Public school · Cotati-Rohnert Park Unified · Rohnert Park, California

Technology Middle — Rating & test scores

Rohnert Park · 6–8 · 409 students (2024–25)

7165 Burton Avenue, 94928tms.crpusd.org ↗(707) 792-4800
20thpercentileNeeds Support

The dots are California’s 2,529 scored public middle schools, placed by Scope Score on spring 2026 tests. How it’s built →

Scope Score
27

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 6–8, spring 2026: 32% and 13% scored Proficient or Advanced, against 49% and 37%.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 456 in English, 454 in math
Comparison
California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).

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

How to enroll
Compare

Compare schools

Choose up to four middle schools.

Type at least two characters to search.

Save

Sign in to save this school

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.

8.5% of students (42 of 494) were suspended at least once in 2025–26, against 3.7% at the average California middle school.

Sources
The sentence above
CDE suspension file, 2025–26. All students enrolled during the year (CDE’s cumulative enrollment): 494. District and California figures are averages of school rates (3 Cotati-Rohnert Park Unified schools; 2,529 scored California middle schools), our calculation.

Common questions

How do I get in?

Ask Cotati-Rohnert Park Unified which school serves your address. Evidence ↓

Is Technology a good middle school?

Technology Middle scores higher than 20 in 100 of California’s 2,529 scored public middle schools: 20th percentile, Needs Support, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 22 in 100 students missed 10% or more of school days, against 20 in 100 at the average Cotati-Rohnert Park Unified middle school. 8.5% of students (42 of 494) were suspended at least once in 2025–26, against 3.7% at the average California middle school. Evidence ↓

More questions (4)

Did students here score above what the state expected?

Below what the state expected, in both subjects. In 2025, students here in grades 6–8 scored −26 points against the state’s expected score in English, which the state calls Minimal. In math, they scored −25 points, which it calls Minimal.

  • Included in this measure: 337 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 27% of low-income students in grades 6–8 at Technology Middle in Rohnert Park scored Proficient or Advanced in English, against 39% for the same group across California. Evidence ↓

Where does it lead?

In the 2015–16 federal attendance-boundary survey, most of Technology Middle's attendance area fell inside the attendance area of Rancho Cotate 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.

  • Rancho Cotate High: 22nd 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 6–8, spring 2026, 32% scored Proficient or Advanced in English and 13% in math, against 49% and 37% across California.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 456 in English, 454 in math
Comparison
California: CDE’s grades 6–8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English, 1,254,800 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard

English

Grades 6–8 · spring 2026 · 456 tested

Advanced
6%
Proficient
26%
Below the standard
68%
This school32%
California49%
Cotati-Rohnert Park Unified42%

32% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 454 tested

Advanced
5%
Proficient
8%
Below the standard
87%
This school13%
California37%
Cotati-Rohnert Park Unified26%

13% Proficient or Advanced in grades 6–8.

Results for each grade, spring 2026English and math · grades 6–8 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced27%34%38%
Advanced7%5%7%
Proficient20%29%31%
Developing level26%27%25%
Minimal47%39%37%
Tested173149134
California48%51%49%
Difference−21−17−11

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 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced12%14%14%
Advanced5%3%7%
Proficient7%11%7%
Developing level21%25%23%
Minimal67%61%63%
Tested172148134
California37%38%36%
Difference−25−24−22

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

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

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

How does math compare with English?

In grades 6–8, spring 2026, math trails English by 19 percentage points in the share who scored Proficient or Advanced, against 12 points across California. The grades 6–8 cards above give each subject’s share.

Have results changed?

English results were higher than in 2025; math results were similar. English went from 21% to 32% and math from 9% to 13%.

English · top two levels · grades 6–8

202521%375 tested
→
202632%456 tested

This school

California, same grades49% → 49%2025 → 2026 · 1,266,619 → 1,254,039 tested

Math · top two levels · grades 6–8

20259%378 tested
→
202613%454 tested

This school

California, same grades36% → 37%2025 → 2026 · 1,272,526 → 1,254,800 tested

Each year is a different group of students.

Did students here score above what the state expected?

