested

Each year is a different group of students.

Did students here score above what the state expected?

In English, yes; in math, about as expected. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 6–8 scored +8 points against that expected score in English, which the state calls Accelerated. In math, they scored −2 points, which it calls Average.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 6–8: 1,230 in English, 1,223 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 6–8 · 2025 · 1,230 students in English, 1,223 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.

−2 pts

Math

The state calls it Average, the third of its five growth levels.

Ask: How do students get support, choose courses, and prepare for the move to high school?

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
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 6–8 · This school37%35%17%11%1,251
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Los Angeles Unified17%30%23%30%106,147
Math, grades 6–8 · This school40%20%21%19%1,252
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Los Angeles Unified19%16%23%42%106,060

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.

Read English and math separately, then look at progress and the courses students can take.

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown · English and math have stayed well above California in every tested year since 2017

Chart and table: 2017–2026.

English top two levels, grades 6–8
This schoolCalifornia
0%50%100%20172022202672%49%
Math top two levels, grades 6–8
This schoolCalifornia
0%50%100%20172022202660%37%

The lines break across the COVID years, when state testing was waived or optional.

In grades 6–8, the share at the state’s top two levels in English went from 61% in 2017 to 72% in 2026, with 2025 and 2026 about the same. In math, it went from 49% in 2017 to 60% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 6–8
YearThis schoolCalifornia
201761%
1,817 tested		48%
1,377,836 tested
201864%
1,678 tested		49%
1,391,379 tested
201967%
1,673 tested		50%
1,390,416 tested
202269%
1,339 tested		47%
1,277,584 tested
202366%
1,260 tested		46%
1,267,562 tested
202463%
1,271 tested		46%
1,269,432 tested
202572%
1,265 tested		49%
1,266,619 tested
202672%
1,251 tested		49%
1,254,039 tested
Math · top two levels · grades 6–8
YearThis schoolCalifornia
201749%
1,814 tested		37%
1,383,609 tested
201849%
1,676 tested		37%
1,394,516 tested
201950%
1,672 tested		38%
1,394,239 tested
202249%
1,344 tested		31%
1,279,506 tested
202350%
1,256 tested		32%
1,272,024 tested
202452%
1,264 tested		33%
1,277,570 tested
202556%
1,257 tested		36%
1,272,526 tested
202660%
1,252 tested		37%
1,254,800 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 2 points below 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 8 scores here with the school’s grade 6 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.

Life at school

How often do students miss school or get suspended?

17 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 Los Angeles Unified middle school, 24 in 100 were. 0.1% of students were suspended at least once in 2025–26, against 3.7% at the average California middle school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 220 of 1,323 students counted for it; suspension: 2 of 1,336 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 Los Angeles Unified middle school 0.8%.

Chronically absent, 2025–26

17 in 100This school
24 in 100At the average Los Angeles Unified middle school
18 in 100At the average California middle school

220 of 1,323 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0.1%

of students were suspended at least once (2 of 1,336). Average California middle school 3.7%.

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

Chronic absence by grade2025–26 · per 100 students, with counts
  • Grade 6: 15 in 100, 64 of 429
  • Grades 7–8: 17 in 100, 156 of 894

What people say

What do students, families and staff say?

