Independent charter school · Tulare County Office of Education

Valley Life Charter — Rating & test scores

3737 West Walnut Avenue, Visalia · 688 students · Grades TK–12

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap, inside the campus outline from the California School Campus Database (2025). 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 74

DevelopingScope Score · 40th percentile. Higher than 40 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), below in math, grades 3–5, spring 2026: 46% and 35% scored Proficient or Advanced, 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: 223
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 Valley Life Charter a good elementary school?

Developing. Valley Life Charter is higher than most California elementary schools on English test results and attendance. Valley Life Charter is lower than most on math test results and progress in both subjects.

Test results, spring 2026

English, Proficient or Advanced5546%
Math, Proficient or Advanced4435%
English, Advanced4818%
Math, Advanced319%

Progress in a year, 2025

English390 pts
Math17−9 pts

Showing up, 2025–26

Attendance886 in 100
Valley Life Charter’s place among California elementary schools, out of 100Tulare County Office of Education’s other elementary schoolsBar colour, from the lowest quarter of schools to the highest

One more thing to know

In grades 3–5, spring 2026, 9% of students tested in math scored Advanced, against 21% across California. Advanced is the top of the state’s four levels.

Each bar is Valley Life 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
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).

In its own words

What does Valley Life Charter say about itself?

We haven’t read Valley Life Charter’s website yet. Until we do, the school’s own site is the best place to hear it in its own words.

Open vlcs.org (opens in a new tab)

Progress

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

In English, about the same. In math, lower. In 2025, students here in grades 4–8 scored the same in English as California students who had the same score the year before. The state calls that Average. In math, they scored 9 points lower, which the state calls Moderate.

English

0

The same as California students who had the same score a year earlier. The state calls it Average, the third of its five growth levels.

By student group · students counted

Hispanic or Latino159−1 points
White150+5 points
Low-income136−5 points
Students with disabilities44−2 points
Two or More Races18+1 points

Math

−9

points lower than California students who had the same score a year earlier. The state calls it Moderate, the second of its five growth levels.

By student group · students counted

Hispanic or Latino159−11 points
White150−3 points
Low-income136−17 points
Students with disabilities44−12 points
Two or More Races18−19 points

Grades 4–8, 2025, 338 students 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 right at that expected score, and in math 9 points below it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

The state sorts every school’s growth result into five growth levels, from Minimal to Exceptional.

Here, as at most schools, the state’s figure blends the two most recent years, so it moves more slowly than one year’s scores.

Our Scope Score measures growth another way. It compares the latest grade 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 44th 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?

1 of the 7 elementary schools nearby have a higher Scope Score than Valley Life Charter. Each school is compared with every California elementary school.

Scope Score

8 elementary schools within 1.8 miles, highest score first. Under each name is how the school takes students.

  1. LinwoodVisalia Unified · by addressScope Score 7759th
  2. Valley Life CharterScope Score 7440th
  3. Cottonwood CreekVisalia Unified · by addressScope Score 7440th
  4. Royal OaksVisalia Unified · by addressScope Score 7339th
  5. CrestwoodVisalia Unified · by addressScope Score 7338th
  6. ConyerVisalia Unified · by addressScope Score 7232nd
  7. Willow GlenVisalia Unified · by addressScope Score 7017th
  8. Veva BluntVisalia Unified · by addressScope Score 6911th
Tulare County Office of EducationA neighborhood school in another district

A neighborhood school in another district takes students who live in its area. Ask that district about a transfer.

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%

6 of 8 schools are named on the chart. Point at a dot or tap it to read any school.

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 Valley Life Charter compare with schools like it?

Valley Life Charter’s Scope Score is 74. 603 California elementary schools, counting Valley Life Charter, have a similar share of students from low-income families. Their typical score is 80. Valley Life Charter’s result is higher than 53 of them.

The five schools with the highest results of the 603

  1. Students from low-income families: 41%

    Scope Score 97Strong · 99th percentile

  2. Students from low-income families: 36%

    Scope Score 97Strong · 99th percentile

  3. Students from low-income families: 36%

    Scope Score 96Strong · 99th percentile

  4. Students from low-income families: 41%

    Scope Score 95Strong · 98th percentile

  5. Students from low-income families: 38%

    Scope Score 95Strong · 98th percentile

603 California public elementary schools where 33% to 45% 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 33% to 45% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Valley Life Charter’s share. The count includes Valley Life 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 50% to 46% and math from 33% to 35%.

