School district · Los Angeles County

Charter Oak Unified schools

Charter Oak Unified’s 6 public elementary schools run from the 30th to the 82nd percentile among the 5,726 California elementary schools we score (spring 2026 tests). They sit in three of the four bands: Strong, Solid and Developing.

Elementary · 6 schools

from 30th to 82nd · among 5,726 California elementary schools we score · spring 2026 tests

  • Washington Elementary: 82nd percentile, Strong
  • Glen Oak Elementary: 57th percentile, Solid
  • Willow Elementary: 50th percentile, Solid
  • Cedargrove Elementary: 44th percentile, Developing
  • Oak Knoll Alternative: 38th percentile, Developing
  • Badillo Elementary: 30th percentile, Developing
0Needs Support
3Developing
2Solid
1Strong

One dot per school.

Middle and high school pictures

Middle · 1 school

at 74th · among 2,529 California middle schools we score · spring 2026 tests

  • Royal Oak Middle: 74th percentile, Solid
0Needs Support
0Developing
1Solid
0Strong

High · 1 school

at 57th · among 1,498 California high schools we score · spring 2025 tests

  • Charter Oak High: 57th percentile, Solid
0Needs Support
0Developing
1Solid
0Strong

One dot per school. Each stage is placed only among California schools at its own level.

  • 2 schools not ranked statewide

Schools around Charter Oak Unified

10 listed public schools with mapped locations.

Open full map →

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Percentile among California schools at the same level

  • Strong75th+
  • Solid50–74th
  • Developing25–49th
  • Needs Supportbelow 25th
  • Not scored

The school lists on this page are also available without the map.

Elementary schools

Which elementary schools in Charter Oak Unified score highest?

Washington Elementary is highest, at the 82nd percentile.

That’s higher than 82 in 100 of the 5,726 California elementary schools we score (spring 2026 tests).

Highest in Charter Oak Unified

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

Show the other 3 elementary schools
Context

The average elementary school in Charter Oak Unified had 19 in 100 students chronically absent (missed 10% or more of school days) in 2025–26; the average California elementary school we score had 17 in 100. Both are averages of school rates, each school counted once.

Middle schools

Where does the middle school we score in Charter Oak Unified stand?

Royal Oak Middle is at the 74th percentile.

That’s higher than 74 in 100 of the 2,529 California middle schools we score (spring 2026 tests). It’s the only public middle school we score in Charter Oak Unified.

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

High schools

Where does the high school we score in Charter Oak Unified stand?

Charter Oak High is at the 57th percentile.

That’s higher than 57 in 100 of the 1,498 California high schools we score (spring 2025 tests). It’s the only public high school we score in Charter Oak Unified.

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

2 high schools not ranked statewide

Continuation schools and court and community schools enroll students differently from a regular school, so each is compared only with its own kind or not ranked.

  • Arrow High (Continuation)Continuation high school: compared only with other continuation schools
  • Bridges Community DayCommunity day school: students are placed here by probation, district or voluntary referral, including after an expulsion, so we don’t rank it

The district

Where does Charter Oak Unified’s money go, and what does it plan?

Charter Oak Unified spent $20,688 per student in the 2024–25 school year.

That’s close to the typical California district, which spent $20,491. About 57 cents of every Charter Oak Unified 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

  • Instruction57%
  • Instruction support9%
  • Student services15%
  • Administration9%
  • Buildings & maintenance10%

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

$55.2 million

planned in its 2026–27 plan for 28 funded actions in 4 goals. That’s 63% of its $87.6 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, 144 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 55% of the money. The plan itself puts 75% of it toward staff.

  • Hire and maintain fully credentialed teachers $13.5 million
  • Improve academic and attendance outcomes for students with disabilities $8.5 million
  • Maintain safe and clean schools and district facilities $8.2 million
  • 25 other actions
Reading, math and catch-up help

4 of the plan’s 28 funded actions name reading, math, catch-up help or English learners in their titles.

Actions whose titles name reading, math, catch-up help or English learners
  • Reading $233,199
  • Math $204,112
  • Catch-up help $78,775
  • English learners $370,023

Largest of these

  • Supplemental support for English learner (EL) students and Long-Term English Language Learners to acquire English proficiency and reclassification$370,023
  • Provide intentional academic instruction & support to improve literacy development, with a focus on reading$233,199
  • Provide intentional academic instruction & support to improve math achievement$204,112
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 $12.7 million in extra services for English learners, low-income students and foster youth.

