Charter school · Twin Rivers Unified · Sacramento, California

Smythe Academy of Arts and Sciences — Rating & test scores

Sacramento · TK–8 · 1,091 students (2024–25)

2781 Northgate Boulevard, 95833smythe6.trusd.net ↗(916) 566-2740

20thpercentileNeeds Support

Top: Twin Rivers Unified’s other 32 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 six measures.

See this school’s score factors ↓

Smythe Academy of Arts and Scienceshigher than 20 of the 100 California dotsand 18 of Twin Rivers Unified’s 32 others

Twin Rivers Unified’s other 32 schools · 1 dot each

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

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

Smythe Academy of Arts and Scienceshigher than 20 of the 100 California dotsand 18 of Twin Rivers Unified’s 32 others

Twin Rivers Unified’s other 32 schools · 1 dot each

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

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

Smythe Academy of Arts and Scienceshigher than 20 of the 100 California dotsand 18 of Twin Rivers Unified’s 32 others

Twin Rivers Unified’s other 32 schools · 1 dot each

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

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

Below California in English, well below in math: 37% and 31% 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: 264 in English, 263 in math
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”).

For grades 6–8, the standing among California middle schools is in Academic achievement ↓

How to enroll

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Campus map · © OpenStreetMap

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.

40 in 100 students (439 of 1,111) missed 10% or more of school days in 2025–26. 4.9% of students (55 of 1,123) were suspended at least once in 2025–26, about three times the rate at the average California elementary school.

Sources

Sentence 1: CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 1,111. District and California figures are averages of school rates (33 Twin Rivers Unified schools; 5,726 scored California elementary schools), our calculation.
Sentence 2: CDE suspension file, 2025–26. All students enrolled during the year (CDE’s cumulative enrollment): 1,123. District and California figures are averages of school rates (33 Twin Rivers Unified schools; 5,726 scored California elementary schools), our calculation.

Common questions

How do I get in?

Ask Smythe Academy of Arts and Sciences how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓

Is Smythe Academy of Arts and Sciences a good school?

Smythe Academy of Arts and Sciences scores higher than 20 in 100 of California’s 5,726 scored public elementary schools: 20th percentile, Needs Support, spring 2026.

Grades 6–8: higher than 33 in 100 California middle schools we score (33rd percentile, Developing, spring 2026)

Evidence ↓

Did students here score above what the state expected?

In English (reading and writing), below what the state expected; in math, about as expected. In 2025, students here in grades 4–8 scored −8 points against the state’s expected score in English, which the state calls Moderate. In math, they scored −1 point, which it calls Average.

Included in this measure: 665 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 37% of low-income students in grades 3–8 at Smythe Academy of Arts and Sciences in Sacramento scored Proficient or Advanced in English, against 37% for the same group across California. Evidence ↓

What does its own plan pay for?

In its 2026–27 plan, $5.5 million is planned for 36 funded actions in 5 goals. That’s 97% of its $5.6 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; well below it in math.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 37% scored Proficient or Advanced in English and 31% 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: 264 in English, 263 in math
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 · 264 tested

Advanced: 16%
Proficient: 21%
Below the standard: 63%

This school37%

California46%

Twin Rivers Unified35%

37% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 263 tested

Advanced: 10%
Proficient: 21%
Below the standard: 69%

This school31%

California42%

Twin Rivers Unified31%

31% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–8 · 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	32%	39%	40%
Advanced	15%	21%	11%
Proficient	17%	18%	29%
Developing level	25%	23%	34%
Minimal	43%	38%	26%
Tested	93	84	87
California	44%	46%	49%
Difference	−12	−7	−9

English, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	50%	39%	38%
Advanced	10%	11%	10%
Proficient	40%	28%	28%
Developing level	25%	25%	27%
Minimal	25%	36%	35%
Tested	80	233	212
California	48%	51%	49%
Difference	+2	−12	−11

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	33%	37%	23%
Advanced	13%	6%	11%
Proficient	20%	31%	12%
Developing level	20%	27%	31%
Minimal	47%	36%	46%
Tested	93	83	87
California	47%	42%	37%
Difference	−14	−5	−14

Math, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	31%	28%	30%
Advanced	15%	13%	12%
Proficient	16%	15%	18%
Developing level	28%	23%	21%
Minimal	41%	49%	49%
Tested	80	231	212
California	37%	38%	36%
Difference	−6	−10	−6

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 do the middle grades do?

Below California in both subjects. In grades 6–8, spring 2026, 40% scored Proficient or Advanced in English and 29% in math, against 49% and 37% across California. The middle grades are placed separately: 33rd percentile (Developing) among California’s middle schools.

English

Grades 6–8 · spring 2026 · 525 tested

Advanced: 11%
Proficient: 29%
Below the standard: 60%

This school40%

California49%

Twin Rivers Unified36%

40% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 523 tested

Advanced: 13%
Proficient: 16%
Below the standard: 71%

This school29%

California37%

Twin Rivers Unified26%

29% Proficient or Advanced in grades 6–8.

