Sage Oak Charter School- Keppelhigher than 54 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
Sage Oak Charter School- Keppelhigher than 54 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
Sage Oak Charter School- Keppelhigher than 54 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
Near California in English (reading and writing) and math: 47% and 47% scored Proficient or Advanced in grades 3–5, spring 2026, against 46% and 42%.
Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 155
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”).
This rating covers grades 3–5. Sage Oak Charter School- Keppel teaches TK–12: grade 11 results ↓
For grades 6–8, the standing among California middle schools is in Academic achievement ↓
13 of 569 students missed 10% or more of school days in 2025–26, against 23 in 100 at the average elementary school in the Keppel Union Elementary district.
Sources
The sentence above
CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 569. District and California figures are averages of school rates (6 Keppel Union Elementary schools; 5,726 scored California elementary schools), our calculation.
Common questions
How do I get in?
Ask Sage Oak Charter School- Keppel how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓
Is Sage Oak Charter School- Keppel a good school?
Sage Oak Charter School- Keppel scores higher than 54 in 100 of California’s 5,726 scored public elementary schools: 54th percentile, Solid, spring 2026.
Grades 6–8: higher than 77 in 100 California middle schools we score (77th percentile, Strong, spring 2026)
How often do students miss school or get suspended?
In 2025–26, 2 in 100 students missed 10% or more of school days, against 23 in 100 at the average elementary school in the Keppel Union Elementary district. 0 of 584 students were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓
More questions (4)
Did students here score above what the state expected?
In English, about as expected; in math, yes. In 2025, students here in grades 4–8 scored +1 point against the state’s expected score in English, which the state calls Average. In math, they scored +16 points, which it calls Accelerated.
In spring 2026, 47% of low-income students in grades 3, 4, 5, 6, 7, 8 and 11 at Sage Oak Charter School- Keppel in Redlands scored Proficient or Advanced in English, against 39% for the same group across California.Evidence ↓
What does its own plan pay for?
In its 2026–27 plan, $9.3 million is planned for 9 funded actions in 3 goals. That’s 96% of its $9.7 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?
Near California in English; above it in math.
State tests (CAASPP), spring 2026
In grades 3–5, spring 2026, 47% scored Proficient or Advanced in English and 47% 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: 155
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 · 155 tested
Advanced
21%
Proficient
26%
Below the standard
53%
This school47%
California46%
Keppel Union Elementary25%
47% Proficient or Advanced in grades 3–5.
Math
Grades 3–5 · spring 2026 · 155 tested
Advanced
21%
Proficient
26%
Below the standard
53%
This school47%
California42%
Keppel Union Elementary22%
47% Proficient or Advanced in grades 3–5.
Results for each grade, spring 2026English and math · grades 3–8 and 11 · every level, with tested counts
English, grades 3–5: share of students tested, spring 2026
Measure
Grade 3
Grade 4
Grade 5
Proficient or Advanced
43%
54%
44%
Advanced
21%
27%
14%
Proficient
22%
27%
30%
Developing level
28%
17%
30%
Minimal
29%
29%
26%
Tested
56
56
43
California
44%
46%
49%
Difference
−1
+8
−5
English, grades 6–8: share of students tested, spring 2026
Measure
Grade 6
Grade 7
Grade 8
Proficient or Advanced
46%
74%
45%
Advanced
25%
35%
18%
Proficient
21%
39%
27%
Developing level
18%
20%
34%
Minimal
36%
6%
21%
Tested
28
31
33
California
48%
51%
49%
Difference
−2
+23
−4
English, grade 11: share of students tested, spring 2026
Measure
Grade 11
Proficient or Advanced
94%
Advanced
65%
Proficient
29%
Developing level
6%
Minimal
0%
Tested
17
California
57%
Difference
+37
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
52%
52%
35%
Advanced
20%
23%
21%
Proficient
32%
29%
14%
Developing level
25%
25%
30%
Minimal
23%
23%
35%
Tested
56
56
43
California
47%
42%
37%
Difference
+5
+10
−2
Math, grades 6–8: share of students tested, spring 2026
Measure
Grade 6
Grade 7
Grade 8
Proficient or Advanced
46%
58%
42%
Advanced
39%
23%
21%
Proficient
7%
35%
21%
Developing level
18%
26%
19%
Minimal
36%
16%
39%
Tested
28
31
33
California
37%
38%
36%
Difference
+9
+20
+6
Math, grade 11: share of students tested, spring 2026
Measure
Grade 11
Proficient or Advanced
59%
Advanced
41%
Proficient
18%
Developing level
23%
Minimal
18%
Tested
17
California
32%
Difference
+27
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.
