Public school · Colton Joint Unified · Colton, California

Woodrow Wilson Elementary — Rating & test scores

Colton · TK–6 · 465 students (2024–25)

750 South Eighth Street, 92324woodrowwilsonelementaryschool.cjusd.net ↗(909) 580-5015
24thpercentileNeeds Support

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
25

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 below California in English (reading and writing) and math, grades 3–5, spring 2026: 28% and 20% 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: 136 in English, 163 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”).

This rating covers grades 3–5. Woodrow Wilson Elementary teaches TK–6: grade 6 results ↓

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27 in 100 students (128 of 470) missed 10% or more of school days in 2025–26. That is about one and a third times the rate at the average Colton Joint Unified elementary school.

Sources
The sentence above
CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 470. District and California figures are averages of school rates (18 Colton Joint Unified schools; 5,726 scored California elementary schools), our calculation.

Common questions

How do I get in?

Ask Colton Joint Unified which school serves your address. Evidence ↓

Is Woodrow Wilson a good elementary school?

Woodrow Wilson Elementary scores higher than 24 in 100 of California’s 5,726 scored public elementary schools: 24th percentile, Needs Support, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 27 in 100 students missed 10% or more of school days, against 20 in 100 at the average Colton Joint Unified elementary school. 2.2% of students (13 of 583) 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?

Below what the state expected, in both subjects. In 2025, students here in grades 4–6 scored −11 points against the state’s expected score in English, which the state calls Moderate. In math, they scored −17 points, which it calls Moderate.

  • Included in this measure: 162 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 31% of low-income students in grades 3–6 at Woodrow Wilson Elementary in Colton scored Proficient or Advanced in English, against 36% for the same group across California. Evidence ↓

Where does it lead?

By the district’s published 2026 attendance boundaries, Woodrow Wilson Elementary is zoned to Terrace Hills Middle. Boundaries change, are approximate at the edges and don’t guarantee placement, so confirm your address with the district.

  • Terrace Hills Middle: 13th percentile (Needs Support) 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 below California in both subjects.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 28% scored Proficient or Advanced in English and 20% 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: 136 in English, 163 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 · 136 tested

Advanced
9%
Proficient
19%
Below the standard
72%
This school28%
California46%
Colton Joint Unified34%

28% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 163 tested

Advanced
6%
Proficient
14%
Below the standard
80%
This school20%
California42%
Colton Joint Unified24%

20% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–6 · 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 Advanced15%36%37%
Advanced6%12%10%
Proficient9%24%27%
Developing level24%31%26%
Minimal61%33%37%
Tested543349
California44%46%49%
Difference−29−10−12
English, grade 6: share of students tested, spring 2026
MeasureGrade 6
Proficient or Advanced35%
Advanced12%
Proficient23%
Developing level28%
Minimal37%
Tested60
California48%
Difference−13

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 Advanced24%30%4%
Advanced7%8%2%
Proficient17%22%2%
Developing level22%28%18%
Minimal54%42%78%
Tested546049
California47%42%37%
Difference−23−12−33
Math, grade 6: share of students tested, spring 2026
MeasureGrade 6
Proficient or Advanced14%
Advanced7%
Proficient7%
Developing level8%
Minimal78%
Tested59
California37%
Difference−23

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 →

How does grade 6 do?

Well below California in both subjects. In grade 6, spring 2026, 35% scored Proficient or Advanced in English and 14% in math, against 48% and 37% across California.

English

Grade 6 · spring 2026 · 60 tested

Advanced
12%
Proficient
23%
Below the standard
65%
This school35%
California48%
Colton Joint Unified37%

35% Proficient or Advanced in grade 6.

Math

Grade 6 · spring 2026 · 59 tested

Advanced
7%
Proficient
7%
Below the standard
86%
This school14%
California37%
Colton Joint Unified21%

14% Proficient or Advanced in grade 6.

Have results changed?

English results were similar to 2025; math results were lower. English went from 31% to 28% and math from 28% to 20%.

English · top two levels · grades 3–5

202531%175 tested
→
202628%136 tested

This school

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

Math · top two levels · grades 3–5

202528%176 tested
→
202620%163 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?

Below what the state expected, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4–6 scored −11 points against that expected score in English, which the state calls Moderate. In math, they scored −17 points, which it calls Moderate.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 4–6: 162
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 4–6 · 2025 · 162 students with scores in both years

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

−11 pts

English

The state calls it Moderate, the second of its five growth levels.

−17 pts

Math

The state calls it Moderate, the second of its five growth levels.

Ask: How does the school check what’s working in math?

