Independent charter school · San Diego Unified · San Diego, California

School for Entrepreneurship and Technology — Rating & test scores

San Diego · 9–12 · 247 students (2024–25)

3540 Aero Court, 92123sethigh.org ↗(858) 874-4338

85thpercentileStrong

The dots are California’s 1,498 scored public high schools, placed by Scope Score on spring 2025 tests. Why not spring 2026? High school scores include graduation and college-readiness records, which the state publishes a year after the tests. How it’s built →

Scope Score

Weighted composite · 2024–25
A weighted mix of six of the seven high school measures.

See this school’s score factors ↓

School for Entrepreneurship and Technologyhigher than 85 of the 100 California dots

California’s public high schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

School for Entrepreneurship and Technologyhigher than 85 of the 100 California dots

California’s public high schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

School for Entrepreneurship and Technologyhigher than 85 of the 100 California dots

California’s public high schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

In 2024–25, 98% of the class graduated in four years (54 of 55); across California, 89%.

Source

Source: CDE four-year adjusted cohort graduation rate (ACGR), 2024–25
Students: students who started 9th grade together: 55
Comparison: California: graduates divided by students who started 9th grade together, across 2,281 public schools’ rows (our combination, not CDE’s published state rate; 432,702 of 487,177).

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap, inside the campus outline from the California School Campus Database (2025). Volunteers map it, so a new building may be missing. Buildings with no mapped height are drawn one storey high.

A picture of the campus, not an attendance boundary or a rating.

Schools maintain a closed campus policy. For students’ safety, visitors may enter a campus only with the school’s official permission; this drawing implies no permission to enter.

In grade 11, spring 2026, 75% scored Proficient or Advanced in English (reading and writing), against 57% across California.

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

Sources

The sentence above: California’s state tests (CAASPP), California Department of Education, spring 2026. All students tested in grade 11. California: CDE’s grade 11 rows for the whole state combined, weighted by students tested (our calculation; 414,559 in English tested).

Common questions

How do I get in?

Ask School for Entrepreneurship and Technology how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓

Is School for Entrepreneurship and Technology a good high school?

School for Entrepreneurship and Technology scores higher than 85 in 100 of California’s 1,498 scored public high schools: 85th percentile, Strong, spring 2025. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 16 in 100 students missed 10% or more of school days, against 16 in 100 at the average San Diego Unified high school. 4.5% of students (12 of 266) were suspended at least once in 2025–26, against 2.9% at the average California high school. Evidence ↓

How does math compare with English?

In grade 11, spring 2026, math trails English by 39 percentage points in the share who scored Proficient or Advanced, against 25 points across California. Evidence ↓

How do kids like mine do here?

In spring 2026, 84% of White students in grade 11 at School for Entrepreneurship and Technology in San Diego scored Proficient or Advanced in English, against 68% for the same group across California. Evidence ↓

What could my child study here?

30 students took a college course for credit in 2023–24, by the federal Civil Rights Data Collection. Evidence ↓

Where do students go after finishing high school here?

63% of the class of 2023 enrolled in college within 12 months, by CDE’s college-going records. Evidence ↓

What does its own plan pay for?

In its 2026–27 plan, $1.1 million is planned for 34 funded actions in 7 goals. These are planned amounts; the charter school reports what it spent in a later plan. Evidence ↓

What should I ask on a visit?

The questions drawn from this page are under Next steps, ready to copy. Evidence ↓

Academic achievement

How did students here do on state tests?

Well above California in English; near it in math.

State tests (CAASPP), grade 11, spring 2026

In grade 11, spring 2026, 75% scored Proficient or Advanced in English and 36% in math, against 57% and 32% across California.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grade 11: 61
Comparison: California: CDE’s grade 11 rows for the whole state combined, weighted by students tested (our calculation; 414,559 in English, 413,523 in math tested). The comparisons use the same grade and year.

AdvancedProficientBelow the standard

English

Grade 11 · spring 2026 · 61 tested

Advanced: 41%
Proficient: 34%
Below the standard: 25%

This school75%

California57%

San Diego Unified60%

75% Proficient or Advanced in grade 11.

Math

Grade 11 · spring 2026 · 61 tested

Advanced: 16%
Proficient: 20%
Below the standard: 64%

This school36%

California32%

San Diego Unified34%

36% Proficient or Advanced in grade 11.

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

How does math compare with English?

In grade 11, spring 2026, math trails English by 39 percentage points in the share who scored Proficient or Advanced, against 25 points across California. The grade 11 cards above give each subject’s share.

Have results changed?

Results in both subjects were lower than in 2025. English went from 88% to 75% and math from 50% to 36%.

English · top two levels · grade 11

202588%58 tested

→

202675%61 tested

This school

California, same grades57% → 57%2025 → 2026 · 432,651 → 414,559 tested

Math · top two levels · grade 11

202550%58 tested

→

202636%61 tested

This school

California, same grades30% → 32%2025 → 2026 · 431,903 → 413,523 tested

Each year is a different group of students.

