San Martin Gwinn Environmental Science Academy: No single number tells this school's story. Here's the honest picture.
San Martin Gwinn Environmental Science Academy posts 23% meeting the standard and 10.2% exceeding it, against 43% and 21.3% statewide. The gaps and the bright spots below are the real read.
| Scope | % Exceeded | % Met+ | Growth (2023 G3 → 2025 G5) | Absence | Suspension | |
|---|---|---|---|---|---|---|
| This school | 29 | 10% | 23% | Above avg · p63 | 16.7% | 2.2% |
| CA average · Elementary School | 39 | 21% | 43% | Average · p50 | 17.9% | 1.6% |
San Martin Gwinn Environmental Science Academy scores 29 of 100 on SchoolScope's Scope Score — the 32nd percentile of 5,744 California elementary schools (CDE CAASPP 2025).
Measures test performance, attendance, and climate — not arts, community, or your kid. How we score →
📈 On the Rise — Ask how many years the improvement has held, not just the latest one — one strong cohort and a real turnaround can look identical in a single year of data.
Most rating sites would stop at “23% proficient” and call it done. San Martin Gwinn Environmental Science Academy deserves a closer read. The school sits in San Martin, where more than half of students qualify for free or reduced lunch — and reading the numbers without that context misreads the school.
The seven-year arc
Climbed from the 15th to the 32nd percentile since 2019 — past roughly 800 elementary schools.
This school hasn't fully recovered from the pandemic: 23% meet the standard today, versus 27% in 2019 — a gap worth asking about on a visit.
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | 35% | 21% | 30% | 14% | 15% |
| Grade 4 | 30% | 22% | 19% | 26% | 24% |
| Grade 5 | 21% | 22% | 37% | 29% | 44% |
| Grade 6 | 24% | 16% | 21% | 29% | 15% |
| Grade 7 | 31% | 13% | 21% | 28% | 39% |
| Grade 8 | 28% | 18% | 24% | 32% | 24% |
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | 37% | 19% | 26% | 16% | 15% |
| Grade 4 | 27% | 12% | 20% | 28% | 18% |
| Grade 5 | 12% | 18% | 16% | 15% | 23% |
| Grade 6 | 15% | 8% | 20% | 20% | 9% |
| Grade 7 | 8% | 11% | 14% | 26% | 21% |
| Grade 8 | 11% | 10% | 11% | 10% | 27% |
The story this school is actually telling
The school, grade by grade
ELA · CAASPP 2024–25Different students, same year — each bar is one grade's proficiency mix.
The honest read: the share exceeding rises 8.4pp across grades; the floor rises 28.9pp. The state average rises 4.6pp over the same span. Kids here gain ground the longer they stay — the pattern you want to see. A school visit and conversation with teachers will tell you more than this number.
The 6 things our score weighs
California's own answer to the same question
California runs its own growth model, following individual children in grades 4 through 8 rather than comparing school-wide averages the way we do — and here the two measures disagree. Ours puts this school around the 63rd percentile of California elementary schools; the state's puts it around the 26th in reading and math together — a harder read than ours. We are not going to pretend one of those is the answer. Neither measure sees an individual child's classroom, and a disagreement this size is worth asking the principal about directly.
— pts vs expected is scale-score points above or below what California's model predicted for these same children from their own prior-year scores. It is not a percentage and not a percent of anything. A typical California elementary school lands at +2 in reading, and the middle half of them fall between −5 and +9 — the spread is wide, so read the rank, not the sign. CDE blends two consecutive years into each published figure, so adjacent years share input data and no year-over-year trend can honestly be drawn from them. It covers grades 4-8 only, and it is not part of the Scope Score — we assessed it and left it out: it tracks school demographics roughly three times as strongly as our own growth measure does, and one published year is not enough to test how stable it is.
Ask what the school is working on next. Strong numbers tell you where a school is, not where it's going.
- Ask whether the tour can step into a working classroom — watch how the teacher handles a student who's stuck.
- Ask to tour while school's in session, and notice how hallways and transitions feel — culture shows up between classes, not just in them.
- Ask how the school communicates with families when a child starts to struggle.
- Ask what a typical day looks like for a new student in the first few weeks.
How every group of students does here
At San Martin Gwinn Environmental Science Academy in San Martin, 18.1% of low-income students met or exceeded the ELA standard in 2025, compared to 29.7% district-wide and 38.2% statewide. San Martin Gwinn Environmental Science Academy trails its district average for low-income students by 11.6 percentage points in ELA. Other subgroups: Low-Income students (9.8% Math proficient); Hispanic students (24.0% ELA proficient). The largest proficiency gap is 18.1 percentage points for english learner students. Data source: California Department of Education, CAASPP 2024-25. 243 students tested.
