Independent charter school · Cascade Union Elementary

Tree of Life International Charter — Rating & test scores

19415 Jacqueline Street, Anderson · 402 students · Grades TK–8

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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.

Scope Score 75

DevelopingScope Score · 48th percentile. Higher than 48 in 100 of the 5,726 California public elementary schools we score.

75 is the typical California school. 100 is the best result in the state. How the score is built

Near California in English (reading and writing) and math: 46% and 46% scored Proficient or Advanced in grades 3–5, spring 2026, against 46% and 42%.

Source for this line
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 145
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).

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

Overview

Is this school a good elementary school?

Developing. Tree of Life International Charter is higher than most California elementary schools on test results, progress in both subjects and attendance.

Test results, spring 2026

English, Proficient or Advanced5446%
Math, Proficient or Advanced6346%
English, Advanced5220%
Math, Advanced5517%

Progress in a year, 2025

English72+9 pts
Math75+11 pts

Showing up, 2025–26

Attendance886 in 100
Tree of Life International Charter’s place among California elementary schools, out of 100Cascade Union Elementary’s other elementary schoolsBar colour, from the lowest quarter of schools to the highest

One more thing to know

On spring 2025 tests, students in grades 4–8 scored higher than California students who had the same scores the year before, in English (+9 pts) and math (+11 pts). The state calls both results Accelerated.

Each bar is Tree of Life International Charter’s place among 5,726 California public elementary schools we score. Our calculation from California Department of Education records, updated October 15, 2026.

How to read these bars, and their sources

A place counts the schools out of 100 with a lower figure. The dashed line is the middle. Test results are from spring 2026, grades 3–5. Progress is the state’s measure of how the same students’ scores changed against the score it expected, 2025. Attendance counts students who missed 10% or more of school days; fewer is better, so a higher place means fewer such students.

Source for the sentence
CDE growth model, 2025. Students with scores in both years in grades 4–8: 154 in English, 153 in math. 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.

In its own words

What does this school say about itself?

These lines come from the school’s own website. They are the school’s description. They are not parent reviews or test results.

  • How it teaches

    Inquiry-based learning poses questions or scenarios to spark a student's natural curiosity to discover answers and problem-solving methods

    See the page · link not verified

  • Programs

    3rd Language Electives (French, Korean, ASL)

    See the page · link not verified

  • Languages

    Spanish/English dual immersion, all grades

    See the page · link not verified

Every line here is from treeoflife.school, read October 23, 2026.

Progress

Did students here score higher than students who started at the same place?

Yes, in both subjects. In 2025, students here in grades 4–8 scored 9 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 11 points higher, which the state calls Accelerated.

English

+9

points higher than California students who had the same score a year earlier. The state calls it Accelerated, the fourth of its five growth levels.

By student group · students counted

Hispanic or Latino93+3 points
Low-income91+6 points
White51+18 points
English learners37−3 points
Students with disabilities18−23 points

Math

+11

points higher than California students who had the same score a year earlier. The state calls it Accelerated, the fourth of its five growth levels.

By student group · students counted

Hispanic or Latino93+4 points
Low-income91+2 points
White50+16 points
English learners37−2 points
Students with disabilities18−24 points

Grades 4–8, 2025, 154 students in English, 153 in math with scores in both years. Faded rows have fewer than 40 students. It describes results, not causes. Source: California Department of Education, growth model.

How the state’s growth measure works

The state calls this comparison an expected score. It sets one for each student from that student’s own score the year before.

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 9 points above that expected score, and in math 11 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.

SchoolScope elementary standardized cohort gain: approximately 37th percentile on a calibrated reference scale, not an empirical school rank. This score compares school-level grade groups across English and math, not matched students in California's separate growth model.

Nearby

How does it compare with schools nearby?

2 of the 4 elementary schools nearby have a higher Scope Score than Tree of Life International Charter. Each school is compared with every California elementary school.

Scope Score

5 elementary schools within 5.0 miles, highest score first. Under each name is how the school takes students.

  1. SycamoreRedding Elementary · by addressScope Score 8071st
  2. Stellar CharterCharter · its own lotteryScope Score 7968th
  3. Tree of Life International CharterScope Score 7548th
  4. Meadow LaneNeighborhood school · by addressScope Score 7335th
  5. Anderson HeightsNeighborhood school · by addressScope Score 675th
Cascade Union ElementaryA neighborhood school in another districtCharter

A neighborhood school in another district takes students who live in its area. Ask that district about a transfer. A charter school takes applications from any family and holds a lottery when it has more applicants than seats.