Have results changed?

Results in both subjects were similar to 2025. English went from 38% to 37% and math from 29% to 31%.

English · top two levels · grades 3–5

202538%256 tested

→

202637%264 tested

This school

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

Math · top two levels · grades 3–5

202529%259 tested

→

202631%263 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?

In English, below what the state expected; in math, about as expected. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4–8 scored −8 points against that expected score in English, which the state calls Moderate. In math, they scored −1 point, which it calls Average.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grades 4–8: 665
Comparison: Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Grades 4–8 · 2025 · 665 students with scores in both years

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

−8 pts

English

The state calls it Moderate, the second of its five growth levels.

−1 pts

Math

The state calls it Average, the third 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	16%	21%	27%	36%	264
English, grades 3–5 · California	24%	22%	21%	33%	1,208,894
English, grades 3–5 · Twin Rivers Unified	15%	20%	22%	43%	6,711
Math, grades 3–5 · This school	10%	21%	26%	43%	263
Math, grades 3–5 · California	21%	21%	25%	33%	1,211,701
Math, grades 3–5 · Twin Rivers Unified	12%	19%	27%	42%	6,750
English, grades 6–8 · This school	11%	29%	26%	34%	525
English, grades 6–8 · California	19%	30%	23%	28%	1,254,039
English, grades 6–8 · Twin Rivers Unified	11%	25%	25%	39%	6,970
Math, grades 6–8 · This school	13%	16%	23%	48%	523
Math, grades 6–8 · California	21%	16%	23%	40%	1,254,800
Math, grades 6–8 · Twin Rivers Unified	12%	14%	22%	52%	6,976

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 · English and math have been below California in every tested year since 2017

Chart and table: 2017–2026.

English top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202637%46%

Math top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202631%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 30% in 2017 to 37% in 2026, with 2025 and 2026 about the same. In math, it went from 30% in 2017 to 31% in 2026. 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	30% 276 tested	45% 1,384,680 tested
2018	44% 255 tested	49% 1,346,907 tested
2019	43% 275 tested	50% 1,332,547 tested
2022	35% 274 tested	45% 1,260,830 tested
2023	34% 270 tested	44% 1,247,801 tested
2024	36% 269 tested	45% 1,235,509 tested
2025	38% 256 tested	46% 1,232,086 tested
2026	37% 264 tested	46% 1,208,894 tested

Math · top two levels · grades 3–5
Year	This school	California
2017	30% 277 tested	40% 1,392,040 tested
2018	37% 255 tested	42% 1,352,321 tested
2019	34% 275 tested	44% 1,338,625 tested
2022	24% 272 tested	38% 1,265,943 tested
2023	26% 270 tested	40% 1,256,519 tested
2024	31% 274 tested	41% 1,249,262 tested
2025	29% 259 tested	41% 1,241,652 tested
2026	31% 263 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 8 points below that expected score, and in math 1 point below it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

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

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

Our Scope Score measures growth another way. It compares the latest grade 5 scores here with the school’s grade 3 scores two years earlier (partly different children), then places that change among California schools at the same level. The state’s measure counts only students who took California’s test the year before, so the two can point different ways.

What you can do

Who can act on Smythe Academy of Arts and Sciences’ results?

Smythe Academy of Arts and Sciences’ own board decides its plan.

The state hasn’t placed Smythe Academy of Arts and Sciences in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source

Where is its yearly plan?

Smythe Academy of Arts and Sciences is a charter school that CDE lists as locally funded, through its district.

What its plan pays for ↓

Twin Rivers Unified authorized this charter; its current term ends June 30, 2027.

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?

40 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. 4.9% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Context Close to the 39 in 100 at the average Twin Rivers Unified elementary school: a pattern across the district.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 439 of 1,111 students counted for it; suspension: 55 of 1,123 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 Twin Rivers Unified elementary school 6.2%.

Chronically absent, 2025–26

40 in 100This school

39 in 100At the average Twin Rivers Unified elementary school

17 in 100At the average California elementary school

439 of 1,111 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

4.9%

of students were suspended at least once (55 of 1,123). Average California elementary school 1.6%.

Ask: How do you support kids who arrive ahead, and kids who arrive behind?

Chronic absence by grade2025–26 · per 100 students, with counts

Grades TK–3: not in the records we hold
Grades 4–6: 36 in 100, 95 of 267
Grades 7–8: 42 in 100, 198 of 471

Ask families and staff yourselfWhat to ask the people at Smythe Academy of Arts and Sciences

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 Twin Rivers Unified’s email domain so staff can answer our workplace questions.

Every learner

How do kids like mine do here?

Asian students and students with disabilities scored below the same groups across California in math.

