Public school with a magnet program · Stockton Unified · Stockton, California

Taft Elementary — Rating & test scores

Stockton · TK–8 · 449 students (2024–25)

419 Downing Avenue, 95206taft.stocktonusd.net ↗(209) 933-7285
13thpercentileNeeds Support

Top: Stockton Unified’s other 49 scored elementary schools. Bottom: California’s 5,726 scored public elementary schools by Scope Score, spring 2026 tests. How it’s built →

Scope Score
20

Weighted composite · 2025–26
A weighted mix of six measures.

See this school’s score factors ↓
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Well below California in English (reading and writing) and math, grades 3–5, spring 2026: 19% and 20% scored Proficient or Advanced, 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: 142
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 ↓

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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.

33 in 100 students (151 of 454) missed 10% or more of school days in 2025–26. 4.4% of students (21 of 480) were suspended at least once in 2025–26, against 1.6% 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): 454. District and California figures are averages of school rates (50 Stockton 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): 480. District and California figures are averages of school rates (50 Stockton Unified schools; 5,726 scored California elementary schools), our calculation.

Common questions

How do I get in?

Taft runs through 8th grade, so there’s no middle-school move. Ask Stockton Unified which school serves your address. Evidence ↓

Is Taft a good school?

Taft Elementary scores higher than 13 in 100 of California’s 5,726 scored public elementary schools: 13th percentile, Needs Support, spring 2026.

  • Grades 6–8: higher than 7 in 100 California middle schools we score (7th percentile, Needs Support, spring 2026)

Evidence ↓

Did students here score above what the state expected?

In English, below what the state expected; in math, about as expected. In 2025, students here in grades 4–8 scored −12 points against the state’s expected score in English, which the state calls Moderate. In math, they scored −5 points, which it calls Average.

  • Included in this measure: 235 students

Evidence ↓

More questions (3)

How do kids like mine do here?

In spring 2026, 24% of low-income students in grades 3–8 at Taft Elementary in Stockton scored Proficient or Advanced in English, against 37% for the same group across California. Evidence ↓

Where does it lead?

In the 2015–16 federal attendance-boundary survey, most of Taft Elementary's attendance area fell inside the attendance area of Stockton High and Edison High. Boundaries come from the U.S. Department of Education’s School Attendance Boundary Survey, a 2015-16 collection and the most recent national one — they are approximate and may since have changed. A boundary doesn’t guarantee placement; confirm your address with the district.

  • Stockton High: bottom percentile (Needs Support) of California’s regular public and charter high schools, 2025 Scope Score
  • Edison High: 9th percentile (Needs Support) of California’s regular public and charter high schools, 2025 Scope Score

Evidence ↓

What should I ask on a visit?

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

Academic achievement

How did students here do on state tests?

Well below California in both subjects.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 19% scored Proficient or Advanced in English and 20% 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: 142
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 · 142 tested

Advanced
10%
Proficient
9%
Below the standard
81%
This school19%
California46%
Stockton Unified24%

19% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 142 tested

Advanced
9%
Proficient
11%
Below the standard
80%
This school20%
California42%
Stockton Unified20%

20% 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
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced9%18%31%
Advanced6%8%16%
Proficient3%10%15%
Developing level31%14%11%
Minimal60%68%58%
Tested475045
California44%46%49%
Difference−35−28−18
English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced28%36%33%
Advanced6%4%0%
Proficient22%32%33%
Developing level16%19%19%
Minimal56%45%48%
Tested544742
California48%51%49%
Difference−20−15−16

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
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced26%16%18%
Advanced11%2%16%
Proficient15%14%2%
Developing level23%24%20%
Minimal51%60%62%
Tested475045
California47%42%37%
Difference−21−26−19
Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced11%12%9%
Advanced6%4%0%
Proficient5%8%9%
Developing level17%21%25%
Minimal72%67%66%
Tested544844
California37%38%36%
Difference−26−26−27

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

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

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

How do the middle grades do?

Well below California in both subjects. In grades 6–8, spring 2026, 32% scored Proficient or Advanced in English and 11% in math, against 49% and 37% across California. The middle grades are placed separately: 7th percentile (Needs Support) among California’s middle schools.