Scope Score from California Department of Education state tests (CAASPP), spring 2026, grades 3–5. Distance is a straight line from this campus and is not an attendance boundary. See these schools on the map

Scores and family income

Further right, more students are from low-income families. Higher up, more students scored Proficient or Advanced in English.

25%50%0%25%50%75%100%

English results: California Department of Education state tests (CAASPP), spring 2026, grades 3–5. Low-income is the share of students who qualified for free or reduced-price meals, 2024–25. The chart compares results, not causes.

Schools like it

How does this school compare with schools like it?

Tree of Life International Charter’s Scope Score is 75. 620 California elementary schools, counting Tree of Life International Charter, have a similar share of students from low-income families. Their typical score is 77. Tree of Life International Charter’s result is higher than 193 of them.

The five schools with the highest results of the 620

  1. Students from low-income families: 51%

    Scope Score 97Strong · 99th percentile

  2. Students from low-income families: 51%

    Scope Score 95Strong · 98th percentile

  3. Students from low-income families: 52%

    Wedgeworth Elementary

    Hacienda Heights

    Scope Score 94Strong · 98th percentile

  4. Students from low-income families: 48%

    Scope Score 93Strong · 97th percentile

  5. Students from low-income families: 47%

    Scope Score 93Strong · 97th percentile

620 California public elementary schools where 45% to 57% of students qualified for free or reduced-price meals in 2024–25. The chart compares results, not causes. Our calculation from California Department of Education records, spring 2026.

How the group is chosen

The group is every California public elementary school we score where 45% to 57% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Tree of Life International Charter’s share. The count includes Tree of Life International Charter. Typical means the median: half are higher and half are lower. Schools differ in more than family income, and no score is changed for it. Our calculation from California Department of Education records: state tests (CAASPP), spring 2026, and school meal eligibility, 2024–25.

Over time

Have results changed?

Results in both subjects were similar to 2025. English went from 44% to 46% and math from 50% to 46%.

Share at the state’s top two test levels, 2019 to 2026

Grades 3–5. Point at a year, tap it or use the arrow keys to read its figures.

English

No comparable testsNo tests25%50%75%201920222023202420252026Both 44%46%CaliforniaCalifornia46%Tree of Life International CharterThis school37%Cascade Union ElementaryDistrict

Math

No comparable testsNo tests25%50%75%20192022202320242025202633%39%46%Tree of Life International CharterThis school42%CaliforniaCalifornia35%Cascade Union ElementaryDistrict

The lines break where a year has no comparable state test results. Each spring tests a different group of students. Cascade Union Elementary’s line combines its 3 elementary schools we score (our calculation). Faint lines are its other schools. Source: California Department of Education, state tests (CAASPP).

Each year’s results

The top two levels were called Met or Exceeded before 2026 and are called Proficient or Advanced now. Cascade Union Elementary’s figure weights each school by the students it tested.

English, grades 3–5: share at the top two levels
SpringTree of Life International CharterCascade Union ElementaryCaliforniaTested here
201944%44%50%48
202245%36%45%87
202345%37%44%103
202440%34%45%120
202544%40%46%138
202646%37%46%145
Math, grades 3–5: share at the top two levels
SpringTree of Life International CharterCascade Union ElementaryCaliforniaTested here
201939%33%44%49
202245%32%38%87
202338%32%40%107
202438%33%41%124
202550%35%41%145
202646%35%42%145

Tests

How did students here do on state tests?

Near California in both subjects.

English

46%

scored Proficient or Advanced.

32222620
Cascade Union Elementary37%California46%

Math

46%

scored Proficient or Advanced.

32222917
Cascade Union Elementary35%California42%
MinimalDeveloping levelProficientAdvanced

In grades 3–5, spring 2026, 46% scored Proficient or Advanced in English and 46% in math, against 46% and 42% across California.

The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 3–5 combined. From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”). Source: California Department of Education, state tests (CAASPP).

How do the middle grades do?

Above California in English; well below it in math. In grades 6–8, spring 2026, 54% scored Proficient or Advanced in English and 26% in math, against 49% and 37% across California. The middle grades are placed separately: 57th percentile (Solid) among California’s middle schools.