Student groups, grades 3–8, spring 2026

30% of Asian students scored Proficient or Advanced in math (grades 3–8, spring 2026), against 70% for the same group across California. Students with disabilities: 4% in math, against 13% for the same group across California. Every group’s English results are in the table below.

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grades 3–8; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison: California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).

Smythe Academy of Arts and SciencesSame group, California

White30 tested50%Same group, California 50%
Asian47 tested30%Same group, California 70%
Low-income724 tested29%Same group, California 28%
Hispanic or Latino524 tested28%Same group, California 28%
Homeless94 tested26%Same group, California 20%
Black or African American50 tested18%Same group, California 23%
English learners226 tested13%Same group, California 12%
Students with disabilities91 tested4%Same group, California 13%

Proficient or Advanced, grades 3–8 math, spring 2026. In English the same groups run from 9% to 60%; every value is in the table below. Black or African American students: grades 3, 7 and 8 only. Asian students: grades 5, 7 and 8 only. White students: grades 7 and 8 only. Students with disabilities: grades 3 and 5–8 only. Homeless students: grades 3–5, 7 and 8 only.

Who are the students?

2025–26 · students counted

Hispanic or Latino62%
Black or African American10%
Asian10%
White7%
Two or more races4%
Not reported4%
Pacific Islander2%
Filipino—
American Indian or Alaska Native—
Unallocated share1%

A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. “Not reported” is different: it is a category in the state’s own count of students. Source and comparisons: the full student mix below.

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

47% 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 · 132 of 281 English learners47%

Twin Rivers Unified · 2,408 of 5,59743%

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?

92%of students qualified for free or reduced-price meals in 2024–25, 1,006 of 1,091. California: 63%.

61teachers, 2024–25

18 yearsaverage experience, 2024–25

0%in their first year, 2024–25

94%of teaching positions with proper credential and placement, 2021–22

Ask: What extra help is there in math for Asian students and students with disabilities, and how does the school check that it works?

All group results, district comparisons and sources

Proficient or Advancedgrades 3–8 · spring 2026

Group and subject	Here	vs Twin Rivers Unified	vs California
Low-income · 726 tested in English, 724 in math
English	37%	+433%	037%
Math	29%	+326%	+128%
Hispanic or Latino · 525 tested in English, 524 in math
English	37%	+334%	−138%
Math	28%	+226%	028%
Black or African American · 51 tested in English, 50 in math · grades 3, 7 and 8 only
English	29%	+128%	−433%
Math	18%	−119%	−523%
Asian · 47 tested · grades 5, 7 and 8 only
English	47%	+839%	−2875%
Math	30%	+228%	−4070%
White · 30 tested · grades 7 and 8 only
English	60%	+1743%	−262%
Math	50%	+1436%	050%
English learners · 226 tested
English	12%	+111%	+111%
Math	13%	013%	+112%
Students with disabilities · 91 tested · grades 3 and 5–8 only
English	9%	−110%	−716%
Math	4%	−59%	−913%
Homeless · 94 tested · grades 3–5, 7 and 8 only
English	29%	+128%	+326%
Math	26%	+521%	+620%

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

Students of two or more races, 54 tested: no rate for grades 3–6 and 8 in our records, and fewer than 30 tested in the grades with one. No published rate here for Filipino, American Indian or Alaska Native, Pacific Islander and military-family students 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%
Black or African American	10%
Asian	10%
White	7%
Two or more races	4%
Not reported	4%
Pacific Islander	2%
Filipino	—
American Indian or Alaska Native	—

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: 94% of teaching positions, 48.7 properly credentialed teaching-position FTE out of 51.7 total position FTE. This measures positions, not individual teachers.

In its own words

What does Smythe Academy of Arts and Sciences’s own plan commit to?

Its 2026–27 plan

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

$5.5 million

planned for 36 funded actions in 5 goals. That’s 97% of its $5.6 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, 101 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 42% of the money. The plan itself puts 75% of it toward staff.

ES 6% salary offset, Class size reduction MS: 6% salary offset $1.0 million
ES Student Support Teachers MS: Provide additional FTE's for CSR $858,703
Salary and Benefits Compensation Increase $468,465
33 other actions

Reading, math and catch-up help

2 of the plan’s 36 funded actions name reading, math, catch-up help or English learners in their titles.

Catch-up help $110,000
English learners $152,214

Largest of these

MS ELD/LTEL Teacher$152,214
TK-8 Tutoring$110,000

For high-need students

It plans $4.6 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $4.7 million and estimates it spent $4.7 million, $0.1 million (2%) more than planned (our arithmetic).

What changed

The total is $47,547 (1%) higher than in the 2025–26 plan. The biggest change in dollars is ES 6% salary offset, Class size reduction MS: 6% salary offset, which went from $1.5 million to $1.0 million.

