Independent charter school · San Francisco Unified · San Francisco, California

Thomas Edison Charter Academy — Rating & test scores

San Francisco · TK–8 · 574 students (2024–25)

3531 22nd Street, 94114teca-sf.org ↗(415) 970-3330

Applications close Monday, February 8.

Applying for 2027–28. From the school’s site ↗, read October 27, 2026.

61stpercentileSolid

The dots are California’s 5,726 scored public elementary schools, placed by Scope Score on spring 2026 tests. How it’s built →

Scope Score

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

See this school’s score factors ↓

Thomas Edison Charter Academyhigher than 61 of the 100 California dots

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

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

Thomas Edison Charter Academyhigher than 61 of the 100 California dots

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

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

Thomas Edison Charter Academyhigher than 61 of the 100 California dots

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

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

Below California in English, well below in math: 38% and 30% scored Proficient or Advanced in grades 3–5, spring 2026, against 46% and 42%.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3–5: 191
Comparison: California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).

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

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

How to enroll

Compare

Compare schools

Choose up to four elementary schools.

Find another school

Type at least two characters to search.

Save

Campus map · © OpenStreetMap

Drawn from OpenStreetMap. Volunteers map it, so a new building may be missing.

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.

In grades 3–5, spring 2026, 14% of students tested in math scored Advanced, two thirds of California’s rate (21%). Advanced is the top of the state’s four levels.

Sources

The sentence above: California’s state tests (CAASPP), California Department of Education, spring 2026. All students tested in grades 3–5. California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,211,701 in math tested).

Common questions

How do I get in?

Apply on Thomas Edison Charter Academy’s own application, by the dates its site lists. Charter schools set their own enrollment steps and dates. Evidence ↓

Is Thomas Edison Charter Academy a good school?

Thomas Edison Charter Academy scores higher than 61 in 100 of California’s 5,726 scored public elementary schools: 61st percentile, Solid, spring 2026.

Grades 6–8: higher than 42 in 100 California middle schools we score (42nd percentile, Developing, 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 27 in 100 at the average San Francisco Unified elementary school. 0 of 619 students were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

Did students here score above what the state expected?

In English, about as expected; in math, yes. In 2025, students here in grades 4–8 scored +2 points against the state’s expected score in English, which the state calls Average. In math, they scored +10 points, which it calls Accelerated.

Included in this measure: 303 students in English, 305 in math

Evidence ↓

How do kids like mine do here?

In spring 2026, 26% of low-income students in grades 3–8 at Thomas Edison Charter Academy in San Francisco scored Proficient or Advanced in English, against 37% for the same group across California. Evidence ↓

What does its own plan pay for?

In its 2026–27 plan, $13.3 million is planned for 49 funded actions in 4 goals. That’s more than its $13.3 million general fund budget. Its largest action, CCSS Instructional Program, is $5.3 million. These are planned amounts; the charter school reports what it spent in a later plan. Evidence ↓

What should I ask on a visit?

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

Academic achievement

How did students here do on state tests?

Below California in English; well below it in math.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 38% scored Proficient or Advanced in English and 30% 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: 191
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 · 191 tested

Advanced: 20%
Proficient: 18%
Below the standard: 62%

This school38%

California46%

San Francisco Unified50%

38% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 191 tested

Advanced: 14%
Proficient: 16%
Below the standard: 70%

This school30%

California42%

San Francisco Unified48%

30% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–8 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	17%	42%	54%
Advanced	11%	25%	25%
Proficient	6%	17%	29%
Developing level	26%	18%	16%
Minimal	57%	40%	30%
Tested	63	65	63
California	44%	46%	49%
Difference	−27	−4	+5

English, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	31%	38%	42%
Advanced	17%	15%	8%
Proficient	14%	23%	34%
Developing level	25%	27%	19%
Minimal	44%	35%	39%
Tested	77	80	59
California	48%	51%	49%
Difference	−17	−13	−7

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

Math

Math, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	24%	38%	29%
Advanced	8%	20%	13%
Proficient	16%	18%	16%
Developing level	43%	37%	34%
Minimal	33%	25%	37%
Tested	63	65	63
California	47%	42%	37%
Difference	−23	−4	−8

Math, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	24%	28%	33%
Advanced	15%	20%	8%
Proficient	9%	8%	25%
Developing level	26%	31%	19%
Minimal	50%	41%	48%
Tested	78	80	60
California	37%	38%	36%
Difference	−13	−10	−3

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 patterns · 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.

On the riseThe share of students at the state’s top two levels rose in both English and math across the three springs to 2026. The Every tested year record gives each year.

How do the middle grades do?

Well below California in English; below it in math. In grades 6–8, spring 2026, 37% scored Proficient or Advanced in English and 28% in math, against 49% and 37% across California. The middle grades are placed separately: 42nd percentile (Developing) among California’s middle schools.

English

Grades 6–8 · spring 2026 · 216 tested

Advanced: 14%
Proficient: 23%
Below the standard: 63%

This school37%

California49%

San Francisco Unified55%

37% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 218 tested

Advanced: 15%
Proficient: 13%
Below the standard: 72%

This school28%

California37%

San Francisco Unified44%

28% Proficient or Advanced in grades 6–8.