LAUSD School Experience Survey, 2025–26

This schoolLAUSD middle schools, same questionsEach bar 0–100%

Students

1,282 of 1,282 students answered (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question72%LAUSD middle 64% · 1,282 answered
Belonging · average of 6 questions58%LAUSD middle 55% · 854–1,276 answered each
Caring adults · average of 8 questions63%LAUSD middle 61% · 1,254–1,281 answered each
Engagement · average of 6 questions64%LAUSD middle 58% · 1,256–1,272 answered each
High expectations · average of 2 questions74%LAUSD middle 73% · 1,264–1,269 answered each
Bullied 2 or more times in the past 30 days · average of 5 questions18%LAUSD middle 19% · 855–1,273 answered eachShare who said it happened to them 2 or more times in the past 30 days. A lower share means fewer reported it.
All 45 student questionseach with its answer count, beside LAUSD middle schools
QuestionHereLAUSD middle schoolsAnswers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed72%64%1,282
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed67%63%1,260
I am happy to be at this schoolShare who agreed or strongly agreed70%64%1,276
I feel like I am part of this schoolShare who agreed or strongly agreed66%58%1,272
I feel accepted for who I am at this schoolShare who agreed or strongly agreed63%62%1,265
Most kids at this school are kind to each otherShare who agreed or strongly agreed29%31%1,271
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed54%53%854
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed61%61%1,264
The teachers at this school treat students fairlyShare who agreed or strongly agreed56%52%1,269
Teachers care if I'm absent from schoolShare who agreed or strongly agreed59%55%1,258
Adults at this school treat all students with respectShare who agreed or strongly agreed62%59%1,281
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed60%57%1,260
There is at least one adult at my school who supports meShare who agreed or strongly agreed74%69%1,255
Teachers at my school know meShare who agreed or strongly agreed65%64%1,254
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help meShare who agreed or strongly agreed69%68%1,266
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed80%75%1,263
My teachers make learning funShare who agreed or strongly agreed45%44%1,256
Students have a voice in decision making at this schoolShare who agreed or strongly agreed56%48%1,272
Teachers encourage students to make decisionsShare who agreed or strongly agreed67%61%1,261
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of classShare who agreed or strongly agreed82%75%1,259
I participate in extra-curricular activities offered through my school, such as school clubs or organizations, musical groups, sports teams, student government, or any other extra-curricular activitiesShare who agreed or strongly agreed52%44%1,268
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed75%75%1,269
Adults at this school encourage me to work hard so I can be successful in college or at the job I chooseShare who agreed or strongly agreed73%70%1,264
Bullied 2 or more times in the past 30 days
Had mean rumors or lies spread about you?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it23%25%1,273
Been made fun of because of your looks or the way you talk?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it29%30%1,270
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it14%17%1,270
Been bullied online?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it8%10%1,261
Had sexual jokes, comments, or gestures made to you?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it17%16%855
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed66%61%1,265
Students know how they are expected to actShare who agreed or strongly agreed47%45%1,275
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed79%76%1,272
What is the highest level of education that you plan to complete?The survey file we hold gives no share for this question, so none is shown——850
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”80%72%1,266
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”79%71%1,256
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”74%68%1,261
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed78%62%1,275
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”58%50%1,254
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”49%42%1,246
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”63%54%1,246
I came to class preparedShare who answered “Often” or “Almost all the time”84%76%1,271
I remembered and followed directionsShare who answered “Often” or “Almost all the time”85%79%1,266
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”67%59%1,265
How well did you get along with students who are different from you?Share who answered “Got along pretty well” or “Got along extremely well”72%67%1,276
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”72%67%1,276
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”78%75%1,275

Each share counts the answer its row names.

Data source: Los Angeles Unified School District, School Experience Survey 2025–26. Survey results from Los Angeles Unified School District (opens in a new tab)