English

54%

scored Proficient or Advanced.

24223321
Cascade Union Elementary36%California49%

Math

26%

scored Proficient or Advanced.

42321214
Cascade Union Elementary21%California37%
Results for each grade, spring 2026

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%37%50%
Advanced34%10%15%
Proficient16%27%35%
Developing level22%28%17%
Minimal28%35%33%
Tested504946
California44%46%49%
Difference+6−9+1
English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced54%49%65%
Advanced22%17%25%
Proficient32%32%40%
Developing level19%25%20%
Minimal27%26%15%
Tested413520
California48%51%49%
Difference+6−2+16

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

Math

Math, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced64%43%28%
Advanced28%8%15%
Proficient36%35%13%
Developing level16%28%24%
Minimal20%29%48%
Tested504946
California47%42%37%
Difference+17+1−9
Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced24%20%40%
Advanced17%9%15%
Proficient7%11%25%
Developing level30%34%35%
Minimal46%46%25%
Tested413520
California37%38%36%
Difference−13−18+4

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.

All four test levels, with the number of students tested
Share of students tested at each level, spring 2026. The state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal.
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 3–5 · This school20%26%22%32%145
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Cascade Union Elementary15%22%23%40%439
Math, grades 3–5 · This school17%29%22%32%145
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Cascade Union Elementary13%22%24%41%437
English, grades 6–8 · This school21%33%22%24%96
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Cascade Union Elementary10%26%29%35%404
Math, grades 6–8 · This school14%12%32%42%96
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Cascade Union Elementary9%12%24%55%406

Spring 2026, grades 3–5 combined: 145 tested in English, 145 tested in math. California combines the state’s results for the same grades, weighted by students tested (our calculation).

Who goes here

Who goes here?

Hispanic or Latino students are the largest group here, at 60% of students. 24 of 437 students missed 10% or more of school days.

Missing school, 2025–26

6in 100

students were chronically absent. That means they missed 10% or more of school days (24 of 437 students).

At the average elementary school in the Cascade Union Elementary district: 17 in 100. At the average California elementary school: 17 in 100.

Suspensions: 0.9% of students were suspended at least once (4 of 445). Average California elementary school 1.6%.

Students, 2024–25

402

students in grades TK–8.

Hispanic or Latino 60%White 34%

Family income

51%

of students qualified for free or reduced-price meals in 2024–25, 206 of 402. California: 63%.

Teachers, 2024–25

23

teachers, with 5 years of experience on average.

39% were in their first year.

34% of teaching positions had the right credential, 2021–22.

English learners

50%

of English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026 (38 of 76 students).

Cascade Union Elementary: 47%. California: 47%.

It counts students moving up the test’s levels, so a student can count here before becoming fluent. Sources: California Department of Education and the California School Dashboard. Each tile names its year.

Missing school, by grade
Grades 4–6
6 in 100 students in grades 4–6 were chronically absent (9 of 148).
Grades 7–8
2 of 56 students in grades 7–8 were chronically absent.

Our records hold no figure for Grades TK–3.

Full student mix, 2025–26
StudentsHere
Hispanic or Latino60%
White34%
Asian—
Black or African American—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Where these figures come from

Attendance and suspensions: California Department of Education, 2025–26. Student mix: the students the state’s attendance file counts, 2025–26; a dash means our records hold no count. English learner progress: California School Dashboard, 2026 . Student count: California Department of Education enrollment, 2024–25. Teachers: California Department of Education staffing files, 2024–25.

Teaching credentials: California’s School Accountability Report Card, 2024–25, measured in 2021–22: 5 of 14.8 full-time teaching positions. It counts positions, not individual teachers.

Student groups

How do kids like mine do here?

White students here scored well above the same group across Cascade Union Elementary.

This schoolThe same group, California
  • Low-incomeEnglish · 154 tested35%California 37%
  • Low-incomeMath · 154 tested29%California 28%
  • Hispanic or LatinoEnglish · 150 tested36%California 38%
  • Hispanic or LatinoMath · 150 tested27%California 28%
  • WhiteEnglish · 62 tested71%California 60%
  • WhiteMath · 62 tested58%California 54%

71% of White students scored Proficient or Advanced in English and 58% in math (grades 3–8, spring 2026), against 37% and 30% for the same group across Cascade Union Elementary.