English

Grades 6–8 · spring 2026 · 143 tested

Advanced
3%
Proficient
29%
Below the standard
68%
This school32%
California49%
Stockton Unified30%

32% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 146 tested

Advanced
3%
Proficient
8%
Below the standard
89%
This school11%
California37%
Stockton Unified17%

11% Proficient or Advanced in grades 6–8.

Have results changed?

Results in both subjects were similar to 2025. English went from 21% to 19% and math from 22% to 20%.

English · top two levels · grades 3–5

202521%151 tested
→
202619%142 tested

This school

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

Math · top two levels · grades 3–5

202522%151 tested
→
202620%142 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 −12 points against that expected score in English, which the state calls Moderate. In math, they scored −5 points, which it calls Average.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 4–8: 235
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 · 235 students with scores in both years

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

−12 pts

English

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

−5 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
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 3–5 · This school10%9%19%62%142
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Stockton Unified9%15%22%54%8,330
Math, grades 3–5 · This school9%11%22%58%142
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Stockton Unified6%14%25%55%8,352
English, grades 6–8 · This school3%29%18%50%143
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Stockton Unified6%24%27%43%8,654
Math, grades 6–8 · This school3%8%21%68%146
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Stockton Unified7%10%23%60%8,642

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 stayed well 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%20172022202619%46%
Math top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202620%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 9% in 2017 to 19% in 2026. In math, it went from 8% in 2017 to 20% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3–5
YearThis schoolCalifornia
20179%
132 tested		45%
1,384,680 tested
201813%
167 tested		49%
1,346,907 tested
201920%
160 tested		50%
1,332,547 tested
202218%
154 tested		45%
1,260,830 tested
202323%
147 tested		44%
1,247,801 tested
202424%
153 tested		45%
1,235,509 tested
202521%
151 tested		46%
1,232,086 tested
202619%
142 tested		46%
1,208,894 tested
Math · top two levels · grades 3–5
YearThis schoolCalifornia
20178%
132 tested		40%
1,392,040 tested
201812%
171 tested		42%
1,352,321 tested
201917%
160 tested		44%
1,338,625 tested
202216%
154 tested		38%
1,265,943 tested
202320%
147 tested		40%
1,256,519 tested
202422%
152 tested		41%
1,249,262 tested
202522%
151 tested		41%
1,241,652 tested
202620%
142 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 12 points below that expected score, and in math 5 points 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 Taft’s results?

The state has Taft in extra targeted support; Stockton Unified’s board decides its plan.

What has the state flagged?

2025–26 is its 4th year in a row in this support. The state named it because results were low for Black or African American students. This support comes with a school improvement plan, which must use approaches with evidence behind them and look at how money and staff are divided among schools. Ask the principal to see the school improvement plan.

Federal designation under the Every Student Succeeds Act, 2025–26. Source 

The state is giving Stockton Unified extra help in 2026. It qualified on the 2025 California School Dashboard. The county office must help the district for at least three years, including a review of its yearly plan.

Extra help for Stockton Unified: CDE’s assistance status file for the 2025 California School Dashboard. Source 

When is the plan set, and how can you take part?

Stockton Unified’s board must adopt its yearly plan (LCAP) by July 1, after at least one public hearing at an earlier meeting.

How to take part

  • Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
  • Send written comments on the actions and spending the plan proposes.
  • Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
  • Read the midyear report, due by February 28.
  • Read Stockton Unified’s 2026–27 plan (LCAP, PDF) 
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?

33 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. 4.4% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Context Close to the 31 in 100 at the average Stockton Unified elementary school: a pattern across the district.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 151 of 454 students counted for it; suspension: 21 of 480 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 Stockton Unified elementary school 3.2%.

Chronically absent, 2025–26

33 in 100This school
31 in 100At the average Stockton Unified elementary school
17 in 100At the average California elementary school

151 of 454 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

4.4%

of students were suspended at least once (21 of 480). 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: 29 in 100, 46 of 161
  • Grades 7–8: 29 in 100, 28 of 97
Ask families and staff yourselfWhat to ask the people at Taft

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 questionsResponder en español

Work here? Answer the staff questions.

Every learner

How do kids like mine do here?

Four student groups scored below the same groups across California in English.

