Public school · Temecula Valley Unified · Temecula, California

Temecula Elementary — Rating & test scores

Temecula · TK–5 · 522 students (2024–25)

41951 Moraga Road, 92591tes.tvusd.k12.ca.us ↗(951) 695-7130
70thpercentileSolid

Top: Temecula Valley Unified’s other 19 scored elementary schools. Bottom: California’s 5,726 scored public elementary schools by Scope Score, spring 2026 tests. How it’s built →

Scope Score
46

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

Above California in English (reading and writing), near in math, grades 3–5, spring 2026: 53% and 42% 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: 238 in English, 244 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”).

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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.

21 in 100 students (122 of 577) missed 10% or more of school days in 2025–26. That compares with 12 in 100 at the average Temecula Valley Unified elementary school.

Sources
The sentence above
CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 577. District and California figures are averages of school rates (21 Temecula Valley Unified schools; 5,726 scored California elementary schools), our calculation.

Common questions

How do I get in?

Ask Temecula Valley Unified which school serves your address. Evidence ↓

Is Temecula Elementary a good elementary school?

Temecula Elementary scores higher than 70 in 100 of California’s 5,726 scored public elementary schools: 70th percentile, Solid, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 21 in 100 students missed 10% or more of school days, against 12 in 100 at the average Temecula Valley Unified elementary school. 1.0% of students (6 of 593) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

More questions (4)

Did students here score above what the state expected?

In English, yes; in math, about as expected. In 2025, students here in grades 4 and 5 scored +6 points against the state’s expected score in English, which the state calls Accelerated. In math, they scored +1 point, which it calls Average.

  • Included in this measure: 135 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 47% of low-income students in grades 3–5 at Temecula Elementary scored Proficient or Advanced in English, against 36% for the same group across California. Evidence ↓

Where does it lead?

By the district’s published 2023 attendance boundaries, Temecula Elementary’s attendance zone is split: 71% of its children are assigned to James L. Day Middle and the other 29% to Margarita Middle. Boundaries change, are approximate at the edges and don’t guarantee placement, so confirm your address with the district.

  • James L. Day Middle: 59th percentile (Solid) of California’s regular public and charter middle schools, 2026 Scope Score
  • Margarita Middle: 57th percentile (Solid) of California’s regular public and charter middle schools, 2026 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?

Above California in English; near it in math.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 53% scored Proficient or Advanced in English and 42% 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: 238 in English, 244 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 · 238 tested

Advanced
28%
Proficient
25%
Below the standard
47%
This school53%
California46%
Temecula Valley Unified65%

53% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 244 tested

Advanced
19%
Proficient
23%
Below the standard
58%
This school42%
California42%
Temecula Valley Unified57%

42% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–5 · 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 Advanced50%58%51%
Advanced27%34%23%
Proficient23%24%28%
Developing level22%24%25%
Minimal28%18%24%
Tested827779
California44%46%49%
Difference+6+12+2

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 Advanced46%42%38%
Advanced21%21%14%
Proficient25%21%24%
Developing level24%39%26%
Minimal30%19%36%
Tested848080
California47%42%37%
Difference−10+1

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 →

School pattern · grades 3–5 · spring 2026 · What patterns mean

Grade-to-grade gainsFrom grade 3 in spring 2024 to grade 5 in spring 2026, results here rose more than at the average California elementary school. Students move in and out, so these are partly different children. The Score factors record below gives the figure.

How does math compare with English?

In grades 3–5, spring 2026, math trails English by 11 percentage points in the share who scored Proficient or Advanced, against 4 points across California. The grades 3–5 cards above give each subject’s share.

Have results changed?

Results in both subjects were higher than in 2025. English went from 44% to 53% and math from 35% to 42%.

English · top two levels · grades 3–5

202544%230 tested
→
202653%238 tested

This school

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

Math · top two levels · grades 3–5

202535%237 tested
→
202642%244 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, yes; 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 and 5 scored +6 points against that expected score in English, which the state calls Accelerated. 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 and 5: 135
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 and 5 · 2025 · 135 students with scores in both years

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

+6 pts

English

The state calls it Accelerated, the fourth 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
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 3–5 · This school28%25%23%24%238
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Temecula Valley Unified36%29%18%17%5,746
Math, grades 3–5 · This school19%23%30%28%244
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Temecula Valley Unified30%27%24%19%5,755

Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026. The state comparison combines CDE’s rows for the same grades, weighted by students tested (our calculation). The district row combines its public schools in the same grades, weighted by students tested.

English and math results for the tested grades. These do not measure the experience in kindergarten or the early grades.

