Charter school · Woodland Joint Unified · Knights Landing, California

Science & Technology Academy at Knights Landing — Rating & test scores

Knights Landing · TK–6 · 225 students (2024–25)

9544 Mill Street, 95645sci-tech.wjusd.org ↗(530) 735-6435

57thpercentileSolid

Top: Woodland Joint Unified’s other 11 scored elementary schools. Bottom: California’s 5,726 scored public elementary schools by Scope Score, spring 2026 tests. How it’s built →

Scope Score

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

See this school’s score factors ↓

Science & Technology Academy at Knights Landinghigher than 57 of the 100 California dotsand 10 of Woodland Joint Unified’s 11 others

Woodland Joint Unified’s other 11 schools · 1 dot each

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

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

Science & Technology Academy at Knights Landinghigher than 57 of the 100 California dotsand 10 of Woodland Joint Unified’s 11 others

Woodland Joint Unified’s other 11 schools · 1 dot each

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

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

Science & Technology Academy at Knights Landinghigher than 57 of the 100 California dotsand 10 of Woodland Joint Unified’s 11 others

Woodland Joint Unified’s other 11 schools · 1 dot each

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: 39% and 43% 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: 100
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. Science & Technology Academy at Knights Landing teaches TK–6: grade 6 results ↓

How to enroll

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Drawn from OpenStreetMap. 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.

On spring 2025 tests, students in grades 4–6 scored above what the state expected in English (+9 pts) and math (+12 pts). The state bases that expectation on each student’s earlier scores.

Sources

The sentence above: CDE growth model, 2025. Students with scores in both years in grades 4–6: 89. Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Common questions

How do I get in?

Ask Science & Technology Academy at Knights Landing how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓

Is Science & Technology Academy at Knights Landing a good elementary school?

Science & Technology Academy at Knights Landing scores higher than 57 in 100 of California’s 5,726 scored public elementary schools: 57th percentile, Solid, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 14 in 100 students missed 10% or more of school days, against 20 in 100 at the average Woodland Joint Unified elementary school. 1.8% of students (4 of 223) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

Did students here score above what the state expected?

Yes, in both subjects. In 2025, students here in grades 4–6 scored +9 points against the state’s expected score in English, which the state calls Accelerated. In math, they scored +12 points, which it calls Accelerated.

Included in this measure: 89 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 34% of low-income students in grades 3–6 at Science & Technology Academy at Knights Landing scored Proficient or Advanced in English, against 36% for the same group across California. Evidence ↓

What does its own plan pay for?

In its 2026–27 plan, $898,963 is planned for 14 funded actions in 4 goals. That’s 61% of its $1.5 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?

Below California in English; near it in math.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 39% scored Proficient or Advanced in English and 43% 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: 100
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 · 100 tested

Advanced: 17%
Proficient: 22%
Below the standard: 61%

This school39%

California46%

Woodland Joint Unified36%

39% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 100 tested

Advanced: 21%
Proficient: 22%
Below the standard: 57%

This school43%

California42%

Woodland Joint Unified28%

43% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–6 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	52%	38%	28%
Advanced	23%	19%	9%
Proficient	29%	19%	19%
Developing level	35%	13%	41%
Minimal	13%	49%	31%
Tested	31	37	32
California	44%	46%	49%
Difference	+8	−8	−21

English, grade 6: share of students tested, spring 2026
Measure	Grade 6
Proficient or Advanced	51%
Advanced	30%
Proficient	21%
Developing level	25%
Minimal	24%
Tested	37
California	48%
Difference	+3

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%	51%	25%
Advanced	29%	24%	9%
Proficient	23%	27%	16%
Developing level	29%	19%	25%
Minimal	19%	30%	50%
Tested	31	37	32
California	47%	42%	37%
Difference	+5	+9	−12

Math, grade 6: share of students tested, spring 2026
Measure	Grade 6
Proficient or Advanced	46%
Advanced	32%
Proficient	14%
Developing level	30%
Minimal	24%
Tested	37
California	37%
Difference	+9

California is CDE’s statewide math row for each grade, counting every student tested there; the comparisons in the chapters combine these rows for their grades, weighted by students tested (our calculation).