Share at the state’s top two test levels, 2017 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%2017201820192022202320242025202642%40%46%CaliforniaCalifornia46%Valley Life CharterThis school41%Tulare County Office of EducationDistrict

Math

No comparable testsNo tests25%50%75%2017201820192022202320242025202638%39%42%CaliforniaCalifornia35%Valley Life CharterThis school31%Tulare County Office of EducationDistrict

The lines break where a year has no comparable state test results. Each spring tests a different group of students. Tulare County Office of Education’s line combines its 4 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. Tulare County Office of Education’s figure weights each school by the students it tested.

English, grades 3–5: share at the top two levels
SpringValley Life CharterTulare County Office of EducationCaliforniaTested here
201740%42%45%264
201847%47%49%247
201951%49%50%222
202240%35%45%208
202344%36%44%209
202441%36%45%215
202550%39%46%218
202646%41%46%223
Math, grades 3–5: share at the top two levels
SpringValley Life CharterTulare County Office of EducationCaliforniaTested here
201739%38%40%264
201840%40%42%247
201945%42%44%222
202233%27%38%208
202331%27%40%209
202434%29%41%215
202533%30%41%218
202635%31%42%223

Tests

How did students here do on state tests?

Near California in English; below it in math.

English

46%

scored Proficient or Advanced.

22322818
Tulare County Office of Education41%California46%

Math

35%

scored Proficient or Advanced.

3431269
Tulare County Office of Education31%California42%
MinimalDeveloping levelProficientAdvanced

In grades 3–5, spring 2026, 46% scored Proficient or Advanced in English and 35% 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 does math compare with English?

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

How do the middle grades do?

Near California in English; below it in math. In grades 6–8, spring 2026, 48% scored Proficient or Advanced in English and 31% in math, against 49% and 37% across California. The middle grades are placed separately: 44th percentile (Developing) among California’s middle schools.

English

48%

scored Proficient or Advanced.

20323117
Tulare County Office of Education45%California49%

Math

31%

scored Proficient or Advanced.

41281912
Tulare County Office of Education25%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 Advanced41%39%58%
Advanced20%19%16%
Proficient21%20%42%
Developing level35%34%27%
Minimal24%27%15%
Tested747574
California44%46%49%
Difference−3−7+9
English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced42%56%46%
Advanced11%17%24%
Proficient31%39%22%
Developing level24%37%33%
Minimal34%7%21%
Tested747568
California48%51%49%
Difference−6+5−3
English, grade 11: share of students tested, spring 2026
MeasureGrade 11
Proficient or Advancedsuppressed
Advancedsuppressed
Proficientsuppressed
Developing levelsuppressed
Minimalsuppressed
Tested9
California57%
Difference—

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 Advanced41%39%24%
Advanced11%11%7%
Proficient30%28%17%
Developing level35%38%22%
Minimal24%23%54%
Tested747574
California47%42%37%
Difference−6−3−13
Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced17%45%29%
Advanced7%12%18%
Proficient10%33%11%
Developing level34%28%22%
Minimal49%27%49%
Tested727568
California37%38%36%
Difference−20+7−7
Math, grade 11: share of students tested, spring 2026
MeasureGrade 11
Proficient or Advancedsuppressed
Advancedsuppressed
Proficientsuppressed
Developing levelsuppressed
Minimalsuppressed
Tested9
California32%
Difference—

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 school18%28%32%22%223
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Tulare County Office of Education18%23%27%32%610
Math, grades 3–5 · This school9%26%31%34%223
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Tulare County Office of Education10%21%29%40%610
English, grades 6–8 · This school17%31%32%20%217
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Tulare County Office of Education13%32%28%27%626
Math, grades 6–8 · This school12%19%28%41%215
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Tulare County Office of Education11%14%29%46%626

Spring 2026, grades 3–5 combined: 223 tested in English, 223 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 51% of students. 44 of 770 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 (44 of 770 students).

At the average Tulare County Office of Education elementary school: 9 in 100. At the average California elementary school: 17 in 100.

Suspensions: 1.5% of students were suspended at least once (12 of 777). Average California elementary school 1.6%.

Students, 2024–25

688

students in grades TK–12.

Hispanic or Latino 51%White 39%Two or more races 7%Asian 1%

Family income

39%

of students qualified for free or reduced-price meals in 2024–25, 268 of 688. California: 63%.

Teachers, 2024–25

44

teachers, with 8 years of experience on average.

14% were in their first year.

65% of teaching positions had the right credential, 2021–22.

English learners

57%

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 (8 of 14 students).

