Math
29%Grades 3 & 5 · Proficient or Advanced
Public elementary school
Thomas Gaines Virtual Academy
No single number tells this school's story. Here's the honest picture.
33% of tested students are Proficient or Advanced in English and 29% in math. Explore the evidence alongside the opportunities your child would use.
SchoolScope archetype
Building Momentum
What this means for your family
This label means the data doesn't clearly sort the school one way or the other — ask what the school is proud of, and what it's working on.
How archetypes are assigned →Data sources · Methodology · State tests: 2025
Contact
English
33%Grades 3 & 5 · Proficient or Advanced
Students
261Total enrollment
Chronic absence
28%Students absent 10% or more of school days
What are you trying to decide?
The overall score is a starting point.
Look at subject results, trends and student groups, then consider the opportunities your child would use.
View school performance →Start with your child’s daily experience.
Explore teaching, coursework and student-group results. A schoolwide average cannot predict an individual experience.
Explore student experience →Confirm the enrollment route.
Check the address, grade and enrollment requirements directly with the district or school.
Check attendance and enrollment →Compare the options you can access.
Use comparable evidence alongside entry requirements, cost and location.
Compare nearby schools →Academic performance
What do the results tell us?
2025 results · Grades 3 & 5 · weighted by students tested within each subject.
Proficient or Advanced combines Levels 3 and 4, formerly Standard Met and Standard Exceeded. California changed the names for 2025–26; the cut scores did not. About the labels →
Share at Proficient or Advanced
● Math┄ English
Gaps in the lines mark years without annual results.
Exact annual results
| Year | Math | English |
|---|---|---|
| 2022 | 17% | 23% |
| 2023 | 20% | 31% |
| 2024 | 26% | 27% |
| 2025 | 29% | 33% |
Each year describes that year’s tested students. Changes between years do not follow the same children over time. Cohort-growth evidence, when available, is labeled separately below.
How achievement is distributed
AdvancedStandard Exceeded
10%ProficientStandard Met
19%DevelopingStandard Nearly Met
14%MinimalStandard Not Met
57%AdvancedStandard Exceeded
12%ProficientStandard Met
21%DevelopingStandard Nearly Met
24%MinimalStandard Not Met
43%Achievement-level percentages are not percentiles. “Developing” here is a test achievement level, separate from the SchoolScope performance band with the same name.
Annual results and the full academic record
Is it getting better · CAASPP 2022 to 2025
Climbed from the 25th to the 38th percentile since 2022 — past roughly 800 elementary schools.
Most rating sites would stop at “31% proficient” and call it done. Thomas Gaines Virtual Academy deserves a closer read. Four in five of its students qualify for free or reduced lunch (California: 64%) — and reading the numbers without that context misreads the school.
The headline number: 34.8% of English learners reached the top ELPAC level, versus 18.0% statewide.
207 tested · 3 of 3 grades published · no cohort tracked
Thomas Gaines Virtual Academy scores 31 of 100 on SchoolScope's Scope Score — the 38th percentile of 5,721 California elementary schools (CDE CAASPP 2025).
Percentile among 5,721 elementary schools statewide
ELAOrange(Maintained)MathOrange(Increased)
ShowHide the by-grade tables, year by year
ELA — % met or exceeded, by grade
| Grade | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|
| Grade 3 | 23% | 35% | 24% | 33% |
| Grade 4 | 28% | 32% | 35% | 29% |
| Grade 5 | 24% | 28% | 30% | 33% |
| Grade 6 | 18% | 18% | 24% | 28% |
| Grade 7 | 19% | 29% | 13% | 33% |
| Grade 8 | 23% | 24% | 22% | 17% |
Math — % met or exceeded, by grade
| Grade | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|
| Grade 3 | 23% | 32% | 28% | 29% |
| Grade 4 | 15% | 27% | 39% | 33% |
| Grade 5 | 11% | 8% | 25% | 29% |
| Grade 6 | 8% | 7% | 18% | 30% |
| Grade 7 | 7% | 14% | 13% | 25% |
| Grade 8 | 9% | 11% | 9% | 19% |
Where students land · CAASPP 2024–25
One in four of students here meet the standard. One in ten clear it by a lot.