What changed

The total is $6.9 million (11%) lower than in the 2025–26 plan. The biggest change in dollars is Improve academic and attendance outcomes for students with disabilities, which went from $12.2 million to $8.5 million.

Largest cuts

  • Improve academic and attendance outcomes for students with disabilities−⁠$3.7 million
  • Provide Career Technical Education programs and improve accessibility and outcomes−⁠$3.4 million
  • Provide mental health services and support in order to improve student engagement and attendance−⁠$1.0 million

Largest increases

  • Provide extracurricular experiences+⁠$687,953
  • Provide technology, software programs, and other resources to help identify and intervene for English Learner, Foster Youth, and Low-Income students in academic need+⁠$605,102
  • Improve College and Career readiness indicators by providing rigorous and relevant academic programs for English Learner, Foster and Low-Income students+⁠$501,308

New in the 2026–27 plan

  • Provide optimal staffing levels to address program needs that lead to improved students’ academic and mental health outcomes$7.0 million
  • Maintain levels of counseling services$1.2 million
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
Measure2024–252025–26Change
Chronically absentCounted across all the district’s students, not averaged by schoolGoal 321 in 10018 in 1003 fewer in 100
Suspended at least onceGoal 32.7%4.4%up 1.7 pts

Goal 4 tracks named schools and Goals 1 and 2 track 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
  • Hire and maintain fully credentialed teachers · $13,475,849
  • Improve academic and attendance outcomes for students with disabilities · $8,545,558
  • Maintain safe and clean schools and district facilities · $8,214,894
The full plan4 goals, 37 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 ($55.2 million).

Where does the money go?

68% 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.

G1
G2
G3

Change since the 2025–26 plan, same title

  • fell 25% or more
  • fell 10–25%
  • fell 2–10%
  • within 2%
  • grew 2–10%
  • grew 10–25%
  • grew 25% or more
  • new or renamed title
  • not compared: unconfirmed, or repeated across goals

Every goal, in the plan’s order

Goal 1College and career opportunities will increase for all students by providing high quality teachers…$37.4 million68% of action budgets

“College and career opportunities will increase for all students by providing high quality teachers, instructional materials, appropriate learning environments, and a broad course of study” p. 18 ↗

10 funded actions · 2025–26 plan: $36.4 million (+⁠$1.0 million)

Largest funded actions

  1. Hire and maintain fully credentialed teachers$13.5 millionaction 1.1 · p. 102 ↗
  2. Maintain safe and clean schools and district facilities$8.2 millionaction 1.7 · p. 102 ↗
  3. Provide optimal staffing levels to address program needs that lead to improved students’ academic and mental health outcomes$7.0 millionaction 1.5 · p. 102 ↗ · marked as contributing to high-need services · of which $6.6 million is state funding counted toward those services
  4. Provide classified support staff$3.0 millionaction 1.2 · p. 102 ↗
  5. Instructional Materials & Technology$1.6 millionaction 1.8 · p. 102 ↗

5 more funded actions in this goal

  • Provide classified classroom support personnel to raise academic outcomes for high-needs students · action 1.6 · p. 102 ↗ · marked as contributing to high-need services$1.5 million
  • Maintain levels of counseling services · action 1.3 · p. 102 ↗ · marked as contributing to high-need services$1.2 million
  • Provide technology, software programs, and other resources to help identify and intervene for English Learner, Foster Youth, and Low-Income students in academic need · action 1.9 · p. 102 ↗ · marked as contributing to high-need services · of which $669,108 is state funding counted toward those services$0.8 million
  • Professional development · action 1.10 · p. 102 ↗$0.3 million
  • Provide the California Teachers Induction program (CTIP) for new teacher and administrator induction · action 1.4 · p. 102 ↗$0.2 million

Changes from last year’s plan, same title

  1. Provide classified support staff−⁠$0.7 million$3.8 million → $3.0 million · p. 102 ↗
  2. Provide technology, software programs, and other resources to help identify and intervene for English Learner, Foster Youth, and Low-Income students in academic need+⁠$605,102$235,000 → $840,102 · p. 102 ↗
  3. Maintain safe and clean schools and district facilities+⁠$0.3 million$7.9 million → $8.2 million · p. 102 ↗