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 school9%19%26%46%136
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Colton Joint Unified14%20%23%43%3,901
Math, grades 3–5 · This school6%14%24%56%163
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Colton Joint Unified9%15%28%48%3,939
English, grade 6 · This school12%23%28%37%60
English, grade 6 · California20%28%24%28%415,439
English, grade 6 · Colton Joint Unified10%27%30%33%1,380
Math, grade 6 · This school7%7%8%78%59
Math, grade 6 · California21%16%25%38%415,904
Math, grade 6 · Colton Joint Unified8%13%25%54%1,381

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 · Grades 3–5 are well below California. Grade 6 is also well below it

Chart and table: 2017–2026.

English top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202628%46%
Math top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202620%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 25% in 2017 to 28% in 2026. In math, it went from 22% in 2017 to 20% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3–5
YearThis schoolCalifornia
201725%
224 tested		45%
1,384,680 tested
201835%
226 tested		49%
1,346,907 tested
201933%
233 tested		50%
1,332,547 tested
202227%
199 tested		45%
1,260,830 tested
202324%
212 tested		44%
1,247,801 tested
202430%
175 tested		45%
1,235,509 tested
202531%
175 tested		46%
1,232,086 tested
202628%
136 tested		46%
1,208,894 tested
Math · top two levels · grades 3–5
YearThis schoolCalifornia
201722%
226 tested		40%
1,392,040 tested
201825%
227 tested		42%
1,352,321 tested
201928%
234 tested		44%
1,338,625 tested
202224%
204 tested		38%
1,265,943 tested
202321%
212 tested		40%
1,256,519 tested
202429%
172 tested		41%
1,249,262 tested
202528%
176 tested		41%
1,241,652 tested
202620%
163 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 11 points below that expected score, and in math 17 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.

What you can do

Who can act on Woodrow Wilson’s results?

Colton Joint Unified’s board decides Woodrow Wilson’s plan.

The state hasn’t placed Woodrow Wilson in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source 

What has the state flagged?

The state is giving Colton Joint Unified extra help in 2026. It qualified on the 2025 California School Dashboard. The county office must help the district for at least three years, including a review of its yearly plan.

Extra help for Colton Joint Unified: CDE’s assistance status file for the 2025 California School Dashboard. Source 

When is the plan set, and how can you take part?

Colton Joint Unified’s board must adopt its yearly plan (LCAP) by July 1, after at least one public hearing at an earlier meeting.

How to take part

  • Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
  • Send written comments on the actions and spending the plan proposes.
  • Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
  • Read the midyear report, due by February 28.
  • Read Colton Joint Unified’s 2026–27 plan (LCAP, PDF) 
Reading screening in kindergarten through grade 2What the law requires, and what to ask

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 

Life at school

How often do students miss school or get suspended?

27 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. At the average Colton Joint Unified elementary school, 20 in 100 were. 2.2% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 128 of 470 students counted for it; suspension: 13 of 583 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 Colton Joint Unified elementary school 1.8%.

Chronically absent, 2025–26

27 in 100This school
20 in 100At the average Colton Joint Unified elementary school
17 in 100At the average California elementary school

128 of 470 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

2.2%

of students were suspended at least once (13 of 583). Average California elementary school 1.6%.

Ask: When a student is suspended, what happens before and after, and who talks with the family?

Ask families and staff yourselfWhat to ask the people at Woodrow Wilson

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

Teach here? Tell us Colton Joint Unified’s email domain so staff can answer our workplace questions.

Every learner

How do kids like mine do here?

Low-income and Hispanic or Latino students scored well below the same groups across California in math.

Student groups, grades 3–6, spring 2026

18% of low-income students scored Proficient or Advanced in math (grades 3–6, spring 2026), against 30% for the same group across California. Hispanic or Latino students: 20% in math, against 30% for the same group across California.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 3–6; 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).
Woodrow WilsonSame group, California
  • Low-incomeEnglish · 219 tested31%Same group, California 36%
  • Low-incomeMath · 218 tested18%Same group, California 30%
  • Hispanic or LatinoEnglish · 176 tested35%Same group, California 37%
  • Hispanic or LatinoMath · 176 tested20%Same group, California 30%

Proficient or Advanced, grades 3–6, spring 2026.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 76%2. Black or African American: 17%3. White: 3%Unallocated share: 4%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino76%
  2. Black or African American17%
  3. White3%
  4. Asian—
  5. Filipino—
  6. Two or more races—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. Unallocated share4%
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?

58% 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 · 28 of 48 English learners58%
Colton Joint Unified · 1,271 of 2,58549%
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?