ELA27% met or exceeded
Exceeded 9%Met 18%Nearly Met 26%Not Met 47%
Math26% met or exceeded
Exceeded 11%Met 15%Nearly Met 19%Not Met 56%
Exceeded Met Nearly Met Not Met
California elementary schools · average21% exceeded · 43% met or exceeded
This school against the California average
2022–2025 trend · CDE CAASPP
| Scope | % Exceeded | % Met+ | Growth | Absence | Suspension | |
|---|---|---|---|---|---|---|
| This school | 31 | 13% | 31% | — | 28.1% | 0.6% |
| CA average · Elementary School | 39 | 21% | 43% | — | 17.9% | 1.6% |
This schoolCA avg
Scope3139
% Exceeded13%21%
% Met+31%43%
Growth——
Absence28.1%17.9%
Suspension0.6%1.6%
California’s growth results and student groups
State growth model · CDE growth model 2024–25
California's own growth model places it near the 70th percentile of elementary schools.
Context — never part of the Scope Score
California runs its own growth model — it follows individual children in grades 4 through 8 and compares each one against a prediction from their own prior scores. On that measure this school sits well above the middle of California elementary schools in reading and math together. We show it; we don't score it.
— pts vs expected is scale-score points above or below what California's model predicted for these same children from their own prior-year scores. It is not a percentage and not a percent of anything. A typical California elementary school lands at +2 in reading, and the middle half of them fall between −5 and +9 — the spread is wide, so read the rank, not the sign. CDE blends two consecutive years into each published figure, so adjacent years share input data and no year-over-year trend can honestly be drawn from them. It covers grades 4-8 only, and it is not part of the Scope Score — we assessed it and left it out: it tracks school demographics roughly three times as strongly as our own growth measure does, and one published year is not enough to test how stable it is.
California's growth model, ranked against the schools it scores
State model · readingmatched students, grades 4-8California growth model, reading: +4 scale-score points versus the state's expectation, 60th percentile of 7,519 reported schools.60th pctile · +4 pts
State model · mathmatched students, grades 4-8California growth model, math: +12 scale-score points versus the state's expectation, 80th percentile of 7,518 reported schools.80th pctile · +12 pts
this school| the tick is the middle of the California field
Students & opportunity
Who shares in the school’s results?
Who it works for · CAASPP 2024–25
Low-income students here meet the ELA standard behind the same group statewide.
At Thomas Gaines Virtual Academy in Antioch, 24.7% of low-income students met or exceeded the ELA standard in 2025, compared to 24.7% district-wide and 38.2% statewide. Thomas Gaines Virtual Academy trails its district average for low-income students by 0.1 percentage points in ELA. Other subgroups: Low-Income students (24.3% Math proficient); Hispanic students (28.6% ELA proficient). The largest proficiency gap is 28.5 percentage points for black students. Data source: California Department of Education, CAASPP 2024-25. 189 students tested.
Low-income students here trail the state average for their group by 14 points in ELA — worth asking how the school is closing that gap.
Met or exceeded · reading and math combined
All students at this school: 26% met or exceeded
All StudentsAll Students: this school 26%, district —, state 43%26%
Socioeconomically DisadvantagedSocioeconomically Disadvantaged: this school 24%, district 18%, state 32%24% · −2 vs school
FemaleFemale: this school 28%, district 21%, state 44%28% · +2 vs school
MaleMale: this school 27%, district 20%, state 42%27% · +0 vs school
Hispanic/LatinoHispanic/Latino: this school 25%, district 19%, state 32%25% · −1 vs school
Black/African AmericanBlack/African American: this school 12%, district 14%, state 26%12% · −14 vs school
Students with DisabilitiesStudents with Disabilities: this school 13%, district 4%, state 15%13% · −13 vs school
8 of 15 student groups here are too small to report — a privacy protection, not a gap.
this school district, same group California, same group
ShowHide Student-group results by grade
Student-group results by grade
Results compare different grade groups in the same year, relative to the lowest tested grade. They do not track the same children over time. Groups with fewer than 10 tested students per grade are not shown.