Every other line in this goal, against last year’s plan

  • Hire and maintain fully credentialed teachers · $13.4 million → $13.5 million · p. 102 ↗+⁠$0.1 million
  • Provide optimal staffing levels to address program needs that lead to improved students’ academic and mental health outcomes · $7.0 million · p. 102 ↗new or renamed
  • Instructional Materials & Technology · $1.4 million → $1.6 million · p. 102 ↗+⁠$0.2 million
  • Provide classified classroom support personnel to raise academic outcomes for high-needs students · $1.6 million → $1.5 million · p. 102 ↗−⁠$0.1 million
  • Maintain levels of counseling services · $1.2 million · p. 102 ↗new or renamed
  • Professional development · $151,643 → $266,778 · p. 102 ↗+⁠$115,135
  • Provide the California Teachers Induction program (CTIP) for new teacher and administrator induction · $201,702 → $207,830 · p. 102 ↗+⁠$6,128

A reworded title counts as new.

How the plan measures it · 4 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 18 ↗.

Goal 2Academic achievement will increase for all students, including significant subgroups, by implementing high…$13.6 million25% of action budgets

“Academic achievement will increase for all students, including significant subgroups, by implementing high quality, culturally responsive instruction, curriculum, and assessments that meet the needs of our diverse learners” p. 33 ↗

7 funded actions · 2025–26 plan: $21.2 million (−⁠$7.6 million)

Largest funded actions

  1. Improve academic and attendance outcomes for students with disabilities$8.5 millionaction 2.5 · p. 103 ↗
  2. Improve College and Career readiness indicators by providing rigorous and relevant academic programs for English Learner, Foster and Low-Income students$1.9 millionaction 2.8 · p. 103 ↗ · marked as contributing to high-need services
  3. Development and implementation of a multi-tiered system of support to meet the needs of each student$1.4 millionaction 2.4 · p. 103 ↗
  4. Provide Career Technical Education programs and improve accessibility and outcomes$1.0 millionaction 2.6 · p. 103 ↗
  5. Supplemental support for English learner (EL) students and Long-Term English Language Learners to acquire English proficiency and reclassification$0.4 millionaction 2.1 · p. 103 ↗ · marked as contributing to high-need services

2 more funded actions in this goal

  • Provide intentional academic instruction & support to improve literacy development, with a focus on reading · action 2.2 · p. 103 ↗$0.2 million
  • Provide intentional academic instruction & support to improve math achievement · action 2.3 · p. 103 ↗$0.2 million

Changes from last year’s plan, same title

  1. Improve academic and attendance outcomes for students with disabilities−⁠$3.7 million$12.2 million → $8.5 million · p. 103 ↗
  2. Provide Career Technical Education programs and improve accessibility and outcomes−⁠$3.4 million$4.3 million → $1.0 million · p. 103 ↗
  3. Improve College and Career readiness indicators by providing rigorous and relevant academic programs for English Learner, Foster and Low-Income students+⁠$0.5 million$1.4 million → $1.9 million · p. 103 ↗

Every other line in this goal, against last year’s plan

  • Development and implementation of a multi-tiered system of support to meet the needs of each student · $1.1 million → $1.4 million · p. 103 ↗+⁠$0.3 million
  • Supplemental support for English learner (EL) students and Long-Term English Language Learners to acquire English proficiency and reclassification · $529,969 → $370,023 · p. 103 ↗−⁠$159,946
  • Provide intentional academic instruction & support to improve literacy development, with a focus on reading · $389,420 → $233,199 · p. 103 ↗−⁠$156,221
  • Provide intentional academic instruction & support to improve math achievement · $389,420 → $204,112 · p. 103 ↗−⁠$185,308

How the plan measures it · 13 measures · 1 quoted

  • High School Graduation Rates p. 39 ↗
    Baseline
    94.4% graduation rate based on 2022-2023 DataQuest
    Target for year 3
    100% graduation rate

12 more measures in the plan’s table.