89%of students qualified for free or reduced-price meals in 2024–25, 414 of 465. California: 63%.

24teachers, 2024–25

14 yearsaverage experience, 2024–25

21%in their first year, 2024–25

96%of teaching positions with proper credential and placement, 2021–22

Ask: What extra help is there in math for low-income and Hispanic or Latino students, and how does the school check that it works?

All group results, district comparisons and sources
Proficient or Advancedgrades 3–6 · spring 2026
Group and subjectHerevs Colton Joint Unifiedvs California
Low-income · 219 tested in English, 218 in math
English31%−334%−536%
Math18%−523%−1230%
Hispanic or Latino · 176 tested
English35%+134%−237%
Math20%−222%−1030%

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

Black or African American students, 32 tested in English and 31 in math: no rate for grades 3–5 in our records, and fewer than 30 tested in the grades with one. English learners, 34 tested: no rate for grades 4–6 in our records, and fewer than 30 tested in the grades with one. No published rate here for Asian, 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
Hispanic or Latino76%
Black or African American17%
White3%
Asian—
Filipino—
Two or more races—
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: 96% of teaching positions, 21.3 properly credentialed teaching-position FTE out of 22.3 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Woodrow Wilson, and how do I get in?

Terrace Hills Middle, then Grand Terrace High School at the Ray Abril Jr. Educational Complex.

Each school’s standing compares it with California schools at its own level.

  1. Elementary · this school
    Woodrow Wilson Elementary
    Grades TK–6
  2. Middle · assigned
    Terrace Hills Middle
    13th · Needs Support · 2026
  3. High · assigned
    Grand Terrace High School at the Ray Abril Jr. Educational Complex
    42nd · Developing · 2025

From the district’s 2026 attendance boundaries. A boundary doesn’t guarantee placement: transfers, permits, magnets and other programs can change the path. Check your child’s address and current assignment with the district. Explore schools on the map

All recorded links and nearby alternatives

Middle-school links

High-school links

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.

How do I get in?

Ask Colton Joint Unified which school serves your address.

School website: woodrowwilsonelementaryschool.cjusd.net ↗Office: (909) 580-5015Administrator: Lisa Mannes

Location and visiting

Get directions  (opens Google Maps in a new tab)
750 South Eighth Street, Colton 92324

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

Questions for your visit

  1. Do families get each child’s absence count during the year, and what happens once a child starts missing school? 27 in 100 chronically absent, 2025–26 (128 of 470 students); average California elementary school: 17 in 100
  2. How does the school check what’s working in math? Math: 28% in 2025 to 20% in 2026 here; California: 41% to 42%
  3. When a student is suspended, what happens before and after, and who talks with the family?
  4. What are the school-day hours and after-school care options?

Office (909) 580-5015750 South Eighth Street, 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 #4,328 of 5,726 California elementary schools we score · #13 of 18 in Colton Joint Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math8%3642%
Proficient or Advancedaverage of English and math24%3623%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+77 scale-score pts5120%
Chronically absent27 in 100355%
Suspension rate2.2% (13 of 583)465%
English learners: top level25%635%

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
2025–262524#4328California 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)
2018–1923 in 1004.6% (32 of 693)−13
2021–22not on filenot on file−6
2022–23not on filenot on file0
2023–2427 in 1001.6% (9 of 558)−13
2024–2529 in 1003.3% (19 of 579)−7
2025–2627 in 1002.2% (13 of 583)+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 · English19610%30%
2026 · Math2226%18%
2025 · English24511%29%
2025 · Math2466%22%
2024 · English25411%32%
2024 · Math25111%27%
2023 · English2725%28%
2023 · Math2728%25%
2022 · English2598%34%
2022 · Math2649%27%
2019 · English30512%33%
2019 · Math3069%27%
2018 · English30513%35%
2018 · Math30510%24%
2017 · English3318%26%
2017 · Math3335%20%