Have results changed?

Results in both subjects were similar to 2025. English went from 34% to 38% and math from 29% to 30%.

English · top two levels · grades 3–5

202534%184 tested

→

202638%191 tested

This school

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

Math · top two levels · grades 3–5

202529%184 tested

→

202630%191 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, about as expected; in math, yes. 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 +2 points against that expected score in English, which the state calls Average. In math, they scored +10 points, which it calls Accelerated.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grades 4–8: 303 in English, 305 in math
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 · 303 students in English, 305 in math, with scores in both years

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

+2 pts

English

The state calls it Average, the third of its five growth levels.

+10 pts

Math

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

Ask: What extra help do students who are behind get, and how do you know it’s working?

All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts

Share of students tested at each level, spring 2026
Students	Advanced	Proficient	Developing level	Minimal	Tested
English, grades 3–5 · This school	20%	18%	20%	42%	191
English, grades 3–5 · California	24%	22%	21%	33%	1,208,894
English, grades 3–5 · San Francisco Unified	29%	21%	18%	32%	11,388
Math, grades 3–5 · This school	14%	16%	39%	31%	191
Math, grades 3–5 · California	21%	21%	25%	33%	1,211,701
Math, grades 3–5 · San Francisco Unified	27%	21%	21%	31%	11,372
English, grades 6–8 · This school	14%	23%	24%	39%	216
English, grades 6–8 · California	19%	30%	23%	28%	1,254,039
English, grades 6–8 · San Francisco Unified	25%	30%	18%	27%	10,447
Math, grades 6–8 · This school	15%	13%	26%	46%	218
Math, grades 6–8 · California	21%	16%	23%	40%	1,254,800
Math, grades 6–8 · San Francisco Unified	27%	17%	20%	36%	10,481

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

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

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown · English and math have been below California in every tested year since 2017

Chart and table: 2017–2026.

English top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202638%46%

Math top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202630%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 41% in 2017 to 38% in 2026. In math, it went from 39% in 2017 to 30% in 2026, with 2025 and 2026 about the same. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3–5
Year	This school	California
2017	41% 273 tested	45% 1,384,680 tested
2018	43% 269 tested	49% 1,346,907 tested
2019	38% 260 tested	50% 1,332,547 tested
2022	20% 176 tested	45% 1,260,830 tested
2023	26% 169 tested	44% 1,247,801 tested
2024	32% 168 tested	45% 1,235,509 tested
2025	34% 184 tested	46% 1,232,086 tested
2026	38% 191 tested	46% 1,208,894 tested

Math · top two levels · grades 3–5
Year	This school	California
2017	39% 273 tested	40% 1,392,040 tested
2018	41% 269 tested	42% 1,352,321 tested
2019	31% 260 tested	44% 1,338,625 tested
2022	15% 178 tested	38% 1,265,943 tested
2023	18% 168 tested	40% 1,256,519 tested
2024	20% 168 tested	41% 1,249,262 tested
2025	29% 184 tested	41% 1,241,652 tested
2026	30% 191 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 2 points above that expected score, and in math 10 points 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 Thomas Edison Charter Academy’s results?

Thomas Edison Charter Academy’s own board decides its plan.

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

Where is its yearly plan?

What its plan pays for ↓

San Francisco Unified authorized this charter; its current term ends June 30, 2027.

Authorizer from the California Department of Education’s charter term file; term from its Charter School Database, checked October 22, 2026. Source

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

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

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

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

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

California Education Code § 53008. Source

Life at school

How often do students miss school or get suspended?

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. At the average San Francisco Unified elementary school, 27 in 100 were. 0 of 619 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: 134 of 614 students counted for it; suspension: 0 of 619 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 San Francisco Unified elementary school 0.7%.

Chronically absent, 2025–26

22 in 100This school

27 in 100At the average San Francisco Unified elementary school

17 in 100At the average California elementary school

134 of 614 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 619

students were suspended at least once. Average California elementary school 1.6%.

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

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

Grades TK–3: not in the records we hold
Grades 4–6: 23 in 100, 47 of 208
Grades 7–8: 19 in 100, 27 of 142

Ask families and staff yourselfWhat to ask the people at Thomas Edison Charter Academy

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

Questions for your visit ↓

Have a child here? Answer 7 questions Responder en español

Every learner

How do kids like mine do here?

Low-income students scored below the same group across California.

Student groups, grades 3–8, spring 2026

26% of low-income students scored Proficient or Advanced in English and 20% in math (grades 3–8, spring 2026), against 37% and 28% for the same group across California. Hispanic or Latino students scored below the same group across California in English.

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).

Thomas Edison Charter AcademySame group, California

Low-incomeEnglish · 307 tested26%Same group, California 37%
Low-incomeMath · 308 tested20%Same group, California 28%
Hispanic or LatinoEnglish · 348 tested31%Same group, California 38%
Hispanic or LatinoMath · 348 tested24%Same group, California 28%
English learnersEnglish · 153 tested7%Same group, California 11%
English learnersMath · 153 tested9%Same group, California 12%

Proficient or Advanced, grades 3–8, spring 2026.