Largest cuts

ES 6% salary offset, Class size reduction MS: 6% salary offset−⁠$473,470
ES Student Support Teachers MS: Provide additional FTE's for CSR−⁠$92,304
TK-8 Professional Development−⁠$75,305

Largest increases

ES Science Teacher+⁠$71,280
ES Paraeducators for instructional support+⁠$44,852
TK-8 Vice-Principal+⁠$34,241

New in the 2026–27 plan

Salary and Benefits Compensation Increase$468,465
Mental Health Supports$36,500

Ask: What did ES 6% salary offset, Class size reduction MS: 6% salary offset pay for, and what changes now that the 2026–27 plan gives it $473,470 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 grades 3–5 only: 37% in English and 31% 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 2	39%	39%	no change
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1 and 2	30%	30%	no change
Suspended at least onceGoal 4	4.7%	4.9%	up 0.2 pts

Goals 3 and 5 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

ES 6% salary offset, Class size reduction MS: 6% salary offset · $1,001,541
ES Student Support Teachers MS: Provide additional FTE's for CSR · $858,703
Salary and Benefits Compensation Increase · $468,465

The full plan5 goals, 17 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 ($5.5 million).

Where does the money go?

47% to Goal 1, Improve academic performance and eliminate achievement gaps. 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 1Improve academic performance and eliminate achievement gaps$2.6 million47% of action budgets

12 funded actions · 2025–26 plan: $3.1 million (−⁠$498,349) · p. 9 ↗

Largest funded actions

ES 6% salary offset, Class size reduction MS: 6% salary offset$1.0 millionaction 1.12 · p. 56 ↗ · marked as contributing to high-need services
ES Student Support Teachers MS: Provide additional FTE's for CSR$0.9 millionaction 1.2 · p. 55 ↗ · marked as contributing to high-need services · of which $272,708 is state funding counted toward those services
ES Paraeducators for instructional support$0.2 millionaction 1.7 · p. 55 ↗ · marked as contributing to high-need services
MS ELD/LTEL Teacher$0.2 millionaction 1.1 · p. 55 ↗ · marked as contributing to high-need services
TK-8 Supplemental materials/supplies for classrooms$0.1 millionaction 1.6 · p. 55 ↗ · marked as contributing to high-need services · of which $135,000 is state funding counted toward those services

7 more funded actions in this goal

TK-8 Tutoring · action 1.4 · p. 55 ↗$0.1 million
TK-8 Stipends and extra duty · action 1.5 · p. 55 ↗ · marked as contributing to high-need services$0.1 million
ES Supplemental classroom books · action 1.3 · p. 55 ↗ · marked as contributing to high-need servicesunder $0.1 million
ES Substitute Teachers · action 1.9 · p. 56 ↗ · marked as contributing to high-need services · of which $10,000 is state funding counted toward those servicesunder $0.1 million
TK-8 Furniture · action 1.8 · p. 55 ↗ · marked as contributing to high-need servicesunder $0.1 million
ES Library Supplies · action 1.10 · p. 56 ↗ · marked as contributing to high-need servicesunder $0.1 million
MS AVID · action 1.13 · p. 56 ↗under $0.1 million

Changes from last year’s plan, same title

ES 6% salary offset, Class size reduction MS: 6% salary offset−⁠$0.5 million$1.5 million → $1.0 million · p. 56 ↗
ES Student Support Teachers MS: Provide additional FTE's for CSR−⁠$92,304$951,007 → $858,703 · p. 55 ↗
ES Paraeducators for instructional support+⁠$44,852$134,619 → $179,471 · p. 55 ↗

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

MS ELD/LTEL Teacher · $136,879 → $152,214 · p. 55 ↗+⁠$15,335
TK-8 Supplemental materials/supplies for classrooms · $169,000 → $147,000 · p. 55 ↗−⁠$22,000
TK-8 Tutoring · $100,000 → $110,000 · p. 55 ↗+⁠$10,000
TK-8 Stipends and extra duty · $73,551 → $65,000 · p. 55 ↗−⁠$8,551
ES Supplemental classroom books · $11,312 → $25,000 · p. 55 ↗+⁠$13,688
ES Substitute Teachers · $4,000 → $13,101 · p. 56 ↗+⁠$9,101
TK-8 Furniture · $5,000 · p. 55 ↗new or renamed
ES Library Supplies · $1,000 → $1,000 · p. 56 ↗unchanged
MS AVID · $1,000 → $1,000 · p. 56 ↗unchanged

A reworded title counts as new.

How the plan measures it · 5 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 9 ↗.

