Public school · Walnut Valley Unified · Walnut, California

Walnut Elementary — Rating & test scores

Walnut · TK–5 · 706 students (2024–25)

841 South Glenwick, 91789(909) 594-1820
93rdpercentileStrong

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

Scope Score
71

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

See this school’s score factors ↓
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Well above California in English (reading and writing) and math, grades 3–5, spring 2026: 72% and 78% scored Proficient or Advanced, against 46% and 42%.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 358 in English, 360 in math
Comparison
California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).

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

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Shared campus · © OpenStreetMap

The California School Campus Database records Ron Hockwalt Academies (Continuation) on this campus too; it gives each school the whole campus, so this drawing doesn’t show which buildings each uses.

Drawn from OpenStreetMap, with building heights from LA County. 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.

In grades 3–5, spring 2026, 49% of students tested in English and 52% in math scored Advanced, against 24% and 21% across California. Advanced is the top of the state’s four levels.

Sources
The sentence above
California’s state tests (CAASPP), California Department of Education, spring 2026. All students tested in grades 3–5: 358 in English, 360 in math. 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).

Common questions

How do I get in?

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

Is Walnut Elementary a good elementary school?

Walnut Elementary scores higher than 93 in 100 of California’s 5,726 scored public elementary schools: 93rd percentile, Strong, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 4 in 100 students missed 10% or more of school days, against 5 in 100 at the average Walnut Valley Unified elementary school. 0.3% of students (2 of 730) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

More questions (4)

Did students here score above what the state expected?

In English, about as expected; in math, yes. In 2025, students here in grades 4 and 5 scored +3 points against the state’s expected score in English, which the state calls Average. In math, they scored +14 points, which it calls Accelerated.

  • Included in this measure: 227 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 52% of low-income students in grades 3–5 at Walnut Elementary scored Proficient or Advanced in English, against 36% for the same group across California. Evidence ↓

Where does it lead?

In the 2015–16 federal attendance-boundary survey, most of Walnut Elementary's attendance area fell inside the attendance area of South Pointe Middle. Boundaries come from the U.S. Department of Education’s School Attendance Boundary Survey, a 2015-16 collection and the most recent national one — they are approximate and may since have changed. A boundary doesn’t guarantee placement; confirm your address with the district.

  • South Pointe Middle: 97th percentile (Strong) of California’s regular public and charter middle schools, 2026 Scope Score

Evidence ↓

What should I ask on a visit?

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

Academic achievement

How did students here do on state tests?

Well above California in both subjects.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 72% scored Proficient or Advanced in English and 78% in math, against 46% and 42% across California.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 358 in English, 360 in math
Comparison
California: CDE’s grades 3–5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English, 1,211,701 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard

English

Grades 3–5 · spring 2026 · 358 tested

Advanced
49%
Proficient
23%
Below the standard
28%
This school72%
California46%
Walnut Valley Unified71%

72% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 360 tested

Advanced
52%
Proficient
26%
Below the standard
22%
This school78%
California42%
Walnut Valley Unified72%

78% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–5 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced66%70%81%
Advanced46%45%58%
Proficient20%25%23%
Developing level17%17%9%
Minimal17%13%10%
Tested123119116
California44%46%49%
Difference+22+24+32

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 Advanced82%79%74%
Advanced48%51%56%
Proficient34%28%18%
Developing level7%17%17%
Minimal11%4%9%
Tested123119118
California47%42%37%
Difference+35+37+37

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

A grade the school doesn't teach has no row. “Suppressed” marks a result CDE blanks because fewer than 11 students tested (CDE’s reporting rule); “none tested” marks a grade CDE lists with no students tested; “not on file” marks a result missing from the records we hold. None of them means zero.

New to these scores? Read CAASPP scores explained: how to read your child’s report →

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

High ceilingA high share of students here scored Advanced, the state’s top level. The English and math cards above give each figure.
Broad baseMost students here scored Proficient or Advanced, the state’s top two levels. The English and math cards above give each figure.

Have results changed?

Results in both subjects were similar to 2025. English went from 75% to 72% and math from 77% to 78%.

