Woodrow Wallace Middle: No single number tells this school's story. Here's the honest picture.
Woodrow Wallace posts 23% meeting the standard and 6.5% exceeding it, against 39% and 16.8% statewide. The gaps and the bright spots below are the real read.
| Scope | % Exceeded | % Met+ | Growth (2023 G6 → 2025 G8) | Absence | Suspension | |
|---|---|---|---|---|---|---|
| This school | 29 | 6% | 23% | Strong · p86 | 36.2% | 4.6% |
| CA average · Middle School | 38 | 17% | 39% | Average · p50 | 18.5% | 3.7% |
Woodrow Wallace Middle scores 29 of 100 on SchoolScope's Scope Score — the 35th percentile of 2,238 California middle schools (CDE CAASPP 2025).
Measures test performance, attendance, and climate — not arts, community, or your kid. How we score →
📈 On the Rise — Ask how many years the improvement has held, not just the latest one — one strong cohort and a real turnaround can look identical in a single year of data.
Most rating sites would stop at “23% proficient” and call it done. Woodrow Wallace deserves a closer read. The school sits in Lake Isabella, where four in five students qualify for free or reduced lunch — and reading the numbers without that context misreads the school.
The seven-year arc
Climbed from the 15th to the 35th percentile since 2019 — past roughly 200 middle schools.
This school hasn't fully recovered from the pandemic: 23% meet the standard today, versus 28% in 2019 — a gap worth asking about on a visit.
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 6 | 27% | 25% | 22% | 30% | 29% |
| Grade 7 | 42% | 25% | 20% | 24% | 35% |
| Grade 8 | 45% | 36% | 24% | 25% | 29% |
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 6 | 18% | 15% | 11% | 11% | 12% |
| Grade 7 | 17% | 17% | 20% | 14% | 20% |
| Grade 8 | 20% | 16% | 7% | 9% | 15% |
The story this school is actually telling
The school, grade by grade
ELA · CAASPP 2024–25Different students, same year — each bar is one grade's proficiency mix.
The honest read: the share exceeding rises 4.7pp across grades; the proficiency floor barely moves. The state average rises 0.1pp over the same span. Kids here gain ground the longer they stay — the pattern you want to see. A school visit and conversation with teachers will tell you more than this number.
The 5 things our score weighs
California's own answer to the same question
California runs its own growth model, following individual children in grades 4 through 8 rather than comparing school-wide averages the way we do — and its two subjects part company here. It puts this school around the 60th percentile of California middle schools in reading and the 40th in math; ours, which blends the subjects, lands around the 86th. A gap that size between reading and math in one building is worth asking about directly — one year of data can't tell you whether it is the teaching, the cohort, or noise.
— pts vs expected is scale-score points above or below what California's model predicted for these same children from their own prior-year scores. It is not a percentage and not a percent of anything. A typical California middle school lands at −1 in reading, and the middle half of them fall between −8 and +6 — the spread is wide, so read the rank, not the sign. CDE blends two consecutive years into each published figure, so adjacent years share input data and no year-over-year trend can honestly be drawn from them. It covers grades 4-8 only, and it is not part of the Scope Score — we assessed it and left it out: it tracks school demographics roughly three times as strongly as our own growth measure does, and one published year is not enough to test how stable it is.
Ask what the school is working on next. Strong numbers tell you where a school is, not where it's going.
- Ask how the school follows up when a student starts missing days — chronic absence often starts outside the classroom, not inside it.
- Ask whether the tour can step into a working classroom — watch how the teacher handles a student who's stuck.
- Ask to tour while school's in session, and notice how hallways and transitions feel — culture shows up between classes, not just in them.
- Ask how the school communicates with families when a child starts to struggle.
- Ask what a typical day looks like for a new student in the first few weeks.
How every group of students does here
At Woodrow Wallace Middle in Lake Isabella, 27.9% of low-income students met or exceeded the ELA standard in 2025, compared to 27.3% district-wide and 38.2% statewide. Woodrow Wallace Middle outperforms its district average for low-income students by 0.6 percentage points in ELA. Other subgroups: Low-Income students (12.6% Math proficient); White students (33.5% ELA proficient). The largest proficiency gap is 31.2 percentage points for disabilities students. Data source: California Department of Education, CAASPP 2024-25. 215 students tested.
7 of 14 student groups here are too small to report — a privacy protection, not a gap.
Change in proficiency from the lowest tested grade — which groups gain ground the longer they stay. Groups with fewer than 10 tested students per grade are not shown.
Low-income student ELA proficiency rises by 2.8pp from grade 6 to grade 8 at this school. District average: +2.8pp.
California follows these children individually and predicts each one's score from their own prior year. Each row is read against the same group at a typical California middle school — not against zero, and not against this school's all-students figure, because the state's expectation already differs by group.
— A group not listed at all had fewer than 11 students with a growth score, so California published nothing for it here. That is a privacy protection, not a judgment about those students. — Context only. None of this enters the Scope Score.
Showing up, and staying in class
Where the path goes
The path below follows attendance boundaries — scores shown for each next step.
Feeder patterns derived from NCES attendance boundary data. Boundaries are approximate and may have changed — verify with your school district for current assignments.
The people teaching here
Pay is set by the district, not the school.
What gets spent here
$1,584 per student arrives as federal Title funding — a measure of concentrated need, not school quality.
The district's current expense of education per student, from CDE's annual SACS filing — the freshest district spending figure the state publishes.
District-level, from the district's own SACS general-ledger filing — school-by-school breakdowns aren't published by the state.