Who are the students?

2025–26 · students counted

Hispanic or Latino80%
White9%
Two or more races4%
Black or African American3%
Asian2%
Filipino—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
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?

49% 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 · 96 of 194 English learners49%

San Francisco Unified · 3,902 of 9,07843%

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?

71%of students qualified for free or reduced-price meals in 2024–25, 409 of 574. California: 63%.

29teachers, 2024–25

11 yearsaverage experience, 2024–25

3%in their first year, 2024–25

55%of teaching positions with proper credential and placement, 2021–22

Ask: What extra help is there for low-income students, and how does the school check that it works?

All group results, district comparisons and sources

Proficient or Advancedgrades 3–8 · spring 2026

Group and subject	Here	vs San Francisco Unified	vs California
Low-income · 307 tested in English, 308 in math
English	26%	−1238%	−1137%
Math	20%	−1333%	−828%
Hispanic or Latino · 348 tested
English	31%	+427%	−738%
Math	24%	+519%	−428%
English learners · 153 tested
English	7%	+16%	−411%
Math	9%	−110%	−312%

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

Students with disabilities, 50 tested: no rate for grades 5, 7 and 8 in our records, and fewer than 30 tested in the grades with one. 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, 2025–26	Here
Hispanic or Latino	80%
White	9%
Two or more races	4%
Black or African American	3%
Asian	2%
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: 55% of teaching positions, 18 properly credentialed teaching-position FTE out of 33 total position FTE. This measures positions, not individual teachers.

In its own words

What does Thomas Edison Charter Academy’s own plan commit to?

Its 2026–27 plan

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

$13.3 million

planned for 49 funded actions in 4 goals. That’s more than its $13.3 million general fund budget. Its largest action, CCSS Instructional Program, is $5.3 million. These are planned amounts; the charter school reports what it spent in a later plan.

The 2026–27 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 93 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 58% of the money. The plan itself puts 71% of it toward staff.

CCSS Instructional Program $5.3 million
Accessible Content in Inclusive Setting $1.3 million
School Operations Staffing $1.1 million
46 other actions

Reading, math and catch-up help

7 of the plan’s 49 funded actions name reading, math, catch-up help or English learners in their titles.

Reading under $0.1 million
Catch-up help $1.8 million
English learners $0.3 million

An action naming two of these appears under both.

Largest of these

Supplemental Tutoring$921,983
RTI Support$532,913
Learning Recovery Block Grant$303,811

For high-need students

It plans $1.4 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $1.1 million and estimates it spent $961,062, $141,059 (13%) less than planned (our arithmetic).

Ask: Why did estimated spending on these services come in $141,059 under the 2025–26 plan, and where does that money go in 2026–27?

What changed

The total is $1.2 million (10%) higher than in the 2025–26 plan. The biggest change in dollars is CCSS Instructional Program, which went from $4.4 million to $5.3 million.

Largest cuts

Supplemental Tutoring−⁠$151,815
Curriculum and Materials−⁠$104,388

Largest increases

CCSS Instructional Program+⁠$953,582
School Operations Staffing+⁠$118,305
Accessible Content in Inclusive Setting+⁠$116,043

What its goals measure

Read these state results for this school as context for the goals they measure; results alone can’t show what the plan caused.

The test rows are schoolwide results for every grade the school tests; the source doesn’t list which grades. The headline at the top of this page covers grades 3–5 only: 38% in English and 30% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure	2024–25	2025–26	Change
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1	29%	29%	no change
Chronically absentGoals 2 and 4	28 in 100	22 in 100	6 fewer in 100
Suspended at least onceGoal 4	0.3%	0 of 619	down 0.3 pts

Goal 3 isn’t shown because it tracks other measures.

Figures from CDE’s state test, chronic absence and suspension files. Test figures cover every grade the school tests (California tests grades 3–8 and 11), so they differ from a profile’s rated grades. Chronically absent means a student missed 10% or more of school days.

The plan’s own titles and amounts

CCSS Instructional Program · $5,339,580
Accessible Content in Inclusive Setting · $1,334,623
School Operations Staffing · $1,108,221

The full plan4 goals, 27 measures and where the money goes

We calculate each action’s share of the plan by dividing its planned amount by the total of the plan’s funded actions ($13.3 million).

Where does the money go?

93% to Goal 1. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.

Change since the 2025–26 plan, same title

fell 25% or more
fell 10–25%
fell 2–10%
within 2%
grew 2–10%
grew 10–25%
grew 25% or more
new or renamed title
not compared: unconfirmed, or repeated across goals

Every goal, in the plan’s order

Goal 1Students in Grades TK – 8 including Students with Disabilities, English Learners, Low Income and Foster Youth…$12.4 million93% of action budgets

“Students in Grades TK – 8 including Students with Disabilities, English Learners, Low Income and Foster Youth engage in rigorous, culturally relevant, standards driven learning opportunities encompassing multiple learning modalities designed to support individual and whole class progress toward grade level proficiency with data driven support both in and out of the classroom” p. 10 ↗

25 funded actions · 2025–26 plan: $11.3 million (+⁠$1.1 million)