Goal 2Goal #2: Provide engagement and enrichment opportunities in the arts, sciences and technology to ensure…$397,1127% of action budgets

“Goal #2: Provide engagement and enrichment opportunities in the arts, sciences and technology to ensure students graduate college and career ready” p. 21 ↗

6 funded actions · 2025–26 plan: $288,798 (+⁠$108,314)

Largest funded actions

ES Science Teacher$186,280action 2.5 · p. 56 ↗ · marked as contributing to high-need services
ES VAPA Teachers$123,531action 2.2 · p. 56 ↗ · marked as contributing to high-need services
ES Technology MS: Technology$35,301action 2.1 · p. 56 ↗ · marked as contributing to high-need services · of which $5,000 is state funding counted toward those services
ES Enrichment opportunities$30,000action 2.4 · p. 56 ↗ · marked as contributing to high-need services
MS honors and enrichment$12,000action 2.3 · p. 56 ↗ · marked as contributing to high-need services

1 more funded action in this goal

MS VAPA · action 2.6 · p. 56 ↗ · marked as contributing to high-need services$10,000

Changes from last year’s plan, same title

ES Science Teacher+⁠$71,280$115,000 → $186,280 · p. 56 ↗
ES Technology MS: Technology+⁠$16,389$18,912 → $35,301 · p. 56 ↗
ES VAPA Teachers+⁠$15,645$107,886 → $123,531 · p. 56 ↗

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

ES Enrichment opportunities · $25,000 → $30,000 · p. 56 ↗+⁠$5,000
MS honors and enrichment · $7,000 → $12,000 · p. 56 ↗+⁠$5,000
MS VAPA · $15,000 → $10,000 · p. 56 ↗−⁠$5,000

How the plan measures it · 2 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 21 ↗.

Goal 3Goal 3: Increase parent and student engagement$695,55913% of action budgets

8 funded actions · 2025–26 plan: $708,526 (−⁠$12,967) · p. 25 ↗

Largest funded actions

MS Transportation$305,639action 3.2 · p. 57 ↗ · marked as contributing to high-need services
TK-8 Student and family engagement events$221,480action 3.4 · p. 57 ↗ · marked as contributing to high-need services
TK-8 AISB$112,041action 3.6 · p. 57 ↗ · marked as contributing to high-need services · of which $76,274 is state funding counted toward those services
TK-8 Parent training and participation$34,399action 3.3 · p. 57 ↗
TK-8 Promotional/Enrollment$13,000action 3.8 · p. 57 ↗ · marked as contributing to high-need services

3 more funded actions in this goal

ES Home/School Communication · action 3.1 · p. 57 ↗ · marked as contributing to high-need services$4,000
ES Uniform Policy Support · action 3.5 · p. 57 ↗ · marked as contributing to high-need services$3,000
MS Parent engagement communication · action 3.10 · p. 57 ↗ · marked as contributing to high-need services$2,000

Changes from last year’s plan, same title

TK-8 Parent training and participation+⁠$25,814$8,585 → $34,399 · p. 57 ↗
MS Transportation+⁠$17,545$288,094 → $305,639 · p. 57 ↗
TK-8 Promotional/Enrollment−⁠$13,000$26,000 → $13,000 · p. 57 ↗

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

TK-8 Student and family engagement events · $234,198 → $221,480 · p. 57 ↗−⁠$12,718
TK-8 AISB · $100,999 → $112,041 · p. 57 ↗+⁠$11,042
ES Home/School Communication · $3,000 → $4,000 · p. 57 ↗+⁠$1,000
ES Uniform Policy Support · $4,000 → $3,000 · p. 57 ↗−⁠$1,000
MS Parent engagement communication · $4,000 → $2,000 · p. 57 ↗−⁠$2,000

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. 25 ↗.

Goal 4Goal 4: Ensure a school environment that is safe, clean, and conducive to learning and that contributes to a…$1.4 million25% of action budgets

“Goal 4: Ensure a school environment that is safe, clean, and conducive to learning and that contributes to a positive, student-centered school culture” p. 31 ↗

9 funded actions · 2025–26 plan: $1.4 million (−⁠$17,916)

Largest funded actions

TK-8 Indirect Costs$352,793action 4.8 · p. 58 ↗ · marked as contributing to high-need services · of which $333,954 is state funding counted toward those services
TK-8 Vice-Principal$323,225action 4.4 · p. 58 ↗ · marked as contributing to high-need services
TK-8 Counselor$219,124action 4.5 · p. 58 ↗ · marked as contributing to high-need services
TK-8 PBIS Support$134,115action 4.3 · p. 58 ↗ · marked as contributing to high-need services
TK-8 Campus Safety$123,652action 4.2 · p. 58 ↗ · marked as contributing to high-need services

4 more funded actions in this goal

TK-8 Campus Beautification/Facilities · action 4.6 · p. 58 ↗ · marked as contributing to high-need services$89,989
TK-8 Professional Development · action 4.1 · p. 57 ↗ · marked as contributing to high-need services · of which $5,000 is state funding counted toward those services$50,000
MS Custodian · action 4.7 · p. 58 ↗ · marked as contributing to high-need services$47,753
Mental Health Supports · action 4.9 · p. 58 ↗ · marked as contributing to high-need services$36,500