Above California in English; well above it in math. In grades 6–8, spring 2026, 55% scored Proficient or Advanced in English and 49% in math, against 49% and 37% across California. The middle grades are placed separately: 77th percentile (Strong) among California’s middle schools.
English
Grades 6–8 · spring 2026 · 92 tested
Advanced
26%
Proficient
29%
Below the standard
45%
This school55%
California49%
Keppel Union Elementary29%
55% Proficient or Advanced in grades 6–8.
Math
Grades 6–8 · spring 2026 · 92 tested
Advanced
27%
Proficient
22%
Below the standard
51%
This school49%
California37%
Keppel Union Elementary16%
49% Proficient or Advanced in grades 6–8.
How do the high school grades do?
In grade 11, spring 2026, 94% scored Proficient or Advanced in English and 59% in math, against 57% and 32% across California. Fewer than 30 students tested, so one year can swing a lot; ask how results looked in other years.
English
Grade 11 · spring 2026 · 17 tested
Advanced
65%
Proficient
29%
Below the standard
6%
This school94%
California57%
94% Proficient or Advanced in grade 11.
Math
Grade 11 · spring 2026 · 17 tested
Advanced
41%
Proficient
18%
Below the standard
41%
This school59%
California32%
59% Proficient or Advanced in grade 11.
Have results changed?
Results in both subjects were similar to 2025. English went from 48% to 47% and math from 46% to 47%.
Did students here score above what the state expected?
In English, about as expected; in math, yes. 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 +1 point against that expected score in English, which the state calls Average. In math, they scored +16 points, which it calls Accelerated.
Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 4–8: 153
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 · 153 students with scores in both years
Points above or below what the state expected from the same students’ earlier scores.
+1 pts
English
The state calls it Average, the third of its five growth levels.
+16 pts
Math
The state calls it Accelerated, the fourth of its five growth levels.
Ask: What extra help do students who are behind get, and how do you know it’s working?
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
21%
26%
25%
28%
155
English, grades 3–5 · California
24%
22%
21%
33%
1,208,894
English, grades 3–5 · Keppel Union Elementary
9%
16%
22%
53%
993
Math, grades 3–5 · This school
21%
26%
27%
26%
155
Math, grades 3–5 · California
21%
21%
25%
33%
1,211,701
Math, grades 3–5 · Keppel Union Elementary
7%
15%
26%
52%
993
English, grade 11 · This school
65%
29%
6%
0%
17
English, grade 11 · California
27%
30%
21%
22%
414,559
Math, grade 11 · This school
41%
18%
23%
18%
17
Math, grade 11 · California
16%
16%
20%
48%
413,523
English, grades 6–8 · This school
26%
29%
24%
21%
92
English, grades 6–8 · California
19%
30%
23%
28%
1,254,039
English, grades 6–8 · Keppel Union Elementary
7%
22%
24%
47%
960
Math, grades 6–8 · This school
27%
22%
21%
30%
92
Math, grades 6–8 · California
21%
16%
23%
40%
1,254,800
Math, grades 6–8 · Keppel Union Elementary
7%
9%
22%
62%
961
Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026. The state comparison combines CDE’s rows for the same grades, weighted by students tested (our calculation). The district row combines its public schools in the same grades, weighted by students tested.
English and math results for the tested grades. These do not measure the experience in kindergarten or the early grades.
Results since 20225 tested years shown · English and math have been above California in every tested year since 2022
Chart and table: 2022–2026. Hover, tap or focus a chart and use the arrow keys to see each year.
English top two levels, grades 3–5
This schoolCalifornia
0%50%100%20222024202647%46%
This schoolCalifornia
Math top two levels, grades 3–5
This schoolCalifornia
0%50%100%20222024202647%42%
This schoolCalifornia
In grades 3–5, the share at the state’s top two levels in English went from 51% in 2022 to 47% in 2026, with 2025 and 2026 about the same. In math, it went from 51% in 2022 to 47% in 2026, with 2025 and 2026 about the same. Each year is a different group of students.
