Anaheim Union High runs middle and high schools only. Its 11 public high schools run from the 7th to the 99th percentile among the 1,498 California high schools we score (spring 2025 tests). Elementary school is run by other districts; dated records link its schools to schools run by Anaheim Elementary.
K5Elementary
68Middle
912High
Other districts · grades K–5
Anaheim Union High · grades 6–12
Middle · 7 schools
from 3rd to 85th · among 2,529 California middle schools we score · spring 2026 tests
Lexington Junior High: 85th percentile, Strong
Walker Junior High: 65th percentile, Solid
Dale Junior High: 24th percentile, Needs Support
Brookhurst Junior High: 12th percentile, Needs Support
Ball Junior High: 9th percentile, Needs Support
South Junior High: 5th percentile, Needs Support
Sycamore Junior High: 3rd percentile, Needs Support
5Needs Support
0Developing
1Solid
1Strong
High · 11 schools
from 7th to 99th · among 1,498 California high schools we score · spring 2025 tests
Dated records link Anaheim Union High’s schools to schools in these districts; the record may not cover every address. Boundaries come from the district’s published 2026 attendance boundaries; districts redraw them, and they are approximate at the edges.
The average middle school in the Anaheim Union High district had 22 in 100 students chronically absent (missed 10% or more of school days) in 2025–26; the average California middle school we score had 18 in 100. Both are averages of school rates, each school counted once.
High schools
Which high schools in the Anaheim Union High district score highest?
Oxford Academy is highest, at the 99th percentile.
That’s higher than 99 in 100 California high schools we score (spring 2025 tests).
Highest in the Anaheim Union High district
Each percentile compares a school with California schools at its own level. What patterns mean
Polaris HighAnaheim · Check how it admits students.
7thNeeds SupportScope Score 38
Context
The average high school in the Anaheim Union High district had 20 in 100 students chronically absent in 2025–26; the average California high school we score had 22 in 100.
2 high schools not ranked statewide
Continuation schools and special education centers enroll students differently from a regular school, so each is compared only with its own kind or not ranked.
HopeSpecial education center: students are placed here by an IEP team, not by address and not by lottery, so we don’t rank it
The district
Where does Anaheim Union High’s money go, and what does it plan?
The Anaheim Union High district spent $19,601 per student in the 2024–25 school year.
That’s close to the typical California district, which spent $20,491. About 61 cents of every Anaheim Union High dollar went to classroom instruction.
Spending by function
Day-to-day spending per student in average daily attendance, from the district’s annual financial report (SACS) to the California Department of Education. District-wide: it includes central administration and costs never assigned to one campus.
Share by function, 2024–25
Instruction61%
Instruction support9%
Student services11%
Administration7%
Buildings & maintenance10%
Other2%
Shares of the same spending total, by the report’s spending categories, rounded so they add up to 100. Names are simplified from the report’s own categories.
What the district plans
$173.6 million
planned in its 2025–26 plan for 28 funded actions in 6 goals. That’s 33% of its $525.5 million general fund budget. These are planned amounts; the district reports what it spent in a later plan.
The plan in short
Source: the district’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 188 pages), as posted to the California School Dashboard.
Where the money goes
Three actions take 38% of the money. The plan itself puts 63% of it toward staff.
Broad Course of Study $33.2 million
Professional Learning Plan $16.7 million
Upgrade Facilities $16.6 million
25 other actions
Reading, math and catch-up help
No action title in this plan names reading, math, catch-up help or English learners.
For high-need students (English learners, low-income students and foster youth), what changed and what its goals measure
For high-need students
It plans $125.2 million in extra services for English learners, low-income students and foster youth. For 2024–25, it planned $102.4 million and estimates it spent $123.2 million, $20.8 million (20%) more than planned (our arithmetic).
$123.2 million spent (estimated)$102.4 million planned
What changed
The total is $9.6 million (6%) higher than in the 2024–25 plan. The biggest change in dollars is Instructional Materials, which went from $17.0 million to $7.9 million.