Largest funded actions

CCSS Instructional Program$5.3 millionaction 1.1 · p. 48 ↗
Accessible Content in Inclusive Setting$1.3 millionaction 1.13 · p. 49 ↗
School Operations Staffing$1.1 millionaction 1.25 · p. 49 ↗
Supplemental Tutoring$0.9 millionaction 1.5 · p. 48 ↗ · marked as contributing to high-need services
Facilities Maintenance and Repair$0.8 millionaction 1.26 · p. 49 ↗

20 more funded actions in this goal

Outside organizations for District Operations and Other Outside Services · action 1.29 · p. 49 ↗$0.6 million
RTI Support · action 1.3 · p. 48 ↗ · marked as contributing to high-need services · of which $423,720 is state funding counted toward those services$0.5 million
Learning Recovery Block Grant · action 1.31 · p. 50 ↗ · marked as contributing to high-need services · of which $171,292 is state funding counted toward those services$0.3 million
Food Services · action 1.30 · p. 50 ↗$0.3 million
Curriculum and Materials · action 1.10 · p. 48 ↗$0.2 million
Online Supplemental Supports · action 1.6 · p. 48 ↗ · marked as contributing to high-need services$0.2 million
SPED Oversight · action 1.14 · p. 49 ↗$0.1 million
Collaborative Planning · action 1.18 · p. 49 ↗$0.1 million
Goal Progress · action 1.15 · p. 49 ↗$0.1 million
Coaching Support · action 1.11 · p. 49 ↗$0.1 million
Administrative Supplies and Materials · action 1.27 · p. 49 ↗$0.1 million
Professional Development · action 1.16 · p. 49 ↗$0.1 million
District Office Subscriptions, Software and Memberships · action 1.28 · p. 49 ↗under $0.1 million
Substitutes to support PD implementation · action 1.23 · p. 49 ↗under $0.1 million
Benchmark Assessments · action 1.2 · p. 48 ↗ · marked as contributing to high-need servicesunder $0.1 million
Food for PDs · action 1.24 · p. 49 ↗under $0.1 million
Fully Resourced Classrooms · action 1.4 · p. 48 ↗ · marked as contributing to high-need servicesunder $0.1 million
New Teacher Support · action 1.20 · p. 49 ↗under $0.1 million
Phonics Curriculum · action 1.8 · p. 48 ↗under $0.1 million
Instructional Rounds · action 1.17 · p. 49 ↗ · marked as contributing to high-need servicesunder $0.1 million

Changes from last year’s plan, same title

CCSS Instructional Program+⁠$1.0 million$4.4 million → $5.3 million · p. 48 ↗
Supplemental Tutoring−⁠$0.2 million$1.1 million → $0.9 million · p. 48 ↗
School Operations Staffing+⁠$0.1 million$1.0 million → $1.1 million · p. 49 ↗

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

Accessible Content in Inclusive Setting · $1.2 million → $1.3 million · p. 49 ↗+⁠$0.1 million
Facilities Maintenance and Repair · $789,944 → $828,669 · p. 49 ↗+⁠$38,725
Outside organizations for District Operations and Other Outside Services · $539,156 → $597,668 · p. 49 ↗+⁠$58,512
RTI Support · $546,369 → $532,913 · p. 48 ↗−⁠$13,456
Learning Recovery Block Grant · $262,625 → $303,811 · p. 50 ↗+⁠$41,186
Food Services · $302,508 → $296,950 · p. 50 ↗−⁠$5,558
Curriculum and Materials · $311,600 → $207,212 · p. 48 ↗−⁠$104,388
Online Supplemental Supports · $155,236 → $163,624 · p. 48 ↗+⁠$8,388
SPED Oversight · $120,892 → $127,611 · p. 49 ↗+⁠$6,719
Collaborative Planning · $101,200 → $105,733 · p. 49 ↗+⁠$4,532
Goal Progress · $104,372 → $98,345 · p. 49 ↗−⁠$6,027
Coaching Support · $82,798 → $89,748 · p. 49 ↗+⁠$6,951
Administrative Supplies and Materials · $60,000 → $63,186 · p. 49 ↗+⁠$3,186
Professional Development · $50,900 → $57,550 · p. 49 ↗+⁠$6,650
District Office Subscriptions, Software and Memberships · $49,060 → $49,800 · p. 49 ↗+⁠$740
Substitutes to support PD implementation · $44,113 → $47,550 · p. 49 ↗+⁠$3,437
Benchmark Assessments · $34,379 → $35,879 · p. 48 ↗+⁠$1,500
Food for PDs · $20,000 → $25,000 · p. 49 ↗+⁠$5,000
Fully Resourced Classrooms · $15,000 → $15,000 · p. 48 ↗unchanged
New Teacher Support · $13,800 → $13,800 · p. 49 ↗unchanged
Phonics Curriculum · $4,436 → $4,436 · p. 48 ↗unchanged
Instructional Rounds · $5,300 → $4,000 · p. 49 ↗−⁠$1,300

How the plan measures it · 14 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 10 ↗.