Each year’s results and tested counts
English · top two levels · grades 3–5
Year
This school
California
2022
51% 82 tested
45% 1,260,830 tested
2023
60% 103 tested
44% 1,247,801 tested
2024
61% 93 tested
45% 1,235,509 tested
2025
48% 118 tested
46% 1,232,086 tested
2026
47% 155 tested
46% 1,208,894 tested
Math · top two levels · grades 3–5
Year
This school
California
2022
51% 82 tested
38% 1,265,943 tested
2023
51% 103 tested
40% 1,256,519 tested
2024
52% 93 tested
41% 1,249,262 tested
2025
46% 118 tested
41% 1,241,652 tested
2026
47% 155 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 1 point above that expected score, and in math 16 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 Sage Oak Charter School- Keppel’s results?
Sage Oak Charter School- Keppel’s own board decides its plan.
The state hasn’t placed Sage Oak Charter School- Keppel in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source ↗
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.
Source: CDE college-going records, class of 2023. Shares are our arithmetic: each count divided by all high-school completers (graduates and other students who finished), rounded together so they total 100. “Not enrolled” does not describe employment, military service or other routes.
What could my child study here?
AP courses the school is approved to teach
The College Board approved this school to teach 25 AP courses in 5 subjects for 2025–26.
Students taking a college course for credit while in high school, often through a community college. Federal Civil Rights Data Collection, school-reported.
Ask: Which of these courses will actually run in the years my child attends?
That means they missed 10% or more of school days. At the average elementary school in the Keppel Union Elementary district, 23 in 100 were. 0 of 584 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: 13 of 569 students counted for it; suspension: 0 of 584 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 elementary school in the Keppel Union Elementary district 3.1%.
Chronically absent, 2025–26
2 in 100This school
23 in 100At the average elementary school in the Keppel Union Elementary district
17 in 100At the average California elementary school
13 of 569 students were chronically absent, meaning they missed 10% or more of school days.
Suspensions, 2025–26
0 of 584
students were suspended at least once. 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 TK–3: not in the records we hold
Grades 4–6: 3 in 100, 4 of 141
Grades 7–8: 1 in 100, 1 of 67
Grades 9–12: 5 in 100, 4 of 77
Where these figures come fromEach measure’s source, student group and definition
Graduated in four years
2024–25 · 14 of 14 students who started 9th grade together. California Department of Education, adjusted cohort graduation records. Comparison is SchoolScope’s combination of graduates and cohort counts across the reference schools, not CDE’s published state rate.
Ready for college or career (state measure)
2024–25 · 7 of 14 students in the state’s measure. California Department of Education, College/Career Indicator (CCI), overall “Prepared” rate, among the students in the indicator’s group. Prepared is CDE’s overall classification, not AP participation or a college admission rate.
Finished the UC/CSU course list
2024–25 · 5 of 14 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment.
Where students who finished high school went
CDE college-going records, class of 2023. College enrollment is counted for 12 months after finishing high school and matched to college records, so this runs about two years behind. A dash is unavailable, not zero.
A closer look: UC admission recordsApplied, admitted and enrolled, from each university system’s own records
UC’s own records
University of California
Fall 2024 first-year entry · counts, not a school rating
Applied
5
Admitted
under 3
Enrolled
under 3
AppliedAdmittedEnrolled
These records don’t show the school’s effect on admission. A student can apply to several campuses, so campus counts don’t add up to the total. UC blanks counts under 5 applicants or under 3 admits or enrollees; “+” marks a partial count; a dash is unavailable. Source: UC admissions by source school.
Each fall since 2022
Fall 2024Applied 5 · Admitted under 3 · Enrolled under 3
Fall 2022Applied 8 · Admitted under 3 · Enrolled under 3
Ask families and staff yourselfWhat to ask the people at Sage Oak Charter School- Keppel
Ask current families how the school keeps them informed, and what happened when their child needed help. Ask staff how long teachers tend to stay.
Low-income and Hispanic or Latino students here scored well above the same groups across California in math.
Student groups, grades 3–8, spring 2026
Both groups score below California’s rate for all students statewide. 39% of low-income students scored Proficient or Advanced in math (grades 3–8, spring 2026), against 28% for the same group across California. Hispanic or Latino students: 39% in math, against 28% for the same group across California.
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).
Sage Oak Charter School- KeppelSame group, California■Ahead of the same group across California, where that group scores below California’s rate for all students
Low-incomeEnglish · 136 tested43%Same group, California 37%
Low-incomeMath · 136 tested■Ahead of the same group across California, where that group scores below California’s rate for all students: 39%Same group, California 28%
Hispanic or LatinoEnglish · 126 tested44%Same group, California 38%
Hispanic or LatinoMath · 126 tested■Ahead of the same group across California, where that group scores below California’s rate for all students: 39%Same group, California 28%
WhiteEnglish · 64 tested67%Same group, California 61%
WhiteMath · 64 tested59%Same group, California 54%
0%50%100%
Proficient or Advanced, grades 3–8, spring 2026. White students: grades 3–5 and 7 only.