Student groups, grades 3–8, spring 2026

23% of Hispanic or Latino students scored Proficient or Advanced in English (grades 3–8, spring 2026), against 38% for the same group across California. Low-income students, students with disabilities and English learners also scored below the same groups across California; the chart gives their figures. Every group’s math 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).
TaftSame group, California
  • Low-income259 tested24%Same group, California 37%
  • Hispanic or Latino227 tested23%Same group, California 38%
  • English learners78 tested3%Same group, California 11%
  • Students with disabilities60 tested2%Same group, California 15%

Proficient or Advanced, grades 3–8 English, spring 2026. In math the same groups run from 2% to 16%; every value is in the table below. English learners: grades 3–7 only. Students with disabilities: grades 5–8 only.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 76%2. Asian: 8%3. Black or African American: 7%4. Filipino: 4%5. Two or more races: 2%Unallocated share: 3%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino76%
  2. Asian8%
  3. Black or African American7%
  4. Filipino4%
  5. Two or more races2%
  6. White—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. Unallocated share3%
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?

39% 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 · 40 of 102 English learners39%
Stockton Unified · 2,706 of 5,92946%
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?

87%of students qualified for free or reduced-price meals in 2024–25, 391 of 449. California: 63%.

25teachers, 2024–25

12 yearsaverage experience, 2024–25

8%in their first year, 2024–25

49%of teaching positions with proper credential and placement, 2021–22

Ask: What extra help is there in English for Hispanic or Latino students and other student groups, 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 subjectHerevs Stockton Unifiedvs California
Low-income · 259 tested in English, 260 in math
English24%−226%−1337%
Math15%−217%−1328%
Hispanic or Latino · 227 tested in English, 228 in math
English23%−225%−1538%
Math16%−117%−1228%
English learners · 78 tested · grades 3–7 only
English3%−47%−811%
Math4%−37%−913%
Students with disabilities · 60 tested · grades 5–8 only
English2%−68%−1315%
Math2%−35%−911%

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

No published rate here for Asian, Black or African American, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races 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, 2025–26Here
Hispanic or Latino76%
Asian8%
Black or African American7%
Filipino4%
Two or more races2%
White—
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: 49% of teaching positions, 10.2 properly credentialed teaching-position FTE out of 20.8 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Taft, and how do I get in?

  1. Grades TK–8 · this school
    Taft Elementary
  2. High
    Stockton High
    bottom · Needs Support · 2025Its zone mostly overlaps this school’s zone on a historical federal map (2015–16)

Historical links and nearby options · confirm your child’s address and current assignment with the district. Each school’s standing compares it with California schools at its own level. Explore schools on the map

All recorded links and nearby alternatives

High-school links

  • Stockton High

    Its zone mostly overlaps this school’s zone on a historical federal map (2015–16)

    bottom percentile · Needs Support · high · 2025

    100% historical overlap of origin attendance-zone area · not a share of students

  • Edison High

    Its zone mostly overlaps this school’s zone on a historical federal map (2015–16)

    9th percentile · Needs Support · high · 2025

    81% historical overlap of origin attendance-zone area · not a share of students

  • Stagg Senior High

    Its zone partly overlaps this school’s zone on a historical federal map (2015–16)

    7th percentile · Needs Support · high · 2025

    19% historical overlap of origin attendance-zone area · not a share of students

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. Older zone links come from the federal School Attendance Boundary Survey (NCES SABS).

How do I get in?

Taft runs through 8th grade, so there’s no middle-school move. Ask Stockton Unified which school serves your address.

School website: taft.stocktonusd.net ↗Office: (209) 933-7285Administrator: Jana Brooks

Location and visiting

Get directions  (opens Google Maps in a new tab)
419 Downing Avenue, Stockton 95206

Directory location · Explore nearby schools on the map. Confirm which school serves your address with Stockton Unified.

Questions for your visit

  1. Do families get each child’s absence count during the year, and what happens once a child starts missing school? 33 in 100 chronically absent, 2025–26 (151 of 454 students); average California elementary school: 17 in 100
  2. What does the school try before a suspension, and who talks with the family? 4.4% suspended at least once, 2025–26 (21 of 480 students); average California elementary school: 1.6%
  3. What extra help do students who are behind get, and how do you know it’s working? 81% in English and 80% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (142 students tested in each); California: 54% and 58%
  4. What extra help do English learners get, and how do you know it’s working? 3% of English learners scored Proficient or Advanced in English, grades 3–7, spring 2026 (78 students tested); the same group across California: 11%
  5. What are the school-day hours and after-school care options?