8 of 16 student groups here are too small to report — a privacy protection, not a gap.
Change in proficiency from the lowest tested grade — which groups gain ground the longer they stay. Groups with fewer than 10 tested students per grade are not shown.
Low-income student ELA proficiency rises by 22.3pp from grade 3 to grade 5 at this school. District average: +4.8pp.
California follows these children individually and predicts each one's score from their own prior year. Each row is read against the same group at a typical California elementary school — not against zero, and not against this school's all-students figure, because the state's expectation already differs by group.
— A group not listed at all had fewer than 11 students with a growth score, so California published nothing for it here. That is a privacy protection, not a judgment about those students. — Context only. None of this enters the Scope Score.
Showing up, and staying in class
TK/K students miss school at roughly one and a half times the rate of Grades 4–6 students (24.5% vs 15.1%). Chronic absence here concentrates in the earliest grades — worth asking how the school works with new families on attendance.
Where the path goes
The path below follows attendance boundaries — scores shown for each next step.
Feeder patterns derived from NCES attendance boundary data. Boundaries are approximate and may have changed — verify with your school district for current assignments.
The road from this school ends at Live Oak High, which sent 22 graduates to UC campuses last fall and teaches 22 AP subjects. Those numbers describe past cohorts — a child starting here today would reach Live Oak High around 2035, and 10 years is a long time for a school to hold still, and by the state's 2023 count 75% of Live Oak High's graduates enrolled in college somewhere, UC or not.
The people teaching here
Pay is set by the district, not the school.
What gets spent here
$49 per student arrives as federal Title funding — a measure of concentrated need, not school quality.
The district's current expense of education per student, from CDE's annual SACS filing — the freshest district spending figure the state publishes.
District-level, from the district's own SACS general-ledger filing — school-by-school breakdowns aren't published by the state.
Source: NCES F-33 · Full district breakdown →
The neighborhood it serves
Source: U.S. Census Bureau, American Community Survey 5-year estimates (2024) · ZIP-level
Transitional kindergarten is offered here — confirmed by actual Census Day enrollment, not just the listed grade span.
On the state's science test (CAST), 25% met or exceeded the standard — science is tested in grades 5 and 8 and once in high school, and it never enters the Scope Score.
Frequently asked questions
Is San Martin Gwinn Environmental Science Academy a good elementary school?
What are San Martin Gwinn Environmental Science Academy's CAASPP test scores?
How does San Martin Gwinn Environmental Science Academy rank in California?
Is San Martin Gwinn Environmental Science Academy getting better or worse?
What is the attendance and school culture like at San Martin Gwinn Environmental Science Academy?
How does San Martin Gwinn Environmental Science Academy compare to other schools in San Martin?
How does San Martin Gwinn Environmental Science Academy serve low-income and underrepresented students?
Your other options
Private alternatives nearby
Private schools within ~10 miles. These schools do not participate in state testing and cannot be scored or ranked.
A low score doesn't tell the whole story. Read: Your School Scored Low — Here's What That Actually Means
Every number on this page
Score factors, grade-level breakdowns, subgroup proficiency, and nearest schools.
| ELA | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 52 | 10% | 6% | 25% | 60% | 15% | −28 |
| Grade 4 | 72 | 10% | 14% | 19% | 57% | 24% | −21 |
| Grade 5 | 61 | 18% | 26% | 16% | 39% | 44% | −3 |
| Grade 6 | 67 | 6% | 9% | 27% | 58% | 15% | −31 |
| Grade 7 | 62 | 8% | 31% | 26% | 35% | 39% | −9 |
| Grade 8 | 71 | 7% | 17% | 30% | 46% | 24% | −22 |
| Math | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 52 | 10% | 6% | 17% | 67% | 15% | −30 |
| Grade 4 | 72 | 3% | 15% | 26% | 56% | 18% | −23 |
| Grade 5 | 62 | 11% | 11% | 24% | 53% | 23% | −12 |
| Grade 6 | 68 | 3% | 6% | 28% | 63% | 9% | −26 |
| Grade 7 | 61 | 10% | 11% | 36% | 43% | 21% | −12 |
| Grade 8 | 73 | 5% | 22% | 12% | 60% | 27% | −5 |
We show the grade rows CDE publishes for this school. A missing grade or dash can mean the school does not serve that grade, no valid result was published, or the tested group was too small to report. It does not mean zero.
| Science (CAST) | Tested | EXC | MET | NEAR | NOT |
|---|---|---|---|---|---|
| Schoolwide | 135 | 6% | 19% | 50% | 25% |
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.
