Culver City Unified’s 5 public elementary schools run from the 59th to the 96th percentile among the 5,726 California elementary schools we score (spring 2026 tests).
Elementary · 5 schools
from 59th to 96th · among 5,726 California elementary schools we score · spring 2026 tests
El Marino Elementary: 96th percentile, Strong
Linwood E. Howe Elementary: 93rd percentile, Strong
Farragut Elementary: 92nd percentile, Strong
El Rincon Elementary: 83rd percentile, Strong
La Ballona Elementary: 59th percentile, Solid
0Needs Support
0Developing
1Solid
4Strong
← lower percentilehigher →
One dot per school.
Middle and high school pictures
Middle · 1 school
at 78th · among 2,529 California middle schools we score · spring 2026 tests
Culver City Middle: 78th percentile, Strong
0Needs Support
0Developing
0Solid
1Strong
High · 1 school
at 81st · among 1,498 California high schools we score · spring 2025 tests
Culver City High: 81st percentile, Strong
0Needs Support
0Developing
0Solid
1Strong
← lower percentilehigher →
One dot per school. Each stage is placed only among California schools at its own level.
The average elementary school in Culver City Unified had 8 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 Culver City Unified stand?
Culver City Middle is at the 78th percentile.
That’s higher than 78 in 100 of the 2,529 California middle schools we score (spring 2026 tests). It’s the only public middle school we score in Culver City Unified.
Each percentile compares a school with California schools at its own level. What patterns mean
Where does the high school we score in Culver City Unified stand?
Culver City High is at the 81st percentile.
That’s higher than 81 in 100 of the 1,498 California high schools we score (spring 2025 tests). It’s the only public high school we score in Culver City Unified.
Each percentile compares a school with California schools at its own level.
Culver Park HighContinuation high school: compared only with other continuation schools
The district
Where does Culver City Unified’s money go, and what does it plan?
Culver City Unified spent $19,208 per student in the 2024–25 school year.
That’s close to the typical California district, which spent $20,491. About 60 cents of every Culver City 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
Instruction60%
Instruction support15%
Student services10%
Administration6%
Buildings & maintenance9%
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
$98.5 million
planned in its 2026–27 plan for 58 funded actions in 7 goals. That’s 85% of its $115.7 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, 186 pages), as posted to the California School Dashboard.
Where the money goes
Three actions take 88% of the money. The plan itself puts 91% of it toward staff.
Recruiting and retaining staff $62.1 million
Specialized Academic Instruction $16.8 million
Continuum of Services (i.e Counseling) $7.8 million
55 other actions
Reading, math and catch-up help
8 of the plan’s 58 funded actions name reading, math, catch-up help or English learners in their titles.
Actions whose titles name math, catch-up help or English learners
Math $1.0 million
Catch-up help $0.5 million
English learners $0.4 million
Largest of these
Science Technology, Engineering, Arts, and Mathematical Pre-pathway (STEAM)$1.0 million
Multi-Tiered System of Support (MTSS)$338,482
Increase Access to AVID Secondary Electives and Elementary College and Career Engagement Opportunities for English Learners$268,207
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 $6.3 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $5.6 million and estimates it spent $5.6 million, within 1% of the plan.
$5.6 million spent (estimated)$5.6 million planned
What changed
The total is $14.0 million (17%) higher than in the 2025–26 plan. The biggest change in dollars is Specialized Academic Instruction, which went from $8.9 million to $16.8 million.
Largest cuts
Textbook Adoptions and Instructional Materials−$516,533
Largest increases
Specialized Academic Instruction+$7.9 million
Continuum of Services (i.e Counseling)+$4.5 million
Safe and Clean Facilities+$873,127
Ask: What did Textbook Adoptions and Instructional Materials pay for, and what changes now that the 2026–27 plan gives it $516,533 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 2024–25Goals 1, 2 and 7
65%
68%
up 3 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1, 2 and 7
54%
57%
up 3 pts
Chronically absentCounted across all the district’s students, not averaged by schoolGoals 1, 5 and 6
11 in 100
10 in 100
1 fewer in 100
Suspended at least onceGoals 3, 6 and 7
1.1%
1.0%
down 0.1 pts
Goal 4 isn’t shown because it tracks other measures.
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
Recruiting and retaining staff · $62,093,684
Specialized Academic Instruction · $16,812,833
Continuum of Services (i.e Counseling) · $7,781,747
The full plan7 goals, 81 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 ($98.5 million).