Changes from last year’s plan, same title

TK-8 Professional Development−⁠$75,305$125,305 → $50,000 · p. 57 ↗
TK-8 PBIS Support−⁠$66,000$200,115 → $134,115 · p. 58 ↗
TK-8 Vice-Principal+⁠$34,241$288,984 → $323,225 · p. 58 ↗

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

TK-8 Indirect Costs · $332,213 → $352,793 · p. 58 ↗+⁠$20,580
TK-8 Counselor · $209,149 → $219,124 · p. 58 ↗+⁠$9,975
TK-8 Campus Safety · $123,219 → $123,652 · p. 58 ↗+⁠$433
TK-8 Campus Beautification/Facilities · $73,913 → $89,989 · p. 58 ↗+⁠$16,076
MS Custodian · $42,169 → $47,753 · p. 58 ↗+⁠$5,584
Mental Health Supports · $36,500 · p. 58 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 3 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 31 ↗.

Goal 5Recruit, Hire, and Retain High Quality Staff$468,4659% of action budgets

1 funded action · no goal 5 in the 2025–26 plan · p. 40 ↗

Largest funded actions

Salary and Benefits Compensation Increase$468,465action 5.1 · p. 58 ↗ · marked as contributing to high-need services

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

Salary and Benefits Compensation Increase · $468,465 · p. 58 ↗new or renamed

A reworded title counts as new.

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. 40 ↗.

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

What comes after Smythe Academy of Arts and Sciences, and how do I get in?

No assigned next school.

Smythe Academy of Arts and Sciences 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.

Grades TK–8 · this school
Smythe Academy of Arts and Sciences
High
Keema School for Independent Study
8th · Needs Support · 2025Nearby same-district option · distance estimate, not a confirmed feeder · Check how it admits students.

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

Middle-school links

Rio Tierra Junior High
Nearby same-district option · distance estimate, not a confirmed feeder
2nd percentile · Needs Support · middle · 2026

High-school links

Keema School for Independent Study
Nearby same-district option · distance estimate, not a confirmed feeder · Check how it admits students.
8th percentile · Needs Support · high · 2025

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 Smythe Academy of Arts and Sciences 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: smythe6.trusd.net ↗Office: (916) 566-2740Administrator: Kenneth Dandurand

Location and visiting

Get directions

2781 Northgate Boulevard, Sacramento 95833

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

Questions for your visit

Do families get each child’s absence count during the year, and what happens once a child starts missing school? 40 in 100 chronically absent, 2025–26 (439 of 1,111 students); average California elementary school: 17 in 100
What does the school try before a suspension, and who talks with the family? 4.9% suspended at least once, 2025–26 (55 of 1,123 students); average California elementary school: 1.6%
What extra help do students who are behind get, and how do you know it’s working? 63% in English and 69% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (264 tested in English, 263 in math); California: 54% and 58%
What did ES 6% salary offset, Class size reduction MS: 6% salary offset pay for, and what changes now that the 2026–27 plan gives it $473,470 less?
What extra help do English learners get, and how do you know it’s working? 12% of English learners scored Proficient or Advanced in English, grades 3–8, spring 2026 (226 students tested); the same group across California: 11%

Office (916) 566-27402781 Northgate Boulevard, directions (opens Google Maps in a new tab)

Nearby elementary schoolsClosest first, by straight-line distance

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

Nearby elementary schoolsPercentile among California elementary schools, 2026

Hazel Strauch Elementary0.7 mi
11thNeeds SupportScope Score 19
American LakesNatomas Unified · 1.0 mi
bottom 1%Needs SupportScope Score 7
Fairbanks Elementary1.1 mi
15thNeeds SupportScope Score 22
Las Palmas Elementary1.1 mi
35thDevelopingScope Score 30
Garden Valley Elementary1.3 mi
1stNeeds SupportScope Score 11

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

Explore nearby schools on the map

Source records

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

Score factorssource values, index and weights · 2025–26 · ranked #4,559 of 5,726 California elementary schools we score · #15 of 33 in Twin Rivers Unified

Score factors, 2025–26
Factor	School	Index	Weight
Advancedaverage of English and math	13%	42	42%
Proficient or Advancedaverage of English and math	34%	43	23%
5th graders in 2026 against 3rd graders in 2024 (partly different children)	+70 scale-score pts	40	20%
Chronically absent	40 in 100	15	5%
Suspension rate	4.9% (55 of 1,123)	24	5%
English learners: top level	13%	45	5%

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. Growth is the change between the school's earlier and later grade-level groups, in scale-score points; it does not follow the same students.