Tulare County Office of Education: 36%. 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
4 in 100 students in grades 4–6 were chronically absent (9 of 233).
Grades 7–8
3 in 100 students in grades 7–8 were chronically absent (4 of 152).
Grades 9–12
0 of 32 students in grades 9–12 were chronically absent.

Our records hold no figure for Grades TK–3.

Full student mix, 2025–26
StudentsHere
Hispanic or Latino51%
White39%
Two or more races7%
Asian1%
Black or African American—
Filipino—
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: 25.2 of 38.7 full-time teaching positions. It counts positions, not individual teachers.

Student groups

How do kids like mine do here?

White students scored well below the same group across California.

This schoolThe same group, California
  • Low-incomeEnglish · 169 tested40%California 37%
  • Low-incomeMath · 169 tested23%California 28%
  • Hispanic or LatinoEnglish · 223 tested43%California 38%
  • Hispanic or LatinoMath · 223 tested28%California 28%
  • WhiteEnglish · 169 tested51%California 61%
  • WhiteMath · 169 tested36%California 53%

51% of White students scored Proficient or Advanced in English and 36% in math (grades 3–8, spring 2026), against 61% and 53% for the same group across California.

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 Tulare County Office of Educationvs California
Low-income · 169 tested
English40%—+337%
Math23%—−528%
Hispanic or Latino · 223 tested
English43%—+538%
Math28%—028%
White · 169 tested
English51%—−1061%
Math36%—−1753%

Each gap is to the same group, grades and subject: in Tulare County Office of Education, and across California. No group that is behind across California does 10 or more points better here.

Students with disabilities, 49 tested: no rate for grades 3–5, 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, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners 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 Valley Life 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?

Valley Life 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

40

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 Valley Life Charter like?

These figures are for everyone who lives in ZIP code 93277. They are not figures for the families at Valley Life Charter.

Typical household income in a year

$80,548

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 93277.

Typical home value
$350,400
People who live in this ZIP code
53,985
Typical age
35.6 years
Adults 25 and older with a four-year college degree
25%

What you can do

Who can act on Valley Life Charter’s results?

Valley Life Charter’s own board decides its plan.

State support

The state hasn’t placed Valley Life 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 5 questions to Valley Life Charter. Confirm anything about applying with the school itself.

On a tour

  1. What changes for a student who falls behind in math?9 points lower in math than California students who had the same score the year before, grades 4–8, 2025 (338 students)

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 Valley Life Charter how it admits students. Charter schools set their own enrollment steps and dates.

Where it is

Where is Valley Life Charter?

Address
3737 West Walnut Avenue, Visalia 93277Get directions (opens Google Maps in a new tab)
Administrator
Lori LackeyAs the state’s school directory lists it, last updated February 9, 2023.

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 Valley Life Charter how it admits students. Charter schools set their own enrollment steps and dates. See the details ↓

Is Valley Life Charter a good school?

Valley Life Charter has a Scope Score of 74. It scored higher than 40 in 100 of California’s 5,726 scored public elementary schools (Developing, 40th percentile, spring 2026).

  • Grades 6–8: higher than 44 in 100 California middle schools we score (44th percentile, Developing, 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 9 in 100 at the average Tulare County Office of Education elementary school. 1.5% of students (12 of 777) 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?

In English, about the same. In math, lower. In 2025, students here in grades 4–8 scored the same in English as California students who had the same score the year before. The state calls that Average. In math, they scored 9 points lower, which the state calls Moderate.

  • Included in this measure: 338 students

See the details ↓

How do kids like mine do here?

In spring 2026, 40% of low-income students in grades 3–8 at Valley Life Charter in Visalia 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, $668,567 is planned for 9 funded actions in 4 goals. That’s 5% of its $12.5 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 Valley Life Charter’s own plan commit to?

$668,567 is planned for 9 funded actions in 4 goals. That’s 5% of its $12.5 million general fund budget.

$668,567

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

The three largest actions in the plan

  • Other Suports - Speech, OT, PT, RSP Aids - New Part time Sped$335,178
  • To ensure continuity and stability in the teaching staff at VLCS, the school aims to maintain a low turnover rate and effectively manage new teacher hires for the upcoming 26-27 school year$247,889
  • To improve teacher equity and effectiveness, the school aims to decrease the number of teachers on Provisional Internships, Short-term Staff, Variable Term Waivers, or Substitute permits, as these are identified as ineffective by the California Department of Education (CDE) Teacher Equity Matrix$24,000

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, 112 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, 112 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 91% of the money; their titles are below. The plan itself puts 62% of it toward staff.