Share who scored Proficient or Advanced, grades 3–8, spring 2026. Each group is compared with the same group in the same grades. Source: California Department of Education, state tests (CAASPP).

Every group’s results, with the district

Low-income is the state’s “socioeconomically disadvantaged” group.

Proficient or Advancedgrades 3–8 · spring 2026
Group and subjectHerevs Cascade Union Elementaryvs California
Low-income · 154 tested
English35%+629%−237%
Math29%+821%+128%
Hispanic or Latino · 150 tested
English36%+1125%−238%
Math27%+621%−128%
White · 62 tested · grades 3–6 only
English71%+3437%+1160%
Math58%+2830%+454%

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

English learners, 57 tested: no rate for grades 5–8 in our records, and fewer than 30 tested in the grades with one. No published rate here for Asian, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, students with disabilities 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.

Family and staff answers

What would families tell you?

Families can answer a short set of questions about Tree of Life International Charter. These are not star ratings or reviews.

  1. Family answers show once 20 families have answered.Until then this page shows how many have answered.
  2. The questions are about the school, never a person.No question asks about a named teacher or staff member.
  3. Answers are never part of the Scope Score.They sit beside the state’s records and do not change a school’s score.

Families

No family answers yet

0 of 20 needed before answers show

  • Does the school tell you how your child is doing, in a way you understand, before report cards arrive?Usually · Sometimes · Rarely
  • When you contact the school with a question, do you hear back within two school days?Usually · Sometimes · Rarely · Haven’t contacted them
  • Can you get school information in the language you read best?Yes · Mostly · No
  • And 4 more questions.

Answer the family questionsResponder en españolHow family answers work

The school day

What is the school day like?

Tree of Life International Charter has transitional kindergarten (TK). Our records do not hold school hours or before- and after-school care yet. Ask the office.

Transitional kindergarten (TK), 2025–26

34

TK students in 2025–26.

TK is California’s free public program for four-year-olds.

TK count: California Department of Education, Census Day enrollment, 2025–26. Find TK schools near you

The neighborhood

What is the area around this school like?

These figures are for everyone who lives in ZIP code 96007. They are not figures for the families at Tree of Life International Charter.

Typical household income in a year

$61,357

Typical means half are higher and half are lower. The ZIP code is the school’s address, not its attendance area. Source: U.S. Census Bureau, American Community Survey, 2020–2024, ZIP code area 96007.

Typical home value
$309,700
People who live in this ZIP code
24,768
Typical age
40.1 years
Adults 25 and older with a four-year college degree
15%

What you can do

Who can act on this school’s results?

Tree of Life International Charter’s own board decides its plan.

State support

The state hasn’t placed Tree of Life International Charter in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source 

Reading screening in kindergarten through grade 2

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 

Questions to ask

What should I ask, and when?

Bring these 8 questions to Tree of Life International Charter. Confirm anything about applying with the school itself.

On a tour

  1. What extra help do Hispanic students get, and how do you know it’s working?27% of Hispanic students scored Proficient or Advanced in math, grades 3–8, spring 2026 (150 students tested); the same group across California: 28%
  2. How does this approach show up in an ordinary lesson?From its own words, on how it teaches.
  3. Which grades take part in these programs, and how often?From its own words, on programs.
  4. Which grades learn each language, and for how much of the day?From its own words, on languages.

Before you apply

  1. Which grades are accepting applications, and who is eligible?
  2. What are the deadlines, enrollment priorities, and lottery or waitlist steps?

At the office

  1. What time does the day start and end, and is any day shorter?
  2. What transportation and before- or after-school options are available?

Getting in

How do I get in?

Ask Tree of Life International Charter how it admits students. Charter schools set their own enrollment steps and dates.

Where it is

Where is this school?

Address
19415 Jacqueline Street, Anderson 96007Get directions (opens Google Maps in a new tab)
Administrator
Deborah WallaceAs the state’s school directory lists it, last updated August 8, 2024.

A school’s place on the map is its address in the state directory. It does not show which homes the school serves. See nearby schools on the map

Short answers to 7 common questions

How do I get in?

Ask Tree of Life International Charter how it admits students. Charter schools set their own enrollment steps and dates. See the details ↓

Is Tree of Life International Charter a good school?