Where does the money go?
66% 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 1Provide equitable access to high quality curriculum, materials, classroom instruction, and technology to…$65.3 million66% of action budgets
“Provide equitable access to high quality curriculum, materials, classroom instruction, and technology to foster engaging, creative, and meaningful learning experiences for all students while emphasizing growth towards meeting or exceeding standards to close the achievement and opportunity gaps. (Equitable Access to High Quality Curriculum)” p. 19 ↗
13 funded actions · 2025–26 plan: $64.7 million (+$628,072)
Largest funded actions
Recruiting and retaining staff$62.1 millionaction 1.11 · p. 140 ↗
Safe and Clean Facilities$1.1 millionaction 1.13 · p. 140 ↗
College and Career Advising$0.7 millionaction 1.10 · p. 139 ↗ · marked as contributing to high-need services
Instructional Practices$0.6 millionaction 1.9 · p. 139 ↗ · marked as contributing to high-need services
Textbook Adoptions and Instructional Materials$0.3 millionaction 1.12 · p. 140 ↗
8 more funded actions in this goal
Assistive Technology · action 1.3 · p. 139 ↗$0.1 million
Teacher Induction · action 1.1 · p. 139 ↗$0.1 million
Data Management for PLCs · action 1.4 · p. 139 ↗ · marked as contributing to high-need services$0.1 million
Professional Learning Communities for Continuous Improvement · action 1.8 · p. 139 ↗$0.1 million
Supplemental curriculum, instruction and progress monitoring for students needing additional support to close the achievement gap · action 1.7 · p. 139 ↗ · marked as contributing to high-need services$0.1 million
Teacher Residency · action 1.5 · p. 139 ↗under $0.1 million
Learning Management Systems (LMS) and online supplemental curriculum · action 1.6 · p. 139 ↗ · marked as contributing to high-need servicesunder $0.1 million
Teacher Induction · action 1.2 · p. 139 ↗under $0.1 million
Changes from last year’s plan, same title
Safe and Clean Facilities+$0.9 million$0.2 million → $1.1 million · p. 140 ↗
Textbook Adoptions and Instructional Materials−$516,533$825,778 → $309,245 · p. 140 ↗
Recruiting and retaining staff+$0.3 million$61.8 million → $62.1 million · p. 140 ↗
Every other line in this goal, against last year’s plan
College and Career Advising · $482,000 → $704,458 · p. 139 ↗+$222,458
Instructional Practices · $600,000 → $574,346 · p. 139 ↗−$25,654
Assistive Technology · $95,899 → $118,724 · p. 139 ↗+$22,825
Teacher Induction · $101,862 → $83,162 · p. 139 ↗−$18,700
Data Management for PLCs · $85,000 → $65,058 · p. 139 ↗−$19,942
Professional Learning Communities for Continuous Improvement · $65,000 → $65,000 · p. 139 ↗unchanged
Supplemental curriculum, instruction and progress monitoring for students needing additional support to close the achievement gap · $236,000 → $61,082 · p. 139 ↗−$174,918
Teacher Residency · $50,000 → $50,000 · p. 139 ↗unchanged
Learning Management Systems (LMS) and online supplemental curriculum · $31,500 → $34,188 · p. 139 ↗+$2,688
Teacher Induction · $13,800 → $13,800 · p. 139 ↗unchanged
How the plan measures it · 19 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 19 ↗.