Ask: How does the school check what’s working in math?

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, grade 11 · This school	41%	34%	17%	8%	61
English, grade 11 · California	27%	30%	21%	22%	414,559
English, grade 11 · San Diego Unified	29%	31%	20%	20%	7,161
Math, grade 11 · This school	16%	20%	25%	39%	61
Math, grade 11 · California	16%	16%	20%	48%	413,523
Math, grade 11 · San Diego Unified	16%	18%	21%	45%	7,162

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.

Grade 11 tests are one part of the picture. Graduation, readiness and college destinations answer different questions below.

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grade 11

This schoolCalifornia

0%50%100%20172022202675%57%

Math top two levels, grade 11

This schoolCalifornia

0%50%100%20172022202636%32%

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

In grade 11, the share at the state’s top two levels in English went from 68% in 2017 to 75% in 2026. In math, it went from 32% in 2017 to 36% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grade 11
Year	This school	California
2017	68% 75 tested	60% 444,040 tested
2018	68% 59 tested	56% 439,134 tested
2019	77% 47 tested	57% 439,947 tested
2022	50% 48 tested	55% 427,007 tested
2023	69% 58 tested	55% 442,128 tested
2024	78% 59 tested	56% 435,296 tested
2025	88% 58 tested	57% 432,651 tested
2026	75% 61 tested	57% 414,559 tested

Math · top two levels · grade 11
Year	This school	California
2017	32% 75 tested	32% 442,457 tested
2018	31% 59 tested	31% 437,883 tested
2019	34% 47 tested	32% 438,107 tested
2022	21% 48 tested	27% 424,390 tested
2023	36% 58 tested	27% 440,912 tested
2024	39% 59 tested	28% 434,711 tested
2025	50% 58 tested	30% 431,903 tested
2026	36% 61 tested	32% 413,523 tested

What you can do

Who can act on School for Entrepreneurship and Technology’s results?

School for Entrepreneurship and Technology’s own board decides its plan.

The state hasn’t placed School for Entrepreneurship and Technology in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source

Where is its yearly plan?

What its plan pays for ↓

San Diego Unified authorized this charter; its current term ends June 30, 2028.

Authorizer from the California Department of Education’s charter term file; term from its Charter School Database, checked October 22, 2026. Source

Life at school

How many students here graduate, and where do they go next?

98% of students graduated in four years in 2024–25.

State graduation, readiness, college-going, attendance and suspension records

That compares with 89% across California. 58% were ready for college or career (state measure) in 2024–25. 63% of the class of 2023 enrolled in college within 12 months.

Preparation · each measure describes a different student group

Graduated in four years

98%

Across California: 89%

2024–25 · 54 of 55 students who started 9th grade together

Ready for college or career (state measure)

58%

Across California: 52%

2024–25 · 32 of 55 students in the state’s measure

Finished the UC/CSU course list

93%

Average California high school: 56%

2024–25 · 50 of 54 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

63% enrolled in college within 12 months · 51 students who finished high school

University of California1 · 2%
California State University1 · 2%
California community college24 · 47%
In-state private1 · 2%
Out-of-state, 4-year5 · 10%
Out-of-state, 2-year0 · 0%
Not enrolled19 · 37%

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?

What other courses and pathways are on record?

College courses in high school (dual enrollment)

30 students took one

2023–24

Students taking a college course for credit while in high school, often through a community college. Federal Civil Rights Data Collection, school-reported.

Ask: How does the school help students who don’t go to college plan what comes next?

Where these figures come fromEach measure’s source, student group and definition

Graduated in four years: 2024–25 · 54 of 55 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 · 32 of 55 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 · 50 of 54 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.

How often do students miss school or get suspended?

16 in 100 students were chronically absent in 2025–26. That means they missed 10% or more of school days. 4.5% of students were suspended at least once in 2025–26, against 2.9% at the average California high school.

Context Close to the 16 in 100 at the average San Diego Unified high school: a pattern across the district.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 40 of 257 students counted for it; suspension: 12 of 266 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 San Diego Unified high school 2.3%.

Chronically absent, 2025–26

16 in 100This school

16 in 100At the average San Diego Unified high school

22 in 100At the average California high school

40 of 257 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

4.5%

of students were suspended at least once (12 of 266). Average California high school 2.9%.

Ask: When a student is suspended, what happens before and after, and who talks with the family?

Ask families and staff yourselfWhat to ask the people at School for Entrepreneurship and Technology

Ask current families how the school keeps them informed, and what happened when their child needed help. Ask staff how long teachers tend to stay.

Questions for your visit ↓

Have a child here? Answer 7 questions Responder en español

Every learner

How do kids like mine do here?

Student groups, grade 11, spring 2026

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grade 11; 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).

School for Entrepreneurship and TechnologySame group, California

WhiteEnglish · 37 tested84%Same group, California 68%
WhiteMath · 37 tested49%Same group, California 44%

Proficient or Advanced, grade 11, spring 2026.

Who are the students?