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202653%46%
Math top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202642%42%

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

2026 was the highest year in this series in both subjects. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3–5
YearThis schoolCalifornia
201751%
292 tested		45%
1,384,680 tested
201851%
296 tested		49%
1,346,907 tested
201952%
319 tested		50%
1,332,547 tested
202241%
259 tested		45%
1,260,830 tested
202341%
258 tested		44%
1,247,801 tested
202441%
243 tested		45%
1,235,509 tested
202544%
230 tested		46%
1,232,086 tested
202653%
238 tested		46%
1,208,894 tested
Math · top two levels · grades 3–5
YearThis schoolCalifornia
201733%
295 tested		40%
1,392,040 tested
201835%
302 tested		42%
1,352,321 tested
201936%
324 tested		44%
1,338,625 tested
202225%
262 tested		38%
1,265,943 tested
202335%
259 tested		40%
1,256,519 tested
202434%
249 tested		41%
1,249,262 tested
202535%
237 tested		41%
1,241,652 tested
202642%
244 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 6 points above that expected score, and in math 1 point above 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 Temecula Elementary’s results?

Temecula Valley Unified’s board decides Temecula Elementary’s plan.

The state hasn’t placed Temecula Elementary in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source 

What has the state flagged?

The state is giving Temecula Valley 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 Temecula Valley Unified: CDE’s assistance status file for the 2025 California School Dashboard. Source 

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

Temecula Valley 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 Temecula Valley 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?

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

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. At the average Temecula Valley Unified elementary school, 12 in 100 were. 1.0% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 122 of 577 students counted for it; suspension: 6 of 593 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 Temecula Valley Unified elementary school 0.8%.

Chronically absent, 2025–26

21 in 100This school
12 in 100At the average Temecula Valley Unified elementary school
17 in 100At the average California elementary school

122 of 577 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

1.0%

of students were suspended at least once (6 of 593). Average California elementary school 1.6%.

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

Ask families and staff yourselfWhat to ask the people at Temecula Elementary

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 Temecula Valley Unified’s email domain so staff can answer our workplace questions.

Every learner

How do kids like mine do here?

Low-income students here scored well above the same group across California in English.

Student groups, grades 3–5, spring 2026

47% of low-income students scored Proficient or Advanced in English (grades 3–5, spring 2026), against 36% for the same group across California. Every group’s math results are in the table below.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 3–5; 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).
Temecula ElementarySame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students
  • White42 tested71%Same group, California 60%
  • Low-income171 testedAhead of the same group across California, where that group scores below California’s rate for all students: 47%Same group, California 36%
  • Hispanic or Latino144 tested45%Same group, California 36%
  • Students with disabilities56 tested20%Same group, California 19%

Proficient or Advanced, grades 3–5 English, spring 2026. In math the same groups run from 9% to 52%; every value is in the table below.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 58%2. White: 18%3. Two or more races: 8%4. Filipino: 5%5. Black or African American: 5%6. Asian: 4%Unallocated share: 2%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino58%
  2. White18%
  3. Two or more races8%
  4. Filipino5%
  5. Black or African American5%
  6. Asian4%
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. Unallocated share2%
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?

53% 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 · 36 of 68 English learners53%
Temecula Valley Unified · 511 of 1,00751%
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?

73%of students qualified for free or reduced-price meals in 2024–25, 379 of 522. California: 63%.

30teachers, 2024–25

18 yearsaverage experience, 2024–25

3%in their first year, 2024–25

93%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school keep low-income students on track as they move up through the grades?

All group results, district comparisons and sources
Proficient or Advancedgrades 3–5 · spring 2026
Group and subjectHerevs Temecula Valley Unifiedvs California
Low-income · 171 tested in English, 177 in math
English47%−754%+1136%
Math37%−946%+631%
Hispanic or Latino · 144 tested in English, 147 in math
English45%−1358%+936%
Math39%−847%+831%
White · 42 tested
English71%+170%+1160%
Math52%−1163%−456%
Students with disabilities · 56 tested
English20%−828%+119%
Math9%−1524%−918%

Each gap is to the same group, grades and subject: in Temecula Valley Unified, and across California. ■ Green: a group that is behind across California does much better here, by 10 points or more and more than twice the margin of error.

English learners, 35 tested in English and 41 in math: no rate for grade 3 in our records, and fewer than 30 tested in the grades with one. No published rate here for Asian, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races 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 Latino58%
White18%
Two or more races8%
Filipino5%
Black or African American5%
Asian4%
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: 93% of teaching positions, 25.6 properly credentialed teaching-position FTE out of 27.6 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Temecula Elementary, and how do I get in?