Tree of Life International Charter has a Scope Score of 75. It scored higher than 48 in 100 of California’s 5,726 scored public elementary schools (Developing, 48th percentile, spring 2026).

  • Grades 6–8: higher than 57 in 100 California middle schools we score (57th percentile, Solid, spring 2026)

See the details ↓

How often do students miss school or get suspended?

In 2025–26, 6 in 100 students missed 10% or more of school days, against 17 in 100 at the average elementary school in the Cascade Union Elementary district. 0.9% of students (4 of 445) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. See the details ↓

Did students here score higher than students who started at the same place?

Yes, in both subjects. In 2025, students here in grades 4–8 scored 9 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 11 points higher, which the state calls Accelerated.

  • Included in this measure: 154 students in English, 153 in math

See the details ↓

How do kids like mine do here?

In spring 2026, 35% of low-income students in grades 3–8 at Tree of Life International Charter in Anderson scored Proficient or Advanced in English, against 37% for the same group across California. See the details ↓

What does its own plan pay for?

In its 2026–27 plan, $6.9 million is planned for 15 funded actions in 1 goal. That’s 93% of its $7.4 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan.

What should I ask on a visit?

The questions drawn from this page are under Questions to ask, ready to copy. See the details ↓

Its own plan

What does this school’s own plan commit to?

$6.9 million is planned for 15 funded actions in 1 goal. That’s 93% of its $7.4 million general fund budget.

$6.9million

planned in the school’s own plan for 2026–27

The three largest actions in the plan

  • Safe and Appropriate Facilities$2.8 million
  • Certificated teachers provide Dual Immersion instrution$1.6 million
  • Extended Day, Extended Year Programs, ELOP$958,248

These are planned amounts; the charter school reports what it spent in a later plan. Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 64 pages), as posted to the California School Dashboard.

The whole plan: every goal, what it measures and what it pays for

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

The 2026–27 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 64 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 79% of the money. The plan itself puts 50% of it toward staff.

  • Safe and Appropriate Facilities $2.8 million
  • Certificated teachers provide Dual Immersion instrution $1.6 million
  • Extended Day, Extended Year Programs, ELOP $958,248
  • 12 other actions
Reading, math and catch-up help

3 of the plan’s 15 funded actions name reading, math, catch-up help or English learners in their titles.

  • Reading $115,678
  • Math $115,678
  • Catch-up help $115,678
  • English learners $564,038

An action naming two of these appears under both.

Largest of these

  • Bilingual Instructional Assistants$313,291
  • EL students to receive daily designated and integrated ELD instruction in all classes with qualified teachers; 5th-8th Grade Techno English for newcomer and Long Term EL students; All teachers trained in Project GLAD (Guided Lang Acquisition Design)$250,747
  • Math and ELA Coaching and Intervention$115,678
For high-need students

It plans $908,018 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $762,272 and estimates it spent $867,068, $104,796 (14%) more than planned (our arithmetic).

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: 46% in English and 46% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure2024–252025–26Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 148%49%up 1 pt
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 146%38%down 8 pts
Chronically absentGoal 110 in 1005 in 1005 fewer in 100

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
  • Safe and Appropriate Facilities · $2,823,500
  • Certificated teachers provide Dual Immersion instrution · $1,614,270
  • Extended Day, Extended Year Programs, ELOP · $958,248
The full plan1 goal, 8 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 ($6.9 million).

Where does the money go?

100% to Goal 1. Each box is one action, sized by its planned dollars. Tap a box to open its goal.

G1

Every goal, in the plan’s order

Goal 1All students, regardless of race, ethnicity, diversability, economic status or home language will make growth…$6.9 million100% of action budgets

“All students, regardless of race, ethnicity, diversability, economic status or home language will make growth toward fluency and proficiency in both English and Spanish Language Arts and Math; will participate in a school climate that values respect and honors one another; and will engage in a robust college and career exploration continuum that expands from Tk-8th grade” p. 12 ↗

15 funded actions

Largest funded actions

  1. Safe and Appropriate Facilities$2.8 millionaction 1.6 · p. 26 ↗
  2. Certificated teachers provide Dual Immersion instrution$1.6 millionaction 1.3 · p. 26 ↗
  3. Extended Day, Extended Year Programs, ELOP$1.0 millionaction 1.8 · p. 26 ↗ · marked as contributing to high-need services
  4. Bilingual Instructional Assistants$0.3 millionaction 1.2 · p. 26 ↗ · marked as contributing to high-need services · of which $296,710 is state funding counted toward those services
  5. Increase % of students Grades 6th-8th who participate in CTE classes during in school and after school program$0.3 millionaction 1.14 · p. 27 ↗