A grade the school doesn't teach has no row. “Suppressed” marks a result CDE blanks because fewer than 11 students tested (CDE’s reporting rule); “none tested” marks a grade CDE lists with no students tested; “not on file” marks a result missing from the records we hold. None of them means zero.

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

How does grade 6 do?

Near California in English; above it in math. In grade 6, spring 2026, 51% scored Proficient or Advanced in English and 46% in math, against 48% and 37% across California.

English

Grade 6 · spring 2026 · 37 tested

Advanced: 30%
Proficient: 21%
Below the standard: 49%

This school51%

California48%

Woodland Joint Unified40%

51% Proficient or Advanced in grade 6.

Math

Grade 6 · spring 2026 · 37 tested

Advanced: 32%
Proficient: 14%
Below the standard: 54%

This school46%

California37%

Woodland Joint Unified27%

46% Proficient or Advanced in grade 6.

Have results changed?

Results in both subjects were similar to 2025. English went from 40% to 39% and math from 42% to 43%.

English · top two levels · grades 3–5

202540%106 tested

→

202639%100 tested

This school

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

Math · top two levels · grades 3–5

202542%106 tested

→

202643%100 tested

This school

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

Each year is a different group of students.

Did students here score above what the state expected?

Yes, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4–6 scored +9 points against that expected score in English, which the state calls Accelerated. In math, they scored +12 points, which it calls Accelerated.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grades 4–6: 89
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 4–6 · 2025 · 89 students with scores in both years

Points above or below what the state expected from the same students’ earlier scores.

+9 pts

English

The state calls it Accelerated, the fourth of its five growth levels.

+12 pts

Math

The state calls it Accelerated, the fourth of its five growth levels.

Ask: 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	17%	22%	29%	32%	100
English, grades 3–5 · California	24%	22%	21%	33%	1,208,894
English, grades 3–5 · Woodland Joint Unified	14%	22%	23%	41%	2,016
Math, grades 3–5 · This school	21%	22%	24%	33%	100
Math, grades 3–5 · California	21%	21%	25%	33%	1,211,701
Math, grades 3–5 · Woodland Joint Unified	11%	17%	29%	43%	2,024
English, grade 6 · This school	30%	21%	25%	24%	37
English, grade 6 · California	20%	28%	24%	28%	415,439
English, grade 6 · Woodland Joint Unified	13%	27%	26%	34%	680
Math, grade 6 · This school	32%	14%	30%	24%	37
Math, grade 6 · California	21%	16%	25%	38%	415,904
Math, grade 6 · Woodland Joint Unified	13%	14%	26%	47%	682

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.

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202639%46%

Math top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202643%42%

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

In grades 3–5, the share at the state’s top two levels in English went from 42% in 2017 to 39% in 2026, with 2025 and 2026 about the same. In math, it went from 46% in 2017 to 43% 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
2017	42% 134 tested	45% 1,384,680 tested
2018	44% 117 tested	49% 1,346,907 tested
2019	49% 90 tested	50% 1,332,547 tested
2022	48% 93 tested	45% 1,260,830 tested
2023	50% 96 tested	44% 1,247,801 tested
2024	43% 87 tested	45% 1,235,509 tested
2025	40% 106 tested	46% 1,232,086 tested
2026	39% 100 tested	46% 1,208,894 tested

Math · top two levels · grades 3–5
Year	This school	California
2017	46% 135 tested	40% 1,392,040 tested
2018	37% 117 tested	42% 1,352,321 tested
2019	34% 90 tested	44% 1,338,625 tested
2022	43% 93 tested	38% 1,265,943 tested
2023	43% 95 tested	40% 1,256,519 tested
2024	38% 88 tested	41% 1,249,262 tested
2025	42% 106 tested	41% 1,241,652 tested
2026	43% 100 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 9 points above that expected score, and in math 12 points above it.

The state sorts every school’s growth result into five growth levels, from Minimal to Exceptional.

Here, as at most schools, the state’s figure blends the two most recent years, so it moves more slowly than one year’s scores.

What you can do

Who can act on Science & Technology Academy at Knights Landing’s results?

Science & Technology Academy at Knights Landing’s own board decides its plan.

The state hasn’t placed Science & Technology Academy at Knights Landing in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source

Where is its yearly plan?

Science & Technology Academy at Knights Landing is a charter school that CDE lists as locally funded, through its district.