James L. Day Middle, then Chaparral High.

Temecula Elementary’s attendance zone is split: 71% of its children are assigned to James L. Day Middle and the other 29% to Margarita Middle; 71% to Chaparral High and the other 29% to Temecula Valley High. Each school’s standing compares it with California schools at its own level.

  1. Elementary · this school
    Temecula Elementary
    Grades TK–5
  2. Middle · part of the zone
    James L. Day Middle
    59th · Solid · 202671% of the zone’s children

    Or Margarita Middle for the other 29% (57th · Solid · 2026).

  3. High · part of the zone
    Chaparral High
    77th · Strong · 202571% of the zone’s children

    Or Temecula Valley High for the other 29% (78th · Strong · 2025).

From the district’s 2023 attendance boundaries. Shares are our estimate of where the zone’s children live, from 2020 Census child counts, or land area where few children were counted; they describe children living in the zone, not a school’s enrolled students. A boundary doesn’t guarantee placement: transfers, permits, magnets and other programs can change the path. Check your child’s address and current assignment with the district. Explore schools on the map

All recorded links and nearby alternatives

Middle-school links

  • James L. Day Middle

    Assigned for part of the zone

    59th percentile · Solid · middle · 2026

    71% of the zone’s children

  • Margarita Middle

    Assigned for part of the zone

    57th percentile · Solid · middle · 2026

    29% of the zone’s children

High-school links

  • Chaparral High

    Assigned for part of the zone

    77th percentile · Strong · high · 2025

    71% of the zone’s children

  • Temecula Valley High

    Assigned for part of the zone

    78th percentile · Strong · high · 2025

    29% of the zone’s children

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.

Where the path ends: Chaparral High
Chaparral High77th · Strong · 2025 · Scope Score 66district-published assignment for part of the zone

The road from this school ends at Chaparral High. UC records 80 enrollees from Chaparral High for fall 2025. The AP Course Audit lists 27 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach Chaparral High around 2036, and a school can change a lot in 10 years. By the state’s 2023 count, 72% of the students who finished high school at Chaparral High enrolled in college within 12 months, UC or not.

80 UC enrollees (fall 2025) · 27 authorized AP courses (AP Course Audit 2025–26) → full record on Chaparral High's page
Source: UC & College Board AP Course Ledger

How do I get in?

Ask Temecula Valley Unified which school serves your address.

School website: tes.tvusd.k12.ca.us ↗Office: (951) 695-7130Administrator: Manuel Graniel

Location and visiting

Get directions  (opens Google Maps in a new tab)
41951 Moraga Road, Temecula 92591

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

Questions for your visit

  1. What extra help do students who are behind get, and how do you know it’s working? 58% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (244 students tested); California: 58%
  2. When a child starts missing school, who calls the family, and how soon? 21 in 100 chronically absent, 2025–26 (122 of 577 students); average Temecula Valley Unified elementary school: 12 in 100
  3. What are the school-day hours and after-school care options?

Office (951) 695-713041951 Moraga Road, 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 #1,712 of 5,726 California elementary schools we score · #16 of 21 in Temecula Valley Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math23%5242%
Proficient or Advancedaverage of English and math48%5423%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+86 scale-score pts6820%
Chronically absent21 in 100445%
Suspension rate1.0% (6 of 593)555%
English learners: top level16%505%

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
2025–264670#1712California 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)
2018–1914 in 1000.6% (5 of 775)−9
2021–22not on filenot on file+11
2022–23not on filenot on file−7
2023–2418 in 1002.3% (13 of 562)+4
2024–2520 in 1000.7% (4 of 576)+6
2025–2621 in 1001.0% (6 of 593)−4

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 · English23828%53%
2026 · Math24419%42%
2025 · English23023%44%
2025 · Math23711%35%
2024 · English24317%41%
2024 · Math24912%34%
2023 · English25819%41%
2023 · Math25912%35%
2022 · English25919%41%
2022 · Math2628%25%
2019 · English31924%52%
2019 · Math32414%36%
2018 · English29624%51%
2018 · Math30214%35%
2017 · English29218%51%
2017 · Math29512%33%