Low-income student ELA proficiency rises by 1.5pp from grade 3 to grade 5 at this school. District average: +7.8pp.
ShowHide California's growth model by student group
The state's growth model, by student group
California follows these children individually and predicts each one's score from their own prior year. Each row is read against the same group at a typical California elementary school — not against zero, and not against this school's all-students figure, because the state's expectation already differs by group.
Reading
Low-income students128 studentsLow-income students, reading: 0 scale-score points versus expectation, against 0 for the same group at a typical California elementary school, 128 students.0 pts · 0 vs typical
English Only99 studentsEnglish Only, reading: +5 scale-score points versus expectation, against +3 for the same group at a typical California elementary school, 99 students.+5 pts · +2 vs typical
Hispanic or Latino students54 studentsHispanic or Latino students, reading: +8 scale-score points versus expectation, against +1 for the same group at a typical California elementary school, 54 students.+8 pts · +7 vs typical
Students with disabilities39 studentsStudents with disabilities, reading: −17 scale-score points versus expectation, against −8 for the same group at a typical California elementary school, 39 students.−17 pts · −9 vs typical
Black students36 studentsBlack students, reading: −9 scale-score points versus expectation, against −1 for the same group at a typical California elementary school, 36 students.−9 pts · −8 vs typical
Math
Low-income students130 studentsLow-income students, math: +6 scale-score points versus expectation, against −1 for the same group at a typical California elementary school, 130 students.+6 pts · +7 vs typical
English Only100 studentsEnglish Only, math: +9 scale-score points versus expectation, against +1 for the same group at a typical California elementary school, 100 students.+9 pts · +8 vs typical
Hispanic or Latino students54 studentsHispanic or Latino students, math: +14 scale-score points versus expectation, against −1 for the same group at a typical California elementary school, 54 students.+14 pts · +15 vs typical
Students with disabilities39 studentsStudents with disabilities, math: −1 scale-score points versus expectation, against −5 for the same group at a typical California elementary school, 39 students.−1 pts · +4 vs typical
Black students37 studentsBlack students, math: −7 scale-score points versus expectation, against −6 for the same group at a typical California elementary school, 37 students.−7 pts · −1 vs typical
this school typical California elementary school, same group| the centre tick is 0 = as predicted
— 5 more groups are reported here with between 11 and 29 students. We hold those back on purpose: at that size the figure swings about 17 points on its own, and a quarter of such groups land past the state's top or bottom cut point by chance alone. They are listed with their student counts in the data appendix. — A group not listed at all had fewer than 11 students with a growth score, so California published nothing for it here. That is a privacy protection, not a judgment about those students. — Context only. None of this enters the Scope Score.
The daily experience
What is it like to be a student here?
Students per teacher
Student–teacher ratio is a schoolwide staffing measure, not an average class size.
Teacher experience
Average teacher experience in the published staffing record. It does not measure individual teacher effectiveness.
Chronically absent
The share of students absent for at least 10% of their enrolled school days. Attendance reflects both school and out-of-school circumstances.
The people teaching · CDE staffing 2024–25
About 19 students for every teacher here.
Context — never part of the Scope Score
Students per teacher19 · district 22
Teaching staff19 teachers
Avg. experience15.4 years
Fully credentialed61%
First-year teachers5%
Intern / emergency permit7.7%
PrincipalElaina Lewis
ShowHide what the district pays
Teacher salary schedule$63,441 – $131,859
Principal salary$171,057 – $201,065
Superintendent salary$358,340
Pay is set by the district, not the school.
Attendance & discipline · 2024–25
Kids here miss more school, and get suspended less, than the state average.