English · top two levels · grades 3–5

202575%357 tested
→
202672%358 tested

This school

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

Math · top two levels · grades 3–5

202577%361 tested
→
202678%360 tested

This school

California, same grades41% → 42%2025 → 2026 · 1,241,652 → 1,211,701 tested

Each year is a different group of students.

Did students here score above what the state expected?

In English, about as expected; in math, yes. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4 and 5 scored +3 points against that expected score in English, which the state calls Average. In math, they scored +14 points, which it calls Accelerated.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 4 and 5: 227
Comparison
Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Grades 4 and 5 · 2025 · 227 students with scores in both years

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

+3 pts

English

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

+14 pts

Math

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

Ask: How do you help children who need more support in reading or math, and those ready for more challenge?

All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts
Share of students tested at each level, spring 2026
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 3–5 · This school49%23%15%13%358
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Walnut Valley Unified46%25%15%14%2,945
Math, grades 3–5 · This school52%26%14%8%360
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Walnut Valley Unified47%25%17%11%3,011

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

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

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown · English and math have stayed well above California in every tested year since 2017

Chart and table: 2017–2026.

English top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202672%46%
Math top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202678%42%

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

In grades 3–5, the share at the state’s top two levels in English went from 71% in 2017 to 72% in 2026. In math, it went from 71% in 2017 to 78% in 2026, with 2025 and 2026 about the same. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3–5
YearThis schoolCalifornia
201771%
342 tested		45%
1,384,680 tested
201873%
350 tested		49%
1,346,907 tested
201976%
341 tested		50%
1,332,547 tested
202278%
342 tested		45%
1,260,830 tested
202376%
352 tested		44%
1,247,801 tested
202478%
351 tested		45%
1,235,509 tested
202575%
357 tested		46%
1,232,086 tested
202672%
358 tested		46%
1,208,894 tested
Math · top two levels · grades 3–5
YearThis schoolCalifornia
201771%
341 tested		40%
1,392,040 tested
201878%
353 tested		42%
1,352,321 tested
201977%
345 tested		44%
1,338,625 tested
202275%
344 tested		38%
1,265,943 tested
202379%
357 tested		40%
1,256,519 tested
202479%
355 tested		41%
1,249,262 tested
202577%
361 tested		41%
1,241,652 tested
202678%
360 tested		42%
1,211,701 tested
How the state’s growth measure worksPoints above or below what the state expected from the same students’ earlier scores

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 3 points above that expected score, and in math 14 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.

Life at school

How often do students miss school or get suspended?

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

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. 0.3% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Context Close to the 5 in 100 at the average Walnut Valley Unified elementary school: a pattern across the district.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 27 of 727 students counted for it; suspension: 2 of 730 students enrolled during the year
Comparison
Each comparison is the rate at the average school (our average of school rates), not a pooled rate. Also: suspensions at the average Walnut Valley Unified elementary school 0.3%.

Chronically absent, 2025–26

4 in 100This school
5 in 100At the average Walnut Valley Unified elementary school
17 in 100At the average California elementary school

27 of 727 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0.3%

of students were suspended at least once (2 of 730). Average California elementary school 1.6%.

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

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

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

Questions for your visit ↓

Have a child here? Answer 7 questionsResponder en español

Work here? Answer the staff questions.

Every learner

How do kids like mine do here?

Three student groups here scored well above the same groups across California in English.

Student groups, grades 3–5, spring 2026

Low-income and Hispanic or Latino students and English learners all score below California’s rate for all students statewide. 52% of low-income students scored Proficient or Advanced in English (grades 3–5, spring 2026), against 36% for the same group across California. The chart gives each group’s figures. Every group’s math results are in the table below.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 3–5; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison
California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).
Walnut ElementarySame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students
  • Asian270 tested75%Same group, California 70%
  • Hispanic or Latino43 testedAhead of the same group across California, where that group scores below California’s rate for all students: 53%Same group, California 36%
  • Low-income110 testedAhead of the same group across California, where that group scores below California’s rate for all students: 52%Same group, California 36%
  • English learners56 testedAhead of the same group across California, where that group scores below California’s rate for all students: 27%Same group, California 13%

Proficient or Advanced, grades 3–5 English, spring 2026. In math the same groups run from 43% to 85%; every value is in the table below.