Who are the students?
2025–26 · students counted
1Hispanic or Latino53%
2White32%
3Two or more races5%
4Black or African American4%
5Asian4%
6Filipino—
7American Indian or Alaska Native—
8Pacific Islander—
9Not reported—
–Unallocated share2%
A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. Source and comparisons: the full student mix below.
Who are the families and teachers?
49%of students qualified for free or reduced-price meals in 2024–25, 216 of 441. California: 63%.
118teachers, 2024–25
12 yearsaverage experience, 2024–25
2%in their first year, 2024–25
92%of teaching positions with proper credential and placement, 2021–22
Ask: How does the school keep low-income and Hispanic or Latino students on track as they move up through the grades?
All group results, district comparisons and sources
Proficient or Advancedgrades 3–8 · spring 2026
Group and subject
Here
vs Keppel Union Elementary
vs California
Low-income · 136 tested
English
43%
+2122%
+637%
Math
39%
+2514%
■+1128%
Hispanic or Latino · 126 tested
English
44%
+2123%
+638%
Math
39%
+2415%
■+1128%
White · 64 tested · grades 3–5 and 7 only
English
67%
+2740%
+661%
Math
59%
+3128%
+554%
Each gap is to the same group, grades and subject: in Keppel 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 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
Hispanic or Latino
53%
White
32%
Two or more races
5%
Black or African American
4%
Asian
4%
Filipino
—
American Indian or Alaska Native
—
Pacific Islander
—
Not reported
—
Data source: California Department of Education chronic-absence file, 2025–26. Shares are of the students the file counts for attendance (CDE’s “eligible enrollment”); unavailable categories are shown as a dash.
How the credential rate is counted
CDE SARC report 2024–25, measured 2021–22: 92% of teaching positions, 40.9 properly credentialed teaching-position FTE out of 44.6 total position FTE. This measures positions, not individual teachers.
In its own words
What does Sage Oak Charter School- Keppel’s own plan commit to?
Its 2026–27 plan
The plan lists what the school commits to spend and measure.
$9.3 million
planned for 9 funded actions in 3 goals. That’s 96% of its $9.7 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, 120 pages), as posted to the California School Dashboard.
Where the money goes
Three actions take 89% of the money. The plan itself puts 73% of it toward staff.
Integration of Career, Community, and Life Skills $7.1 million
Refinement of Multi-Tiered System of Support $662,003
Technology Optimization for Enhanced Operations $571,678
6 other actions
Reading, math and catch-up help
1 of the plan’s 9 funded actions names reading, math, catch-up help or English learners in its title.
Math $86,493
Largest of these
Enhancement of Math Proficiency for Students with Disabilities$86,493
For high-need students
It plans $7.1 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $4.8 million and estimates it spent $5.6 million, $0.8 million (17%) more than planned (our arithmetic).
$5.6 million spent (estimated)$4.8 million planned
What changed
The total is $2.7 million (41%) higher than in the 2025–26 plan. The biggest change in dollars is Integration of Career, Community, and Life Skills, which went from $5.1 million to $7.1 million.
Largest increases
Integration of Career, Community, and Life Skills+$2.0 million
Technology Optimization for Enhanced Operations+$259,294
Refinement of Multi-Tiered System of Support+$194,440
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: 47% in English and 47% 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 · Student Outcomes
57%
53%
down 4 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1 · Student Outcomes
51%
48%
down 3 pts
Chronically absentGoal 2 · Engagement
2 in 100
2 in 100
no change
Suspended at least onceGoal 2 · Engagement
0 of 466
0 of 584
no change
Goal 3 isn’t shown because it tracks other measures.
Figures from CDE’s state test, chronic absence and suspension files. Test figures cover every grade the school tests (California tests grades 3–8 and 11), so they differ from a profile’s rated grades. Chronically absent means a student missed 10% or more of school days.
The plan’s own titles and amounts
Integration of Career, Community, and Life Skills · $7,069,031
Refinement of Multi-Tiered System of Support · $662,003
Technology Optimization for Enhanced Operations · $571,678
The full plan3 goals, 36 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 ($9.3 million).
Where does the money go?