2025–26 · students counted

White54%
Hispanic or Latino18%
Black or African American14%
Asian5%
Two or more races5%
Filipino—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Unallocated share4%

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?

23%of students qualified for free or reduced-price meals in 2024–25, 56 of 247. California: 63%.

14teachers, 2024–25

9 yearsaverage experience, 2024–25

0%in their first year, 2024–25

76%of teaching positions with proper credential and placement, 2021–22

Ask: Which student groups does the school track most closely, and what does it do when one falls behind?

All group results, district comparisons and sources

Proficient or Advancedgrade 11 · spring 2026

Group and subject	Here	vs San Diego Unified	vs California
White · 37 tested
English	84%	+1074%	+1668%
Math	49%	−453%	+544%

Each gap is to the same group, grades and subject: in San Diego Unified, and across California. No group that is behind across California does 10 or more points better here.

Hispanic or Latino students and students with disabilities: fewer than 30 tested here. No published rate here for low-income, Asian, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
White	54%
Hispanic or Latino	18%
Black or African American	14%
Asian	5%
Two or more races	5%
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: 76% of teaching positions, 10.5 properly credentialed teaching-position FTE out of 13.9 total position FTE. This measures positions, not individual teachers.

In its own words

What does School for Entrepreneurship and Technology’s own plan commit to?

Its 2026–27 plan

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

$1.1 million

planned for 34 funded actions in 7 goals. 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, 97 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 50% of the money; their titles are below. The plan itself puts 94% of it toward staff.

Reading, math and catch-up help

3 of the plan’s 34 funded actions name reading, math, catch-up help or English learners in their titles.

Math $73,538
English learners $24,000

Largest of these

Double-block year-long math classes to provide more soak time for students$64,338
Specific ELD instruction in 1st period and 5th period English electives$24,000
Use Renaissance as standardized testing tool and as a math-support tool$9,200

For high-need students

It plans $353,112 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $289,075 and estimates it spent $389,583, $100,508 (35%) more than planned (our arithmetic).

What changed

The total is $121,265 (12%) higher than in the 2025–26 plan. The biggest change in dollars is Utilize a college-going curriculum for advisory for each grade-level to support the grade-level advisories, which went from $1,000 to $98,529.

Largest cuts

Two general support classes will be offered each semester−⁠$56,686
Encourage students to take our CTE classes and to pursue further study by taking community college classes−⁠$42,277
Specific ELD instruction in 1st period and 5th period English electives−⁠$16,000

Largest increases

Utilize a college-going curriculum for advisory for each grade-level to support the grade-level advisories+⁠$97,529
Continue with our co-teacher model that has an Education Specialist or an Academic Coach assigned to and actively involved in every core classroom+⁠$49,794
Continue with our co-teacher model that has an Education Specialist or an Academic Coach assigned to and actively involved in every core classroom+⁠$19,291

New in the 2026–27 plan

Add a 5th Academic Coach for 9th grade$29,823
Continue offering the Wellness and Jiu Jitsu classes$27,570
Targeted Professional Development to address mental health issues$13,388

Ask: What did Two general support classes will be offered each semester pay for, and what changes now that the 2026–27 plan gives it $56,686 less?

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 grade 11 only: 75% in English and 36% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure	2024–25	2025–26	Change
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 2	50%	36%	down 14 pts
Suspended at least onceGoal 4	3.1%	4.5%	up 1.4 pts

Goals 1, 3, 5, 6 and 7 aren’t shown because they track other measures.

Figures from CDE’s state test, chronic absence and suspension files. Test figures cover every grade the school tests (California tests grades 3–8 and 11), so they differ from a profile’s rated grades. Chronically absent means a student missed 10% or more of school days.

The plan’s own titles and amounts

Continue with our co-teacher model that has an Education Specialist or an Academic Coach assigned to and actively involved in every core classroom · $279,291
Continue with our co-teacher model that has an Education Specialist or an Academic Coach assigned to and actively involved in every core classroom · $193,065
Utilize a college-going curriculum for advisory for each grade-level to support the grade-level advisories · $98,529

The full plan7 goals, 16 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 ($1.1 million).

Where does the money go?

64% to Goal 2. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.

Change since the 2025–26 plan, same title

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

Every goal, in the plan’s order

Goal 1 · Maintenance of Progress GoalIncrease Parental Involvement (Engagement)$18,2782% of action budgets

4 funded actions · 2025–26 plan: $16,000 (+⁠$2,278) · p. 9 ↗

Largest funded actions

Leadership Podcast (Nicky and Me) to support parents and students$6,399action 1.1 · p. 48 ↗ · marked as contributing to high-need services
Have semesterly career talks in each class by either parents, family friends, or community members$6,129action 1.7 · p. 48 ↗
Continue to make technology enhancements to CoreCompetency to improve communication between staff, students, and parents$3,450action 1.6 · p. 48 ↗
Continue with community events$2,300action 1.5 · p. 48 ↗