Who are the students?

2025–26 · students counted
1. Asian: 72%2. Hispanic or Latino: 16%3. Two or more races: 5%4. Filipino: 4%Unallocated share: 3%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Asian72%
  2. Hispanic or Latino16%
  3. Two or more races5%
  4. Filipino4%
  5. White—
  6. Black or African American—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. Unallocated share3%
A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. Source and comparisons: the full student mix below.

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

60% of English learners here moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026.

Spring 2025 to spring 2026 · English learners with state English test (ELPAC) scores in both years

This school · 66 of 110 English learners60%
Walnut Valley Unified · 1,020 of 1,60064%
California · 355,274 of 748,91647%

It counts students moving up the test’s levels, so a student can count here before becoming fluent. Data source: California Department of Education, 2026 Dashboard ↗.

Who are the families and teachers?

25%of students qualified for free or reduced-price meals in 2024–25, 178 of 706. California: 63%.

28teachers, 2024–25

14 yearsaverage experience, 2024–25

14%in their first year, 2024–25

94%of teaching positions with proper credential and placement, 2021–22

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

All group results, district comparisons and sources
Proficient or Advancedgrades 3–5 · spring 2026
Group and subjectHerevs Walnut Valley Unifiedvs California
Low-income · 110 tested
English52%−860%+1636%
Math65%+263%+3431%
Asian · 270 tested in English, 271 in math
English75%075%+570%
Math85%+580%+1471%
Hispanic or Latino · 43 tested in English, 44 in math
English53%053%+1736%
Math43%−245%+1231%
English learners · 56 tested in English, 58 in math
English27%−229%+1413%
Math50%+446%+3416%

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

No published rate here for Black or African American, Filipino, White, 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.

Full student mix, comparisons and sources, 2025–26
Students, 2025–26Here
Asian72%
Hispanic or Latino16%
Two or more races5%
Filipino4%
White—
Black or African American—
American Indian or Alaska Native—
Pacific Islander—
Not reported—

Data source: California Department of Education chronic-absence file, 2025–26. Shares are of the students the file counts for attendance (CDE’s “eligible enrollment”); unavailable categories are shown as a dash.

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 94% of teaching positions, 25.6 properly credentialed teaching-position FTE out of 27.3 total position FTE. This measures positions, not individual teachers.

Next steps

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

  1. Elementary · this school
    Walnut Elementary
    Grades TK–5
  2. Middle
    South Pointe Middle
    97th · Strong · 2026Its zone mostly overlaps this school’s zone on a historical federal map (2015–16)
  3. High
    Diamond Bar High
    93rd · Strong · 2025Inferred through another school · underlying source period unavailable; not a direct feeder

Historical links and nearby options · confirm your child’s address and current assignment with the district. Each school’s standing compares it with California schools at its own level. Explore schools on the map

All recorded links and nearby alternatives

Middle-school links

  • South Pointe Middle

    Its zone mostly overlaps this school’s zone on a historical federal map (2015–16)

    97th percentile · Strong · middle · 2026

    100% historical overlap of origin attendance-zone area · not a share of students

High-school links

  • Diamond Bar High

    Inferred through another school · underlying source period unavailable; not a direct feeder

    93rd percentile · Strong · high · 2025

  • Walnut High

    Inferred through another school · underlying source period unavailable; not a direct feeder

    93rd percentile · Strong · high · 2025

Links do not guarantee placement. Charter, magnet, transfer and other admission routes can differ. Each school’s percentile compares it with California schools at its own level (continuation and alternative schools only with their own kind); the stages are not one ranking. Older zone links come from the federal School Attendance Boundary Survey (NCES SABS).

Where the path ends: Diamond Bar High
Diamond Bar High93rd · Strong · 2025 · Scope Score 80estimated path

An inferred path through a middle-school overlap points to Diamond Bar High. UC records 194 enrollees from Diamond Bar High for fall 2025. The AP Course Audit lists 30 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. If a child starting here today later attended Diamond Bar High, that would be around 2036, and a school can change a lot in 10 years. By the state’s 2023 count, 93% of the students who finished high school at Diamond Bar High enrolled in college within 12 months, UC or not.