Families

1,167 of 1,198 family surveys came back (97%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question82%LAUSD middle 82% · 1,099 answered
Belonging · average of 4 questions86%LAUSD middle 89% · 1,098–1,163 answered each
Caring adults · average of 2 questions85%LAUSD middle 87% · 1,137 answered
Engagement · average of 3 questions77%LAUSD middle 84% · 1,136–1,161 answered each
High expectations · average of 2 questions78%LAUSD middle 84% · 995–1,038 answered each
Bullying reports taken seriously · 1 question66%LAUSD middle 74% · 1,106 answered
All 38 family questionseach with its answer count, beside LAUSD middle schools
QuestionHereLAUSD middle schoolsAnswers
Safety
My child is safe on school groundsShare who agreed or strongly agreed82%82%1,099
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed85%89%1,137
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed89%90%1,138
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed87%88%1,098
I feel welcome to participate at this schoolShare who agreed or strongly agreed84%88%1,163
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed83%86%1,137
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed88%88%1,137
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed85%89%1,160
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed75%82%1,161
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed71%81%1,136
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed74%82%1,038
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed81%86%995
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed66%74%1,106
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed78%84%1,137
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed80%84%1,138
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed82%85%1,134
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed78%83%1,107
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed82%85%1,109
This school encourages my child to explore different career choicesShare who agreed or strongly agreed72%77%1,162
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed51%69%923
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed58%75%920
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed76%82%1,161
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed82%84%1,161
This school provides high quality instruction to my childShare who agreed or strongly agreed87%87%1,161
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed85%86%1,160
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed82%86%1,109
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed88%89%1,137
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed84%87%1,108
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed88%90%1,163
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed69%82%757
This school provides information on grade level requirements for my childShare who agreed or strongly agreed81%86%1,092
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed77%84%1,073
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed71%83%1,137
This school offers extra academic support for my childShare who agreed or strongly agreed79%84%1,160
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed68%77%893
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed75%82%771
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed88%91%1,110
Discipline is fair at this schoolShare who agreed or strongly agreed66%72%1,116

Each share counts the answer its row names.

Data source: Los Angeles Unified School District, School Experience Survey 2025–26. Survey results from Los Angeles Unified School District (opens in a new tab)

Staff

116 of 116 staff answered (100%), 68 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question100%LAUSD middle 94% · 112 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions93%LAUSD middle 84% · 111–115 answered each
High expectations · average of 2 questions99%LAUSD middle 92% · 112–114 answered each
Bullying called a mild or insignificant problem · 1 question76%LAUSD middle 71% · 113 answeredShare who called it a mild or insignificant problem.
All 46 staff questionseach with its answer count, beside LAUSD middle schools
QuestionHereLAUSD middle schoolsAnswers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers100%94%112
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed86%78%115
Adults at this school treat all students with respectShare who agreed or strongly agreed99%90%111
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed99%91%114
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed99%92%112
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem76%71%113
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed86%77%114
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed91%81%114
I get the help I need to communicate with parentsShare who agreed or strongly agreed85%77%112
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed93%93%114
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers100%86%112
At this school, parents treat me with respect.Share who agreed or strongly agreed82%81%114
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed89%78%115
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed86%72%115
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”90%86%113
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”85%75%112
Students treat adults at this school with respectShare who agreed or strongly agreed80%70%109
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed81%74%111
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed80%67%109
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem93%81%111
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed89%79%64
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed95%80%64
Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers)Share who agreed or strongly agreed94%86%64
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed61%68%41
During the past year, how often did you communicate each individual English Learner’s progress towards reclassification as Fluent English Proficient (RFEP) to parents or students?* (teachers)The survey file we hold gives no share for this question, so none is shown——27
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed48%54%27
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed56%64%27
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed56%70%27
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed78%78%27
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”14%17%64
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”38%35%64
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”52%42%64
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”36%33%64
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)Share who answered “Once a week” or “Twice a week or more”62%45%63
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed80%77%64
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)Share who agreed or strongly agreed73%76%64
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed94%92%64
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed88%90%64
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed64%65%64
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed61%63%64
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed56%60%64
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed56%64%63
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed70%69%64
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)Share who agreed or strongly agreed72%73%64
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed64%66%64
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed94%85%64

Each share counts the answer its row names.

Data source: Los Angeles Unified School District, School Experience Survey 2025–26. Survey results from Los Angeles Unified School District (opens in a new tab)

Know this school? Add your answers

Have a child here? Answer 7 questions about how Rudecinda Sepulveda Dodson works for your family.

Answer the family questionsResponder en español

Work here? Answer 8 questions about Rudecinda Sepulveda Dodson as a workplace, with your Los Angeles Unified work email.