Largest cuts
Instructional Materials−$9.1 million
Upgrade Facilities−$3.4 million
Professional Learning Plan−$1.8 million
Largest increases
Mental, Physical, Behavioral, and Socioemotional Health+$7.2 million
Technological Resources+$6.0 million
Broad Course of Study+$3.2 million
New in the 2025–26 plan
Inclusive Instructional Practices and Asset-Based Supports for Language Development$7.6 million
Family and Community Engagement Specialists (FACES) Support$3.0 million
Supports for Students with Disabilities$1.6 million
Ask: What did Instructional Materials pay for, and what changes now that the 2025–26 plan gives it $9.1 million less?
What its goals measure
Read these state results for the district’s own schools as context for the goals they measure; results alone can’t show what the plan caused.
What its goals measure: state results, 2024–25 and 2025–26
Measure
2024–25
2025–26
Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1
43%
44%
up 1 pt
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1
26%
27%
up 1 pt
Chronically absentCounted across all the district’s students, not averaged by schoolGoal 3
25 in 100
24 in 100
1 fewer in 100
Suspended at least onceGoal 3
2.9%
2.5%
down 0.4 pts
Goals 4, 5 and 6 track named schools and Goal 2 tracks other measures, so they aren’t shown here.
Figures from CDE’s state test, chronic absence and suspension files. Test figures cover every grade the district tests (California tests grades 3–8 and 11), so they differ from a profile’s rated grades. We combined the district’s schools ourselves, weighted by students and leaving out charter schools. Chronically absent means a student missed 10% or more of school days.
The plan’s own titles and amounts
Broad Course of Study · $33,184,222
Professional Learning Plan · $16,738,204
Upgrade Facilities · $16,608,628
The full plan6 goals, 84 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 ($173.6 million).
Where does the money go?
64% to Goal 1. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.
not compared: unconfirmed, or repeated across goals
Every goal, in the plan’s order
Goal 1Through a Whole Child approach, all students, with specific attention to our district’s students who are low…$110.6 million64% of action budgets
“Through a Whole Child approach, all students, with specific attention to our district’s students who are low income, foster youth and EL (plurilingual), will be college, career, and life ready by successfully demonstrating 21st Century Skills, Youth Voice and Purpose, and Technical Skills” p. 36 ↗
11 funded actions · reworded since the 2024–25 plan
Largest funded actions
Broad Course of Study$33.2 millionaction 1.5 · p. 147 ↗ · marked as contributing to high-need services
Professional Learning Plan$16.7 millionaction 1.1 · p. 147 ↗ · marked as contributing to high-need services
Technological Resources$14.0 millionaction 1.4 · p. 147 ↗ · marked as contributing to high-need services
Instructional Options$9.9 millionaction 1.7 · p. 147 ↗ · marked as contributing to high-need services
Instructional Materials$7.9 millionaction 1.3 · p. 147 ↗
6 more funded actions in this goal
Inclusive Instructional Practices and Asset-Based Supports for Language Development · action 1.6 · p. 147 ↗ · marked as contributing to high-need services$7.6 million
Reduction of Class Size, Hiring and Retaining Teachers · action 1.10 · p. 148 ↗$7.2 million
Effective Instruction · action 1.2 · p. 147 ↗ · marked as contributing to high-need services · of which $5.3 million is state funding counted toward those services$7.0 million
Arts and Music in Schools (AMS) · action 1.11 · p. 148 ↗$4.0 million
Supports for Students with Disabilities · action 1.8 · p. 147 ↗$1.6 million
Post-Secondary Readiness · action 1.9 · p. 147 ↗ · marked as contributing to high-need services$1.5 million
Changes from last year’s plan, same title
Instructional Materials−$9.1 million$17.0 million → $7.9 million · p. 147 ↗
Technological Resources+$6.0 million$8.0 million → $14.0 million · p. 147 ↗
Broad Course of Study+$3.2 million$30.0 million → $33.2 million · p. 147 ↗
Every other line in this goal, against last year’s plan
Professional Learning Plan · $18.5 million → $16.7 million · p. 147 ↗−$1.8 million
Instructional Options · $7.9 million → $9.9 million · p. 147 ↗+$1.9 million
Inclusive Instructional Practices and Asset-Based Supports for Language Development · $7.6 million · p. 147 ↗new or renamed
Reduction of Class Size, Hiring and Retaining Teachers · $7.2 million → $7.2 million · p. 148 ↗+$38,472
Effective Instruction · $6.6 million → $7.0 million · p. 147 ↗+$0.4 million
Arts and Music in Schools (AMS) · $4.0 million → $4.0 million · p. 148 ↗unchanged
Supports for Students with Disabilities · $1.6 million · p. 147 ↗new or renamed
Post-Secondary Readiness · $1.5 million · p. 147 ↗new or renamed
Students have sufficient access to standards- aligned instructional materialsp. 38 ↗
Baseline
2023-24 100% of students have access to standards- aligned materials
Target for year 3
100% of students have access to standards-aligned materials
State adopted academic and performance standards are implementedp. 38 ↗
Baseline
2023-24 100% of academic and content and performance standards are implemented
Target for year 3
100% of academic and content and performance standards are implemented
32 more measures in the plan’s table.