194 UC enrollees (fall 2025) · 30 authorized AP courses (AP Course Audit 2025–26) → full record on Diamond Bar High's page
Source: UC & College Board AP Course Ledger

How do I get in?

Ask Walnut Valley Unified which school serves your address.

Office: (909) 594-1820Administrator: Robert Chang

Location and visiting

Get directions  (opens Google Maps in a new tab)
841 South Glenwick, Walnut 91789

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

Questions for your visit

  1. How many K–2 students did screening find at risk last year, and how many got extra reading help?
  2. How do you help children who need more support in reading or math, and those ready for more challenge?
  3. When a child starts missing school, who calls the family, and how soon?
  4. How does the school keep low-income students and other student groups on track as they move up through the grades?
  5. What extra help do English learners get, and how do you know it’s working? 27% of English learners scored Proficient or Advanced in English, grades 3–5, spring 2026 (56 students tested); the same group across California: 13%
  6. What are the school-day hours and after-school care options?

Office (909) 594-1820841 South Glenwick, directions  (opens Google Maps in a new tab)

Nearby elementary schoolsClosest first, by straight-line distance

The closest elementary schools, by straight-line distance from this campus. Distance isn’t an attendance boundary.

Nearby elementary schoolsPercentile among California elementary schools, 2026

Each percentile compares a school with California schools at its own level.

Explore nearby schools on the map

Source records

Every figure on this page, with its source, grades, year and count.

Score factorssource values, index and weights · 2025–26 · ranked #377 of 5,726 California elementary schools we score · #4 of 9 in Walnut Valley Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math51%7942%
Proficient or Advancedaverage of English and math75%7523%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+79 scale-score pts5520%
Chronically absent4 in 100715%
Suspension rate0.3% (2 of 730)615%
English learners: top level34%765%

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
2025–267193#377California 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)
2018–192 in 1001.3% (9 of 686)−6
2021–22not on filenot on file−9
2022–23not on filenot on file−13
2023–247 in 1000 of 718+3
2024–254 in 1000.1% (1 of 735)+5
2025–264 in 1000.3% (2 of 730)+3

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 · English35849%72%
2026 · Math36052%78%
2025 · English35751%75%
2025 · Math36155%77%
2024 · English35151%78%
2024 · Math35554%79%
2023 · English35253%76%
2023 · Math35756%79%
2022 · English34257%78%
2022 · Math34451%75%
2019 · English34150%76%
2019 · Math34552%77%
2018 · English35051%73%
2018 · Math35352%78%
2017 · English34243%71%
2017 · Math34145%71%

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 · English11971%
2025 · Grade 4 · English11572%
2025 · Grade 5 · English12383%
2025 · Grade 3 · Math11979%
2025 · Grade 4 · Math11776%
2025 · Grade 5 · Math12576%
2024 · Grade 3 · English11073%
2024 · Grade 4 · English11879%
2024 · Grade 5 · English12381%
2024 · Grade 3 · Math11180%
2024 · Grade 4 · Math12279%
2024 · Grade 5 · Math12278%
2023 · Grade 3 · English10281%
2023 · Grade 4 · English12072%
2023 · Grade 5 · English13076%
2023 · Grade 3 · Math10287%
2023 · Grade 4 · Math12284%
2023 · Grade 5 · Math13367%
2022 · Grade 3 · English11780%
2022 · Grade 4 · English12075%
2022 · Grade 5 · English10578%
2022 · Grade 3 · Math11785%
2022 · Grade 4 · Math12271%
2022 · Grade 5 · Math10569%
2019 · Grade 3 · English11579%
2019 · Grade 4 · English11071%
2019 · Grade 5 · English11678%
2019 · Grade 3 · Math11684%
2019 · Grade 4 · Math11374%
2019 · Grade 5 · Math11673%
2018 · Grade 3 · English11377%
2018 · Grade 4 · English11473%
2018 · Grade 5 · English12369%
2018 · Grade 3 · Math11580%
2018 · Grade 4 · Math11481%
2018 · Grade 5 · Math12473%
2017 · Grade 3 · English11271%
2017 · Grade 4 · English12374%
2017 · Grade 5 · English10766%
2017 · Grade 3 · Math11378%
2017 · Grade 4 · Math12371%
2017 · Grade 5 · Math10564%