Goal 2 · Focus GoalEnglish Learner students, including LTELs and At-Risk LTELs, make significant progress in English language…$278,6172% of action budgets

“English Learner students, including LTELs and At-Risk LTELs, make significant progress in English language development and overall academic progress through multiple,structured, daily opportunities to engage in Academic language” p. 22 ↗

4 funded actions · 2025–26 plan: $247,473 (+⁠$31,144)

Largest funded actions

ELD Curriculum$174,809action 2.2 · p. 50 ↗ · marked as contributing to high-need services · of which $115,262 is state funding counted toward those services
Designated and Integrated ELD$94,859action 2.1 · p. 50 ↗ · marked as contributing to high-need services · of which $77,532 is state funding counted toward those services
ELD Small Group Intervention (ATSI and DA)$6,948action 2.3 · p. 50 ↗ · marked as contributing to high-need services
Primary Language Literature$2,000action 2.6 · p. 50 ↗ · marked as contributing to high-need services

Changes from last year’s plan, same title

ELD Curriculum+⁠$25,561$149,248 → $174,809 · p. 50 ↗
Designated and Integrated ELD+⁠$9,582$85,277 → $94,859 · p. 50 ↗
Primary Language Literature−⁠$4,000$6,000 → $2,000 · p. 50 ↗

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

ELD Small Group Intervention (ATSI and DA) · $6,948 → $6,948 · p. 50 ↗unchanged

How the plan measures it · 5 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 22 ↗.

Goal 3 · Maintenance of Progress GoalFully engage and empower all parents, guardians, and caregivers to advocate for and support their TK-8 learners$245,2272% of action budgets

14 funded actions · 2025–26 plan: $226,463 (+⁠$18,764) · p. 28 ↗

Largest funded actions

Community Meetings$94,859action 3.6 · p. 50 ↗ · marked as contributing to high-need services · of which $77,532 is state funding counted toward those services
Parent Cafes$77,821action 3.7 · p. 50 ↗ · marked as contributing to high-need services · of which $73,818 is state funding counted toward those services
Schoolwide Events$18,000action 3.11 · p. 51 ↗
Annual Survey$10,000action 3.1 · p. 50 ↗
Board Meetings$10,000action 3.15 · p. 51 ↗

9 more funded actions in this goal

Parent Handbook and other resources · action 3.13 · p. 51 ↗$8,000
Regular Communications · action 3.10 · p. 51 ↗$7,118
School Information System Portal Access · action 3.9 · p. 51 ↗$5,758
School Website · action 3.12 · p. 51 ↗$4,170
Chronic Absenteeism Education and Outreach · action 3.14 · p. 51 ↗ · marked as contributing to high-need services$3,000
Increased Communication · action 3.4 · p. 50 ↗$2,500
Parent Education · action 3.5 · p. 50 ↗ · marked as contributing to high-need services$2,000
Parent Committee Engagement · action 3.2 · p. 50 ↗$1,500
Parent Resource Center · action 3.3 · p. 50 ↗ · marked as contributing to high-need services$500

Changes from last year’s plan, same title

Community Meetings+⁠$9,582$85,277 → $94,859 · p. 50 ↗
Parent Cafes+⁠$8,643$69,179 → $77,821 · p. 50 ↗
Parent Education+⁠$500$1,500 → $2,000 · p. 50 ↗

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

Schoolwide Events · $18,000 → $18,000 · p. 51 ↗unchanged
Annual Survey · $10,000 → $10,000 · p. 50 ↗unchanged
Board Meetings · $10,000 → $10,000 · p. 51 ↗unchanged
Parent Handbook and other resources · $8,000 → $8,000 · p. 51 ↗unchanged
Regular Communications · $7,118 → $7,118 · p. 51 ↗unchanged
School Information System Portal Access · $5,719 → $5,758 · p. 51 ↗+⁠$40
School Website · $4,170 → $4,170 · p. 51 ↗unchanged
Chronic Absenteeism Education and Outreach · $3,000 → $3,000 · p. 51 ↗unchanged
Increased Communication · $2,500 → $2,500 · p. 50 ↗unchanged
Parent Committee Engagement · $1,500 → $1,500 · p. 50 ↗unchanged
Parent Resource Center · $500 → $500 · p. 50 ↗unchanged

How the plan measures it · 4 measures · 2 quoted

Event Attendance p. 29 ↗
Baseline
150 (less than half of families) attended schoolwide events
Target for year 3
300 (majority of families) will attend schoolwide events
Communication from School Administration p. 29 ↗
Baseline
69% of families reported they receive effective communication from school administration
Target for year 3
80% of families will report they receive effective communication from school …

2 more measures in the plan’s table.