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

Scope Score

School year	Scope Score	Percentile	Rank	Comparison group
2025–26	23	20	#4559	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	7 in 100	4.2% (50 of 1,180)	+2
2021–22	not on file	not on file	0
2022–23	not on file	not on file	−7
2023–24	18 in 100	5.5% (64 of 1,170)	−11
2024–25	20 in 100	4.7% (54 of 1,157)	−27
2025–26	40 in 100	4.9% (55 of 1,123)	−1

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	789	12%	39%
2026 · Math	786	12%	30%
2025 · English	784	13%	39%
2025 · Math	790	13%	30%
2024 · English	789	11%	37%
2024 · Math	798	13%	30%
2023 · English	764	11%	35%
2023 · Math	764	7%	25%
2022 · English	792	10%	37%
2022 · Math	789	5%	19%
2019 · English	821	9%	38%
2019 · Math	823	9%	27%
2018 · English	812	9%	36%
2018 · Math	809	10%	28%
2017 · English	819	7%	29%
2017 · Math	820	9%	24%

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

Earlier years · grade and subject

Year · grade · subject	Students with scores	Met or exceeded
2025 · Grade 3 · English	86	44%
2025 · Grade 4 · English	88	40%
2025 · Grade 5 · English	82	28%
2025 · Grade 6 · English	88	56%
2025 · Grade 7 · English	227	35%
2025 · Grade 8 · English	213	37%
2025 · Grade 3 · Math	88	45%
2025 · Grade 4 · Math	87	31%
2025 · Grade 5 · Math	84	8%
2025 · Grade 6 · Math	88	47%
2025 · Grade 7 · Math	227	28%
2025 · Grade 8 · Math	216	25%
2024 · Grade 3 · English	94	44%
2024 · Grade 4 · English	88	26%
2024 · Grade 5 · English	87	38%
2024 · Grade 6 · English	89	54%
2024 · Grade 7 · English	239	36%
2024 · Grade 8 · English	192	32%
2024 · Grade 3 · Math	97	40%
2024 · Grade 4 · Math	88	26%
2024 · Grade 5 · Math	89	25%
2024 · Grade 6 · Math	90	44%
2024 · Grade 7 · Math	241	25%
2024 · Grade 8 · Math	193	27%
2023 · Grade 3 · English	91	37%
2023 · Grade 4 · English	89	33%
2023 · Grade 5 · English	90	32%
2023 · Grade 6 · English	91	44%
2023 · Grade 7 · English	213	36%
2023 · Grade 8 · English	190	32%
2023 · Grade 3 · Math	91	32%
2023 · Grade 4 · Math	89	24%
2023 · Grade 5 · Math	90	22%
2023 · Grade 6 · Math	91	41%
2023 · Grade 7 · Math	213	23%
2023 · Grade 8 · Math	190	19%
2022 · Grade 3 · English	96	34%
2022 · Grade 4 · English	89	31%
2022 · Grade 5 · English	89	38%
2022 · Grade 6 · English	82	40%
2022 · Grade 7 · English	230	37%
2022 · Grade 8 · English	206	39%
2022 · Grade 3 · Math	95	25%
2022 · Grade 4 · Math	89	25%
2022 · Grade 5 · Math	88	20%
2022 · Grade 6 · Math	82	33%
2022 · Grade 7 · Math	229	12%
2022 · Grade 8 · Math	206	16%
2019 · Grade 3 · English	99	35%
2019 · Grade 4 · English	86	48%
2019 · Grade 5 · English	90	46%
2019 · Grade 6 · English	92	43%
2019 · Grade 7 · English	249	33%
2019 · Grade 8 · English	205	36%
2019 · Grade 3 · Math	99	36%
2019 · Grade 4 · Math	86	35%
2019 · Grade 5 · Math	90	30%
2019 · Grade 6 · Math	92	33%
2019 · Grade 7 · Math	250	20%
2019 · Grade 8 · Math	206	25%
2018 · Grade 3 · English	75	56%
2018 · Grade 4 · English	89	46%
2018 · Grade 5 · English	91	32%
2018 · Grade 6 · English	93	46%
2018 · Grade 7 · English	241	30%
2018 · Grade 8 · English	223	31%
2018 · Grade 3 · Math	75	49%
2018 · Grade 4 · Math	89	37%
2018 · Grade 5 · Math	91	27%
2018 · Grade 6 · Math	93	40%
2018 · Grade 7 · Math	240	24%
2018 · Grade 8 · Math	221	17%
2017 · Grade 3 · English	91	34%
2017 · Grade 4 · English	92	21%
2017 · Grade 5 · English	93	34%
2017 · Grade 6 · English	92	36%
2017 · Grade 7 · English	246	28%
2017 · Grade 8 · English	205	28%
2017 · Grade 3 · Math	92	43%
2017 · Grade 4 · Math	92	25%
2017 · Grade 5 · Math	93	22%
2017 · Grade 6 · Math	92	32%
2017 · Grade 7 · Math	246	18%
2017 · Grade 8 · Math	205	20%

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	299	6%	19%	59%	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	726	37%	+4	0
Hispanic or Latino	525	37%	+3	−1
English learners	226	12%	+1	+1