Below what the state expected, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 6–8 scored −26 points against that expected score in English, which the state calls Minimal. In math, they scored −25 points, which it calls Minimal.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 6–8: 337
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 6–8 · 2025 · 337 students with scores in both years

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

−26 pts

English

The state calls it Minimal, the lowest of its five growth levels.

−25 pts

Math

The state calls it Minimal, the lowest 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 6–8 · This school6%26%27%41%456
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Cotati-Rohnert Park Unified11%31%27%31%1,349
Math, grades 6–8 · This school5%8%23%64%454
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Cotati-Rohnert Park Unified10%16%26%48%1,347

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.

Read English and math separately, then look at progress and the courses students can take.

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 6–8
This schoolCalifornia
0%50%100%20172022202632%49%
Math top two levels, grades 6–8
This schoolCalifornia
0%50%100%20172022202613%37%

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

In grades 6–8, the share at the state’s top two levels in English went from 30% in 2017 to 32% in 2026. In math, it went from 20% in 2017 to 13% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 6–8
YearThis schoolCalifornia
201730%
422 tested		48%
1,377,836 tested
201833%
408 tested		49%
1,391,379 tested
201925%
378 tested		50%
1,390,416 tested
202221%
332 tested		47%
1,277,584 tested
202321%
384 tested		46%
1,267,562 tested
202424%
390 tested		46%
1,269,432 tested
202521%
375 tested		49%
1,266,619 tested
202632%
456 tested		49%
1,254,039 tested
Math · top two levels · grades 6–8
YearThis schoolCalifornia
201720%
420 tested		37%
1,383,609 tested
201815%
412 tested		37%
1,394,516 tested
201914%
377 tested		38%
1,394,239 tested
20227%
299 tested		31%
1,279,506 tested
20238%
392 tested		32%
1,272,024 tested
20246%
391 tested		33%
1,277,570 tested
20259%
378 tested		36%
1,272,526 tested
202613%
454 tested		37%
1,254,800 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 26 points below that expected score, and in math 25 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 8 scores here with the school’s grade 6 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 Technology’s results?

The state has Technology in extra targeted support; Cotati-Rohnert Park 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 low-income 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 Cotati-Rohnert Park Unified extra help in 2026. It qualified on the 2025 and 2026 California School Dashboards. The 2026 Dashboard flagged results for English learners on two measures: English, and math; and for long-term English learners on two measures: English, and math. The county office must help the district for at least three years, including a review of its yearly plan.

Extra help for Cotati-Rohnert Park Unified: CDE’s assistance status files for the 2025 and 2026 California School Dashboards. Source 

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

Cotati-Rohnert Park 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 Cotati-Rohnert Park Unified’s 2026–27 plan (LCAP, PDF) 

Life at school

How often do students miss school or get suspended?

22 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. 8.5% of students were suspended at least once in 2025–26, against 3.7% at the average California middle school.

Context Close to the 20 in 100 at the average Cotati-Rohnert Park Unified middle school: a pattern across the district.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 105 of 489 students counted for it; suspension: 42 of 494 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 Cotati-Rohnert Park Unified middle school 7.5%.

Chronically absent, 2025–26

22 in 100This school
20 in 100At the average Cotati-Rohnert Park Unified middle school
18 in 100At the average California middle school

105 of 489 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

8.5%

of students were suspended at least once (42 of 494). Average California middle school 3.7%.

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

Chronic absence by grade2025–26 · per 100 students, with counts
  • Grade 6: 16 in 100, 29 of 181
  • Grades 7–8: 25 in 100, 76 of 308
Ask families and staff yourselfWhat to ask the people at Technology

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

Questions for your visit ↓

Have a child here? Answer 7 questionsResponder en español

Teach here? Tell us Cotati-Rohnert Park Unified’s email domain so staff can answer our workplace questions.

Every learner

How do kids like mine do here?

Five student groups scored below the same groups across California in math.