Reading, math and catch-up help

1 of the plan’s 9 funded actions names reading, math, catch-up help or English learners in its title.

  • Reading $7,500

Largest of these

  • Lexia and Spire to teach reading$7,500
For high-need students

It plans $661,567 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $1.0 million and estimates it spent $1.1 million, $0.1 million (7%) 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 35% 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 248%47%down 1 pt

Goals 1, 3 and 4 aren’t shown because they track 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
  • Other Suports - Speech, OT, PT, RSP Aids - New Part time Sped · $335,178
  • To ensure continuity and stability in the teaching staff at VLCS, the school aims to maintain a low turnover rate and effectively manage new teacher hires for the upcoming 26-27 school year · $247,889
  • To improve teacher equity and effectiveness, the school aims to decrease the number of teachers on Provisional Internships, Short-term Staff, Variable Term Waivers, or Substitute permits, as these are identified as ineffective by the California Department of Education (CDE) Teacher Equity Matrix · $24,000
The full plan4 goals, 12 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 ($668,567).

Where does the money go?

52% to Goal 4. Each box is one action, sized by its planned dollars. Tap a box to open its goal.

G1
G4

Every goal, in the plan’s order

Goal 1Rate of teacher misassignment as relates to: Equity Professional Learning Resource Alignment Teachers…$287,88943% of action budgets

“Rate of teacher misassignment as relates to: Equity Professional Learning Resource Alignment Teachers, Student access to standards-aligned instructional materials as relates to: Curriculum Instruction Resource Alignment, Facilities in good repair as relates to: Culture and Climate Resource Alignment - To decrease the rate of teacher misassignments, or ineffective teachers (as identified by the CDE Teacher Equity matrix). This also means to increase teacher retention” p. 11 ↗

3 funded actions

Largest funded actions

  1. To ensure continuity and stability in the teaching staff at VLCS, the school aims to maintain a low turnover rate and effectively manage new teacher hires for the upcoming 26-27 school year$247,889action 1.2 · p. 71 ↗
  2. To improve teacher equity and effectiveness, the school aims to decrease the number of teachers on Provisional Internships, Short-term Staff, Variable Term Waivers, or Substitute permits, as these are identified as ineffective by the California Department of Education (CDE) Teacher Equity Matrix$24,000action 1.1 · p. 71 ↗

1 more action is in the plan, counted in the goal’s total: p. 71 ↗

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. 11 ↗.

Goal 2 · Focus GoalPerformance on standardized tests, share of pupils that are college and career ready, share of English…$00% of action budgets

“Performance on standardized tests, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program as relates to: Assessment Curriculum Equity Instruction VLCS Will utilize the CAASPP Growth model when scores become available to determine the target outcome for year 3” p. 22 ↗

No funded actions in this plan

How the plan measures it · 2 measures

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

Goal 3 · Focus Goal"Increase parent participation in decision-making processes and programs for unduplicated pupils and special…$33,0005% of action budgets

“"Increase parent participation in decision-making processes and programs for unduplicated pupils and special need subgroups, focusing on enhancing culture and climate equity, family engagement, and community involvement. By the end of the academic year, we aim to achieve a 20% increase in parent attendance at decision-making meetings and program events compared to the previous year, as measured by sign-in sheets and feedback forms. Efforts will include implementing targeted outreach strategies, such as multilingual communication, flexible meeting times, and culturally sensitive approaches, to ensure inclusivity and accessibility. Progress will be regularly monitored and adjustments made as needed to support meaningful parent engagement and foster a more inclusive educational environment."” p. 32 ↗

3 funded actions

Largest funded actions

  1. Parent Engagement$13,000action 3.2 · p. 72 ↗
  2. School Events$10,000action 3.1 · p. 72 ↗
  3. Attendance Incentives$10,000action 3.3 · p. 72 ↗

How the plan measures it · 3 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 32 ↗.

Goal 4 · Focus GoalPupil Achievement focusing on students with IEP's -Goal: By the end of the LCAP year, students with…$347,67852% of action budgets

“Pupil Achievement focusing on students with IEP's -Goal: By the end of the LCAP year, students with disabilities, taking the ELA and Math CAASPP & NWEA assessments will show a 5% growth per year, thus narrowing the gap and making significant progress towards meeting academic benchmarks” p. 37 ↗

3 funded actions

Largest funded actions

  1. Other Suports - Speech, OT, PT, RSP Aids - New Part time Sped$335,178action 4.3 · p. 73 ↗
  2. Lexia and Spire to teach reading$7,500action 4.2 · p. 72 ↗
  3. Goal setting and progress monitoring$5,000action 4.1 · p. 72 ↗

How the plan measures it · 3 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 37 ↗.