84% to Goal 1, Student Outcomes. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.
not compared: unconfirmed, or repeated across goals
Every goal, in the plan’s order
Goal 1Student Outcomes$7.8 million84% of action budgets
“Academic Achievement and College and Career Readiness To improve academic performance and College and Career Readiness for all students, we will implement comprehensive, grade-appropriate College and Career Readiness programs. This initiative will cultivate the confidence, skills, and spirit of innovation necessary for each student to confidently navigate their unique paths, enabling them to make a meaningful impact in their communities and the world” p. 13 ↗
3 funded actions · 2025–26 plan: $5.6 million (+$2.2 million)
Largest funded actions
Integration of Career, Community, and Life Skills$7.1 millionaction 1.1 · p. 59 ↗ · marked as contributing to high-need services · of which $5.9 million is state funding counted toward those services
Refinement of Multi-Tiered System of Support$0.7 millionaction 1.2 · p. 59 ↗ · marked as contributing to high-need services · of which $303,433 is state funding counted toward those services
Enhancement of Math Proficiency for Students with Disabilities$0.1 millionaction 1.3 · p. 59 ↗
Changes from last year’s plan, same title
Integration of Career, Community, and Life Skills+$2.0 million$5.1 million → $7.1 million · p. 59 ↗
Refinement of Multi-Tiered System of Support+$194,440$467,563 → $662,003 · p. 59 ↗
Enhancement of Math Proficiency for Students with Disabilities+$9,799$76,694 → $86,493 · p. 59 ↗
How the plan measures it · 19 measures · 3 quoted
Completion of A-G Requirements: % of students successfully completing the A-G requirementsp. 14 ↗
Baseline
54.5% …
Target for year 3
59.%
Career Technical Education (CTE) Pathway Completion # of students completing CTE pathwaysp. 14 ↗
Baseline
1 student …
Target for year 3
7 students
College and Career Indicator (CCI) Performance % of students considered college and career prepared according to the CA Dashboardp. 14 ↗
Baseline
54.5% …
Target for year 3
60%
16 more measures in the plan’s table.
Goal 2Engagement$910,92810% of action budgets
“Fostering a Supportive and Engaging Learning Environment In order to enhance student, parent, and staff engagement, we will establish an environment that fosters connectedness and professional growth” p. 29 ↗
Enhancing Community Connection Opportunities$550,798action 2.1 · p. 59 ↗ · marked as contributing to high-need services
Development of Professional Growth Pathways$246,682action 2.2 · p. 59 ↗ · marked as contributing to high-need services
Development of Social and Emotional Support Systems$68,095action 2.4 · p. 59 ↗ · marked as contributing to high-need services
Enhancement of Professional Development for Live Instruction$45,353action 2.3 · p. 59 ↗ · marked as contributing to high-need services
Changes from last year’s plan, same title
Enhancing Community Connection Opportunities+$108,953$441,845 → $550,798 · p. 59 ↗
Development of Professional Growth Pathways+$103,092$143,590 → $246,682 · p. 59 ↗
Development of Social and Emotional Support Systems+$26,734$41,361 → $68,095 · p. 59 ↗
Every other line in this goal, against last year’s plan
Enhancement of Professional Development for Live Instruction · $26,250 → $45,353 · p. 59 ↗+$19,103
How the plan measures it · 14 measures · 3 quoted
Maintain 100% Credentialed Teachers % of credentialed teachersp. 30 ↗
Baseline
100% …
Target for year 3
100%
Maintenance of High Attendance Rate % of school attendance rates (ADA)p. 30 ↗
Baseline
99.9% …
Target for year 3
98% or higher
Maintenance of Low Chronic Absenteeism % of chronic absenteeismp. 30 ↗
Baseline
0.8% …
Target for year 3
Less than 3%
11 more measures in the plan’s table.
Goal 3Conditions of Learning$603,3056% of action budgets
“Efficient Operations with a Focus on Sustainability Leverage technologies, specifically Artificial Intelligence, to enhance data-driven decision-making, automate routine operational processes, and provide personalized learning pathways for students, thereby establishing scalable systems that ensure long-term sustainability, promote academic growth, and increase operational efficiency” p. 42 ↗
What extra help do students who are behind get, and how do you know it’s working? 53% in English and 53% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (155 students tested in each); California: 54% and 58%
Which of these courses will actually run in the years my child attends?
When a child starts missing school, who calls the family, and how soon?
Every figure on this page, with its source, grades, year and count.