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 · English5822%
2025 · Grade 4 · English5343%
2025 · Grade 5 · English6428%
2025 · Grade 6 · English7023%
2025 · Grade 3 · Math5929%
2025 · Grade 4 · Math5349%
2025 · Grade 5 · Math649%
2025 · Grade 6 · Math709%
2024 · Grade 3 · English5326%
2024 · Grade 4 · English6042%
2024 · Grade 5 · English6221%
2024 · Grade 6 · English7938%
2024 · Grade 3 · Math5227%
2024 · Grade 4 · Math6053%
2024 · Grade 5 · Math607%
2024 · Grade 6 · Math7923%
2023 · Grade 3 · English6617%
2023 · Grade 4 · English6829%
2023 · Grade 5 · English7826%
2023 · Grade 6 · English6040%
2023 · Grade 3 · Math6620%
2023 · Grade 4 · Math6835%
2023 · Grade 5 · Math7810%
2023 · Grade 6 · Math6038%
2022 · Grade 3 · English6218%
2022 · Grade 4 · English7532%
2022 · Grade 5 · English6229%
2022 · Grade 6 · English6058%
2022 · Grade 3 · Math6531%
2022 · Grade 4 · Math7632%
2022 · Grade 5 · Math638%
2022 · Grade 6 · Math6035%
2019 · Grade 3 · English8427%
2019 · Grade 4 · English8745%
2019 · Grade 5 · English6226%
2019 · Grade 6 · English7232%
2019 · Grade 3 · Math8534%
2019 · Grade 4 · Math8736%
2019 · Grade 5 · Math6210%
2019 · Grade 6 · Math7225%
2018 · Grade 3 · English9140%
2018 · Grade 4 · English5924%
2018 · Grade 5 · English7637%
2018 · Grade 6 · English7935%
2018 · Grade 3 · Math9135%
2018 · Grade 4 · Math6015%
2018 · Grade 5 · Math7620%
2018 · Grade 6 · Math7822%
2017 · Grade 3 · English5728%
2017 · Grade 4 · English8026%
2017 · Grade 5 · English8722%
2017 · Grade 6 · English10729%
2017 · Grade 3 · Math5833%
2017 · Grade 4 · Math8123%
2017 · Grade 5 · Math8714%
2017 · Grade 6 · Math10714%

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
Schoolwide494%8%61%27%

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-income21931%−3−5
Hispanic or Latino17635%+1−2
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−11162Moderate−17162Moderate
Low-income−11154Moderate−16154Moderate
Hispanic or Latino−13128Moderate−12128Moderate
English-only students−12108not categorized−19108not categorized
English learners−346Average+446Average
English learners only−1132not categorized+532not categorized
Black or African American+322Average−722Moderate
Homeless−2417Minimal−717Moderate
Recently reclassified as fluent in English+1114not categorized+1014not categorized
Students with disabilities+713Accelerated+1713Accelerated

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 4–6. 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
9%
exceeded standard · 26% met or exceeded
CDE CAASPP 2024 · 53 English test records with scores
English · 2026 · Grade 5
10%
Advanced · 37% Proficient or Advanced
CDE CAASPP 2026 · 49 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 49 (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−11 pts vs expected

matched students, grades 4–6

CDE California growth model · 2025 Dashboard

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

All students, grades 4–6

162 students

CDE growth category: Moderate

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

State model · math−17 pts vs expected

matched students, grades 4–6

CDE California growth model · 2025 Dashboard

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

All students, grades 4–6

162 students

CDE growth category: Moderate

California growth model, math: −17 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; here that is grades 4–6, 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 · 29 in 100 → 2025–26 · 27 in 100 · −2 in 100
Suspension rate2024–25 · 3.3% (19 of 579) → 2025–26 · 2.2% (13 of 583) · −1.1 percentage points
Group2018–192025–26Change
Female21 in 10026 in 100+5 in 100
Male24 in 10028 in 100+4 in 100
Black or African American27 in 10040 in 100+13 in 100
Hispanic or Latino21 in 10023 in 100+2 in 100
Two or more races40 in 100——
White16 in 10038 in 100+22 in 100
Students with disabilities22 in 10039 in 100+17 in 100
English learners16 in 10013 in 100−3 in 100
Homeless19 in 10052 in 100+33 in 100
Low-income23 in 10027 in 100+4 in 100
All students23 in 10027 in 100+4 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$14,285 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 20,550 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$32 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 465

Central federal expenditures attributed here$2,352 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 465

District current expense · FY 2024–25$23,072 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 11%Administration 7%Buildings & maintenance 12%Other 1%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$232,383,55759.03%59%
Instruction support$40,386,76710.26%10%
Student services$44,908,44011.41%11%
Administration$25,846,2346.57%7%
Buildings & maintenance$46,120,98811.72%12%
Other$4,032,6661.02%1%
Total$393,678,653100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $393,678,653 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$14,285 per pupil
2020$13,655 per pupil
2019$12,720 per pupil
2018$12,254 per pupil
2017$12,087 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 92324 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 92324 area
MeasureEstimate
Median household income$71,078
Bachelor's degree or higher (adults 25+)16%
ZIP-area population57,365
Median age34.4 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 92324 →

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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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