What its plan pays for ↓

Woodland Joint 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

Reading screening in kindergarten through grade 2What the law requires, and what to ask

California law requires schools to screen kindergartners through second graders for reading difficulties every year, with some exceptions. You get notice at least 15 days before, results within 45 days, and can opt out in writing.

Kindergartners can’t be screened before the 91st school day; transitional kindergarten isn’t covered.

If screening shows your child may be at risk for reading difficulties, the school must provide supports. That result isn’t a diagnosis, and screening can’t be used to delay a special-education evaluation.

Ask how many K–2 students screening found at risk last year, and how many got extra reading help.

California Education Code § 53008. Source

Life at school

How often do students miss school or get suspended?

14 in 100 students were chronically absent in 2025–26.

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. At the average Woodland Joint Unified elementary school, 20 in 100 were. 1.8% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 30 of 222 students counted for it; suspension: 4 of 223 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 Woodland Joint Unified elementary school 3.3%.

Chronically absent, 2025–26

14 in 100This school

20 in 100At the average Woodland Joint Unified elementary school

17 in 100At the average California elementary school

30 of 222 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

1.8%

of students were suspended at least once (4 of 223). Average California elementary school 1.6%.

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

Ask families and staff yourselfWhat to ask the people at Science & Technology Academy at Knights Landing

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

Questions for your visit ↓

Have a child here? Answer 7 questions Responder en español

Teach here? Tell us Woodland Joint Unified’s email domain so staff can answer our workplace questions.

Every learner

How do kids like mine do here?

Student groups, grades 3–6, spring 2026

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grades 3–6; 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).

Science & Technology Academy at Knights LandingSame group, California

Low-incomeEnglish · 93 tested34%Same group, California 36%
Low-incomeMath · 93 tested32%Same group, California 30%
Hispanic or LatinoEnglish · 79 tested28%Same group, California 37%
Hispanic or LatinoMath · 79 tested30%Same group, California 30%
WhiteEnglish · 35 tested66%Same group, California 59%
WhiteMath · 35 tested71%Same group, California 56%

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

Who are the students?

2025–26 · students counted

Hispanic or Latino62%
White28%
Two or more races6%
Asian—
Black or African American—
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.

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

69% of English learners here moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026.

Spring 2025 to spring 2026 · English learners with state English test (ELPAC) scores in both years

This school · 11 of 16 English learners69%

Woodland Joint Unified · 640 of 1,36647%

California · 355,274 of 748,91647%

It counts students moving up the test’s levels, so a student can count here before becoming fluent. Data source: California Department of Education, 2026 Dashboard ↗.

Who are the families and teachers?

65%of students qualified for free or reduced-price meals in 2024–25, 147 of 225. California: 63%.

18teachers, 2024–25

14 yearsaverage experience, 2024–25

11%in their first year, 2024–25

88%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 Advancedgrades 3–6 · spring 2026

Group and subject	Here	vs Woodland Joint Unified	vs California
Low-income · 93 tested
English	34%	+529%	−236%
Math	32%	+1220%	+230%
Hispanic or Latino · 79 tested
English	28%	−129%	−937%
Math	30%	+1020%	030%
White · 35 tested · grades 3, 4 and 6 only
English	66%	+1254%	+759%
Math	71%	+2348%	+1556%

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

Students with disabilities, 43 tested: no rate for grades 3 and 4 in our records, and fewer than 30 tested in the grades with one. 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 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	62%
White	28%
Two or more races	6%
Asian	—
Black or African American	—
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: 88% of teaching positions, 11.3 properly credentialed teaching-position FTE out of 12.9 total position FTE. This measures positions, not individual teachers.

In its own words

What does Science & Technology Academy at Knights Landing’s own plan commit to?

Its 2026–27 plan

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

$898,963

planned for 14 funded actions in 4 goals. That’s 61% of its $1.5 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, 131 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 58% of the money. The plan itself puts 82% of it toward staff.

Enrichment Academic Offerings and Extra-curricular Opportunities $258,026
Visual, Performing Arts and Media $135,270
Target Support of EL Students and Families $126,618
11 other actions

Reading, math and catch-up help

2 of the plan’s 14 funded actions name reading, math, catch-up help or English learners in their titles.