Changes from last year’s plan, same title

Have semesterly career talks in each class by either parents, family friends, or community members+⁠$5,129$1,000 → $6,129 · p. 48 ↗
Leadership Podcast (Nicky and Me) to support parents and students−⁠$3,601$10,000 → $6,399 · p. 48 ↗
Continue to make technology enhancements to CoreCompetency to improve communication between staff, students, and parents+⁠$450$3,000 → $3,450 · p. 48 ↗

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

Continue with community events · $2,000 → $2,300 · p. 48 ↗+⁠$300

How the plan measures it · 2 measures · 2 quoted

Percent of parents involved in non- mandatory monthly activities associated with the school p. 9 ↗
Baseline
11%
Target for year 3
15%
Percent of parents who attend at least one non- mandatory school event p. 9 ↗
Baseline
85%
Target for year 3
90%

Goal 2 · Focus GoalIncrease the percentage of students who score proficient or above in Math, English, and Science on the CAASPP and CAST$727,81564% of action budgets

10 funded actions · 2025–26 plan: $677,637 (+⁠$50,178) · p. 12 ↗

Largest funded actions

Continue with our co-teacher model that has an Education Specialist or an Academic Coach assigned to and actively involved in every core classroom$279,291action 2.1 · p. 48 ↗
Continue with our co-teacher model that has an Education Specialist or an Academic Coach assigned to and actively involved in every core classroom$193,065action 2.2 · p. 48 ↗ · marked as contributing to high-need services
Maintain extra Education Specialist to provide better support for Students with Disabilities with a special emphasis on Low Income, English Learners, and Foster Youth$79,928action 2.12 · p. 49 ↗ · marked as contributing to high-need services
Double-block year-long math classes to provide more soak time for students$64,338action 2.7 · p. 49 ↗ · marked as contributing to high-need services · of which $48,254 is state funding counted toward those services
Two general support classes will be offered each semester$54,314action 2.8 · p. 49 ↗ · marked as contributing to high-need services

5 more funded actions in this goal

Add a 5th Academic Coach for 9th grade · action 2.17 · p. 49 ↗ · marked as contributing to high-need services$29,823
Use Renaissance as standardized testing tool and as a math-support tool · action 2.3 · p. 49 ↗$9,200
Use Edgenuity curriculum to help with credit-deficient students · action 2.6 · p. 49 ↗ · marked as contributing to high-need services$8,250
Encourage staff do travel to conferences for targeted professional development · action 2.14 · p. 49 ↗$6,747
Support remote learning for up to 10 days per year for each student · action 2.10 · p. 49 ↗$2,859

Changes from last year’s plan, same title

Two general support classes will be offered each semester−⁠$56,686$111,000 → $54,314 · p. 49 ↗
Continue with our co-teacher model that has an Education Specialist or an Academic Coach assigned to and actively involved in every core classroom+⁠$49,794$143,271 → $193,065 · p. 48 ↗
Continue with our co-teacher model that has an Education Specialist or an Academic Coach assigned to and actively involved in every core classroom+⁠$19,291$260,000 → $279,291 · p. 48 ↗

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

Maintain extra Education Specialist to provide better support for Students with Disabilities with a special emphasis on Low Income, English Learners, and Foster Youth · $74,420 → $79,928 · p. 49 ↗+⁠$5,508
Double-block year-long math classes to provide more soak time for students · $55,946 → $64,338 · p. 49 ↗+⁠$8,392
Add a 5th Academic Coach for 9th grade · $29,823 · p. 49 ↗new or renamed
Use Renaissance as standardized testing tool and as a math-support tool · $8,000 → $9,200 · p. 49 ↗+⁠$1,200
Use Edgenuity curriculum to help with credit-deficient students · $7,500 → $8,250 · p. 49 ↗+⁠$750
Encourage staff do travel to conferences for targeted professional development · $7,500 → $6,747 · p. 49 ↗−⁠$753
Support remote learning for up to 10 days per year for each student · $10,000 → $2,859 · p. 49 ↗−⁠$7,141

A reworded title counts as new.

How the plan measures it · 3 measures · 3 quoted

CAASPP Math Test Score p. 12 ↗
Baseline
36%
Target for year 3
46%
CAASPP English Test Score p. 12 ↗
Baseline
69%
Target for year 3
79%
CAST Test Score p. 12 ↗
Baseline
46%
Target for year 3
56%

Goal 3Ensure that English Language Learners are improving their English Language skills and able to access the…$24,0002% of action budgets

“Ensure that English Language Learners are improving their English Language skills and able to access the entire curriculum” p. 17 ↗

1 funded action · 2025–26 plan: $42,000 (−⁠$18,000)

Largest funded actions

Specific ELD instruction in 1st period and 5th period English electives$24,000action 3.1 · p. 50 ↗ · marked as contributing to high-need services

Changes from last year’s plan, same title

Specific ELD instruction in 1st period and 5th period English electives−⁠$16,000$40,000 → $24,000 · p. 50 ↗

How the plan measures it · 1 measure

None of these has an all-students line we can quote; the plan’s table lists them from p. 17 ↗.