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 13 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
13
Sources
California Department of EducationU.S. Census BureauU.S. Department of Education, Office for Civil Rights
State test years
2017–2026

Results

Students

After high school

Money and staff

Place, downloads and method

Score factorssource values, index and weights · 2025–26 · ranked #3,389 of 5,726 California elementary schools we score · #3 of 4 in Tulare County Office of Education
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math14%4342%
Proficient or Advancedaverage of English and math40%4823%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+72 scale-score pts4420%
Chronically absent6 in 100675%
Suspension rate1.5% (12 of 777)515%
English learners: top level6%345%

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
2025–267440#3389California 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−10
2021–22not on filenot on file−14
2022–23not on filenot on file−4
2023–246 in 1001.0% (7 of 701)−3
2024–255 in 1001.1% (8 of 713)−12
2025–266 in 1001.5% (12 of 777)+1

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

Grade gap: the same year’s grade 3 and grade 5 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).
No 2019–20 or 2020–21 records in this SchoolScope series
Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English44918%47%
2026 · Math44711%32%
2025 · English42516%48%
2025 · Math42512%30%
2024 · English40415%43%
2024 · Math40412%31%
2023 · English40014%42%
2023 · Math39911%27%
2022 · English39716%43%
2022 · Math39712%27%
2019 · English42119%52%
2019 · Math42114%36%
2018 · English43916%48%
2018 · Math43914%35%
2017 · English42116%44%
2017 · Math42116%38%

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 · English7249%
2025 · Grade 4 · English7352%
2025 · Grade 5 · English7349%
2025 · Grade 6 · English7445%
2025 · Grade 7 · English6458%
2025 · Grade 8 · English6638%
2025 · Grade 11 · English——
2025 · Grade 3 · Math7244%
2025 · Grade 4 · Math7336%
2025 · Grade 5 · Math7321%
2025 · Grade 6 · Math7424%
2025 · Grade 7 · Math6430%
2025 · Grade 8 · Math6627%
2025 · Grade 11 · Math——
2024 · Grade 3 · English7149%
2024 · Grade 4 · English7128%
2024 · Grade 5 · English7345%
2024 · Grade 6 · English6751%
2024 · Grade 7 · English5937%
2024 · Grade 8 · English6043%
2024 · Grade 11 · English——
2024 · Grade 3 · Math7137%
2024 · Grade 4 · Math7131%
2024 · Grade 5 · Math7334%
2024 · Grade 6 · Math6731%
2024 · Grade 7 · Math5929%
2024 · Grade 8 · Math6022%
2024 · Grade 11 · Math——
2023 · Grade 3 · English7243%
2023 · Grade 4 · English6850%
2023 · Grade 5 · English6939%
2023 · Grade 6 · English7137%
2023 · Grade 7 · English6143%
2023 · Grade 8 · English5742%
2023 · Grade 11 · English——
2023 · Grade 3 · Math7231%
2023 · Grade 4 · Math6837%
2023 · Grade 5 · Math6926%
2023 · Grade 6 · Math7131%
2023 · Grade 7 · Math6121%
2023 · Grade 8 · Math5616%
2023 · Grade 11 · Math——
2022 · Grade 3 · English7046%
2022 · Grade 4 · English6733%
2022 · Grade 5 · English7142%
2022 · Grade 6 · English7239%
2022 · Grade 7 · English5553%
2022 · Grade 8 · English6146%
2022 · Grade 11 · English——
2022 · Grade 3 · Math7047%
2022 · Grade 4 · Math6728%
2022 · Grade 5 · Math7123%
2022 · Grade 6 · Math7224%
2022 · Grade 7 · Math5529%
2022 · Grade 8 · Math6111%
2022 · Grade 11 · Math——
2019 · Grade 3 · English7453%
2019 · Grade 4 · English7453%
2019 · Grade 5 · English7447%
2019 · Grade 6 · English9051%
2019 · Grade 7 · English6752%
2019 · Grade 8 · English3863%
2019 · Grade 11 · English4—
2019 · Grade 3 · Math7453%
2019 · Grade 4 · Math7445%
2019 · Grade 5 · Math7438%
2019 · Grade 6 · Math9028%
2019 · Grade 7 · Math6724%
2019 · Grade 8 · Math3826%
2019 · Grade 11 · Math4—
2018 · Grade 3 · English7846%
2018 · Grade 4 · English7247%
2018 · Grade 5 · English9746%
2018 · Grade 6 · English8645%
2018 · Grade 7 · English5147%
2018 · Grade 8 · English5456%
2018 · Grade 11 · English——
2018 · Grade 3 · Math7846%
2018 · Grade 4 · Math7249%
2018 · Grade 5 · Math9729%
2018 · Grade 6 · Math8629%
2018 · Grade 7 · Math5122%
2018 · Grade 8 · Math5433%
2018 · Grade 11 · Math——
2017 · Grade 3 · English7240%
2017 · Grade 4 · English9836%
2017 · Grade 5 · English9445%
2017 · Grade 6 · English5145%
2017 · Grade 7 · English5169%
2017 · Grade 8 · English5139%
2017 · Grade 11 · English——
2017 · Grade 3 · Math7249%
2017 · Grade 4 · Math9844%
2017 · Grade 5 · Math9428%
2017 · Grade 6 · Math5124%
2017 · Grade 7 · Math5157%
2017 · Grade 8 · Math5131%
2017 · Grade 11 · Math——