Catch-up help $86,917
English learners $126,618

Largest of these

Target Support of EL Students and Families$126,618
Response to Intervention (RTI)$86,917

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: 39% in English and 43% 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 2024–25Goals 1 and 4	43%	42%	down 1 pt
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1 and 4	45%	44%	down 1 pt
Chronically absentGoal 3	18 in 100	14 in 100	4 fewer in 100
Suspended at least onceGoal 3	0.4%	1.8%	up 1.4 pts

Goal 2 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

Enrichment Academic Offerings and Extra-curricular Opportunities · $258,026
Visual, Performing Arts and Media · $135,270
Target Support of EL Students and Families · $126,618

The full plan4 goals, 29 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 ($898,963).

Where does the money go?

57% to Goal 1. Each box is one action, sized by its planned dollars. Tap a box to open its goal.

Every goal, in the plan’s order

Goal 1ALL students will demonstrate achievement through high quality instruction and learning opportunities$514,87557% of action budgets

5 funded actions · p. 23 ↗

Largest funded actions

Enrichment Academic Offerings and Extra-curricular Opportunities$258,026action 1.5 · p. 93 ↗
Visual, Performing Arts and Media$135,270action 1.4 · p. 93 ↗
Base Instruction Program$59,716action 1.1 · p. 93 ↗
Staff Professional Development$51,403action 1.2 · p. 93 ↗ · marked as contributing to high-need services
PLC Work$10,460action 1.3 · p. 93 ↗ · marked as contributing to high-need services

How the plan measures it · 11 measures · 1 quoted

Appropriately credentialed and assigned teachers p. 26 ↗
Baseline
100% appropriately credentialed and assigned teachers
Target for year 3
100% appropriately credentialed and assigned teachers

10 more measures in the plan’s table.

Goal 2Increase parent and family members’ attendance and participation as a means to support and improve student…$38,3234% of action budgets

“Increase parent and family members’ attendance and participation as a means to support and improve student educational outcomes” p. 40 ↗

3 funded actions

Largest funded actions

Home/School Communication$30,847action 2.1 · p. 93 ↗ · marked as contributing to high-need services · of which $11,756 is state funding counted toward those services
Family/Community Activities$5,120action 2.2 · p. 93 ↗
Parent Learning Opportunities$2,356action 2.3 · p. 93 ↗

How the plan measures it · 8 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 40 ↗.

Goal 3Improve and/or increase services to support the social, emotional, and physical well-being of students and…$204,91723% of action budgets

“Improve and/or increase services to support the social, emotional, and physical well-being of students and their families” p. 52 ↗

4 funded actions

Largest funded actions

Response to Intervention (RTI)$86,917action 3.1 · p. 93 ↗ · marked as contributing to high-need services
Transportation to School$70,000action 3.4 · p. 94 ↗ · marked as contributing to high-need services
Community Agency/Services$24,000action 3.2 · p. 93 ↗ · marked as contributing to high-need services
Attendance and Engagement$24,000action 3.3 · p. 93 ↗

How the plan measures it · 6 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 52 ↗.

Goal 4Accelerate the academic achievement and English proficiency of every English Learner (EL) through an…$140,84816% of action budgets

“Accelerate the academic achievement and English proficiency of every English Learner (EL) through an asset-oriented approach and standards-based instruction” p. 69 ↗

2 funded actions

Largest funded actions

Target Support of EL Students and Families$126,618action 4.2 · p. 94 ↗ · marked as contributing to high-need services
Professional Development$14,230action 4.1 · p. 94 ↗ · marked as contributing to high-need services

How the plan measures it · 4 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 69 ↗.

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

Next steps

How do I get in?

Ask Science & Technology Academy at Knights Landing 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: sci-tech.wjusd.org ↗Office: (530) 735-6435Administrator: Maria Martinez

Location and visiting

Get directions

9544 Mill Street, Knights Landing 95645

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

Questions for your visit

What extra help do students who are behind get, and how do you know it’s working? 61% in English and 57% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (100 students tested in each); California: 54% and 58%
When a child starts missing school, who calls the family, and how soon?