10 more funded actions in this goal

  • EL students to receive daily designated and integrated ELD instruction in all classes with qualified teachers; 5th-8th Grade Techno English for newcomer and Long Term EL students; All teachers trained in Project GLAD (Guided Lang Acquisition Design) · action 1.1 · p. 26 ↗ · marked as contributing to high-need services · of which $217,057 is state funding counted toward those services$0.3 million
  • Math and ELA Coaching and Intervention · action 1.16 · p. 27 ↗ · marked as contributing to high-need services$0.1 million
  • School Counselor, Strengthen Schoolwide Tier 1 Interventions · action 1.11 · p. 27 ↗ · marked as contributing to high-need services · of which $81,528 is state funding counted toward those services$0.1 million
  • Additional Personnel to support student Social, Emotional and Physical Health and decrease chronic absenteeism · action 1.9 · p. 26 ↗ · marked as contributing to high-need services$0.1 million
  • Transportation · action 1.7 · p. 26 ↗ · marked as contributing to high-need services$0.1 million
  • Professional Development · action 1.4 · p. 26 ↗$0.1 million
  • Standards Based Curriculum, Materials and Technology · action 1.5 · p. 26 ↗under $0.1 million
  • 5th Grade Science Camp · action 1.15 · p. 27 ↗under $0.1 million
  • Increase Parent Engagement and Participation · action 1.12 · p. 27 ↗under $0.1 million
  • All students TK-8 will participate in College Week and Career Fair Activities, 8th grade internships and college visits · action 1.13 · p. 27 ↗under $0.1 million

How the plan measures it · 8 measures · 1 quoted

  • CAST Science p. 13 ↗
    Baseline
    2022-2023 37.84% students met or exceeded standard for science
    Target for year 3
    50% of students met or exceeded standard for science

7 more measures in the plan’s table.

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.

The full record

Source records

This page is built from 12 sets of records from public data sources. Every figure keeps its source, grades, year and count.

Data updated

October 15, 2026

Record sets on this page
12
Sources
California Department of EducationU.S. Census Bureau
State test years
2018–2026

Results

Students

Money and staff

Place, downloads and method

Score factorssource values, index and weights · 2025–26 · ranked #2,963 of 5,726 California elementary schools we score · #1 of 3 in Cascade Union Elementary
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math18%4742%
Proficient or Advancedaverage of English and math45%5223%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+68 scale-score pts3720%
Chronically absent6 in 100675%
Suspension rate0.9% (4 of 445)565%
English learners: top level10%415%

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

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

Scope Score

School yearScope ScorePercentileRankComparison group
2025–267548#2963California 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)
2018–19not on filenot on file+17
2021–22not on filenot on file−9
2022–23not on filenot on file−5
2023–2412 in 1001.3% (5 of 378)−14
2024–2510 in 1001.9% (8 of 421)−7
2025–266 in 1000.9% (4 of 445)−18

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 year2018–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English24120%49%
2026 · Math24116%38%
2025 · English21322%48%
2025 · Math22021%46%
2024 · English18316%44%
2024 · Math19015%34%
2023 · English15718%47%
2023 · Math16114%34%
2022 · English13018%45%
2022 · Math13025%47%
2019 · English4821%44%
2019 · Math4912%39%
2018 · English2516%52%
2018 · Math2516%44%