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
Schoolwide1527%22%64%7%

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-income16940%—+3
Hispanic or Latino22343%—+5
White16951%—−10
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 students0338Average−9338Moderate
English-only students0322not categorized−9322not categorized
Hispanic or Latino−1159Average−11159Moderate
White+5150Accelerated−3150Average
Low-income−5136Average−17136Moderate
Students with disabilities−244Average−1244Moderate
Two or more races+118Average−1918Moderate

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
15%
exceeded standard · 49% met or exceeded
CDE CAASPP 2024 · 71 English test records with scores
English · 2026 · Grade 5
16%
Advanced · 58% Proficient or Advanced
CDE CAASPP 2026 · 74 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 71 (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 · English0 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

338 students

CDE growth category: Average

California growth model, English: 0 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's +2-point median for California elementary school records.

State model · math−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

338 students

CDE growth category: Moderate

California growth model, math: −9 scale-score points versus the state's expectation, CDE category Moderate, 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 · 5 in 100 → 2025–26 · 6 in 100 · +1 in 100
Suspension rate2024–25 · 1.1% (8 of 713) → 2025–26 · 1.5% (12 of 777) · +0.4 percentage points
Group2018–192025–26Change
Female—6 in 100—
Male—5 in 100—
Asian—0 of 11—
Hispanic or Latino—6 in 100—
Two or more races—2 of 53—
White—6 in 100—
Students with disabilities—8 in 100—
English learners—0 of 18—
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.

Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot
MeasureThis school
AP offerednot reported
AP course countnot reported
AP enrollment (male/female)not reported
IB participationnot reported
Dual enrollmentnot offered
Algebra I in grade 8not reported
Calculus sections0
Physics sections1
Chemistry sections0
Reported male/female enrollment (CRDC)678

These counts aren’t part of the Scope Score. “Not reported” means the federal record has no value for that item; it isn’t a zero. Enrollment counts add the male and female students the survey reports.

Fundingschool and district spending, from state and federal finance records · each row names its fiscal year and measure

Per-pupil spending

District · current expense$97,094 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 1,561 pupils

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation
Instruction 34%Instruction support 25%Student services 19%Administration 10%Buildings & maintenance 4%Other 8%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$69,245,73334.03%34%
Instruction support$50,669,22124.90%25%
Student services$38,103,80818.72%19%
Administration$20,270,6379.96%10%
Buildings & maintenance$9,433,8894.64%4%
Other$15,780,9817.75%8%
Total$203,504,268100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $203,504,268 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$97,094 per pupil
2020$93,270 per pupil
2019$82,128 per pupil
2018$44,912 per pupil
2017$52,208 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 holders5.9%

CDE 2024–25 SARC, Teacher Preparation and Placement table; measured school year 2021–22. Share of reported school teaching-position full-time equivalents assigned to properly assigned intern credential holders. A reported 0.0% is shown; unavailable rates are omitted. This is a position share, not a count of current teachers or of emergency permits.

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 93277 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 93277 area
MeasureEstimate
Median household income$80,548
Bachelor's degree or higher (adults 25+)25%
ZIP-area population53,985
Median age35.6 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 93277 →

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 · federal civil rights data (CRDC) 2023–24, a past snapshot · 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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