Source: NCES F-33 · Full district breakdown →
The neighborhood it serves
Source: U.S. Census Bureau, American Community Survey 5-year estimates (2024) · ZIP-level
At 269 students, this school is much smaller than the typical California middle school (≈860).
On the state's science test (CAST), 20% met or exceeded the standard — science is tested in grades 5 and 8 and once in high school, and it never enters the Scope Score.
Frequently asked questions
Is Woodrow Wallace Middle a good middle school?
What are Woodrow Wallace Middle's CAASPP test scores?
How does Woodrow Wallace Middle rank in California?
Is Woodrow Wallace Middle getting better or worse?
What is the attendance and school culture like at Woodrow Wallace Middle?
How does Woodrow Wallace Middle compare to other schools in Lake Isabella?
How does Woodrow Wallace Middle serve low-income and underrepresented students?
Your other options
A low score doesn't tell the whole story. Read: Your School Scored Low — Here's What That Actually Means
Every number on this page
Score factors, grade-level breakdowns, subgroup proficiency, and nearest schools.
| ELA | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 6 | 84 | 5% | 24% | 25% | 46% | 29% | −18 |
| Grade 7 | 93 | 9% | 27% | 20% | 44% | 35% | −12 |
| Grade 8 | 85 | 9% | 20% | 36% | 34% | 29% | −17 |
| Math | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 6 | 84 | 4% | 8% | 21% | 67% | 12% | −23 |
| Grade 7 | 92 | 7% | 13% | 30% | 50% | 20% | −14 |
| Grade 8 | 85 | 6% | 9% | 26% | 59% | 15% | −17 |
We show the grade rows CDE publishes for this school. A missing grade or dash can mean the school does not serve that grade, no valid result was published, or the tested group was too small to report. It does not mean zero.
| Science (CAST) | Tested | EXC | MET | NEAR | NOT |
|---|---|---|---|---|---|
| Schoolwide | 85 | 2% | 18% | 59% | 21% |
CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate. Not part of the Scope Score.
| Subgroup · ELA | Tested | MET+ | vs district | vs CA |
|---|---|---|---|---|
| Socioeconomically Disadvantaged | 215 | 27.9% | +1 | −10 |
| White | 182 | 33.5% | +1 | −28 |
| Hispanic/Latino | 63 | 23.8% | −1 | −15 |
| School | Dist | Scope | EXC | MET+ | Grade gap | Cohort growth | Susp |
|---|---|---|---|---|---|---|---|
| Woodrow Wallace Middle ← | — | 29 | 6.5% | 23.4% | +2.1pp | +57 pts | 4.6% |
| California average | — | 38 | 16.8% | 39.3% | +1.5pp | — | 3.7% |
| Year | Scope | Pctile | Rank | Exc | Met+ | Absent | Susp | Grade gap |
|---|---|---|---|---|---|---|---|---|
| 2019 | 21 | 15 | #1700 | 6.5% | 28.1% | 17.8% | 14.6% | +10.0pp |
| 2022 | 17 | 12 | #1897 | 6.0% | 22.5% | 61.8% | 11.4% | +5.8pp |
| 2023 | 13 | 6 | #2046 | 3.2% | 17.4% | 40.8% | 12.5% | -1.1pp |
| 2024 | 18 | 10 | #1993 | 5.6% | 18.9% | 38.5% | 7.2% | -3.7pp |
| 2025 | 29 | 35 | #1463 | 6.5% | 23.4% | 36.2% | 4.6% | +2.1pp |
- — Low-income students here trail the state average for their group by 10 points in ELA — worth asking how the school is closing that gap.
| Group | 2019 | 2025 | Δ |
|---|---|---|---|
| Female | 10.3% | 33.6% | +23.3pp |
| Male | 25.8% | 40.3% | +14.5pp |
| Hispanic/Latino | 21.3% | 35.3% | +14.0pp |
| Students with Disabilities | 28.0% | 52.1% | +24.1pp |
| Socioeconomically Disadvantaged | 21.1% | 42.3% | +21.2pp |
| All Students | 18.1% | 37.2% | +19.1pp |
| American Indian/Alaska Native | — | 63.6% | — |
| Homeless | — | 70.6% | — |
| Group | Reading | n | CDE band | Math | n | CDE band |
|---|---|---|---|---|---|---|
| All Students | +4 | 230 | Average | −3 | 229 | Average |
| English Only | +5 | 223 | not categorised | −2 | 222 | not categorised |
| Socioeconomically Disadvantaged | +1 | 188 | Average | −9 | 187 | Moderate |
| White | +1 | 163 | Average | −3 | 163 | Average |
| Hispanic or Latino | −1 | 52 | Average | −4 | 52 | Average |
| Students with Disabilities | −19 | 50 | Moderate | −12 | 50 | Moderate |
Whole scale-score points above or below what CDE's model predicted for these same children from their own prior-year scores — not a percentage, not a percentile. Statewide a typical school lands near +1 with a spread of about 13 points either side, so read a figure against its group's own typical value, not against zero. “Not categorised” is CDE assigning no band — English Only, Recently Reclassified, and English Learners Only receive a value and no band, for every school in the state. It is not a missing number. Most figures blend two consecutive years, so adjacent published years share input data and no trend line can honestly be drawn across them. A group absent from this table had fewer than 11 students with a growth score and was never published. Grades 4-8 only. None of this enters the Scope Score — it is more strongly correlated with school demographics than our own growth measure, and one published year is not enough to test its reliability.
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