Goal 2Through a community schools approach, co-create and provide meaningful culturally and linguistically…$17.2 million10% of action budgets
“Through a community schools approach, co-create and provide meaningful culturally and linguistically responsive educational opportunities for all parents and families to advocate for the assets and needs of all students, with specific attention to our district’s students who are low income, foster youth and EL (plurilingual)” p. 70 ↗
3 funded actions · reworded since the 2024–25 plan
Largest funded actions
Increase Parent Engagement$9.5 millionaction 2.1 · p. 148 ↗ · marked as contributing to high-need services
Community Schools Model Implementation$4.7 millionaction 2.4 · p. 148 ↗ · marked as contributing to high-need services · of which $544,832 is state funding counted toward those services
Family and Community Engagement Specialists (FACES) Support$3.0 millionaction 2.2 · p. 148 ↗ · marked as contributing to high-need services · of which $815,000 is state funding counted toward those services
Changes from last year’s plan, same title
Community Schools Model Implementation+$0.5 million$4.2 million → $4.7 million · p. 148 ↗
Increase Parent Engagement+$0.5 million$9.0 million → $9.5 million · p. 148 ↗
Every other line in this goal, against last year’s plan
Family and Community Engagement Specialists (FACES) Support · $3.0 million · p. 148 ↗new or renamed
A reworded title counts as new.
How the plan measures it · 7 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 70 ↗.
Goal 3Provide and nurture a safe, positive, and inclusive school culture that is responsive to the assets and needs…$43.8 million25% of action budgets
“Provide and nurture a safe, positive, and inclusive school culture that is responsive to the assets and needs of all students, with specific attention to our district’s students who are low income, foster youth and EL (plurilingual)” p. 82 ↗
5 funded actions · reworded since the 2024–25 plan
Largest funded actions
Upgrade Facilities$16.6 millionaction 3.4 · p. 149 ↗
Mental, Physical, Behavioral, and Socioemotional Health$15.2 millionaction 3.2 · p. 149 ↗ · marked as contributing to high-need services
Improve Attendance$8.2 millionaction 3.1 · p. 149 ↗ · marked as contributing to high-need services
Counseling Support$3.4 millionaction 3.3 · p. 149 ↗ · marked as contributing to high-need services
Foster Youth Support$0.4 millionaction 3.5 · p. 149 ↗ · marked as contributing to high-need services
Changes from last year’s plan, same title
Mental, Physical, Behavioral, and Socioemotional Health+$7.2 million$8.0 million → $15.2 million · p. 149 ↗
Upgrade Facilities−$3.4 million$20.0 million → $16.6 million · p. 149 ↗
Improve Attendance+$2.2 million$6.0 million → $8.2 million · p. 149 ↗
Every other line in this goal, against last year’s plan
Counseling Support · $4.0 million → $3.4 million · p. 149 ↗−$0.6 million
Foster Youth Support · $365,000 → $365,000 · p. 149 ↗unchanged
Goal 4 · Equity Multiplier Focus GoalGilbert High School (Continuation) will increase its graduation rate for all students with an emphasis on…$930,0001% of action budgets
“Gilbert High School (Continuation) will increase its graduation rate for all students with an emphasis on English learners (plurilingual), homeless, socioeconomically disadvantaged, students with disabilities, and Hispanic/Latino youth by the end of the 2022-2026 academic year. This will be achieved by engaging all students in a curriculum and pedagogy aligned with the current state- adopted standards and the AUHSD Career Systems Preparedness Framework (CPSF), ensuring that students are socially aware, civic-minded, and college and career ready. Progress will be measured quarterly through student's grades, graduation checks through the counseling department, student attendance, English learner progress, college/career indicator and additional student performance metrics in ELA and Math” p. 99 ↗
4 funded actions · reworded since the 2024–25 plan
Largest funded actions
Social-emotional support and Attendance$330,000action 4.1 · p. 149 ↗