Grades 4–6 students miss school at roughly one and a half times the rate of Grades 7–8 students (30.6% vs 17.6%). Chronic absence here concentrates in the upper grades.
28.1% of students miss a month or more of school, versus 17.9% statewide. High absence often tracks community stress — a school visit will tell you more than this number.
Chronic absenteeismChronic absenteeism: this school 28.1%, district 30.5%, state 17.9%28.1% · +10.2pp vs state
Suspension rateSuspension rate: this school 0.6%, district —, state 1.6%0.6% · −1.1pp vs state
This schoolDistrictCalifornia
ShowHide attendance by student group and by grade
Chronic absenteeism by grade band
Grades 4–630.6%
Grades 7–817.6%
Resources & neighborhood
What sits behind the school experience?
Explore school spending and the district budget
What gets spent · FY 2024–25
It spends $25,272 per student, more than the California average.
Context — never part of the Scope Score
$198 per student arrives as federal Title funding — a measure of concentrated need, not school quality.
The district's current expense of education per student, from CDE's annual SACS filing — the freshest district spending figure the state publishes.
Per-pupil spendingPer-pupil spending: $25,272, CA average $14,491$25,272 · spent at this school
Federal share$198 per student
District current expense · FY 2024–25$23,302 per student
This schoolDistrictCalifornia
Where the district's dollars go · FY 2024–25 · CDE SACS
Instruction 61%Instruction support 12%Student services 12%Administration 5%Buildings & maintenance 10%
District-level, from the district's own SACS general-ledger filing — school-by-school breakdowns aren't published by the state.
ShowHide the district's spending year by year
district detail, 2016–2020 — the newest published
2020$13,277 per pupil
2019$12,721 per pupil
2018$13,551 per pupil
2017$12,318 per pupil
2016$11,670 per pupil
Source: NCES F-33 · Full district breakdown →
The neighborhood · ACS 2024
Four in five of students here qualify for free or reduced lunch, versus three in five statewide.
Context — never part of the Scope Score
Worth knowing
At 261 students, this school is much smaller than the typical California elementary school (≈480).
On the state's science test (CAST), 18% met or exceeded the standard — science is tested in grades 5 and 8 and once in high school, and it never enters the Scope Score.
Hispanic or Latino35.6% · district 51.1% · CA 56.1%
White10.3% · district 9.5% · CA 19.9%
Asian4.2% · district 4.8% · CA 10.2%
Black29.1% · district 22.7% · CA 4.8%
Other20.7% · district 11.8% · CA 9.0%
Free or reduced lunch90.0% · CA 64%
Median income$121K · CA $85K
Median home value$702K · CA $659K
Bachelor's degree+32% · CA 35%
ZIP population46,387
Median age39 years
Source: U.S. Census Bureau, American Community Survey 5-year estimates (2024) · ZIP-level
Culture & philosophy
What is the school’s approach?
School-stated approach · questions for your visit
Look beyond the brochure
A source-reviewed culture summary is not available for this profile yet. Ask how teaching, student support and family communication work day to day.
Read the school’s own website ↗Family voices
What would you want another family to know about the daily experience here?
Ask a current family: “When your child needs help, how does the school respond?”
Educator voices
What should families understand about teaching, support and the school community?
Ask an educator: “How do you adapt a typical day for children with different needs?”
Compare nearby schools
What are the alternatives?
Compare schools serving the same grade stage. Private schools have no comparable state-test score.
2025 · elementary schools · combined reading and math measures. Percentiles compare schools within their enrollment group.
No nearby schools in this category are listed. The school being viewed stays visible for reference.
| School | Type | Performance band | Advanced | Proficient or Advanced | Distance | Select |
|---|---|---|---|---|---|---|
| Thomas Gaines Virtual Academy | Public | Developing | 13% | 31% | School being viewed | |
| Loma Vista Elementary | Public | Strong | 28% | 60% | 2.7 mi | |
| Pioneer Elementary | Public | Solid | 25% | 48% | 2.0 mi | |
| Ron Nunn Elementary | Public | Solid | 26% | 54% | 3.5 mi |
More nearby public and private options
Your other options
Your other options
Nearby public schools across grade levels, plus private options within 10 miles.