Answer the staff questions

Ask: Does the school share its survey results with families, and what has it changed because of them?

About the survey and these figuresWho answers, what we show, and how a theme figure is made

Los Angeles Unified School District, School Experience Survey 2025–26 (researcher file). Students in grades 4–12 take it; some questions go only to older grades.

LAUSD publishes no minimum number of answers. We show a question only when at least 20 people answered it, and a group only when at least 10% of it responded, so the answers speak for more than the few who chose to reply.

Each row shows the percentage its label describes. For a theme, such as one marked “average of 5 questions”, we average the percentages for its questions, the way LAUSD averages its own topics. Each lane lists every question with its own percentage.

Every learner

How do kids like mine do here?

Four student groups here scored well above the same groups across California in math.

Student groups, grades 6–8, spring 2026

Low-income, Hispanic or Latino and Black or African American students and students with disabilities all score below California’s rate for all students statewide. 54% of low-income students scored Proficient or Advanced in math (grades 6–8, spring 2026), against 26% for the same group across California. The chart gives each group’s figures. Every group’s English results are in the table below.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 6–8; 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).
Rudecinda Sepulveda DodsonSame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students
  • Asian79 tested92%Same group, California 71%
  • Filipino88 tested89%Same group, California 60%
  • Two or more races73 tested73%Same group, California 50%
  • White131 tested73%Same group, California 50%
  • Low-income875 testedAhead of the same group across California, where that group scores below California’s rate for all students: 54%Same group, California 26%
  • Black or African American196 testedAhead of the same group across California, where that group scores below California’s rate for all students: 52%Same group, California 20%
  • Hispanic or Latino680 testedAhead of the same group across California, where that group scores below California’s rate for all students: 51%Same group, California 25%
  • Students with disabilities105 testedAhead of the same group across California, where that group scores below California’s rate for all students: 21%Same group, California 10%

Proficient or Advanced, grades 6–8 math, spring 2026. In English the same groups run from 30% to 92%; every value is in the table below.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 55%2. Black or African American: 15%3. White: 11%4. Filipino: 7%5. Asian: 6%6. Two or more races: 5%7. Not reported: 1%Unallocated share: <1%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino55%
  2. Black or African American15%
  3. White11%
  4. Filipino7%
  5. Asian6%
  6. Two or more races5%
  7. Not reported1%
  8. American Indian or Alaska Native—
  9. Pacific Islander—
  10. Unallocated share<1%
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?

75% 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 · 9 of 12 English learners75%
Los Angeles Unified · 24,781 of 47,33052%
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?

68%of students qualified for free or reduced-price meals in 2024–25, 906 of 1,337. California: 63%.

66teachers, 2024–25

14 yearsaverage experience, 2024–25

3%in their first year, 2024–25

90%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school keep low-income students and other student groups on track as they move up through the grades?

All group results, district comparisons and sources
Proficient or Advancedgrades 6–8 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 875 tested
English68%+2543%+2939%
Math54%+2331%+2826%
Hispanic or Latino · 681 tested in English, 680 in math
English65%+2342%+2639%
Math51%+2031%+2625%
Black or African American · 195 tested in English, 196 in math
English73%+3637%+4033%
Math52%+2725%+3220%
White · 131 tested
English79%+1069%+1762%
Math73%+1261%+2350%
Filipino · 89 tested in English, 88 in math
English92%+1577%+1874%
Math89%+2366%+2960%
Asian · 78 tested in English, 79 in math
English91%+1180%+1675%
Math92%+1577%+2171%
Two or more races · 73 tested
English84%+2064%+2262%
Math73%+1954%+2350%
Students with disabilities · 103 tested in English, 105 in math
English30%+1515%+1614%
Math21%+1011%+1110%

Each gap is to the same group, grades and subject: in Los Angeles 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.