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	−8	665	Moderate	−1	665	Average
Low-income	−8	628	Moderate	0	628	Average
Hispanic or Latino	−14	452	Moderate	−4	452	Average
English learners	−15	297	Moderate	−2	297	Average
English-only students	−4	283	not categorized	−5	283	not categorized
English learners only	−22	174	not categorized	−5	174	not categorized
Recently reclassified as fluent in English	−3	123	not categorized	+6	123	not categorized
Long-term English learners (grades 6–8 only)	−28	116	Minimal	−11	116	Moderate
Homeless	−14	111	Moderate	+5	111	Accelerated
Students with disabilities	−20	92	Moderate	−8	92	Moderate
Black or African American	+6	56	Accelerated	−4	56	Average
Asian	0	54	Average	+13	54	Accelerated
White	+9	47	Accelerated	−1	47	Average
Two or more races	+18	15	Accelerated	+28	15	Exceptional
Pacific Islander	−22	12	Minimal	+21	12	Exceptional

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. Long-term English learner counts cover grades 6–8 only (CDE’s rule), so that row is not comparable to the All students row. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure, and grade 5 against the same school’s grade 3 two years earlier, partly different children · two different measures

Grade 5 in 2026 against grade 3 in 2024 · English

English · 2024 · Grade 3

21%

exceeded standard · 44% met or exceeded

CDE CAASPP 2024 · 94 English test records with scores

English · 2026 · Grade 5

11%

Advanced · 40% Proficient or Advanced

CDE CAASPP 2026 · 87 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 87 (school-grade cohort proxy).

These paired percentages describe English results for grade groups at this school in two years. The groups are not matched students. SchoolScope's scored growth measure uses a different school-level scale-score proxy across English and math; California's matched-student model is a separate measure.

California growth model · points vs expected

State model · English−8 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

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

All students, grades 4–8

665 students

CDE growth category: Moderate

State model · math−1 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

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

All students, grades 4–8

665 students

CDE growth category: Average

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

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

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

Year-over-year school rates
Chronic absenteeism2024–25 · 20 in 100 → 2025–26 · 40 in 100 · +20 in 100
Suspension rate2024–25 · 4.7% (54 of 1,157) → 2025–26 · 4.9% (55 of 1,123) · +0.2 percentage points

Group	2018–19	2025–26	Change
Female	7 in 100	42 in 100	+35 in 100
Male	7 in 100	37 in 100	+30 in 100
Asian	3 in 100	33 in 100	+30 in 100
Black or African American	18 in 100	51 in 100	+33 in 100
Hispanic or Latino	5 in 100	37 in 100	+32 in 100
Pacific Islander	15 in 100	70 in 100	+55 in 100
Two or more races	24 in 100	54 in 100	+30 in 100
White	8 in 100	40 in 100	+32 in 100
Students with disabilities	11 in 100	47 in 100	+36 in 100
English learners	3 in 100	33 in 100	+30 in 100
Homeless	21 in 100	50 in 100	+29 in 100
Low-income	8 in 100	40 in 100	+32 in 100
All students	7 in 100	40 in 100	+33 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$15,626 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 24,497 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$765 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 1,091

Central federal expenditures attributed here$1,328 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 1,091

District current expense · FY 2024–25$22,643 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 54%Instruction support 12%Student services 10%Administration 7%Buildings & maintenance 9%Other 8%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$275,029,112	53.90%	54%
Instruction support	$59,363,497	11.63%	12%
Student services	$51,316,003	10.06%	10%
Administration	$33,134,724	6.49%	7%
Buildings & maintenance	$48,299,868	9.47%	9%
Other	$43,084,197	8.44%	8%
Total	$510,227,402	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $510,227,402 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$15,626 per pupil

2020$14,054 per pupil

2019$14,648 per pupil

2018$12,954 per pupil

2017$12,405 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 holders1.9%

CDE 2024–25 SARC, Teacher Preparation and Placement table; measured school year 2021–22. Share of reported school teaching-position full-time equivalents assigned to properly assigned intern credential holders. A reported 0.0% is shown; unavailable rates are omitted. This is a position share, not a count of current teachers or of emergency permits.

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 95833 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 95833 area
Measure	Estimate
Median household income	$97,792
Bachelor's degree or higher (adults 25+)	32%
ZIP-area population	42,265
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 95833 →

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

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Its Scope Score is an elementary school score; results for its other grades are in these records.

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 5,726 elementary schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Data updated October 15, 2026

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Smythe Academy of Arts and Sciences — Rating & test scores

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Spring 2026 state test results

Common questions

How do I get in?

Is Smythe Academy of Arts and Sciences a good school?

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 do the middle grades 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 Smythe Academy of Arts and Sciences’ 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 Smythe Academy of Arts and Sciences’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

What comes after Smythe Academy of Arts and Sciences, and how do I get in?

Middle-school links

High-school links

How do I get in?

Before you apply

Location and visiting

Questions for your visit

Source records

Scope Score

Grade 5 in 2026 against grade 3 in 2024 · English

Per-pupil spending

Additional workforce records

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