Private schools do not receive a Scope Score or statewide ranking on SchoolScope.
8 private schools within 10 miles
Not scored
What should I check before applying?
- District public
- Confirm the attendance boundary and any permit options.
- Charter
- Check applications, priorities and deadlines with each school.
- Private
- Confirm admission requirements, tuition and financial aid.
Moving & enrollment
Which schools could serve my child?
Check your address with the district
School location and nearby schools do not establish attendance eligibility. Confirm boundaries and permit requirements with Antioch Unified.
District information →School website →Schools across the K–12 journey
Elementary · K–5
Middle · 6–8
High school · 9–12
The road from this school ends at Deer Valley High, which sent 14 graduates to UC campuses last fall and teaches 16 AP subjects. Those numbers describe past cohorts — a child starting here today would reach Deer Valley High around 2035, and 10 years is a long time for a school to hold still, and by the state's 2023 count 64% of Deer Valley High's graduates enrolled in college somewhere, UC or not.
14 UC enrollees (fall 2025) · 16 AP subjects taught → full record on Deer Valley High's page
Source: UC & College Board
Source: proximity. Schools are grouped by grade stage. Nearby schools are not confirmed feeder links or address assignments. Verify the current path and eligibility with the district.
Plan your next step
What should I do next?
Worth a school visit
Ask what the school is working on next. Strong numbers tell you where a school is, not where it's going.
- Ask how the school follows up when a student starts missing days — chronic absence often starts outside the classroom, not inside it.
- Ask whether the tour can step into a working classroom — watch how the teacher handles a student who's stuck.
- Ask to tour while school's in session, and notice how hallways and transitions feel — culture shows up between classes, not just in them.
- Ask how the school communicates with families when a child starts to struggle.
- Ask what a typical day looks like for a new student in the first few weeks.
Questions
Frequently asked questions
Is Thomas Gaines Virtual Academy a good elementary school?
Thomas Gaines Virtual Academy has a Scope Score of 31 out of 100, placing it in the 38th percentile of California elementary schools and ranked #3,521 statewide. 13.5% of students exceeded the state standard on the 2025 CAASPP assessment, which is 7.9 percentage points below the California average of 21.4%. The Scope Score weights 6 dimensions for elementary schools: exceeded standard (42%), met or exceeded (proficient) (23%), grade 3-to-5 growth (20%), chronic absenteeism (5%), suspension rate (5%), and ELPAC English Learner proficiency (5%). Data source: California Department of Education CAASPP 2025, analyzed by SchoolScope.
What are Thomas Gaines Virtual Academy's CAASPP test scores?
On the 2025 CAASPP Smarter Balanced Assessment, 30.9% of students at Thomas Gaines Virtual Academy met or exceeded the state standard in ELA and Math combined, and 13.5% exceeded it. The gap between those numbers matters: 17.5% of students are at the proficiency floor, while 13.5% went beyond it. Most rating sites report only the combined "proficient" number. SchoolScope surfaces the exceeded-vs-met split because it shows how many students go beyond the standard rather than only meeting it. 126 student-subject combinations were assessed.
How does Thomas Gaines Virtual Academy rank in California?
Thomas Gaines Virtual Academy ranks #3,521 among California elementary schools by Scope Score, placing it in the 38th percentile. This ranking is based on a weighted composite of 2025 CAASPP test performance (exceeded and met rates), grade-level growth (Grade 3 to grade 5 growth), chronic absenteeism, and suspension rate. Unlike single-number ratings, the Scope Score shows what drives the ranking so parents can decide what matters most to their family. See full methodology.
What is the attendance and school culture like at Thomas Gaines Virtual Academy?