Goal 4 · Focus GoalSchool climate actively reflects the TECA values (Be Safe, Be Responsible, Be Respectful), reinforced by PBIS…$447,6743% of action budgets

“School climate actively reflects the TECA values (Be Safe, Be Responsible, Be Respectful), reinforced by PBIS programming, and Restorative Practices implemented to support students in conflict resolution and maintaining a healthy community” p. 33 ↗

6 funded actions · 2025–26 plan: $384,650 (+⁠$63,024)

Largest funded actions

Restorative Practices for Behavior Support$219,315action 4.2 · p. 51 ↗ · marked as contributing to high-need services · of which $207,306 is state funding counted toward those services
School Vision Common Understanding$137,611action 4.1 · p. 51 ↗
Foster Youth Supprt$71,248action 4.8 · p. 51 ↗ · marked as contributing to high-need services · of which $13,701 is state funding counted toward those services
Student Activities$12,000action 4.10 · p. 51 ↗ · marked as contributing to high-need services
PBIS$4,000action 4.11 · p. 51 ↗ · marked as contributing to high-need services

1 more funded action in this goal

SEL Curriculum · action 4.3 · p. 51 ↗ · marked as contributing to high-need services · of which $2,000 is state funding counted toward those services$3,500

Changes from last year’s plan, same title

Restorative Practices for Behavior Support+⁠$38,991$180,323 → $219,315 · p. 51 ↗
Foster Youth Supprt+⁠$19,977$51,271 → $71,248 · p. 51 ↗
School Vision Common Understanding+⁠$6,719$130,892 → $137,611 · p. 51 ↗

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

Student Activities · $12,000 → $12,000 · p. 51 ↗unchanged
PBIS · $4,000 → $4,000 · p. 51 ↗unchanged
SEL Curriculum · $3,500 → $3,500 · p. 51 ↗unchanged

How the plan measures it · 4 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 33 ↗.

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

Next steps

What comes after Thomas Edison Charter Academy, and how do I get in?

No assigned next school.

Thomas Edison Charter Academy is a charter, so a student’s later schools follow the family’s home address, not this campus, unless the family applies elsewhere. Each school’s standing compares it with California schools at its own level.

Grades TK–8 · this school
Thomas Edison Charter Academy
High
No feeder high school
Families apply to any San Francisco Unified high school; there are no high-school attendance areas.

Placement is by application in this district; confirm with the district. Explore schools on the map

All recorded links and nearby alternatives

Middle-school links

Buena Vista/ Horace Mann K-8
Nearby same-district option · distance estimate, not a confirmed feeder

Links do not guarantee placement. Charter, magnet, transfer and other admission routes can differ. Each school’s percentile compares it with California schools at its own level (continuation and alternative schools only with their own kind); the stages are not one ranking.

How do I get in?

Apply on Thomas Edison Charter Academy’s own application, by the dates its site lists. Charter schools set their own enrollment steps and dates.

Before you apply

Confirm this school’s current process directly.

Eligibility and entry grades: Which grades are accepting applications, and who is eligible?
Application and lottery: What are the deadlines, enrollment priorities, and lottery or waitlist steps?
The daily logistics: What transportation and before- or after-school options are available?

School website: teca-sf.org ↗Office: (415) 970-3330Administrator: Anakarita Allen

Location and visiting

Get directions

3531 22nd Street, San Francisco 94114

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

Questions for your visit

What extra help do students who are behind get, and how do you know it’s working? 62% in English and 70% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (191 students tested in each); California: 54% and 58%
When a child starts missing school, who calls the family, and how soon?
Why did estimated spending on these services come in $141,059 under the 2025–26 plan, and where does that money go in 2026–27?
What extra help do English learners get, and how do you know it’s working? 7% of English learners scored Proficient or Advanced in English, grades 3–8, spring 2026 (153 students tested); the same group across California: 11%

Office (415) 970-33303531 22nd Street, 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

Buena Vista/ Horace Mann K-80.4 mi
18thNeeds SupportScope Score 23
Chavez (Cesar) Elementary0.6 mi
11thNeeds SupportScope Score 19
Milk (Harvey) Civil Rights Elementary0.6 mi
65thSolidScope Score 43
Sanchez Elementary0.7 mi
bottom 1%Needs SupportScope Score 6
Alvarado Elementary0.7 mi
80thStrongScope Score 54

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 #2,225 of 5,726 California elementary schools we score · #38 of 73 in San Francisco Unified

Score factors, 2025–26
Factor	School	Index	Weight
Advancedaverage of English and math	17%	46	42%
Proficient or Advancedaverage of English and math	34%	43	23%
5th graders in 2026 against 3rd graders in 2024 (partly different children)	+91 scale-score pts	75	20%
Chronically absent	22 in 100	43	5%
Suspension rate	0 of 619	63	5%
English learners: top level	11%	42	5%

Index is where the school's value sits among the California elementary schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2025–26. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests. Growth is the change between the school's earlier and later grade-level groups, in scale-score points; it does not follow the same students.

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

Scope Score

School year	Scope Score	Percentile	Rank	Comparison group
2025–26	41	61	#2225	California elementary schools · 5,726 schools · current formula

2018–19, 2021–22, 2022–23, 2023–24 and 2024–25 have records on file but no Scope Score we could verify against that year’s source files, so no score is shown for them.

School year	Chronic absence	Suspension	Grade gap (points)
2018–19	not on file	not on file	+14
2021–22	not on file	not on file	+10
2022–23	not on file	not on file	−18
2023–24	20 in 100	0.9% (5 of 577)	−2
2024–25	28 in 100	0.3% (2 of 588)	−1
2025–26	22 in 100	0 of 619	+21

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

Grade gap: the same year’s grade 3 and grade 5 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).