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 · English4941%
2025 · Grade 4 · English4840%
2025 · Grade 5 · English4154%
2025 · Grade 6 · English3352%
2025 · Grade 7 · English2171%
2025 · Grade 8 · English2148%
2025 · Grade 3 · Math5358%
2025 · Grade 4 · Math5056%
2025 · Grade 5 · Math4231%
2025 · Grade 6 · Math3333%
2025 · Grade 7 · Math2157%
2025 · Grade 8 · Math2133%
2024 · Grade 3 · English4549%
2024 · Grade 4 · English4032%
2024 · Grade 5 · English3537%
2024 · Grade 6 · English2446%
2024 · Grade 7 · English1947%
2024 · Grade 8 · English2060%
2024 · Grade 3 · Math4652%
2024 · Grade 4 · Math4124%
2024 · Grade 5 · Math3735%
2024 · Grade 6 · Math2446%
2024 · Grade 7 · Math2218%
2024 · Grade 8 · Math2010%
2023 · Grade 3 · English4156%
2023 · Grade 4 · English3730%
2023 · Grade 5 · English2548%
2023 · Grade 6 · English2148%
2023 · Grade 7 · English2255%
2023 · Grade 8 · English1155%
2023 · Grade 3 · Math4340%
2023 · Grade 4 · Math3837%
2023 · Grade 5 · Math2638%
2023 · Grade 6 · Math2129%
2023 · Grade 7 · Math2227%
2023 · Grade 8 · Math1118%
2022 · Grade 3 · English4243%
2022 · Grade 4 · English2752%
2022 · Grade 5 · English1839%
2022 · Grade 6 · English2236%
2022 · Grade 7 · English1233%
2022 · Grade 8 · English9—
2022 · Grade 3 · Math4248%
2022 · Grade 4 · Math2748%
2022 · Grade 5 · Math1833%
2022 · Grade 6 · Math2245%
2022 · Grade 7 · Math1242%
2022 · Grade 8 · Math9—
2019 · Grade 3 · English2236%
2019 · Grade 4 · English1338%
2019 · Grade 5 · English1362%
2019 · Grade 3 · Math2236%
2019 · Grade 4 · Math1436%
2019 · Grade 5 · Math1346%
2018 · Grade 3 · English1250%
2018 · Grade 4 · English1354%
2018 · Grade 3 · Math1233%
2018 · Grade 4 · Math1354%

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
Schoolwide6618%20%48%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 · EnglishTestedProficient or Advancedvs districtvs California
Low-income15435%+6−2
Hispanic or Latino15036%+11−2
White (grades 3–6 only)6271%+34+11
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+9154Accelerated+11153Accelerated
English-only students+1296not categorized+1195not categorized
Hispanic or Latino+393Average+493Average
Low-income+691Accelerated+291Average
White+1851Accelerated+1650Accelerated
English learners−337Average−237Average
Recently reclassified as fluent in English+1221not categorized+621not categorized
Students with disabilities−2318Minimal−2418Minimal
English learners only−3016not categorized−1616not categorized

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. 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
27%
exceeded standard · 49% met or exceeded
CDE CAASPP 2024 · 45 English test records with scores
English · 2026 · Grade 5
15%
Advanced · 50% Proficient or Advanced
CDE CAASPP 2026 · 46 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 46 (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+9 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

154 students

CDE growth category: Accelerated

California growth model, English: +9 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+11 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

153 students

CDE growth category: Accelerated

California growth model, math: +11 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's +2-point median for California elementary school records.

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

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

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

Year-over-year school rates
Chronic absenteeism2024–25 · 10 in 100 → 2025–26 · 6 in 100 · −4 in 100
Suspension rate2024–25 · 1.9% (8 of 421) → 2025–26 · 0.9% (4 of 445) · −1.0 percentage points
Group2018–192025–26Change
Female—6 in 100—
Male—4 in 100—
Hispanic or Latino—7 in 100—
White—4 in 100—
Students with disabilities—2 of 45—
English learners—8 in 100—
Homeless—1 of 34—
Low-income—7 in 100—
All students—6 in 100—

Two reported school years only; no intervening-year result is implied. Where fewer than 100 students were counted, the cell shows the count and no change is printed. 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$16,629 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 1,054 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$23,440 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 58%Instruction support 9%Student services 11%Administration 9%Buildings & maintenance 13%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$12,973,66557.64%58%
Instruction support$2,074,5769.22%9%
Student services$2,610,46411.60%11%
Administration$1,991,5088.85%9%
Buildings & maintenance$2,858,71512.70%13%
Total$22,508,928100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $22,508,928 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$16,629 per pupil
2020$13,569 per pupil
2019$14,765 per pupil
2018$15,458 per pupil
2017$13,481 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 96007 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 96007 area
MeasureEstimate
Median household income$61,357
Bachelor's degree or higher (adults 25+)15%
ZIP-area population24,768
Median age40.1 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 96007 →

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

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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

  • Its Scope Score is an elementary school score; results for its other grades are in these records.

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