Student groups, grades 6–8, spring 2026

15% of White students scored Proficient or Advanced in math (grades 6–8, spring 2026), against 50% for the same group across California. Low-income and Hispanic or Latino students, students with disabilities and English learners also scored below the same groups across California; the chart gives their figures. Every group’s English results are in the table below.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 6–8; 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).
TechnologySame group, California
  • White111 tested15%Same group, California 50%
  • Hispanic or Latino275 tested9%Same group, California 25%
  • Low-income318 tested8%Same group, California 26%
  • Students with disabilities86 tested1%Same group, California 10%
  • English learners100 tested1%Same group, California 7%

Proficient or Advanced, grades 6–8 math, spring 2026. In English the same groups run from 3% to 40%; every value is in the table below.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 59%2. White: 25%3. Two or more races: 4%4. Asian: 4%5. Black or African American: 2%Unallocated share: 6%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino59%
  2. White25%
  3. Two or more races4%
  4. Asian4%
  5. Black or African American2%
  6. Filipino—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. Unallocated share6%
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?

46% 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 · 46 of 100 English learners46%
Cotati-Rohnert Park Unified · 407 of 85947%
California · 355,274 of 748,91647%

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

Who are the families and teachers?

65%of students qualified for free or reduced-price meals in 2024–25, 266 of 409. California: 63%.

25teachers, 2024–25

7 yearsaverage experience, 2024–25

20%in their first year, 2024–25

50%of teaching positions with proper credential and placement, 2021–22

Ask: What extra help is there in math for White students and other student groups, and how does the school check that it works?

All group results, district comparisons and sources
Proficient or Advancedgrades 6–8 · spring 2026
Group and subjectHerevs Cotati-Rohnert Park Unifiedvs California
Low-income · 320 tested in English, 318 in math
English27%−532%−1239%
Math8%−614%−1826%
Hispanic or Latino · 277 tested in English, 275 in math
English27%−734%−1239%
Math9%−817%−1625%
White · 111 tested
English40%−1252%−2262%
Math15%−2035%−3550%
English learners · 101 tested in English, 100 in math
English3%−25%−47%
Math1%−12%−67%
Students with disabilities · 87 tested in English, 86 in math
English8%−19%−614%
Math1%−45%−910%

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

Students of two or more races: fewer than 30 tested here. No published rate here for Asian, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless 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, 2025–26Here
Hispanic or Latino59%
White25%
Two or more races4%
Asian4%
Black or African American2%
Filipino—
American Indian or Alaska Native—
Pacific Islander—
Not reported—

Data source: California Department of Education chronic-absence file, 2025–26. Shares are of the students the file counts for attendance (CDE’s “eligible enrollment”); unavailable categories are shown as a dash.

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 50% of teaching positions, 10 properly credentialed teaching-position FTE out of 20.1 total position FTE. This measures positions, not individual teachers.

Next steps

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

  1. Elementary
    John Reed Primary
    7th · Needs Support · 2026Its zone mostly overlaps this school’s zone on a historical federal map (2015–16)
  2. Middle · this school
    Technology Middle
    Grades 6–8
  3. High
    Rancho Cotate High
    22nd · 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

Elementary links

  • John Reed Primary

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

    7th percentile · Needs Support · elementary · 2026

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

  • Monte Vista Elementary

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

    58th percentile · Solid · elementary · 2026

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

  • University Elementary at La Fiesta

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

    41st percentile · Developing · elementary · 2026

    26% historical overlap of origin attendance-zone area · not a share of students

  • Richard Crane Elementary

    Nearby same-district option · distance estimate, not a confirmed feeder

    17th percentile · Needs Support · elementary · 2026

Middle-school links

High-school links

  • Rancho Cotate High

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

    22nd percentile · Needs Support · high · 2025

    100% 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).

Where the path ends: Rancho Cotate High
Rancho Cotate High22nd · Needs Support · 2025 · Scope Score 47historical direct overlap

The road from this school ends at Rancho Cotate High. UC records 14 enrollees from Rancho Cotate High for fall 2025. The AP Course Audit lists 14 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach Rancho Cotate High around 2029, and a school can change a lot in 3 years. By the state’s 2023 count, 67% of the students who finished high school at Rancho Cotate High enrolled in college within 12 months, UC or not.