Goal 2Implement targeted supports for students to optimize learning opportunities that includes multiple pathways…$18.4 million19% of action budgets
“Implement targeted supports for students to optimize learning opportunities that includes multiple pathways to demonstrate learning and remove barriers to student achievement regardless of their background, identity, or ability. (MTSS/ Targeted Supports/Inclusive Practices)” p. 36 ↗
11 funded actions · 2025–26 plan: $10.2 million (+$8.2 million)
Largest funded actions
Specialized Academic Instruction$16.8 millionaction 2.11 · p. 141 ↗
Site-Based Instructional Lead$0.6 millionaction 2.8 · p. 140 ↗ · marked as contributing to high-need services
Multi-Tiered System of Support (MTSS)$0.3 millionaction 2.5 · p. 140 ↗
Adaptive Standards Aligned Supplemental Curriculum$0.2 millionaction 2.2 · p. 140 ↗ · marked as contributing to high-need services
Before and After School and Saturday school intervention and academic booster clubs Multi-tiered System of Support (MTSS): Intervention$0.2 millionaction 2.6 · p. 140 ↗
6 more funded actions in this goal
Professional Development for teachers on Universal Design for Learning (UDL) · action 2.3 · p. 140 ↗$0.1 million
Provide and Expand Alternative Pathway Learning Programs for English Learners and low-income students · action 2.9 · p. 140 ↗ · marked as contributing to high-need services$0.1 million
Inclusive Practices Professional Development · action 2.4 · p. 140 ↗under $0.1 million
Implement PBIS Framework · action 2.10 · p. 140 ↗under $0.1 million
Additional Opportunities to Learn · action 2.7 · p. 140 ↗under $0.1 million
Provide Interim Assessments for Progress Monitoring and Providing Additional Intervention Opportunities (MTSS) · action 2.1 · p. 140 ↗under $0.1 million
Changes from last year’s plan, same title
Specialized Academic Instruction+$7.9 million$8.9 million → $16.8 million · p. 141 ↗
Multi-Tiered System of Support (MTSS)+$178,482$160,000 → $338,482 · p. 140 ↗
Professional Development for teachers on Universal Design for Learning (UDL)+$82,000$59,000 → $141,000 · p. 140 ↗
Every other line in this goal, against last year’s plan
Site-Based Instructional Lead · $532,436 → $574,346 · p. 140 ↗+$41,910
Before and After School and Saturday school intervention and academic booster clubs Multi-tiered System of Support (MTSS): Intervention · $100,000 → $180,000 · p. 140 ↗+$80,000
Provide and Expand Alternative Pathway Learning Programs for English Learners and low-income students · $50,800 → $55,550 · p. 140 ↗+$4,750
Inclusive Practices Professional Development · $48,000 → $48,000 · p. 140 ↗unchanged
Additional Opportunities to Learn · $21,577 → $21,577 · p. 140 ↗unchanged
Provide Interim Assessments for Progress Monitoring and Providing Additional Intervention Opportunities (MTSS) · $10,000 → $10,000 · p. 140 ↗unchanged
How the plan measures it · 9 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 36 ↗.
Goal 3Ensure all schools are safe and provide culturally inclusive learning environments with systems that support…$7.9 million8% of action budgets
“Ensure all schools are safe and provide culturally inclusive learning environments with systems that support positive mental health and social-emotional skills through student, staff, and family engagement. (Culturally Inclusive Learning and Safety)” p. 49 ↗
8 funded actions · 2025–26 plan: $3.5 million (+$4.4 million)
Largest funded actions
Continuum of Services (i.e Counseling)$7.8 millionaction 3.4 · p. 141 ↗
MTSS, Restorative Practices & PBISunder $0.1 millionaction 3.3 · p. 141 ↗ · marked as contributing to high-need services · of which $17,500 is state funding counted toward those services
Professional Developmentunder $0.1 millionaction 3.1 · p. 141 ↗ · marked as contributing to high-need services
Mental Health Supportunder $0.1 millionaction 3.6 · p. 141 ↗ · marked as contributing to high-need services
Safe and Culturally Inclusive Learning Environmentsunder $0.1 millionaction 3.8 · p. 141 ↗
3 more funded actions in this goal
Employee Assistance for Education (EASE) · action 3.7 · p. 141 ↗under $0.1 million
Survey students, parents, employees · action 3.10 · p. 141 ↗under $0.1 million
Counseling · action 3.2 · p. 141 ↗under $0.1 million
Changes from last year’s plan, same title
Continuum of Services (i.e Counseling)+$4.5 million$3.3 million → $7.8 million · p. 141 ↗
Safe and Culturally Inclusive Learning Environments−$25,005$38,000 → $12,995 · p. 141 ↗
Professional Development−$4,700$30,000 → $25,300 · p. 141 ↗
Every other line in this goal, against last year’s plan
None of these has an all-students line we can quote; the plan’s table lists them from p. 49 ↗.