Score factorssource values, index and weights · 2025–26 · ranked #2,624 of 5,726 California elementary schools we score · #1 of 6 in Keppel Union Elementary
Score factors, 2025–26
Factor
School
Index
Weight
Advancedaverage of English and math
21%
49
42%
Proficient or Advancedaverage of English and math
46%
53
23%
Chronically absent
2 in 100
72
5%
Suspension rate
0 of 584
62
5%
English learners: top level
27%
65
5%
Grade gap (G3→G5, different students)
-7.8pp
—
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 year2018–19 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
37
54
#2624
California elementary schools · 5,726 schools · current formula
2018–19, 2021–22, 2022–23, 2023–24 and 2024–25 have records on file but no Scope Score we could verify against that year’s source files, so no score is shown for them.
School year
Chronic absence
Suspension
Grade gap (points)
2018–19
not on file
not on file
—
2021–22
not on file
not on file
−2
2022–23
not on file
not on file
−19
2023–24
0 in 100
0 of 389
+4
2024–25
2 in 100
0 of 466
−1
2025–26
2 in 100
0 of 584
−8
Chronic absence and suspension are CDE’s all-students school rates for each year.
Grade gap: the same year’s grade 3 and grade 5 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).
No 2019–20 or 2020–21 records in this SchoolScope series
Every tested year2018–2026 · 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
264
26%
53%
2026 · Math
264
25%
48%
2025 · English
232
24%
57%
2025 · Math
232
24%
51%
2024 · English
196
28%
57%
2024 · Math
196
20%
44%
2023 · English
209
32%
65%
2023 · Math
209
23%
48%
2022 · English
156
26%
55%
2022 · Math
156
20%
47%
2019 · English
79
19%
51%
2019 · Math
78
12%
31%
2018 · English
68
12%
44%
2018 · Math
68
12%
24%
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
48
50%
2025 · Grade 4 · English
46
48%
2025 · Grade 5 · English
24
46%
2025 · Grade 6 · English
30
63%
2025 · Grade 7 · English
26
62%
2025 · Grade 8 · English
41
68%
2025 · Grade 11 · English
17
71%
2025 · Grade 3 · Math
48
48%
2025 · Grade 4 · Math
46
41%
2025 · Grade 5 · Math
24
50%
2025 · Grade 6 · Math
30
50%
2025 · Grade 7 · Math
26
54%
2025 · Grade 8 · Math
41
71%
2025 · Grade 11 · Math
17
35%
2024 · Grade 3 · English
38
61%
2024 · Grade 4 · English
27
44%
2024 · Grade 5 · English
28
79%
2024 · Grade 6 · English
30
43%
2024 · Grade 7 · English
36
64%
2024 · Grade 8 · English
26
35%
2024 · Grade 11 · English
11
82%
2024 · Grade 3 · Math
38
61%
2024 · Grade 4 · Math
27
41%
2024 · Grade 5 · Math
28
50%
2024 · Grade 6 · Math
30
30%
2024 · Grade 7 · Math
36
42%
2024 · Grade 8 · Math
26
42%
2024 · Grade 11 · Math
11
36%
2023 · Grade 3 · English
31
55%
2023 · Grade 4 · English
36
78%
2023 · Grade 5 · English
36
47%
2023 · Grade 6 · English
38
58%
2023 · Grade 7 · English
31
61%
2023 · Grade 8 · English
23
83%
2023 · Grade 11 · English
14
100%
2023 · Grade 3 · Math
31
61%
2023 · Grade 4 · Math
36
64%
2023 · Grade 5 · Math
36
31%
2023 · Grade 6 · Math
38
50%
2023 · Grade 7 · Math
31
52%
2023 · Grade 8 · Math
23
35%
2023 · Grade 11 · Math
14
36%
2022 · Grade 3 · English
25
52%
2022 · Grade 4 · English
32
47%
2022 · Grade 5 · English
25
56%
2022 · Grade 6 · English
28
57%
2022 · Grade 7 · English
22
64%
2022 · Grade 8 · English
19
53%
2022 · Grade 11 · English
5
—
2022 · Grade 3 · Math
25
56%
2022 · Grade 4 · Math
32
50%
2022 · Grade 5 · Math
25
48%
2022 · Grade 6 · Math
28
50%
2022 · Grade 7 · Math
22
45%
2022 · Grade 8 · Math
19
42%
2022 · Grade 11 · Math
5
—
2019 · Grade 3 · English
8
—
2019 · Grade 4 · English
17
53%
2019 · Grade 5 · English
7
—
2019 · Grade 6 · English
11
45%
2019 · Grade 7 · English
18
67%
2019 · Grade 8 · English
14
50%
2019 · Grade 11 · English
4
—
2019 · Grade 3 · Math
8
—
2019 · Grade 4 · Math
17
24%
2019 · Grade 5 · Math
7
—
2019 · Grade 6 · Math
10
—
2019 · Grade 7 · Math
18
56%
2019 · Grade 8 · Math
14
29%
2019 · Grade 11 · Math