Goal 4Maximize student buy-in to the SET community and culture, a student constructed statement regarding ethics…$34,1843% of action budgets

“Maximize student buy-in to the SET community and culture, a student constructed statement regarding ethics, achievement, respect and self-discipline” p. 20 ↗

7 funded actions · 2025–26 plan: $31,000 (+⁠$3,184)

Largest funded actions

Build on restorative practices approach throughout the school community including in each classroom$7,865action 4.3 · p. 50 ↗ · marked as contributing to high-need services
For Seniors, Anieya Blue Cords for Community Heroes will be awarded at graduation to Seniors who meet a pre-set list of goals$7,328action 4.12 · p. 51 ↗
Annual retreat for each grade level$6,836action 4.2 · p. 50 ↗
Add structure to passion projects$5,400action 4.5 · p. 51 ↗
For Seniors, a class-wide Passion Project where students self-organize to do a collaborative Passion Project$3,600action 4.11 · p. 51 ↗

2 more funded actions in this goal

Improve the senior experience by organizing at least one new senior-only activity beyond the senior camping trip and the usual end of the year senior activities · action 4.9 · p. 51 ↗$2,000
Encourage more collaboration between staff and the SET Board of Directors by having one teacher present the work they are doing in class at each board meeting · action 4.8 · p. 51 ↗$1,155

Changes from last year’s plan, same title

Build on restorative practices approach throughout the school community including in each classroom+⁠$6,865$1,000 → $7,865 · p. 50 ↗
Add structure to passion projects−⁠$4,600$10,000 → $5,400 · p. 51 ↗
Annual retreat for each grade level+⁠$2,836$4,000 → $6,836 · p. 50 ↗

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

For Seniors, Anieya Blue Cords for Community Heroes will be awarded at graduation to Seniors who meet a pre-set list of goals · $6,000 → $7,328 · p. 51 ↗+⁠$1,328
For Seniors, a class-wide Passion Project where students self-organize to do a collaborative Passion Project · $5,000 → $3,600 · p. 51 ↗−⁠$1,400
Improve the senior experience by organizing at least one new senior-only activity beyond the senior camping trip and the usual end of the year senior activities · $2,000 → $2,000 · p. 51 ↗unchanged
Encourage more collaboration between staff and the SET Board of Directors by having one teacher present the work they are doing in class at each board meeting · $3,000 → $1,155 · p. 51 ↗−⁠$1,845

How the plan measures it · 3 measures · 2 quoted

Students report that SET High is a safe place to learn on annual surveys p. 20 ↗
Baseline
95%
Target for year 3
95%
Parents report that SET High is a safe place to learn on annual surveys p. 20 ↗
Baseline
95%
Target for year 3
95%

1 more measure in the plan’s table.

Goal 5Continue to increase the percentage of students who are eligible to attend a 4-year university as well as the…$155,15914% of action budgets

“Continue to increase the percentage of students who are eligible to attend a 4-year university as well as the percentage of students enrolling in 4-year or 2-year college, while understanding that college may not be the best option for all students” p. 24 ↗

5 funded actions · 2025–26 plan: $79,431 (+⁠$75,728)

Largest funded actions

Utilize a college-going curriculum for advisory for each grade-level to support the grade-level advisories$98,529action 5.2 · p. 52 ↗
Encourage students to take our CTE classes and to pursue further study by taking community college classes$25,154action 5.5 · p. 52 ↗
College day right after Spring Break for 9th and 10th grade$12,316action 5.4 · p. 52 ↗
Have at least one volunteering day$12,316action 5.8 · p. 52 ↗
Add structure to Flex Time$6,844action 5.10 · p. 52 ↗

Changes from last year’s plan, same title

Utilize a college-going curriculum for advisory for each grade-level to support the grade-level advisories+⁠$97,529$1,000 → $98,529 · p. 52 ↗
Encourage students to take our CTE classes and to pursue further study by taking community college classes−⁠$42,277$67,431 → $25,154 · p. 52 ↗
College day right after Spring Break for 9th and 10th grade+⁠$11,316$1,000 → $12,316 · p. 52 ↗

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

Have at least one volunteering day · $3,000 → $12,316 · p. 52 ↗+⁠$9,316
Add structure to Flex Time · $6,844 · p. 52 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 3 measures · 3 quoted

College/Career metric on California Dashboard p. 24 ↗
Baseline
40%
Target for year 3
50%
Graduation Rate on California Dashboard p. 24 ↗
Baseline
96%
Target for year 3
96%
Percent of graduates who attend a 2-year or 4-year college p. 24 ↗
Baseline
94%
Target for year 3
95%

Goal 6 · Maintenance of Progress GoalIncrease Student Attendance Rates$111,53410% of action budgets

3 funded actions · 2025–26 plan: $108,300 (+⁠$3,234) · p. 28 ↗

Largest funded actions

Support spaces for mental health and non-school-related support$83,315action 6.4 · p. 52 ↗
Use Maker Space, Multimedia Space, and Passion Projects as a carrot to get students to school$21,375action 6.1 · p. 52 ↗
Support virtual attendance by continuing to use OWL cameras$6,844action 6.2 · p. 52 ↗