Office (530) 735-64359544 Mill Street, directions (opens Google Maps in a new tab)

Source records

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

Score factorssource values, index and weights · 2025–26 · ranked #2,406 of 5,726 California elementary schools we score · #2 of 12 in Woodland Joint Unified

Score factors, 2025–26
Factor	School	Index	Weight
Advancedaverage of English and math	19%	47	42%
Proficient or Advancedaverage of English and math	41%	48	23%
Chronically absent	14 in 100	55	5%
Suspension rate	1.8% (4 of 223)	49	5%
English learners: top level	29%	66	5%
Grade gap (G3→G5, different students)	-25.0pp	—	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	39	57	#2406	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	10 in 100	0.4% (1 of 256)	−5
2021–22	not on file	not on file	+16
2022–23	not on file	not on file	+13
2023–24	21 in 100	1.3% (3 of 231)	+4
2024–25	18 in 100	0.4% (1 of 235)	−10
2025–26	14 in 100	1.8% (4 of 223)	−25

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 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	137	20%	42%
2026 · Math	137	24%	44%
2025 · English	134	19%	43%
2025 · Math	134	23%	45%
2024 · English	126	21%	48%
2024 · Math	127	17%	38%
2023 · English	125	27%	48%
2023 · Math	124	19%	42%
2022 · English	119	19%	46%
2022 · Math	119	15%	39%
2019 · English	135	22%	47%
2019 · Math	135	19%	33%
2018 · English	165	23%	46%
2018 · Math	165	15%	33%
2017 · English	169	23%	46%
2017 · Math	170	18%	47%

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	39	38%
2025 · Grade 4 · English	30	33%
2025 · Grade 5 · English	37	46%
2025 · Grade 6 · English	28	57%
2025 · Grade 3 · Math	39	56%
2025 · Grade 4 · Math	30	40%
2025 · Grade 5 · Math	37	30%
2025 · Grade 6 · Math	28	54%
2024 · Grade 3 · English	23	30%
2024 · Grade 4 · English	35	46%
2024 · Grade 5 · English	29	48%
2024 · Grade 6 · English	39	59%
2024 · Grade 3 · Math	24	33%
2024 · Grade 4 · Math	35	51%
2024 · Grade 5 · Math	29	24%
2024 · Grade 6 · Math	39	38%
2023 · Grade 3 · English	32	38%
2023 · Grade 4 · English	25	52%
2023 · Grade 5 · English	39	59%
2023 · Grade 6 · English	29	41%
2023 · Grade 3 · Math	31	39%
2023 · Grade 4 · Math	25	48%
2023 · Grade 5 · Math	39	44%
2023 · Grade 6 · Math	29	38%
2022 · Grade 3 · English	28	39%
2022 · Grade 4 · English	38	47%
2022 · Grade 5 · English	27	59%
2022 · Grade 6 · English	26	38%
2022 · Grade 3 · Math	28	36%
2022 · Grade 4 · Math	38	45%
2022 · Grade 5 · Math	27	48%
2022 · Grade 6 · Math	26	23%
2019 · Grade 3 · English	25	40%
2019 · Grade 4 · English	32	53%
2019 · Grade 5 · English	33	52%
2019 · Grade 6 · English	45	42%
2019 · Grade 3 · Math	25	48%
2019 · Grade 4 · Math	32	31%
2019 · Grade 5 · Math	33	27%
2019 · Grade 6 · Math	45	31%
2018 · Grade 3 · English	36	44%
2018 · Grade 4 · English	35	54%
2018 · Grade 5 · English	46	35%
2018 · Grade 6 · English	48	52%
2018 · Grade 3 · Math	35	40%
2018 · Grade 4 · Math	36	50%
2018 · Grade 5 · Math	46	24%
2018 · Grade 6 · Math	48	23%
2017 · Grade 3 · English	37	43%
2017 · Grade 4 · English	47	43%
2017 · Grade 5 · English	50	40%
2017 · Grade 6 · English	35	60%
2017 · Grade 3 · Math	38	58%
2017 · Grade 4 · Math	47	53%
2017 · Grade 5 · Math	50	30%
2017 · Grade 6 · Math	35	51%

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	32	9%	19%	56%	16%

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	93	34%	+5	−2
Hispanic or Latino	79	28%	−1	−9
White (grades 3, 4 and 6 only)	35	66%	+12	+7