No 2019–20 or 2020–21 records in this SchoolScope series

Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subject	Students with scores	Top level	Top two levels
2026 · English	407	17%	37%
2026 · Math	409	14%	29%
2025 · English	376	14%	33%
2025 · Math	378	13%	29%
2024 · English	363	10%	32%
2024 · Math	362	10%	22%
2023 · English	388	8%	34%
2023 · Math	386	6%	19%
2022 · English	423	8%	29%
2022 · Math	426	7%	18%
2019 · English	497	15%	43%
2019 · Math	497	11%	29%
2018 · English	483	16%	43%
2018 · Math	484	15%	34%
2017 · English	459	14%	48%
2017 · Math	459	18%	39%

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

Earlier years · grade and subject

Year · grade · subject	Students with scores	Met or exceeded
2025 · Grade 3 · English	67	31%
2025 · Grade 4 · English	61	31%
2025 · Grade 5 · English	56	39%
2025 · Grade 6 · English	79	28%
2025 · Grade 7 · English	60	33%
2025 · Grade 8 · English	53	38%
2025 · Grade 3 · Math	67	34%
2025 · Grade 4 · Math	61	28%
2025 · Grade 5 · Math	56	25%
2025 · Grade 6 · Math	80	26%
2025 · Grade 7 · Math	61	23%
2025 · Grade 8 · Math	53	40%
2024 · Grade 3 · English	59	31%
2024 · Grade 4 · English	52	37%
2024 · Grade 5 · English	57	30%
2024 · Grade 6 · English	60	22%
2024 · Grade 7 · English	55	35%
2024 · Grade 8 · English	80	38%
2024 · Grade 3 · Math	59	19%
2024 · Grade 4 · Math	52	27%
2024 · Grade 5 · Math	57	16%
2024 · Grade 6 · Math	60	23%
2024 · Grade 7 · Math	54	30%
2024 · Grade 8 · Math	80	19%
2023 · Grade 3 · English	58	31%
2023 · Grade 4 · English	53	23%
2023 · Grade 5 · English	58	24%
2023 · Grade 6 · English	55	31%
2023 · Grade 7 · English	84	39%
2023 · Grade 8 · English	80	46%
2023 · Grade 3 · Math	57	32%
2023 · Grade 4 · Math	53	19%
2023 · Grade 5 · Math	58	3%
2023 · Grade 6 · Math	55	27%
2023 · Grade 7 · Math	84	15%
2023 · Grade 8 · Math	79	20%
2022 · Grade 3 · English	57	18%
2022 · Grade 4 · English	59	8%
2022 · Grade 5 · English	60	35%
2022 · Grade 6 · English	79	25%
2022 · Grade 7 · English	83	45%
2022 · Grade 8 · English	85	34%
2022 · Grade 3 · Math	59	19%
2022 · Grade 4 · Math	59	3%
2022 · Grade 5 · Math	60	22%
2022 · Grade 6 · Math	80	21%
2022 · Grade 7 · Math	83	20%
2022 · Grade 8 · Math	85	18%
2019 · Grade 3 · English	87	25%
2019 · Grade 4 · English	88	47%
2019 · Grade 5 · English	85	41%
2019 · Grade 6 · English	89	35%
2019 · Grade 7 · English	86	58%
2019 · Grade 8 · English	62	53%
2019 · Grade 3 · Math	87	24%
2019 · Grade 4 · Math	88	33%
2019 · Grade 5 · Math	85	35%
2019 · Grade 6 · Math	89	16%
2019 · Grade 7 · Math	86	34%
2019 · Grade 8 · Math	62	31%
2018 · Grade 3 · English	83	55%
2018 · Grade 4 · English	91	31%
2018 · Grade 5 · English	95	45%
2018 · Grade 6 · English	92	27%
2018 · Grade 7 · English	61	67%
2018 · Grade 8 · English	61	43%
2018 · Grade 3 · Math	83	53%
2018 · Grade 4 · Math	91	38%
2018 · Grade 5 · Math	95	32%
2018 · Grade 6 · Math	92	15%
2018 · Grade 7 · Math	62	56%
2018 · Grade 8 · Math	61	15%
2017 · Grade 3 · English	86	31%
2017 · Grade 4 · English	93	53%
2017 · Grade 5 · English	94	39%
2017 · Grade 6 · English	62	60%
2017 · Grade 7 · English	61	46%
2017 · Grade 8 · English	63	68%
2017 · Grade 3 · Math	86	36%
2017 · Grade 4 · Math	93	56%
2017 · Grade 5 · Math	94	24%
2017 · Grade 6 · Math	62	53%
2017 · Grade 7 · Math	61	26%
2017 · Grade 8 · Math	63	40%

Current 2025–26 grade results are under Academic achievement, in Results for each grade. “Students with scores” counts the students tested in that grade, subject and year. A missing result is not zero, and each year’s row is a different group of children.

Science (CAST)schoolwide · spring 2026

Science (CAST)	Tested	Advanced	Proficient	Developing level	Minimal
Schoolwide	123	6%	22%	58%	14%

CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate. Not part of the Scope Score.