Changes from last year’s plan, same title

Support spaces for mental health and non-school-related support+⁠$8,315$75,000 → $83,315 · p. 52 ↗
Use Maker Space, Multimedia Space, and Passion Projects as a carrot to get students to school−⁠$5,625$27,000 → $21,375 · p. 52 ↗
Support virtual attendance by continuing to use OWL cameras+⁠$544$6,300 → $6,844 · p. 52 ↗

How the plan measures it · 2 measures · 2 quoted

Average Daily Attendance p. 28 ↗
Baseline
91%
Target for year 3
95%
Percent of students with attendance < 90% p. 28 ↗
Baseline
30%
Target for year 3
10%

Goal 7 · Focus GoalSupport the mental health and social/emotional needs of both students and staff$66,6626% of action budgets

4 funded actions · 2025–26 plan: $62,000 (+⁠$4,662) · p. 31 ↗

Largest funded actions

Continue offering the Wellness and Jiu Jitsu classes$27,570action 7.5 · p. 53 ↗
Targeted Professional Development to address mental health issues$13,388action 7.3 · p. 53 ↗
Continued support for teacher wellness activities$13,388action 7.4 · p. 53 ↗
SET ReSET quarterly$12,316action 7.1 · p. 53 ↗

Changes from last year’s plan, same title

SET ReSET quarterly+⁠$10,316$2,000 → $12,316 · p. 53 ↗
Continued support for teacher wellness activities+⁠$3,388$10,000 → $13,388 · p. 53 ↗

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

Continue offering the Wellness and Jiu Jitsu classes · $27,570 · p. 53 ↗new or renamed
Targeted Professional Development to address mental health issues · $13,388 · p. 53 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 2 measures · 2 quoted

Chronically Sad rate on California Healthy Kids Survey p. 31 ↗
Baseline
36.12%
Target for year 3
27%
Suicide Ideation rate on California Healthy Kids Survey p. 31 ↗
Baseline
21.92%
Target for year 3
15%

All amounts are planned. We read them from the PDF and added up each goal’s actions ourselves. Page links open the plan at that page.

Next steps

Which schools feed into School for Entrepreneurship and Technology, and how do I get in?

No assigned next school.

School for Entrepreneurship and Technology is a charter, so a student’s later schools follow the family’s home address, not this campus, unless the family applies elsewhere. Each school’s standing compares it with California schools at its own level.

Elementary
Angier Elementary
71st · Solid · 2026Nearby same-district option · distance estimate, not a confirmed feeder
Middle
Taft Middle
41st · Developing · 2026Nearby same-district option · distance estimate, not a confirmed feeder
High · this school
School for Entrepreneurship and Technology
Grades 9–12

Historical links and nearby options · confirm your child’s address and current assignment with the district. Explore schools on the map

All recorded links and nearby alternatives

Elementary links

Angier Elementary
Nearby same-district option · distance estimate, not a confirmed feeder
71st percentile · Solid · elementary · 2026
Wegeforth Elementary
Nearby same-district option · distance estimate, not a confirmed feeder
60th percentile · Solid · elementary · 2026
Jones Elementary
Nearby same-district option · distance estimate, not a confirmed feeder
68th percentile · Solid · elementary · 2026

Middle-school links

Taft Middle
Nearby same-district option · distance estimate, not a confirmed feeder
41st percentile · Developing · middle · 2026
Montgomery Middle
Nearby same-district option · distance estimate, not a confirmed feeder
32nd percentile · Developing · middle · 2026
Innovation Middle
Nearby same-district option · distance estimate, not a confirmed feeder
46th percentile · Developing · middle · 2026

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.

How do I get in?

Ask School for Entrepreneurship and Technology how it admits students. Charter schools set their own enrollment steps and dates.

Before you apply

Confirm this school’s current process directly.

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

School website: sethigh.org ↗Office: (858) 874-4338Administrator: Neil McCurdy

Location and visiting

Get directions

3540 Aero Court, San Diego 92123

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

Questions for your visit

What does the school try before a suspension, and who talks with the family? 4.5% suspended at least once, 2025–26 (12 of 266 students); average California high school: 2.9%
How does the school check what’s working in math? Math: 50% in 2025 to 36% in 2026 here; California: 30% to 32%
How does the school help students who don’t go to college plan what comes next?
What did Two general support classes will be offered each semester pay for, and what changes now that the 2026–27 plan gives it $56,686 less?
What is the school doing about chronic absence? 16 in 100 chronically absent, 2025–26 (40 of 257 students); 7 in 100 in 2024–25
Which courses and career pathways does the school run, and who can enroll?