28.1% of students at Thomas Gaines Virtual Academy are chronically absent (missing 10% or more of school days), compared to the California average of 17.9%. The suspension rate is 0.6%, indicating a low-discipline-incident environment. SchoolScope includes these culture metrics in the Scope Score because they reflect day-to-day school experience in ways test scores alone cannot.
How does Thomas Gaines Virtual Academy compare to other schools in Antioch?
Thomas Gaines Virtual Academy scores 31/100 (38th percentile) among California elementary schools. To compare with nearby schools, SchoolScope shows the same metrics side by side: exceeded rate, proficiency, growth trajectory, and school culture indicators. The school serves 261 students. Use the schools in Antioch page or the map view to compare all elementary schools nearby.
How does Thomas Gaines Virtual Academy serve low-income and underrepresented students?
At Thomas Gaines Virtual Academy in Antioch, 24.7% of low-income students met or exceeded the ELA standard in 2025, compared to 24.7% district-wide and 38.2% statewide. Thomas Gaines Virtual Academy trails its district average for low-income students by 0.1 percentage points in ELA. Other subgroups: Low-Income students (24.3% Math proficient); Hispanic students (28.6% ELA proficient). The largest proficiency gap is 28.5 percentage points for black students. Data source: California Department of Education, CAASPP 2024-25. 189 students tested. SchoolScope shows disaggregated test scores by demographic subgroup so you can see how a school performs for your child's specific group — not just the school-wide average. Subgroup data is context, not part of the Scope Score: we don't penalize schools for who they serve. See our equity approach.
A low score doesn't tell the whole story. Read: Your School Scored Low — Here's What That Actually Means
Use the published evidence to prepare questions, then verify fit and access with the school.
Behind the evidence
Inspect the full record
Public sources, visible methods and the underlying school record. Source years and limitations stay attached to the evidence.
How the Scope Score is calculated
On a narrow screen, scroll the table sideways to see the state comparison and weights.
What the score weighs · CAASPP 2024–25
The 6 things our score weighs
| What we weigh | Here | State | Weight |
|---|---|---|---|
| Exceeded standard | 13.5% | 21.4% | 42% |
| Met or exceeded | 30.9% | 42.7% | 23% |
| Chronic absenteeism | 28.1% | 17.9% | 5% |
| Suspension rate | 0.6% | 1.6% | 5% |
| EL proficiency (ELPAC) | 34.8% | 18.0% | 5% |
| Grade gap (G3→G5, different students) | +0.0pp | -2.9pp | — |
Source CAASPP 2025 · California Department of Education. Measures test performance, attendance, and climate — not arts, community, or your kid. How the score is built
A closer look at the evidence
Thomas Gaines Virtual Academy: reading the evidence
Thomas Gaines Virtual Academy posts 31% meeting the standard and 13.5% exceeding it, against 43% and 21.4% statewide. The gaps and the bright spots below are the real read.
Subject proficiency describes tested students, while graduation describes a graduating cohort. These figures are not successive stages followed by the same students.
This label means the data doesn't clearly sort the school one way or the other — ask what the school is proud of, and what it's working on.
Explore the underlying data →Every number: score factors, grades, student groups and downloads
Every number · For the data nerds
Every number on this page
Score factors, grade-level breakdowns, subgroup proficiency, and nearest schools.
Thomas Gaines Virtual Academy is ranked #3,521 statewide · #3 of 18 in Antioch Unified.