Goal 3Through exemplary programs, increased student engagement, and meaningful parent involvement, the District and…$3.8 million7% of action budgets

“Through exemplary programs, increased student engagement, and meaningful parent involvement, the District and schools will foster positive climates that support the social, emotional, and physical needs and their families” p. 52 ↗

6 funded actions · 2025–26 plan: $4.3 million (−⁠$499,664)

Largest funded actions

  1. Provide extracurricular experiences$2.0 millionaction 3.5 · p. 104 ↗
  2. Ensure school safety$1.2 millionaction 3.6 · p. 104 ↗
  3. Provide mental health services and support in order to improve student engagement and attendance$0.2 millionaction 3.1 · p. 103 ↗ · marked as contributing to high-need services
  4. Parent and community partnerships$0.2 millionaction 3.4 · p. 104 ↗
  5. Provide outreach services to our UDP by supporting our district-wide community schools model$0.1 millionaction 3.2 · p. 103 ↗ · marked as contributing to high-need services

1 more funded action in this goal

  • Social and emotional learning (SEL) and behavioral support curriculum and strategies · action 3.3 · p. 104 ↗$0.1 million

Changes from last year’s plan, same title

  1. Provide mental health services and support in order to improve student engagement and attendance−⁠$1.0 million$1.2 million → $0.2 million · p. 103 ↗
  2. Provide extracurricular experiences+⁠$0.7 million$1.3 million → $2.0 million · p. 104 ↗
  3. Ensure school safety−⁠$0.2 million$1.3 million → $1.2 million · p. 104 ↗

Every other line in this goal, against last year’s plan

  • Parent and community partnerships · $185,518 → $185,513 · p. 104 ↗−⁠$5
  • Provide outreach services to our UDP by supporting our district-wide community schools model · $111,347 → $128,866 · p. 103 ↗+⁠$17,519
  • Social and emotional learning (SEL) and behavioral support curriculum and strategies · $115,000 → $100,000 · p. 104 ↗−⁠$15,000

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. 52 ↗.

Goal 4 · Equity Multiplier Focus GoalBy the end of the 2026–27 school year, the Equity Multiplier schools, Oak Knoll Virtual Academy, Arrow High…$394,4731% of action budgets

“By the end of the 2026–27 school year, the Equity Multiplier schools, Oak Knoll Virtual Academy, Arrow High School, and Bridges Community Day School, will improve student outcomes through targeted supports for identified student groups. At Oak Knoll Virtual Academy, the percentage of Hispanic students scoring below standard will decrease by 5% in both English Language Arts (ELA) and Mathematics for our SED and All student groups. Additionally, chronic absenteeism among low-income students will decrease by 5%. At Arrow High School, the college and career readiness rate for low-income students and All student group will increase by 5%, and the graduation rate for low-income students will increase to 94% by the end of the 2026–27 school year. Suspension rates for Hispanic and low-income student groups will decrease by 10%. Chronic absenteeism rates for all students, including Hispanic student groups, will decrease by 10%. At Bridges Community Day School, suspension rates for all student groups will decrease by 10%. In addition, chronic absenteeism rates for all students, including Hispanic student groups, will decrease by 10%. These outcomes reflect a commitment to improving academic achievement, increasing engagement, and fostering safe, supportive learning environments for all students” p. 66 ↗

5 funded actions · reworded since the 2025–26 plan

Largest funded actions

  1. Enhance Accessibility with Online Instruction$177,031action 4.2 · p. 104 ↗
  2. Targeted Interventions$78,775action 4.4 · p. 104 ↗
  3. Community Engagement$62,271action 4.3 · p. 104 ↗
  4. Supplemental Materials to Support Diverse Learners$57,608action 4.5 · p. 104 ↗
  5. Professional Development$18,788action 4.1 · p. 104 ↗

Changes from last year’s plan, same title

  1. Enhance Accessibility with Online Instruction+⁠$152,031$25,000 → $177,031 · p. 104 ↗
  2. Targeted Interventions+⁠$38,775$40,000 → $78,775 · p. 104 ↗
  3. Supplemental Materials to Support Diverse Learners+⁠$11,558$46,050 → $57,608 · p. 104 ↗

Every other line in this goal, against last year’s plan

  • Community Engagement · $62,500 → $62,271 · p. 104 ↗−⁠$229
  • Professional Development · $17,500 → $18,788 · p. 104 ↗+⁠$1,288