14 UC enrollees (fall 2025) · 14 authorized AP courses (AP Course Audit 2025–26) → full record on Rancho Cotate High's page
Source: UC & College Board AP Course Ledger

How do I get in?

Ask Cotati-Rohnert Park Unified which school serves your address.

School website: tms.crpusd.org ↗Office: (707) 792-4800Administrator: Joshua Brown Herrera

Location and visiting

Get directions  (opens Google Maps in a new tab)
7165 Burton Avenue, Rohnert Park 94928

Directory location · Explore nearby schools on the map. Confirm which school serves your address with Cotati-Rohnert Park Unified.

Questions for your visit

  1. What does the school try before a suspension, and who talks with the family? 8.5% suspended at least once, 2025–26 (42 of 494 students); average California middle school: 3.7%
  2. What extra help do students who are behind get, and how do you know it’s working? 68% in English and 87% in math scored at the Developing or Minimal level, grades 6–8, spring 2026 (456 tested in English, 454 in math); California: 51% and 63%
  3. When a child starts missing school, who calls the family, and how soon?
  4. Which math courses can students take, and how are placements decided?
  5. Which electives and high-school transition supports are available?

Office (707) 792-48007165 Burton Avenue, directions  (opens Google Maps in a new tab)

Nearby middle schoolsClosest first, by straight-line distance

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

Nearby middle schoolsPercentile among California middle 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 #2,002 of 2,529 California middle schools we score · #2 of 3 in Cotati-Rohnert Park Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math6%3742%
Proficient or Advancedaverage of English and math23%3623%
8th graders in 2026 against 6th graders in 2024 (partly different children)+48 scale-score pts5120%
Chronically absent22 in 100465%
Suspension rate8.5% (42 of 494)325%
English learners: top level15%415%

Index is where the school's value sits among the California middle 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
2025–262720#2002California middle schools · 2,529 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)
2018–1911 in 10011.9% (52 of 436)−4
2021–22not on filenot on file−1
2022–23not on filenot on file−1
2023–2424 in 10013.9% (63 of 452)+1
2024–2524 in 10013.7% (60 of 439)−4
2025–2622 in 1008.5% (42 of 494)+7

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

Grade gap: the same year’s grade 6 and grade 8 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 · English4566%32%
2026 · Math4545%13%
2025 · English3753%21%
2025 · Math3783%9%
2024 · English3904%24%
2024 · Math3911%6%
2023 · English3842%21%
2023 · Math3922%8%
2022 · English3322%21%
2022 · Math2991%7%
2019 · English3784%25%
2019 · Math3775%14%
2018 · English4086%33%
2018 · Math4124%15%
2017 · English4225%30%
2017 · Math4206%20%

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 6 · English13624%
2025 · Grade 7 · English12418%
2025 · Grade 8 · English11520%
2025 · Grade 6 · Math1369%
2025 · Grade 7 · Math12313%
2025 · Grade 8 · Math1196%
2024 · Grade 6 · English11128%
2024 · Grade 7 · English12717%
2024 · Grade 8 · English15227%
2024 · Grade 6 · Math1114%
2024 · Grade 7 · Math1285%
2024 · Grade 8 · Math1528%
2023 · Grade 6 · English11322%
2023 · Grade 7 · English13226%
2023 · Grade 8 · English13915%
2023 · Grade 6 · Math1196%
2023 · Grade 7 · Math1328%
2023 · Grade 8 · Math14111%
2022 · Grade 6 · English11324%
2022 · Grade 7 · English10617%
2022 · Grade 8 · English11323%
2022 · Grade 6 · Math1125%
2022 · Grade 7 · Math9910%
2022 · Grade 8 · Math885%
2019 · Grade 6 · English15427%
2019 · Grade 7 · English10927%
2019 · Grade 8 · English11521%
2019 · Grade 6 · Math15414%
2019 · Grade 7 · Math10813%
2019 · Grade 8 · Math11513%
2018 · Grade 6 · English11124%
2018 · Grade 7 · English11227%
2018 · Grade 8 · English18541%
2018 · Grade 6 · Math11416%
2018 · Grade 7 · Math11217%
2018 · Grade 8 · Math18613%
2017 · Grade 6 · English11023%
2017 · Grade 7 · English17842%
2017 · Grade 8 · English13421%
2017 · Grade 6 · Math10721%
2017 · Grade 7 · Math17926%
2017 · Grade 8 · Math13410%