01Score factorsWeighted composite · 2024–25
| Factor | School | State | Weight |
|---|---|---|---|
| Exceeded standard | 13.5% | 21.4% | 42% |
| Met or exceeded | 30.9% | 42.7% | 23% |
| Chronic absenteeism | 28.1% | 17.9% | 5% |
| Suspension rate | 0.6% | 1.6% | 5% |
| EL proficiency (ELPAC) | 34.8% | 18.0% | 5% |
| Grade gap (G3→G5, different students) | +0.0pp | -2.9pp | not scored |
- Exceeded standard
- ↓ vs CA 21.4% · index 43 · 50 = CA elementary-school midpoint
- Met or exceeded
- ↓ vs CA 42.7% · index 41 · 50 = CA elementary-school midpoint
- Chronic absenteeism
- ↓ vs CA 17.9% · index 33 · 50 = CA elementary-school midpoint · ▲ 6.5pp higher vs 2024
- Suspension rate
- ↑ vs CA 1.6% · index 59 · 50 = CA elementary-school midpoint · ▼ 0.3pp lower vs 2024
- EL proficiency (ELPAC)
- ↑ vs CA 18.0% · index 70 · 50 = CA elementary-school midpoint
- Grade gap (G3→G5, different students)
- ↑ vs CA -2.9pp
02By grade & subgroupCAASPP 2024–25 · % of tested students
ShowHide table 02 — By grade & subgroup
| ELA | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 21 | 10% | 24% | 14% | 52% | 33% | −10 |
| Grade 4 | 21 | 14% | 14% | 38% | 33% | 29% | −16 |
| Grade 5 | 21 | 14% | 19% | 33% | 33% | 33% | −14 |
| Grade 6 | 36 | 8% | 19% | 33% | 39% | 28% | −18 |
| Grade 7 | 49 | 8% | 24% | 24% | 43% | 33% | −15 |
| Grade 8 | 59 | 5% | 12% | 20% | 63% | 17% | −29 |
| Math | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 21 | 10% | 19% | 14% | 57% | 29% | −17 |
| Grade 4 | 21 | 24% | 10% | 43% | 24% | 33% | −8 |
| Grade 5 | 21 | 10% | 19% | 14% | 57% | 29% | −6 |
| Grade 6 | 37 | 16% | 14% | 8% | 62% | 30% | −5 |
| Grade 7 | 51 | 10% | 16% | 18% | 57% | 25% | −8 |
| Grade 8 | 58 | 5% | 14% | 21% | 60% | 19% | −13 |
We show the grade rows CDE publishes for this school. A missing grade or dash can mean the school does not serve that grade, that we hold no valid result for it, or that the tested group was too small to report. It does not mean zero.
| Science (CAST) | Tested | EXC | MET | NEAR | NOT |
|---|---|---|---|---|---|
| Schoolwide | 80 | 5% | 13% | 49% | 34% |
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.
| Subgroup · ELA | Tested | MET+ | vs district | vs CA |
|---|---|---|---|---|
| Socioeconomically Disadvantaged | 189 | 24.7% | −0 | −14 |
| Hispanic/Latino | 56 | 28.6% | +2 | −10 |
| Black/African American | 40 | 10.2% | −8 | −23 |
03Nearest elementary schoolssorted by Scope Score · Grade gap = grade 3 vs grade 5, this year, different students; Cohort growth = one school's returning cohort tracked across grades (mostly, not exactly, the same kids), in scale-score points — that's the measurement the Scope Score weights
| School | Dist | Scope | EXC | MET+ | Grade gap | Cohort growth | Susp |
|---|---|---|---|---|---|---|---|
| Thomas Gaines Virtual Academy ← | — | 31 | 13.5% | 30.9% | +0.0pp | — | 0.6% |
| Loma Vista Elementary | 2.7 mi | 57 | 27.9% | 60.4% | +3.7pp | — | 0.6% |
| Pioneer Elementary | 2 mi | 41 | 25.4% | 48.3% | −3.5pp | — | 3.5% |
| Ron Nunn Elementary | 3.5 mi | 40 | 25.5% | 53.9% | −15.0pp | — | 1.6% |
| California average | — | 39 | 21.4% | 42.7% | −2.9pp | — | 1.6% |
04More measurescontext · not all part of the Scope Score
ShowHide table 04 — More measures
| Year | Scope | Pctile | Rank | Exc | Met+ | Absent | Susp | Grade gap |
|---|---|---|---|---|---|---|---|---|
| 2022 | 22 | 25 | #4303 | 6.7% | 20.7% | 35.9% | 0.2% | -5.8pp |
| 2023 | 29 | 41 | #3341 | 11.3% | 27.2% | 17.1% | 0.3% | -15.8pp |
| 2024 | 32 | 36 | #3653 | 13.6% | 30.1% | 21.6% | 0.8% | +1.4pp |
| 2025 | 31 | 38 | #3521 | 13.5% | 30.9% | 28.1% | 0.6% | +0.0pp |
Grade gap = this year's grade 3 vs grade 5 result, two different sets of students, not a trend for any one child — it is not the measurement the Scope Score's growth dimension uses. See §01 above and /methodology#verdicts for the school's actual scored (cohort) growth.