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	+9	89	Accelerated	+12	89	Accelerated
English-only students	+10	68	not categorized	+11	68	not categorized
Low-income	+7	59	Accelerated	+10	59	Accelerated
Hispanic or Latino	+10	50	Accelerated	+9	50	Accelerated
White	+10	31	Accelerated	+19	31	Accelerated
Students with disabilities	+16	29	Accelerated	−2	29	Average
English learners	0	13	Average	+19	13	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; here that is grades 4–6. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure

California growth model · points vs expected

State model · English+9 pts vs expected

matched students, grades 4–6

CDE California growth model · 2025 Dashboard

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

All students, grades 4–6

89 students

CDE growth category: Accelerated

State model · math+12 pts vs expected

matched students, grades 4–6

CDE California growth model · 2025 Dashboard

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

All students, grades 4–6

89 students

CDE growth category: Accelerated

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California elementary school records, the median English estimate is +2 and the middle half fall between −5 and +9 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8; here that is grades 4–6, and it is not part of the Scope Score.

Attendance and suspensionsState records · this school and each student group · 2018–19 and 2025–26

CDE’s all-students school rates for 2024–25 and 2025–26; the change is the difference between the two rates as printed.

Year-over-year school rates
Chronic absenteeism2024–25 · 18 in 100 → 2025–26 · 14 in 100 · −4 in 100
Suspension rate2024–25 · 0.4% (1 of 235) → 2025–26 · 1.8% (4 of 223) · +1.4 percentage points

Group	2018–19	2025–26	Change
Female	11 in 100	15 in 100	+4 in 100
Male	9 in 100	13 in 100	+4 in 100
Hispanic or Latino	11 in 100	17 in 100	+6 in 100
White	8 in 100	5 in 100	−3 in 100
Students with disabilities	12 in 100	13 in 100	+1 in 100
English learners	9 in 100	19 in 100	+10 in 100
Low-income	14 in 100	17 in 100	+3 in 100
All students	10 in 100	14 in 100	+4 in 100
Two or more races	—	8 in 100	—

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

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

Per-pupil spending

District · current expense$12,626 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 9,658 pupils

California · selected district mean$14,491 per pupil

NCES F-33 · FY 2020–21 (2021) · SchoolScope’s unweighted mean across 818 selected California district finance records

School-level federal expenditures$23 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 225

Central federal expenditures attributed here$682 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 225

District current expense · FY 2024–25$19,848 per ADA

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

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

How the California mean was selected

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

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

Instruction 60%Instruction support 11%Student services 11%Administration 7%Buildings & maintenance 10%Other 1%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$97,987,851	60.27%	60%
Instruction support	$17,470,337	10.75%	11%
Student services	$17,295,537	10.64%	11%
Administration	$11,614,424	7.14%	7%
Buildings & maintenance	$16,936,517	10.42%	10%
Other	$1,264,275	0.78%	1%
Total	$162,568,942	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $162,568,942 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

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

2021$12,626 per pupil

2020$12,171 per pupil

2019$12,383 per pupil

2018$12,226 per pupil

2017$11,493 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 holders8.6%

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 95645 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 95645 area
Measure	Estimate
Median household income	$61,652
Bachelor's degree or higher (adults 25+)	12%
ZIP-area population	1,314
Median age	36.3 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 95645 →

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 2025–26 results, compared across 5,726 elementary schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Data updated October 15, 2026

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Science & Technology Academy at Knights Landing — Rating & test scores

Compare schools

Spring 2026 state test results

Common questions

How do I get in?

Is Science & Technology Academy at Knights Landing a good elementary school?

How often do students miss school or get suspended?

Did students here score above what the state expected?

How do kids like mine do here?

What does its own plan pay for?

What should I ask on a visit?

How did students here do on state tests?

English

Math

How does grade 6 do?

English

Math

Have results changed?

English · top two levels · grades 3–5

Math · top two levels · grades 3–5

Did students here score above what the state expected?

English

Math

Each year’s results and tested counts

Who can act on Science & Technology Academy at Knights Landing’s results?

Where is its yearly plan?

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

How do kids like mine do here?

Who are the students?

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

Who are the families and teachers?

What does Science & Technology Academy at Knights Landing’s own plan commit to?

The 2026–27 plan in short

Where the money goes

Reading, math and catch-up help

What its goals measure

Where does the money go?

Every goal, in the plan’s order

How do I get in?

Before you apply

Location and visiting

Questions for your visit

Source records

Scope Score

Per-pupil spending

Additional workforce records

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