Office (209) 933-7285419 Downing Avenue, 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

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 #4,976 of 5,726 California elementary schools we score · #19 of 50 in Stockton Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math10%3942%
Proficient or Advancedaverage of English and math20%3223%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+74 scale-score pts4620%
Chronically absent33 in 100265%
Suspension rate4.4% (21 of 480)295%
English learners: top level10%415%

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 yearScope ScorePercentileRankComparison group
2025–262013#4976California 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 yearChronic absenceSuspensionGrade gap (points)
2018–1918 in 1004.0% (21 of 524)+3
2021–22not on filenot on file−6
2022–23not on filenot on file0
2023–2437 in 1004.1% (22 of 537)−3
2024–2530 in 1002.5% (13 of 527)+5
2025–2633 in 1004.4% (21 of 480)+7

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 · subjectStudents with scoresTop levelTop two levels
2026 · English2857%26%
2026 · Math2886%15%
2025 · English3046%26%
2025 · Math3048%19%
2024 · English3187%24%
2024 · Math3178%20%
2023 · English3205%25%
2023 · Math3206%16%
2022 · English3374%22%
2022 · Math3374%12%
2019 · English2775%20%
2019 · Math2783%15%
2018 · English2953%15%
2018 · Math3032%12%
2017 · English2561%12%
2017 · Math2561%9%

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 · subjectStudents with scoresMet or exceeded
2025 · Grade 3 · English4912%
2025 · Grade 4 · English4825%
2025 · Grade 5 · English5426%
2025 · Grade 6 · English5129%
2025 · Grade 7 · English4340%
2025 · Grade 8 · English5927%
2025 · Grade 3 · Math4920%
2025 · Grade 4 · Math4829%
2025 · Grade 5 · Math5417%
2025 · Grade 6 · Math5116%
2025 · Grade 7 · Math4326%
2025 · Grade 8 · Math5910%
2024 · Grade 3 · English4723%
2024 · Grade 4 · English5422%
2024 · Grade 5 · English5225%
2024 · Grade 6 · English4929%
2024 · Grade 7 · English5920%
2024 · Grade 8 · English5723%
2024 · Grade 3 · Math4730%
2024 · Grade 4 · Math5315%
2024 · Grade 5 · Math5223%
2024 · Grade 6 · Math4823%
2024 · Grade 7 · Math6018%
2024 · Grade 8 · Math5712%
2023 · Grade 3 · English4719%
2023 · Grade 4 · English4730%
2023 · Grade 5 · English5321%
2023 · Grade 6 · English5732%
2023 · Grade 7 · English6130%
2023 · Grade 8 · English5520%
2023 · Grade 3 · Math4721%
2023 · Grade 4 · Math4719%
2023 · Grade 5 · Math5319%
2023 · Grade 6 · Math5718%
2023 · Grade 7 · Math6116%
2023 · Grade 8 · Math554%
2022 · Grade 3 · English4416%
2022 · Grade 4 · English5217%
2022 · Grade 5 · English5821%
2022 · Grade 6 · English5826%
2022 · Grade 7 · English5522%
2022 · Grade 8 · English7026%
2022 · Grade 3 · Math4427%
2022 · Grade 4 · Math5213%
2022 · Grade 5 · Math5810%
2022 · Grade 6 · Math5817%
2022 · Grade 7 · Math555%
2022 · Grade 8 · Math706%
2019 · Grade 3 · English5319%
2019 · Grade 4 · English5315%
2019 · Grade 5 · English5426%
2019 · Grade 6 · English3330%
2019 · Grade 7 · English4812%
2019 · Grade 8 · English3622%
2019 · Grade 3 · Math5321%
2019 · Grade 4 · Math5311%
2019 · Grade 5 · Math5420%
2019 · Grade 6 · Math3318%
2019 · Grade 7 · Math4912%
2019 · Grade 8 · Math368%
2018 · Grade 3 · English7512%
2018 · Grade 4 · English5812%
2018 · Grade 5 · English3418%
2018 · Grade 6 · English5311%
2018 · Grade 7 · English3722%
2018 · Grade 8 · English3821%
2018 · Grade 3 · Math7911%
2018 · Grade 4 · Math5814%
2018 · Grade 5 · Math3412%
2018 · Grade 6 · Math5711%
2018 · Grade 7 · Math378%
2018 · Grade 8 · Math3818%
2017 · Grade 3 · English518%
2017 · Grade 4 · English363%
2017 · Grade 5 · English4516%
2017 · Grade 6 · English4115%
2017 · Grade 7 · English4418%
2017 · Grade 8 · English3915%
2017 · Grade 3 · Math5112%
2017 · Grade 4 · Math366%
2017 · Grade 5 · Math457%
2017 · Grade 6 · Math415%
2017 · Grade 7 · Math4420%
2017 · Grade 8 · Math395%