What we can't show
- — Scored here as an elementary school — other grade spans appear in the data appendix.
- — Low-income students here trail the state average for their group by 14 points in ELA — worth asking how the school is closing that gap.
05Climate by student groupchronic absenteeism · 2019 vs 2025 — the two years CDE publishes at subgroup level
ShowHide table 05 — Climate by student group
| Group | 2019 | 2025 | Δ |
|---|---|---|---|
| Female | — | 28.0% | — |
| Male | — | 32.5% | — |
| Asian | — | 6.7% | — |
| Black/African American | — | 40.2% | — |
| Filipino | — | 0.0% | — |
| Hispanic/Latino | — | 28.1% | — |
| Pacific Islander | — | 26.7% | — |
| Two or More Races | — | 27.3% | — |
| White | — | 40.6% | — |
| Students with Disabilities | — | 27.0% | — |
| English Learners | — | 27.5% | — |
| Socioeconomically Disadvantaged | — | 31.7% | — |
| All Students | — | 30.5% | — |
06California growth model, by student group2025 · scale-score points vs the state's prediction · shown, never scored
ShowHide table 06 — California growth model, by student group
| Group | Reading | n | CDE band | Math | n | CDE band |
|---|---|---|---|---|---|---|
| All Students | +4 | 138 | Average | +12 | 140 | Accelerated |
| Socioeconomically Disadvantaged | 0 | 128 | Average | +6 | 130 | Accelerated |
| English Only | +5 | 99 | not categorised | +9 | 100 | not categorised |
| Hispanic or Latino | +8 | 54 | Accelerated | +14 | 54 | Accelerated |
| Students with Disabilities | −17 | 39 | Moderate | −1 | 39 | Average |
| Black or African American | −9 | 36 | Moderate | −7 | 37 | Moderate |
| English Learner | −2 | 27 | Average | +16 | 28 | Accelerated |
| English Learners Only | −4 | 15 | not categorised | +3 | 16 | not categorised |
| White | −10 | 13 | Moderate | −14 | 13 | Moderate |
| Filipino | +5 | 12 | Accelerated | +27 | 12 | Exceptional |
| Recently Reclassified Fluent-English Proficient Only | −4 | 12 | not categorised | +30 | 12 | not categorised |
Whole scale-score points above or below what CDE's model predicted for these same children from their own prior-year scores — not a percentage, not a percentile. Statewide a typical school lands near +1 with a spread of about 13 points either side, so read a figure against its group's own typical value, not against zero. Muted rows have fewer than 30 students with a growth score — published by CDE, held back from the narrative sections above because at that size the figure swings about 17 points on its own. “Not categorised” is CDE assigning no band — English Only, Recently Reclassified, and English Learners Only receive a value and no band, for every school in the state. It is not a missing number. Most figures blend two consecutive years, so adjacent published years share input data and no trend line can honestly be drawn across them. A group absent from this table had fewer than 11 students with a growth score and was never published. Grades 4-8 only. None of this enters the Scope Score — it is more strongly correlated with school demographics than our own growth measure, and one published year is not enough to test its reliability.
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EXC = exceeded standard · MET+ = met or exceeded ("proficient") · Source: CA Dept. of Education · CAASPP 2024–25 · n=5,721 elementary schools · Vintages: climate subgroups 2019+2025 · district finance per its label · ACS 2022 · Data updated 2026-09-18
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