4
—
2018 · Grade 3 · English
13
46%
2018 · Grade 4 · English
14
36%
2018 · Grade 5 · English
—
—
2018 · Grade 6 · English
13
23%
2018 · Grade 7 · English
13
62%
2018 · Grade 8 · English
—
—
2018 · Grade 11 · English
—
—
2018 · Grade 3 · Math
12
42%
2018 · Grade 4 · Math
14
21%
2018 · Grade 5 · Math
—
—
2018 · Grade 6 · Math
14
7%
2018 · Grade 7 · Math
13
23%
2018 · Grade 8 · Math
—
—
2018 · Grade 11 · Math
—
—
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
93
16%
33%
42%
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 · English
Tested
Proficient or Advanced
vs district
vs California
Low-income
148
47%
—
+8
Hispanic or Latino (grades 3–8 only)
126
44%
+21
+6
White (grades 3–5 and 7 only)
64
67%
+27
+6
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
+1
153
Average
+16
153
Accelerated
English-only students
−1
130
not categorized
+11
130
not categorized
Low-income
−3
75
Average
+8
75
Accelerated
Hispanic or Latino
+2
69
Average
+8
69
Accelerated
White
−2
56
Average
+19
56
Accelerated
Students with disabilities
−14
21
Moderate
−2
21
Average
Two or more races
−7
12
Moderate
−2
12
Average
Asian
−4
11
Average
+14
11
Accelerated
English learners
+2
11
Average
+17
11
Accelerated
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.
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grades 4–8
153 students
CDE growth category: Average
California growth model, English: +1 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's +2-point median for California elementary school records.
State model · math+16 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
153 students
CDE growth category: Accelerated
California growth model, math: +16 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's +2-point median for California elementary school records.
Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California elementary school records, the median English estimate is +2 and the middle half fall between −5 and +9 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8, and it is not part of the Scope Score.
Attendance and suspensionsState records · this school and each student group · 2018–19 and 2025–26
CDE’s all-students school rates for 2024–25 and 2025–26; the change is the difference between the two rates as printed.
Year-over-year school rates
Chronic absenteeism2024–25 · 2 in 100 → 2025–26 · 2 in 100 · 0 in 100
Suspension rate2024–25 · 0 of 466 → 2025–26 · 0 of 584 · 0.0 percentage points
Group
2018–19
2025–26
Change
Female
—
2 in 100
—
Male
—
3 in 100
—
Asian
—
0 in 100
—
Black or African American
—
8 in 100
—
Hispanic or Latino
—
2 in 100
—
Two or more races
—
0 in 100
—
White
—
3 in 100
—
Students with disabilities
—
7 in 100
—
English learners
—
0 in 100
—
Low-income
—
4 in 100
—
All students
—
2 in 100
—
Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.
UC admissions, universitywidefall 2022–2024 · applied, admitted, enrolled, mean GPA · summed across CEEB codes
Year
Applied
Admitted
Enrolled
Mean GPA (applied)
Mean GPA (admitted)
Mean GPA (enrolled)
2024
5
under 3
under 3
3.74
—
—
2022
8
under 3
under 3
4.12
—
—
Source: UC admissions by source school. Dated fall first-year UC applicants, admitted students, and enrollees. GPA is each group's mean weighted, capped high-school GPA for 10th/11th-grade college-preparatory courses. SchoolScope leaves GPA unavailable when several CEEB codes contribute rather than combining their means. UC blanks counts under 5 applicants or under 3 admits or enrollees, shown here as “under 5” or “under 3”; — means unavailable, and a reported zero remains zero. A + marks a partial SchoolScope sum of observed counts, not a complete total; missing contributions may be zero. No admit rate is computed here. Complete, matching counts can support a historical descriptive rate, but do not establish a school's effect or predict individual chances. Series shown from 2022.