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 · English7634%
2025 · Grade 4 · English8044%
2025 · Grade 5 · English7454%
2025 · Grade 3 · Math7637%
2025 · Grade 4 · Math8340%
2025 · Grade 5 · Math7829%
2024 · Grade 3 · English7932%
2024 · Grade 4 · English7047%
2024 · Grade 5 · English9444%
2024 · Grade 3 · Math8135%
2024 · Grade 4 · Math7138%
2024 · Grade 5 · Math9731%
2023 · Grade 3 · English7939%
2023 · Grade 4 · English8745%
2023 · Grade 5 · English9239%
2023 · Grade 3 · Math7939%
2023 · Grade 4 · Math8840%
2023 · Grade 5 · Math9226%
2022 · Grade 3 · English7924%
2022 · Grade 4 · English9049%
2022 · Grade 5 · English9047%
2022 · Grade 3 · Math8121%
2022 · Grade 4 · Math9132%
2022 · Grade 5 · Math9021%
2019 · Grade 3 · English10151%
2019 · Grade 4 · English11054%
2019 · Grade 5 · English10852%
2019 · Grade 3 · Math10145%
2019 · Grade 4 · Math11238%
2019 · Grade 5 · Math11127%
2018 · Grade 3 · English10249%
2018 · Grade 4 · English8856%
2018 · Grade 5 · English10650%
2018 · Grade 3 · Math10437%
2018 · Grade 4 · Math9053%
2018 · Grade 5 · Math10819%
2017 · Grade 3 · English9541%
2017 · Grade 4 · English9864%
2017 · Grade 5 · English9947%
2017 · Grade 3 · Math9539%
2017 · Grade 4 · Math10035%
2017 · Grade 5 · Math10025%

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
Schoolwide817%25%57%11%

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-income17147%−7+11
Hispanic or Latino14445%−13+9
Students with disabilities5620%−8+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
GroupEnglishnCDE categoryMathnCDE category
All students+6135Accelerated+1135Average
Low-income+297Average−397Average
English-only students+887not categorized−387not categorized
Hispanic or Latino+580Accelerated+480Average
English learners+139Average+339Average
Students with disabilities−235Average+535Accelerated
Recently reclassified as fluent in English+1026not categorized+226not categorized
White+1018Accelerated−118Average
English learners only−1613not categorized+313not categorized
Black or African American+911Accelerated−711Moderate

CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8; here that is grades 4 and 5. 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
18%
exceeded standard · 32% met or exceeded
CDE CAASPP 2024 · 79 English test records with scores
English · 2026 · Grade 5
23%
Advanced · 51% Proficient or Advanced
CDE CAASPP 2026 · 79 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 80 (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+6 pts vs expected

matched students, grades 4 and 5

CDE California growth model · 2025 Dashboard

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

All students, grades 4 and 5

135 students

CDE growth category: Accelerated

California growth model, English: +6 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's +2-point median for California elementary school records.

State model · math+1 pts vs expected

matched students, grades 4 and 5

CDE California growth model · 2025 Dashboard

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

All students, grades 4 and 5

135 students

CDE growth category: Average

California growth model, math: +1 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; here that is grades 4 and 5, 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 · 21 in 100 · +1 in 100
Suspension rate2024–25 · 0.7% (4 of 576) → 2025–26 · 1.0% (6 of 593) · +0.3 percentage points
Group2018–192025–26Change
Female13 in 10020 in 100+7 in 100
Male15 in 10022 in 100+7 in 100
Asian4 in 10018 in 100+14 in 100
Black or African American32 in 10033 in 100+1 in 100
Filipino8 in 1003 in 100−5 in 100
Hispanic or Latino12 in 10024 in 100+12 in 100
Two or more races14 in 10015 in 100+1 in 100
White16 in 10016 in 1000 in 100
Students with disabilities22 in 10028 in 100+6 in 100
English learners8 in 10016 in 100+8 in 100
Homeless38 in 100——
Low-income15 in 10024 in 100+9 in 100
All students14 in 10021 in 100+7 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$11,888 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 26,710 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$1,513 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 522

Central federal expenditures attributed here$376 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 522

District current expense · FY 2024–25$17,149 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 67%Instruction support 9%Student services 10%Administration 5%Buildings & maintenance 8%Other 1%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$286,333,54767.29%67%
Instruction support$38,679,8819.09%9%
Student services$41,063,6759.65%10%
Administration$20,138,7384.73%5%
Buildings & maintenance$34,321,2988.07%8%
Other$5,009,0271.18%1%
Total$425,546,165100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $425,546,165 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$11,888 per pupil
2020$10,891 per pupil
2019$10,666 per pupil
2018$9,650 per pupil
2017$9,797 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 holders0.0%

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 92591 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 92591 area
MeasureEstimate
Median household income$114,160
Bachelor's degree or higher (adults 25+)37%
ZIP-area population41,955
Median age37.7 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 92591 →

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

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