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
Schoolwide1324%13%55%29%

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-income32027%−5−12
Hispanic or Latino27727%−7−12
White11140%−12−22
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−26337Minimal−25337Minimal
Low-income−26250Minimal−25250Minimal
Hispanic or Latino−22222Minimal−23221Minimal
English-only students−26159not categorized−30161not categorized
English learners−21140Minimal−19139Moderate
Recently reclassified as fluent in English−1674not categorized−1774not categorized
White−3673Minimal−2674Minimal
English learners only−2166not categorized−2365not categorized
Students with disabilities−2462Minimal−2163Minimal
Long-term English learners (grades 6–8 only)−2460Minimal−2161Minimal
Homeless−3114Minimal−1613Moderate
Two or more races−1813Moderate−4914Minimal
Asian−913Moderate−1612Moderate

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; here that is grades 6–8. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure, and grade 8 against the same school’s grade 6 two years earlier, partly different children · two different measures

Grade 8 in 2026 against grade 6 in 2024 · English

English · 2024 · Grade 6
4%
exceeded standard · 28% met or exceeded
CDE CAASPP 2024 · 111 English test records with scores
English · 2026 · Grade 8
7%
Advanced · 38% Proficient or Advanced
CDE CAASPP 2026 · 134 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 111 (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−26 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

337 students

CDE growth category: Minimal

California growth model, English: −26 scale-score points versus the state's expectation, CDE category Minimal, against SchoolScope's −2-point median for California middle school records.

State model · math−25 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

337 students

CDE growth category: Minimal

California growth model, math: −25 scale-score points versus the state's expectation, CDE category Minimal, against SchoolScope's −3-point median for California middle 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 middle school records, the median English estimate is −2 and the middle half fall between −10 and +5 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8; here that is grades 6–8, 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 · 24 in 100 → 2025–26 · 22 in 100 · −2 in 100
Suspension rate2024–25 · 13.7% (60 of 439) → 2025–26 · 8.5% (42 of 494) · −5.2 percentage points
Group2018–192025–26Change
Female10 in 10024 in 100+14 in 100
Male13 in 10019 in 100+6 in 100
Asian7 in 10015 in 100+8 in 100
Black or African American0 in 10018 in 100+18 in 100
Hispanic or Latino8 in 10020 in 100+12 in 100
Two or more races0 in 10023 in 100+23 in 100
White21 in 10024 in 100+3 in 100
Students with disabilities19 in 10037 in 100+18 in 100
English learners6 in 10026 in 100+20 in 100
Low-income12 in 10023 in 100+11 in 100
All students11 in 10022 in 100+11 in 100
Homeless—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$12,800 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 5,717 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$691 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 409

Central federal expenditures attributed here$507 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 409

District current expense · FY 2024–25$18,291 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 61%Instruction support 11%Student services 13%Administration 6%Buildings & maintenance 8%Other 1%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$65,858,35161.12%61%
Instruction support$11,943,08911.08%11%
Student services$13,864,50112.87%13%
Administration$6,272,1605.82%6%
Buildings & maintenance$9,154,2248.50%8%
Other$652,9420.61%1%
Total$107,745,267100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $107,745,267 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2021; latest district record shown: 2021
2021$12,800 per pupil
2020$12,681 per pupil
2019$13,081 per pupil
2018$12,358 per pupil
2017$11,462 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 holders4.9%

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 94928 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 94928 area
MeasureEstimate
Median household income$99,280
Bachelor's degree or higher (adults 25+)31%
ZIP-area population46,829
Median age33.8 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 94928 →

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

Embed this scorecard

<iframe
  src="https://schoolscope.co/embed/school/technology-middle-8348"
  width="100%" height="210" loading="lazy"
  style="border:0;border-radius:12px"
  title="Technology Middle — SchoolScope scorecard">
</iframe>

Free to embed with the credit link. Data updates automatically.

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 2,529 middle 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

How we analyze · Request a correction