| Subgroup · ELA | Tested | MET+ | vs district | vs CA |
|---|---|---|---|---|
| Socioeconomically Disadvantaged | 243 | 18.1% | −12 | −20 |
| Hispanic/Latino | 317 | 24.0% | −10 | −15 |
| English Learners | 136 | 8.1% | −0 | −2 |
| School | Dist | Scope | EXC | MET+ | Grade gap | Cohort growth | Susp |
|---|---|---|---|---|---|---|---|
| San Martin Gwinn Environmental Science Academy ← | — | 29 | 10.2% | 23.2% | +18.0pp | +78 pts | 2.2% |
| Rucker Elementary | 2.8 mi | 47 | 16.4% | 34.7% | +19.4pp | — | 0.5% |
| Voices College-Bound Language Academy at Morgan Hi | 2.9 mi | 30 | 10.5% | 36.1% | −1.4pp | — | 3.1% |
| Barrett Elementary | 2.5 mi | 23 | 8.2% | 23.9% | +1.9pp | — | 2.2% |
| California average | — | 39 | 21.3% | 42.7% | −2.9pp | — | 1.6% |
| Year | Scope | Pctile | Rank | Exc | Met+ | Absent | Susp | Grade gap |
|---|---|---|---|---|---|---|---|---|
| 2019 | 22 | 15 | #4686 | 8.9% | 27.0% | 14.0% | 3.5% | -19.2pp |
| 2022 | 19 | 16 | #4798 | 7.3% | 19.1% | 33.4% | 3.9% | +0.1pp |
| 2023 | 22 | 22 | #4436 | 9.1% | 24.7% | 26.5% | 4.8% | -2.3pp |
| 2024 | 24 | 16 | #4789 | 7.6% | 21.3% | 22.9% | 2.8% | +6.7pp |
| 2025 | 29 | 32 | #3929 | 10.2% | 23.2% | 16.7% | 2.2% | +18.0pp |
- — Scored here as an elementary school — other grade spans appear in the data appendix.
- — Low-income students here trail the state average for their group by 20 points in ELA — worth asking how the school is closing that gap.
| Group | 2019 | 2025 | Δ |
|---|---|---|---|
| Female | 13.2% | 13.8% | +0.6pp |
| Male | 15.3% | 19.2% | +3.9pp |
| Filipino | 9.1% | 16.7% | +7.6pp |
| Hispanic/Latino | 15.5% | 17.8% | +2.3pp |
| Two or More Races | 0.0% | 10.5% | +10.5pp |
| Students with Disabilities | 25.9% | 27.8% | +1.9pp |
| English Learners | 14.9% | 14.6% | -0.3pp |
| Homeless | 29.1% | 26.7% | -2.4pp |
| Military-Connected | 15.0% | 13.5% | -1.5pp |
| Socioeconomically Disadvantaged | 17.2% | 21.0% | +3.8pp |
| All Students | 14.2% | 16.6% | +2.4pp |
| Group | Reading | n | CDE band | Math | n | CDE band |
|---|---|---|---|---|---|---|
| All Students | −8 | 316 | Moderate | −6 | 316 | Moderate |
| Hispanic or Latino | −6 | 259 | Moderate | −6 | 259 | Moderate |
| Socioeconomically Disadvantaged | −6 | 195 | Moderate | −5 | 195 | Average |
| English Learner | −6 | 152 | Moderate | −5 | 152 | Average |
| English Only | −13 | 137 | not categorised | −10 | 137 | not categorised |
| English Learners Only | −10 | 100 | not categorised | −5 | 100 | not categorised |
| Homeless Youth | −9 | 61 | Moderate | −6 | 61 | Moderate |
| Recently Reclassified Fluent-English Proficient Only | −4 | 52 | not categorised | −3 | 52 | not categorised |
| Students with Disabilities | −9 | 51 | Moderate | −16 | 51 | Moderate |
| Long-Term English Learner (grades 6-8 only) | −1 | 45 | Average | +2 | 45 | Average |
| White | −11 | 36 | Moderate | −4 | 36 | Average |
Whole scale-score points above or below what CDE's model predicted for these same children from their own prior-year scores — not a percentage, not a percentile. Statewide a typical school lands near +1 with a spread of about 13 points either side, so read a figure against its group's own typical value, not against zero. “Not categorised” is CDE assigning no band — English Only, Recently Reclassified, and English Learners Only receive a value and no band, for every school in the state. It is not a missing number. Long-Term English Learner counts cover grades 6-8 only (CDE), so that row is not comparable to the All Students row. Most figures blend two consecutive years, so adjacent published years share input data and no trend line can honestly be drawn across them. A group absent from this table had fewer than 11 students with a growth score and was never published. Grades 4-8 only. None of this enters the Scope Score — it is more strongly correlated with school demographics than our own growth measure, and one published year is not enough to test its reliability.
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