No published rate here for American Indian or Alaska Native, Pacific Islander, homeless and military-family students, English learners 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, 2025–26Here
Hispanic or Latino55%
Black or African American15%
White11%
Filipino7%
Asian6%
Two or more races5%
Not reported1%
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: 90% of teaching positions, 56 properly credentialed teaching-position FTE out of 62.5 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Rudecinda Sepulveda Dodson, and how do I get in?

San Pedro Senior High.

Rudecinda Sepulveda Dodson’s attendance zone is split: 95% of its children are assigned to San Pedro Senior High. In the district’s boundaries, Rudecinda Sepulveda Dodson Middle draws from 4 elementary schools. Boundaries split some neighborhoods. Each school’s standing compares it with California schools at its own level.

Elementary · fed by
Middle · this school
Rudecinda Sepulveda Dodson Middle
High · next
San Pedro Senior High 69th · Solid · 2025

Assigned for part of the zone

From the district’s 2026 attendance boundaries. Shares are our estimate of where the zone’s children live, from 2020 Census child counts, or land area where few children were counted; they describe children living in the zone, not a school’s enrolled students. A boundary doesn’t guarantee placement: transfers, permits, magnets and Choices can change the path. Check your child’s address and current assignment with the district. Explore schools on the map

All recorded links and nearby alternatives

Elementary links

High-school links

  • San Pedro Senior High

    Assigned for part of the zone

    69th percentile · Solid · high · 2025

    95% of the zone’s children

Links do not guarantee placement. Charter, magnet, transfer and other admission routes can differ. Each school’s percentile compares it with California schools at its own level (continuation and alternative schools only with their own kind); the stages are not one ranking.

Where the path ends: San Pedro Senior High
San Pedro Senior High69th · Solid · 2025 · Scope Score 63district-published assignment for part of the zone

The road from this school ends at San Pedro Senior High. UC records 40 enrollees from San Pedro Senior High for fall 2025. The AP Course Audit lists 26 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach San Pedro Senior High around 2029, and a school can change a lot in 3 years. By the state’s 2023 count, 64% of the students who finished high school at San Pedro Senior High enrolled in college within 12 months, UC or not.

40 UC enrollees (fall 2025) · 26 authorized AP courses (AP Course Audit 2025–26) → full record on San Pedro Senior High's page
Source: UC & College Board AP Course Ledger

Ask Los Angeles Unified which school serves your address.

Applying to Rudecinda Sepulveda Dodson for 2027–28

  1. If Rudecinda Sepulveda Dodson serves your address, you register there without applying. Check which school serves your address first.

    LAUSD Resident School Identifier ↗

  2. On-time Choices applications closed November 6, 2026. Late applications open December 1, 2026 and join the end of the waitlist.

    apply.lausd.net ↗

  3. Magnets select by priority points. A child who isn’t selected is waitlisted only at their first-choice magnet, so list first the one you want most.

  4. Choices letters go out February 8–12, 2027. Accept or decline by March 5, 2027: no answer counts as a decline.

Compare with other schools

How Choices, lotteries and waitlists work

School website: dodsonms.lausd.org ↗Office: (310) 241-1900Administrator: Enrique Macias

Location and visiting

Get directions  (opens Google Maps in a new tab)
28014 Montereina Drive, Rancho Palos Verdes 90275

Directory location · Explore nearby schools on the map. Confirm which school serves your address with Los Angeles Unified.

Questions for your visit

  1. How do students get support, choose courses, and prepare for the move to high school?
  2. When a child starts missing school, who calls the family, and how soon?
  3. Does the school share its survey results with families, and what has it changed because of them?
  4. When a bullying report comes in, who handles it, and how is the family told? 18% (the average share reporting being bullied 2 or more times in the past 30 days, across 5 survey questions), 2025–26; LAUSD middle schools: 19%
  5. What is the school doing about this survey result? 51% of families agreed that “School staff help me understand the requirements for CSU/UC admission” (923 answered); LAUSD middle: 69%
  6. Which math courses can students take, and how are placements decided?