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)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide897%10%46%37%

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 · EnglishTestedProficient or Advancedvs districtvs California
Low-income25924%−2−13
Hispanic or Latino22723%−2−15
English learners (grades 3–7 only)783%−4−8
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
GroupEnglishnCDE categoryMathnCDE category
All students−12235Moderate−5235Average
Low-income−14209Moderate−5209Average
Hispanic or Latino−15181Moderate−6181Moderate
English-only students−17101not categorized−4101not categorized
English learners−1098Moderate−698Moderate
Students with disabilities−3856Minimal−2156Minimal
English learners only−1950not categorized−450not categorized
Recently reclassified as fluent in English048not categorized−548not categorized
Black or African American−1417Moderate−917Moderate
Asian+716Accelerated+616Accelerated
Long-term English learners (grades 6–8 only)−514Average014Average
Homeless−713Moderate−113Average

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
9%
exceeded standard · 23% met or exceeded
CDE CAASPP 2024 · 47 English test records with scores
English · 2026 · Grade 5
16%
Advanced · 31% Proficient or Advanced
CDE CAASPP 2026 · 45 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 45 (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−12 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

235 students

CDE growth category: Moderate

California growth model, English: −12 scale-score points versus the state's expectation, CDE category Moderate, against SchoolScope's +2-point median for California elementary school records.

State model · math−5 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

235 students

CDE growth category: Average

California growth model, math: −5 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's +2-point median for California elementary school records.

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

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

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

Year-over-year school rates
Chronic absenteeism2024–25 · 30 in 100 → 2025–26 · 33 in 100 · +3 in 100
Suspension rate2024–25 · 2.5% (13 of 527) → 2025–26 · 4.4% (21 of 480) · +1.9 percentage points
Group2018–192025–26Change
Female16 in 10032 in 100+16 in 100
Male19 in 10035 in 100+16 in 100
Asian0 in 10016 in 100+16 in 100
Black or African American28 in 10061 in 100+33 in 100
Filipino6 in 1005 in 100−1 in 100
Hispanic or Latino18 in 10032 in 100+14 in 100
Two or more races7 in 10036 in 100+29 in 100
White31 in 100——
Students with disabilities31 in 10045 in 100+14 in 100
English learners11 in 10030 in 100+19 in 100
Homeless36 in 10058 in 100+22 in 100
Low-income17 in 10035 in 100+18 in 100
All students18 in 10033 in 100+15 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$15,856 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 36,190 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$2,245 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 449

Central federal expenditures attributed here$2,775 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 449

District current expense · FY 2024–25$27,318 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 58%Instruction support 13%Student services 13%Administration 6%Buildings & maintenance 9%Other 1%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$450,463,02858.06%58%
Instruction support$101,907,24313.13%13%
Student services$102,784,15913.25%13%
Administration$43,460,4165.60%6%
Buildings & maintenance$73,329,3269.45%9%
Other$3,956,1890.51%1%
Total$775,900,361100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $775,900,361 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$15,856 per pupil
2020$14,735 per pupil
2019$15,106 per pupil
2018$12,022 per pupil
2017$11,055 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 holders9.6%

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 95206 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 95206 area
MeasureEstimate
Median household income$83,432
Bachelor's degree or higher (adults 25+)12%
ZIP-area population68,558
Median age31.4 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 95206 →

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

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<iframe
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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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