Office (858) 874-43383540 Aero Court, directions (opens Google Maps in a new tab)

Nearby high schoolsClosest first, by straight-line distance

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

Nearby high schoolsPercentile among California high schools, 2025

Kearny College Connections0.9 mi
81stStrongScope Score 69
Kearny Digital Media & Design0.9 mi
71stSolidScope Score 64
Kearny Eng Innov & Design0.9 mi
78thStrongScope Score 67
Kearny School of Biomedical Science and Technology0.9 mi
68thSolidScope Score 62
High Tech High MesaSBC - High Tech High · 2.0 mi · Charter school. Check how it admits students.
91stStrongScope Score 76

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 · 2024–25 · ranked #214 of 1,498 California high schools we score · #9 of 31 in San Diego Unified

Score factors, 2024–25
Factor	School	Index	Weight
Graduation rate	98%	62	25%
Exceeded standardaverage of English and math	39%	74	22%
Ready for college or career (state measure)	58%	59	20%
Met or exceededaverage of English and math	69%	74	18%
Chronically absent	7 in 100	65	5%
Suspension rate	3.1% (8 of 257)	52	5%

Index is where the school's value sits among the California high schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2024–25. 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 95%: English learners reaching the top level of the state’s English test has no value for this school, so its 5% weight is shared out among the measures above.

School patterns · 2024–25 · What patterns mean

Broad baseMost students here met or exceeded the standard. The Met or exceeded row above gives the figure.

On the riseThe share of students at the state’s top two levels rose in both English and math across the three springs to 2025. The Every tested year record gives each year.

Scope Score by year2018–19 to 2024–25 · each year’s inputs, and the score for each year we could verify

The 2024–25 Scope Score, in the current-formula row below, uses the state’s college-or-career readiness measure, 2024–25. No verified earlier Scope Scores are available here.

Scope Score

School year	Scope Score	Percentile	Rank	Comparison group
2024–25	72	85	#214	California high schools · 1,498 schools · current formula

2018–19, 2021–22, 2022–23 and 2023–24 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
2018–19	not on file	not on file
2021–22	not on file	not on file
2022–23	not on file	not on file
2023–24	14 in 100	5.9% (15 of 253)
2024–25	7 in 100	3.1% (8 of 257)

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

No 2019–20 or 2020–21 records in this SchoolScope series

Results by gradeEnglish and math · grade 11 · spring 2026 · % of tested students

What each level means: California's level descriptions.

English · 2025–26 results by grade

Share of students tested, spring 2026
English	Tested	Advanced	Proficient	Developing level	Minimal	Proficient or Advanced	California	Difference
Grade 11	61	41%	34%	17%	8%	75%	57%	+18

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 · 2025–26 results by grade

Share of students tested, spring 2026
Math	Tested	Advanced	Proficient	Developing level	Minimal	Proficient or Advanced	California	Difference
Grade 11	61	16%	20%	25%	39%	36%	32%	+4

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.

Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subject	Students with scores	Top level	Top two levels
2026 · English	61	41%	75%
2026 · Math	61	16%	36%
2025 · English	58	52%	88%
2025 · Math	58	26%	50%
2024 · English	59	46%	78%
2024 · Math	59	15%	39%
2023 · English	58	47%	69%
2023 · Math	58	16%	36%
2022 · English	48	19%	50%
2022 · Math	48	2%	21%
2019 · English	47	30%	77%
2019 · Math	47	13%	34%
2018 · English	59	27%	68%
2018 · Math	59	8%	31%
2017 · English	75	31%	68%
2017 · Math	75	9%	32%

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 11 · English	58	88%
2025 · Grade 11 · Math	58	50%
2024 · Grade 11 · English	59	78%
2024 · Grade 11 · Math	59	39%
2023 · Grade 11 · English	58	69%
2023 · Grade 11 · Math	58	36%
2022 · Grade 11 · English	48	50%
2022 · Grade 11 · Math	48	21%
2019 · Grade 11 · English	47	77%
2019 · Grade 11 · Math	47	34%
2018 · Grade 11 · English	59	68%
2018 · Grade 11 · Math	59	31%
2017 · Grade 11 · English	75	68%
2017 · Grade 11 · Math	75	32%

Current 2025–26 grade results appear above. “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	51	27%	47%	25%	0%

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

Student groups: test resultsEnglish · spring 2026 · against the same group in the district and California

Group · English	Tested	Proficient or Advanced	vs district	vs California
White	37	84%	+10	+16

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 · 7 in 100 → 2025–26 · 16 in 100 · +9 in 100
Suspension rate2024–25 · 3.1% (8 of 257) → 2025–26 · 4.5% (12 of 266) · +1.4 percentage points

Group	2018–19	2025–26	Change
Female	—	22 in 100	—
Male	—	12 in 100	—
Asian	—	8 in 100	—
Black or African American	—	14 in 100	—
Hispanic or Latino	—	23 in 100	—
Two or more races	—	0 in 100	—
White	—	16 in 100	—
Students with disabilities	—	18 in 100	—
Low-income	—	17 in 100	—
All students	—	16 in 100	—

Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.