Office (310) 241-190028014 Montereina Drive, directions  (opens Google Maps in a new tab)

Nearby middle schoolsClosest first, by straight-line distance

The closest middle schools, by straight-line distance from this campus. Distance isn’t an attendance boundary.

Nearby middle schoolsPercentile among California middle schools, 2026

Each percentile compares a school with California schools at its own level.

Explore nearby schools on the map

Source records

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

Score factorssource values, index and weights · 2025–26 · ranked #249 of 2,529 California middle schools we score · #12 of 225 in Los Angeles Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math39%7442%
Proficient or Advancedaverage of English and math66%7123%
8th graders in 2026 against 6th graders in 2024 (partly different children)+55 scale-score pts6020%
Chronically absent17 in 100525%
Suspension rate0.1% (2 of 1,336)655%
English learners: top level31%625%

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

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

Scope Score

School yearScope ScorePercentileRankComparison group
2025–266590#249California middle schools · 2,529 schools · current formula

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

School yearChronic absenceSuspensionGrade gap (points)
2018–1915 in 1000.3% (6 of 1,776)−15
2021–22not on filenot on file−2
2022–23not on filenot on file+2
2023–2416 in 1000.1% (1 of 1,342)−3
2024–2518 in 1000.1% (2 of 1,370)−3
2025–2617 in 1000.1% (2 of 1,336)−5

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

Grade gap: the same year’s grade 6 and grade 8 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).
No 2019–20 or 2020–21 records in this SchoolScope series
Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English1,25137%72%
2026 · Math1,25240%60%
2025 · English1,26536%72%
2025 · Math1,25735%56%
2024 · English1,27132%63%
2024 · Math1,26432%52%
2023 · English1,26033%66%
2023 · Math1,25629%50%
2022 · English1,33929%69%
2022 · Math1,34428%49%
2019 · English1,67330%67%
2019 · Math1,67231%50%
2018 · English1,67826%64%
2018 · Math1,67627%49%
2017 · English1,81722%61%
2017 · Math1,81426%49%

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

Earlier years · grade and subject

Year · grade · subjectStudents with scoresMet or exceeded
2025 · Grade 6 · English44270%
2025 · Grade 7 · English43672%
2025 · Grade 8 · English38773%
2025 · Grade 6 · Math44161%
2025 · Grade 7 · Math43254%
2025 · Grade 8 · Math38452%
2024 · Grade 6 · English46661%
2024 · Grade 7 · English40366%
2024 · Grade 8 · English40263%
2024 · Grade 6 · Math46555%
2024 · Grade 7 · Math40052%
2024 · Grade 8 · Math39947%
2023 · Grade 6 · English41859%
2023 · Grade 7 · English41071%
2023 · Grade 8 · English43267%
2023 · Grade 6 · Math41753%
2023 · Grade 7 · Math40947%
2023 · Grade 8 · Math43049%
2022 · Grade 6 · English42366%
2022 · Grade 7 · English44071%
2022 · Grade 8 · English47668%
2022 · Grade 6 · Math42651%
2022 · Grade 7 · Math44249%
2022 · Grade 8 · Math47646%
2019 · Grade 6 · English54070%
2019 · Grade 7 · English53273%
2019 · Grade 8 · English60159%
2019 · Grade 6 · Math53959%
2019 · Grade 7 · Math53253%
2019 · Grade 8 · Math60140%
2018 · Grade 6 · English48468%
2018 · Grade 7 · English62163%
2018 · Grade 8 · English57362%
2018 · Grade 6 · Math48456%
2018 · Grade 7 · Math61946%
2018 · Grade 8 · Math57348%
2017 · Grade 6 · English59058%
2017 · Grade 7 · English60865%
2017 · Grade 8 · English61961%
2017 · Grade 6 · Math59050%
2017 · Grade 7 · Math60648%
2017 · Grade 8 · Math61847%

Current 2025–26 grade results are under Academic achievement, in Results for each grade. “Students with scores” counts the students tested in that grade, subject and year. A missing result is not zero, and each year’s row is a different group of children.