Career Technical Education (CTE) preparedness$300,000action 4.2 · p. 149 ↗
Administrative leadership and Professional learning$170,000action 4.4 · p. 150 ↗
Professional learning and planning time$130,000action 4.3 · p. 149 ↗
Every other line in this goal, against last year’s plan
Social-emotional support and Attendance · $330,000 → $330,000 · p. 149 ↗unchanged
Career Technical Education (CTE) preparedness · $300,000 → $300,000 · p. 149 ↗unchanged
Administrative leadership and Professional learning · $170,000 → $170,000 · p. 150 ↗unchanged
Professional learning and planning time · $130,000 → $130,000 · p. 149 ↗unchanged
How the plan measures it · 10 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 99 ↗.
Goal 5 · Equity Multiplier Focus GoalPolaris Independent Studies will increase its graduation rate from the current baseline by the end of the…$914,0001% of action budgets
“Polaris Independent Studies will increase its graduation rate from the current baseline by the end of the 2025-2026 academic year. This will be achieved by engaging all students in a curriculum aligned with state-adopted standards and the AUHSD Career Systems Preparedness Framework (CPSF), ensuring that students are socially aware, civic-minded, and college and career ready. Progress will be monitored and measured quarterly through student performance, graduation checks through the counseling department, course completion, and grades. Annual metrics include college/career indicators and student performance in ELA and Math with an emphasis on English learners (plurilingual), Hispanic/Latino, homeless, and socioeconomically disadvantaged students” p. 107 ↗
1 funded action · reworded since the 2024–25 plan
Largest funded actions
College and Career Readiness$914,000action 5.1 · p. 150 ↗
Every other line in this goal, against last year’s plan
College and Career Readiness · $914,000 → $914,000 · p. 150 ↗unchanged
How the plan measures it · 8 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 107 ↗.
Goal 6 · Equity Multiplier Focus GoalBy the end of the 2025-2026 academic year, Cambridge Virtual Academy (CVA) will enhance students' educational…$194,000under 1% of action budgets
“By the end of the 2025-2026 academic year, Cambridge Virtual Academy (CVA) will enhance students' educational experiences by providing targeted monitoring for students transitioning to online learning, aiming for a reduction in academic difficulties during the transition. CVA will expand opportunities for students to develop their passions by increasing participation in elective courses and extracurricular activities. Professional learning for teachers will be implemented, with 100% of teachers receiving training focused on equity, project-based learning, social-emotional learning, and the virtual learning environment. CVA will continue to deliver the 5Cs—Critical Thinking, Communication, Collaboration, Creativity, and Compassion—and the Career Preparedness Systems Framework, aiming for an improvement in related student performance metrics. Progress will be measured quarterly through counselor check-ins with students, grades, student interviews, engagement levels, and feedback from parents and families” p. 113 ↗
4 funded actions · reworded since the 2024–25 plan
Largest funded actions
Targeted Monitoring for Students Transitioning to CVA$150,000action 6.1 · p. 150 ↗
Expanding Opportunities for Creative Outlets$15,000action 6.2 · p. 150 ↗
Professional Learning for Teachers and Staff$15,000action 6.3 · p. 150 ↗
Expanding Communication with Students and Families$14,000action 6.4 · p. 150 ↗
Every other line in this goal, against last year’s plan
Targeted Monitoring for Students Transitioning to CVA · $150,000 → $150,000 · p. 150 ↗unchanged
Expanding Opportunities for Creative Outlets · $15,000 → $15,000 · p. 150 ↗unchanged
Professional Learning for Teachers and Staff · $15,000 → $15,000 · p. 150 ↗unchanged
Expanding Communication with Students and Families · $14,000 → $14,000 · p. 150 ↗unchanged
How the plan measures it · 6 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 113 ↗.