UC admissions by campuslatest falls on file · each campus counted separately
Campus
Year
Applied
Admitted
Enrolled
Irvine
2022
6
under 3
under 3
Los Angeles
2022
5
under 3
under 3
San Diego
2022
7
under 3
under 3
Universitywide
2024
5
under 3
under 3
Universitywide
2022
8
under 3
under 3
Source: UC admissions by source school. Dated fall first-year UC applicants, admitted students, and enrollees. Campus totals are not interchangeable with Universitywide; students can apply to several campuses. Universitywide is separately reported; never derive it by adding campus rows. Universitywide applicant and admit counts are unduplicated. UC blanks counts under 5 applicants or under 3 admits or enrollees, shown here as “under 5” or “under 3”; — means unavailable, and a reported zero remains zero. A + marks a partial SchoolScope sum of observed counts, not a complete total; missing contributions may be zero. No admit rate is computed here; these records do not establish a school's effect or predict individual chances.
AP course catalog2025–26 · College Board course authorizations
Subject
Authorization recorded for
2-D Art and Design
this school
Art History
this school
Biology
this school
Calculus AB
this school
Calculus BC
this school
Chemistry
this school
Comparative Government and Politics
this school
Computer Science A
this school
Computer Science Principles
this school
Drawing
this school
English Language and Composition
this school
English Literature and Composition
this school
Environmental Science
this school
European History
this school
Human Geography
this school
Macroeconomics
this school
Microeconomics
this school
Music Theory
this school
Physics 1
this school
Precalculus
this school
Psychology
this school
Statistics
this school
U.S. Government and Politics
this school
United States History
this school
World History: Modern
this school
Authorization ≠ a section running this year — the Ledger records what the school may teach, not seat counts.
Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot
Measure
This school
AP offered
offered
AP course count
22
AP enrollment (male/female)
4
IB participation
not reported
Dual enrollment
offered · 7 enrolled
Algebra I in grade 8
offered
Calculus sections
2
Physics sections
0
Chemistry sections
3
Reported male/female enrollment (CRDC)
377
These counts aren’t part of the Scope Score. “Not reported” means the federal record has no value for that item; it isn’t a zero. Enrollment counts add the male and female students the survey reports.
College destinationsclass of 2023 · state college-going records, 12 months after graduation
Destination
Completers
% (derived)
University of California
0
0%
California State University
0
0%
California community college
3
27%
In-state private
0
0%
Out-of-state, 4-year
0
0%
Out-of-state, 2-year
0
0%
Not enrolled
8
73%
11 students who finished high school, class of 2023 · state-reported college-going rate 27% · % column is computed by SchoolScope (count ÷ all who finished high school; CDE calls them completers), not a CDE-native rate · an unavailable or suppressed cell is marked as missing; a reported zero remains distinct · source: CDE 12-mo CGR, 2023 cohort (the newest published), National Student Clearinghouse match — a different, older vintage than the fall 2024 UC admissions rows above.
Fundingschool and district spending, from state and federal finance records · each row names its fiscal year and measure
Per-pupil spending
District · current expense$13,627 per pupil
NCES F-33 · FY 2020–21 (2021) · fall district membership: 2,594 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
District current expense · FY 2024–25$20,898 per ADA
CDE SACS Current Expense of Education · district fiscal year ending 2025 · average daily attendance denominator
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 65%Instruction support 8%Student services 8%Administration 9%Buildings & maintenance 10%
The arithmetic behind these shares · FY 2024–25
Group
Dollars
Share, to two decimals
Printed
Instruction
$32,570,194
64.94%
65%
Instruction support
$3,921,285
7.82%
8%
Student services
$4,197,364
8.37%
8%
Administration
$4,566,505
9.11%
9%
Buildings & maintenance
$4,839,615
9.65%
10%
Total
$50,150,432
100.00%
100%
These shares are our arithmetic: each group’s dollars divided by the $50,150,432 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
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 92373 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 92373 area
Measure
Estimate
Median household income
$101,271
Bachelor's degree or higher (adults 25+)
51%
ZIP-area population
35,257
Median age
37.6 years
Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score. See all schools in ZIP code 92373 →
<iframe
src="https://schoolscope.co/embed/school/sage-oak-charter-school-keppel-6127"
width="100%" height="210" loading="lazy"
style="border:0;border-radius:12px"
title="Sage Oak Charter School- Keppel — SchoolScope scorecard">
</iframe>
Free to embed with the credit link. Data updates automatically.
Its Scope Score is an elementary school score; results for its other grades are in these records.
Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 5,726 elementary schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · UC fall first-year source records — UC blanks counts under 5 applicants or 3 admits or enrollees; “+” marks a partial count; the all-campus total is reported separately · AP courses the College Board approved, 2025–26 (approved to teach, not enrollment) · federal civil rights data (CRDC) 2023–24, a past snapshot · state college-going records, class of 2023, matched to National Student Clearinghouse enrollment · Data updated October 15, 2026