Science (CAST)schoolwide · spring 2026
Science (CAST)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide41722%25%43%9%

CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate. Not part of the Scope Score.

Student groups: test resultsEnglish · spring 2026 · against the same group in the district and California
Group · EnglishTestedProficient or Advancedvs districtvs California
Low-income87568%+25+29
Hispanic or Latino68165%+23+26
Black or African American19573%+36+40
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
GroupEnglishnCDE categoryMathnCDE category
All students+81,230Accelerated−21,223Average
English-only students+9984not categorized−2979not categorized
Low-income+8831Accelerated−4825Average
Hispanic or Latino+5685Accelerated−7679Moderate
Black or African American+12186Accelerated−4186Average
White+15121Accelerated−4121Average
Students with disabilities−799Moderate−1397Moderate
Filipino+986Accelerated+1386Accelerated
Asian+1382Accelerated+2781Exceptional
English learners−762Moderate−1162Moderate
Two or more races+855Accelerated+1055Accelerated
Recently reclassified as fluent in English−353not categorized−953not 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. “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 grades 6–8. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure, and grade 8 against the same school’s grade 6 two years earlier, partly different children · two different measures

Grade 8 in 2026 against grade 6 in 2024 · English

English · 2024 · Grade 6
32%
exceeded standard · 61% met or exceeded
CDE CAASPP 2024 · 466 English test records with scores
English · 2026 · Grade 8
36%
Advanced · 70% Proficient or Advanced
CDE CAASPP 2026 · 417 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 414 (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 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

1,230 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 middle school records.

State model · math−2 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

1,223 students

CDE growth category: Average

California growth model, math: −2 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's −3-point median for California middle 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 middle school records, the median English estimate is −2 and the middle half fall between −10 and +5 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; here that is grades 6–8, 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 · 18 in 100 → 2025–26 · 17 in 100 · −1 in 100
Suspension rate2024–25 · 0.1% (2 of 1,370) → 2025–26 · 0.1% (2 of 1,336) · 0.0 percentage points
Group2018–192025–26Change
Female14 in 10017 in 100+3 in 100
Male16 in 10016 in 1000 in 100
Asian2 in 1004 in 100+2 in 100
Black or African American18 in 10015 in 100−3 in 100
Filipino3 in 1007 in 100+4 in 100
Hispanic or Latino17 in 10021 in 100+4 in 100
Pacific Islander16 in 100——
Two or more races7 in 10011 in 100+4 in 100
White19 in 10014 in 100−5 in 100
Students with disabilities31 in 10027 in 100−4 in 100
English learners17 in 10025 in 100+8 in 100
Homeless21 in 100——
Low-income18 in 10020 in 100+2 in 100
All students15 in 10017 in 100+2 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$18,180 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 460,633 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$1,295 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 1,337

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 1,337

District current expense · FY 2024–25$29,292 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 52%Instruction support 17%Student services 12%Administration 7%Buildings & maintenance 10%Other 2%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$5,655,379,38451.81%52%
Instruction support$1,791,152,34816.41%17%
Student services$1,344,873,23212.32%12%
Administration$763,652,7807.00%7%
Buildings & maintenance$1,099,649,06210.07%10%
Other$260,356,5952.39%2%
Total$10,915,063,400100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $10,915,063,400 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$18,180 per pupil
2020$16,355 per pupil
2019$15,793 per pupil
2018$13,247 per pupil
2017$13,549 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 holders2.9%

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 90275 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90275 area
MeasureEstimate
Median household income$179,469
Bachelor's degree or higher (adults 25+)71%
ZIP-area population40,945
Median age49.2 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 90275 →

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  src="https://schoolscope.co/embed/school/rudecinda-sepulveda-dodson-middle-1436"
  width="100%" height="210" loading="lazy"
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  title="Rudecinda Sepulveda Dodson Middle — SchoolScope scorecard">
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Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 2,529 middle 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 · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026

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