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.
Who goes to the district’s schools
Who attends
Student mix
2024–25 · October enrollment count, 26,120 students
1Hispanic or Latino69%
2Asian14%
3White8%
4Filipino4%
5Black or African American2%
6Two or more races2%
7American Indian or Alaska Native<1%
8Pacific Islander<1%
9Not reported<1%
Shares use the district's own October enrollment counts from the CDE, including its charter schools.
Free or reduced-price meals
82%
Across California, 63% of students qualify.
2024–25 · 21,296 of 26,076 students qualify, summed from the CDE’s meal counts for every school it lists under the district, charters included. It comes from a different CDE file than the student mix, so the two totals differ.
The district’s state records
Is the state giving the district extra help?
Anaheim Union High isn’t getting extra state help in 2026, only the standard support every district gets.
How English learners moved up on the state’s English test
From spring 2025 to spring 2026, 39% of the district’s English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top (1,522 of 3,944 students). California: 47%. It counts students moving up the test’s levels, so a student can count here before becoming fluent.
2 schools getting state support, 2025–26
Ball Junior High (Targeted support) · Brookhurst Junior High (Extra targeted support)
Brookhurst Junior HighExtra targeted support: Hispanic or Latino students and low-income students
This list covers the district’s own schools; each charter school’s page shows its record. Federal designation under the Every Student Succeeds Act, 2025–26.
Which public schools in the Anaheim Union High district rank highest?
Middle: Lexington Junior High, 85th percentile (Strong). High: Oxford Academy, 99th percentile (Strong). Each percentile is among the California schools at the same level we score. A rank doesn’t decide fit or whether a child can enroll.
Does living in the Anaheim Union High district decide which school my child attends?
Not by itself. Attendance boundaries, programs, transfers and space all matter. Confirm the school for your address, grade and program with the district.
More questions (5)
Are the public schools in the Anaheim Union High district good?
Anaheim Union High’s 7 public middle schools run from the 3rd to the 85th percentile among the 2,529 California middle schools we score (spring 2026 tests). By band: 1 Strong, 1 Solid and 5 Needs Support. Anaheim Union High’s 11 public high schools run from the 7th to the 99th percentile among the 1,498 California high schools we score (spring 2025 tests). By band: 4 Strong, 6 Developing and 1 Needs Support. A percentile compares a school with California public schools at the same level that we score. How we score schools.
How does chronic absence in the Anaheim Union High district compare with California?
The average middle school in the Anaheim Union High district had 22 in 100 students chronically absent (missed 10% or more of school days) in 2025–26; the average California middle school we score had 18 in 100. Both are averages of school rates, each school counted once. The average high school in the Anaheim Union High district had 20 in 100 students chronically absent in 2025–26; the average California high school we score had 22 in 100. These are averages of school rates: each school counts once, whatever its size.
How much does the Anaheim Union High district spend per student?
The Anaheim Union High district spent $19,601 per student in the 2024–25 school year. That’s close to the typical California district, which spent $20,491. About 61 cents of every Anaheim Union High dollar went to classroom instruction. Day-to-day spending per student in average daily attendance, from its annual financial report to the California Department of Education. The district’s spending, by function.
What is in the Anaheim Union High district’s 2025–26 spending plan?
The district’s 2025–26 spending plan puts $173.6 million into 28 funded actions in 6 goals, 33% of its $525.5 million general fund budget. Its largest goal holds $110.6 million, 64% of the action budgets. The 2025–26 plan, goal by goal.
Where do these results come from?
California’s state tests (CAASPP): spring 2026 for middle schools, spring 2025 for high schools, and chronic-absence rates for 2025–26, published by the California Department of Education. Percentiles, bands and Scope Scores are SchoolScope’s calculations. How we score schools.
Sources and methodology
This page lists the public schools governed and funded by the Anaheim Union High district, with the district’s spending and state accountability records.
Data source: California Department of Education · CAASPP 2025–26 middle school; 2024–25 high school
Percentiles, bands and Scope Scores are SchoolScope’s own calculations from these state files.