Graduation and readinessstate records · each rate for its own year and class of students

Measure	Source record
This school · CCI overall Prepared	CDE College/Career Indicator · CCI source year 2025 · all students · all students in the current four-year graduation cohort, plus only Prepared fifth-year graduates from the prior cohort. Overall CCI Prepared rate 58% · numerator 32 students classified Prepared · denominator 55 CCI students.
California · CCI overall Prepared	CDE statewide CCI cohort · CCI source year 2025 · all students · overall Prepared rate 52% · numerator 257,567 students classified Prepared · denominator 497,814 CCI students.

AP pathway among CCI Prepared studentsCDE College/Career Indicator · CCI source year 2025 · all students · AP pathway rate 3% · AP-pathway numerator 1 · denominator 32 (CCI Prepared students). This measure uses Prepared students as its denominator, not the whole CCI cohort; it is not an AP exam-taking rate or a count of AP courses offered. That cohort includes all students in the current four-year graduation cohort plus only Prepared fifth-year graduates from the prior cohort. In 2025 the pathway accepts two qualifying AP exams, two qualifying AP courses, or a combination of one of each in different subjects.

CDE's overall Prepared rate is the college-readiness factor in the Scope Score (20% of the high school score). The school rate is 32 of 55 CCI students, not the AP-only pathway or A–G completion rate. The California figure is CDE's statewide CCI student cohort, not an average of SchoolScope's comparable high schools or the SchoolScope school-rank pool.

Graduation rate

98%

AP route, among those ready for college or career

2025 CDE CCI cohort · AP courses, exams, or both; share of students ready for college or career (CDE’s “Prepared”), not course offerings

Finished the UC/CSU course list (A–G)

93%

A–G are the 15 courses (across 7 subjects) required for UC/CSU eligibility

College-going rate

63%

These source periods and populations differ: graduation uses an adjusted cohort, while A–G completion and college-going use separately reported groups. The rates are shown individually, without a shared performance tier.

Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot

Measure	This school
AP offered	not reported
AP course count	not reported
AP enrollment (male/female)	not reported
IB participation	not reported
Dual enrollment	offered · 30 enrolled
Algebra I in grade 8	not reported
Calculus sections	0
Physics sections	2
Chemistry sections	2
Reported male/female enrollment (CRDC)	240

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	1	2%
California State University	1	2%
California community college	24	47%
In-state private	1	2%
Out-of-state, 4-year	5	10%
Out-of-state, 2-year	0	0%
Not enrolled	19	37%

51 students who finished high school, class of 2023 · state-reported college-going rate 63% · % 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.

Fundingschool and district spending, from state and federal finance records · each row names its fiscal year and measure

Per-pupil spending

District · current expense$15,976 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 97,968 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$21,967 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 63%Instruction support 12%Student services 12%Administration 5%Buildings & maintenance 7%Other 1%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$1,223,482,460	63.42%	63%
Instruction support	$225,845,212	11.71%	12%
Student services	$233,097,572	12.08%	12%
Administration	$95,033,783	4.93%	5%
Buildings & maintenance	$141,086,586	7.31%	7%
Other	$10,769,286	0.56%	1%
Total	$1,929,314,899	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $1,929,314,899 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$15,976 per pupil

2020$14,540 per pupil

2019$14,457 per pupil

2018$11,416 per pupil

2017$11,708 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 holders7.2%

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 92123 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 92123 area
Measure	Estimate
Median household income	$132,534
Bachelor's degree or higher (adults 25+)	49%
ZIP-area population	33,041
Median age	35.3 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 92123 →

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

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Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2024–25 results, compared across 1,498 high 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 · 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

How we analyze · Request a correction

School for Entrepreneurship and Technology — Rating & test scores

Compare schools

Spring 2026 state test results

Common questions

How do I get in?

Is School for Entrepreneurship and Technology a good high school?

How often do students miss school or get suspended?

How does math compare with English?

How do kids like mine do here?

What could my child study here?

Where do students go after finishing high school here?

What does its own plan pay for?

What should I ask on a visit?

How did students here do on state tests?

English

Math

How does math compare with English?

Have results changed?

English · top two levels · grade 11

Math · top two levels · grade 11

Each year’s results and tested counts

Who can act on School for Entrepreneurship and Technology’s results?

Where is its yearly plan?

How many students here graduate, and where do they go next?

Graduated in four years

Ready for college or career (state measure)

Finished the UC/CSU course list

Where students who finished high school went

What could my child study here?

What other courses and pathways are on record?

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

How do kids like mine do here?

Who are the students?

Who are the families and teachers?

What does School for Entrepreneurship and Technology’s own plan commit to?

The 2026–27 plan in short

Where the money goes

Reading, math and catch-up help

For high-need students

What changed

What its goals measure

Where does the money go?

Every goal, in the plan’s order

Which schools feed into School for Entrepreneurship and Technology, and how do I get in?

Elementary links

Middle-school links

How do I get in?

Before you apply

Location and visiting

Questions for your visit

Source records

Scope Score

Per-pupil spending

Additional workforce records

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