How the plan measures it · 10 measures · 3 quoted

  • Bridges Community Day School: Percentage of teachers holding a clear credential or other appropriate authorization for assignment p. 72 ↗
    Baseline
    43.8% *Data Source TAMO 2023/24
    Target for year 3
    70%
  • Arrow High School: Percentage of teachers holding a clear credential or other appropriate authorization for assignment p. 73 ↗
    Baseline
    67.4% *Data Source TAMO 2023/24
    Target for year 3
    85%
  • Oak Knoll Virtual Academy: Percentage of teachers holding a clear credential or other appropriate authorization for assignment p. 73 ↗
    Baseline
    64.4% *Data Source TAMO 2023/24
    Target for year 3
    85%

7 more measures in the plan’s table.

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, 4,314 students
1. Hispanic or Latino: 75%2. White: 12%3. Asian: 4%4. Filipino: 3%5. Two or more races: 3%6. Black or African American: 3%7. American Indian or Alaska Native: <1%8. Pacific Islander: <1%Student mix2024–25
  1. Hispanic or Latino75%
  2. White12%
  3. Asian4%
  4. Filipino3%
  5. Two or more races3%
  6. Black or African American3%
  7. American Indian or Alaska Native<1%
  8. Pacific Islander<1%
  9. Not reported0%
Shares use the district's own October enrollment counts from the CDE, including its charter schools.

Free or reduced-price meals

72%

Across California, 63% of students qualify.

2024–25 · 3,095 of 4,296 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?

The state is giving Charter Oak Unified extra help in 2026. A student group had the Dashboard’s lowest results (red) on two or more measures three years in a row.

It also qualified the year before.

Which students, on which measures

Students with disabilities
English and math

How English learners moved up on the state’s English test

From spring 2025 to spring 2026, 53% of the district’s English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top (126 of 236 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

Badillo Elementary (Targeted support) · Cedargrove Elementary (Targeted support)

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.

Sources: District help (CDE) ↗ · English learner progress (CDE) ↗ · School support (CDE) ↗. State results from the 2026 California School Dashboard.

Which places nearby can you look at next?

Cities in the district

More places (5)

Districts nearby

Common questions

Which public schools in Charter Oak Unified rank highest?

Elementary: Washington Elementary, 82nd percentile (Strong). Middle: Royal Oak Middle, 74th percentile (Solid). High: Charter Oak High, 57th percentile (Solid). 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 Charter Oak Unified 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 Charter Oak Unified good?

Charter Oak Unified’s 6 public elementary schools run from the 30th to the 82nd percentile among the 5,726 California elementary schools we score (spring 2026 tests). By band: 1 Strong, 2 Solid and 3 Developing. Charter Oak Unified has one public middle school we score, Royal Oak Middle, at the 74th percentile among the 2,529 California middle schools we score (spring 2026 tests). By band: 1 Solid. Charter Oak Unified has one public high school we score, Charter Oak High, at the 57th percentile among the 1,498 California high schools we score (spring 2025 tests). By band: 1 Solid. 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 Charter Oak Unified compare with California?

The average elementary school in Charter Oak Unified had 19 in 100 students chronically absent (missed 10% or more of school days) in 2025–26; the average California elementary school we score had 17 in 100. Both are averages of school rates, each school counted once. These are averages of school rates: each school counts once, whatever its size.

How much does Charter Oak Unified spend per student?

Charter Oak Unified spent $20,688 per student in the 2024–25 school year. That’s close to the typical California district, which spent $20,491. About 57 cents of every Charter Oak Unified 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 Charter Oak Unified’s 2026–27 spending plan?

The district’s 2026–27 spending plan puts $55.2 million into 28 funded actions in 4 goals, 63% of its $87.6 million general fund budget. Its largest goal holds $37.4 million, 68% of the action budgets. The 2026–27 plan, goal by goal.

Where do these results come from?

California’s state tests (CAASPP): spring 2026 for elementary and 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 Charter Oak Unified, with the district’s spending and state accountability records.

Data source: California Department of Education · CAASPP 2025–26 elementary and middle school; 2024–25 high school

Percentiles, bands and Scope Scores are SchoolScope’s own calculations from these state files.

View CDE data ↗ (opens in a new tab)How Scope Scores work →

Download these schools (CSV)Free to use under CC BY 4.0 with attribution.