Student groups: test resultsEnglish · spring 2026 · against the same group in the district and California

Group · English	Tested	Proficient or Advanced	vs district	vs California
Low-income	307	26%	−12	−11
Hispanic or Latino	348	31%	+4	−7
English learners	153	7%	+1	−4

Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score

Group	English	n	CDE category	Math	n	CDE category
All students	+2	303	Average	+10	305	Accelerated
Hispanic or Latino	+2	257	Average	+10	259	Accelerated
Low-income	−2	247	Average	+10	249	Accelerated
English learners	−2	178	Average	+9	180	Accelerated
English learners only	−7	115	not categorized	+5	117	not categorized
English-only students	+6	76	not categorized	+9	76	not categorized
Recently reclassified as fluent in English	+3	63	not categorized	+19	63	not categorized
Long-term English learners (grades 6–8 only)	−5	50	Average	+2	51	Average
Students with disabilities	−26	43	Minimal	+17	45	Accelerated
Homeless	+2	29	Average	+14	30	Accelerated
White	+14	18	Accelerated	+17	18	Accelerated
Black or African American	+13	12	Accelerated	+20	12	Exceptional

CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. Long-term English learner counts cover grades 6–8 only (CDE’s rule), so that row is not comparable to the All students row. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8. SchoolScope does not use these CDE figures in its Scope Score.

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

Grade 5 in 2026 against grade 3 in 2024 · English

English · 2024 · Grade 3

12%

exceeded standard · 31% met or exceeded

CDE CAASPP 2024 · 59 English test records with scores

English · 2026 · Grade 5

25%

Advanced · 54% Proficient or Advanced

CDE CAASPP 2026 · 63 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 59 (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+2 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

303 students

CDE growth category: Average

State model · math+10 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

305 students

CDE growth category: Accelerated

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California elementary school records, the median English estimate is +2 and the middle half fall between −5 and +9 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8, 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 · 28 in 100 → 2025–26 · 22 in 100 · −6 in 100
Suspension rate2024–25 · 0.3% (2 of 588) → 2025–26 · 0 of 619 · −0.3 percentage points

Group	2018–19	2025–26	Change
Female	—	22 in 100	—
Male	—	22 in 100	—
Asian	—	0 in 100	—
Black or African American	—	25 in 100	—
Hispanic or Latino	—	24 in 100	—
Two or more races	—	30 in 100	—
White	—	4 in 100	—
Students with disabilities	—	31 in 100	—
English learners	—	22 in 100	—
Homeless	—	44 in 100	—
Military families	—	0 in 100	—
Low-income	—	26 in 100	—
All students	—	22 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$17,416 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 51,790 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

District current expense · FY 2024–25$26,762 per ADA

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

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 59%Instruction support 12%Student services 15%Administration 6%Buildings & maintenance 7%Other 1%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$720,888,041	59.60%	59%
Instruction support	$141,236,097	11.68%	12%
Student services	$180,276,740	14.90%	15%
Administration	$76,502,304	6.33%	6%
Buildings & maintenance	$82,226,807	6.80%	7%
Other	$8,383,132	0.69%	1%
Total	$1,209,513,121	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $1,209,513,121 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$17,416 per pupil

2020$17,139 per pupil

2019$17,228 per pupil

2018$13,640 per pupil

2017$11,532 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 94114 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 94114 area
Measure	Estimate
Median household income	$204,134
Bachelor's degree or higher (adults 25+)	82%
ZIP-area population	33,020
Median age	41.9 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 94114 →

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

Embed this scorecard

<iframe
  src="https://schoolscope.co/embed/school/thomas-edison-charter-academy-0935"
  width="100%" height="210" loading="lazy"
  style="border:0;border-radius:12px"
  title="Thomas Edison Charter Academy — SchoolScope scorecard">
</iframe>

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

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

How we analyze · Request a correction

Thomas Edison Charter Academy — Rating & test scores

Compare schools

Spring 2026 state test results

Common questions

How do I get in?

Is Thomas Edison Charter Academy a good school?

How often do students miss school or get suspended?

Did students here score above what the state expected?

How do kids like mine do here?

What does its own plan pay for?

What should I ask on a visit?

How did students here do on state tests?

English

Math

How do the middle grades do?

English

Math

Have results changed?

English · top two levels · grades 3–5

Math · top two levels · grades 3–5

Did students here score above what the state expected?

English

Math

Each year’s results and tested counts

Who can act on Thomas Edison Charter Academy’s results?

Where is its yearly plan?

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

How do kids like mine do here?

Who are the students?

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

Who are the families and teachers?

What does Thomas Edison Charter Academy’s own plan commit to?

The 2026–27 plan in short

Where the money goes

Reading, math and catch-up help

For high-need students

What changed

What its goals measure

Where does the money go?

Every goal, in the plan’s order

What comes after Thomas Edison Charter Academy, and how do I get in?

Middle-school links

How do I get in?

Before you apply

Location and visiting

Questions for your visit

Source records

Scope Score

Grade 5 in 2026 against grade 3 in 2024 · English

Per-pupil spending

Additional workforce records

Embed this scorecard

Did you find what you were looking for?