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
Schoolwide11835%29%31%5%

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-income11052%−8+16
Asian27075%0+5
English learners5627%−2+14
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+3227Average+14227Accelerated
Asian+4177Average+18177Accelerated
English-only students−288not categorized+288not categorized
English learners+478Average+2578Exceptional
Low-income+465Average+2165Exceptional
Recently reclassified as fluent in English+953not categorized+2053not categorized
Hispanic or Latino−628Moderate−828Moderate
English learners only−725not categorized+2925not categorized
Students with disabilities−222Average+522Accelerated

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

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

Grade 5 in 2026 against grade 3 in 2024 · English

English · 2024 · Grade 3
54%
exceeded standard · 73% met or exceeded
CDE CAASPP 2024 · 110 English test records with scores
English · 2026 · Grade 5
58%
Advanced · 81% Proficient or Advanced
CDE CAASPP 2026 · 116 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 111 (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+3 pts vs expected

matched students, grades 4 and 5

CDE California growth model · 2025 Dashboard

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

All students, grades 4 and 5

227 students

CDE growth category: Average

California growth model, English: +3 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+14 pts vs expected

matched students, grades 4 and 5

CDE California growth model · 2025 Dashboard

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

All students, grades 4 and 5

227 students

CDE growth category: Accelerated

California growth model, math: +14 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; here that is grades 4 and 5, and it is not part of the Scope Score.

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

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

Year-over-year school rates
Chronic absenteeism2024–25 · 4 in 100 → 2025–26 · 4 in 100 · 0 in 100
Suspension rate2024–25 · 0.1% (1 of 735) → 2025–26 · 0.3% (2 of 730) · +0.2 percentage points
Group2018–192025–26Change
Female1 in 1003 in 100+2 in 100
Male4 in 1004 in 1000 in 100
Asian1 in 1002 in 100+1 in 100
Filipino0 in 1007 in 100+7 in 100
Hispanic or Latino4 in 10010 in 100+6 in 100
Two or more races9 in 1003 in 100−6 in 100
White0 in 100——
Students with disabilities13 in 1009 in 100−4 in 100
English learners4 in 1002 in 100−2 in 100
Low-income4 in 1004 in 1000 in 100
All students2 in 1004 in 100+2 in 100

Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.

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

Per-pupil spending

District · current expense$12,119 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 13,493 pupils

California · selected district mean$14,491 per pupil

NCES F-33 · FY 2020–21 (2021) · SchoolScope’s unweighted mean across 818 selected California district finance records

School-level federal expenditures$312 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 706

Central federal expenditures attributed here$242 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 706

District current expense · FY 2024–25$15,388 per ADA

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

These figures are not directly comparable: school ESSA attributed spending and NCES district current expense use different measures and populations. Their fiscal years are labeled above.

How the California mean was selected

SchoolScope starts with its selected California finance records, not every NCES California district. For FY 2020–21, it calculates an unweighted mean of NCES F-33 current expense per pupil. District records contribute once, regardless of enrollment. The calculation keeps records with positive per-pupil current expense, enrollment over 100, CCD agency type 1, and a recorded district name; it excludes names ending in County Office of Education, Department of Education, or Superintendent of Schools. This is a SchoolScope calculation, not a state-published spending average.

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation
Instruction 59%Instruction support 10%Student services 13%Administration 6%Buildings & maintenance 11%Other 1%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$124,569,60159.48%59%
Instruction support$20,594,5529.83%10%
Student services$26,319,89212.57%13%
Administration$12,178,5495.81%6%
Buildings & maintenance$22,956,51710.96%11%
Other$2,817,2961.35%1%
Total$209,436,407100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $209,436,407 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$12,119 per pupil
2020$11,315 per pupil
2019$11,162 per pupil
2018$10,783 per pupil
2017$10,280 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 91789 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 91789 area
MeasureEstimate
Median household income$125,720
Bachelor's degree or higher (adults 25+)54%
ZIP-area population40,298
Median age46.3 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 91789 →

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

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