Goal 4Provide students with personalized learning pathways encompassing leadership, career, technical, artistic and…$2.2 million2% of action budgets
“Provide students with personalized learning pathways encompassing leadership, career, technical, artistic and athletic disciplines while facilitating accelerated growth through diverse educational opportunities. (Enrichment and Personalized Learning)” p. 62 ↗
4 funded actions · 2025–26 plan: $2.4 million (−$153,885)
Largest funded actions
Career Technical Education$1.9 millionaction 4.4 · p. 141 ↗
Increase Access to AVID Secondary Electives and Elementary College and Career Engagement Opportunities for English Learners$0.3 millionaction 4.1 · p. 141 ↗ · marked as contributing to high-need services
Student Activitiesunder $0.1 millionaction 4.2 · p. 141 ↗
Innovative Learning through Technologyunder $0.1 millionaction 4.5 · p. 142 ↗
Changes from last year’s plan, same title
Career Technical Education−$0.2 million$2.1 million → $1.9 million · p. 141 ↗
Every other line in this goal, against last year’s plan
Increase Access to AVID Secondary Electives and Elementary College and Career Engagement Opportunities for English Learners · $268,207 → $268,207 · p. 141 ↗unchanged
Student Activities · $35,000 → $35,000 · p. 141 ↗unchanged
Innovative Learning through Technology · $20,000 · p. 142 ↗new or renamed
Goal 5 · Focus GoalEnglish Language Learners (ELLs) will achieve comprehensive language proficiency and academic success as…$1.7 million2% of action budgets
“English Language Learners (ELLs) will achieve comprehensive language proficiency and academic success as measured by: increasing English language proficiency by at least one ELP level; improving in English proficiency by 20% on local and state assessments. Additionally, multilingualism and multiculturalism will be promoted through Dual Language and English Learner Programs fostering comprehensive language development and academic success. (English Learners and Multilingualism)” p. 70 ↗
8 funded actions · 2025–26 plan: $1.4 million (+$323,694)
Largest funded actions
Science Technology, Engineering, Arts, and Mathematical Pre-pathway (STEAM)$1.0 millionaction 5.7 · p. 142 ↗ · marked as contributing to high-need services · of which $934,143 is state funding counted toward those services
Community Liaison$0.2 millionaction 5.5 · p. 142 ↗ · marked as contributing to high-need services
Seal of Biliteracy and Pathway to Biliteracy$0.2 millionaction 5.2 · p. 142 ↗ · marked as contributing to high-need services
Progress Monitoring, Reclassification using Ellevation, Interim ELPAC$0.1 millionaction 5.1 · p. 142 ↗ · marked as contributing to high-need services · of which $9,600 is state funding counted toward those services
ELD Site Chairs and Bilingual Instructional Aides$0.1 millionaction 5.3 · p. 142 ↗ · marked as contributing to high-need services
3 more funded actions in this goal
Supplemental English Learner support in Dual Language Immersion Program for English language acquisition · action 5.6 · p. 142 ↗ · marked as contributing to high-need servicesunder $0.1 million
Reclassification and Assessment of SWD · action 5.4 · p. 142 ↗under $0.1 million
Tutoring · action 5.8 · p. 143 ↗ · marked as contributing to high-need servicesunder $0.1 million
Changes from last year’s plan, same title
Science Technology, Engineering, Arts, and Mathematical Pre-pathway (STEAM)+$0.2 million$0.8 million → $1.0 million · p. 142 ↗
Progress Monitoring, Reclassification using Ellevation, Interim ELPAC+$99,473$14,600 → $114,073 · p. 142 ↗
Reclassification and Assessment of SWD+$20,755$27,000 → $47,755 · p. 142 ↗
Every other line in this goal, against last year’s plan
Community Liaison · $250,000 → $250,000 · p. 142 ↗unchanged
Seal of Biliteracy and Pathway to Biliteracy · $153,500 → $153,500 · p. 142 ↗unchanged
ELD Site Chairs and Bilingual Instructional Aides · $50,588 → $50,588 · p. 142 ↗unchanged
Supplemental English Learner support in Dual Language Immersion Program for English language acquisition · $50,000 → $50,000 · p. 142 ↗unchanged
Progress toward English language proficiency on CA School Dashboardp. 71 ↗
Baseline
47.2% making progress toward English language proficiency (CA School Dashboard; 2023)
Target for year 3
68% making progress toward English language proficiency on the CA School Dashboard
11 more measures in the plan’s table.
Goal 6Reduce the chronic absenteeism and suspension rates as reflected in state and local indicators for students…$2.5 million3% of action budgets
“Reduce the chronic absenteeism and suspension rates as reflected in state and local indicators for students experiencing homelessness, foster youth and low income students by providing comprehensive support services for addressing academic, social-emotional and basic needs. (Attendance and Discipline)” p. 83 ↗
7 funded actions · reworded since the 2025–26 plan
Largest funded actions
Counseling$1.4 millionaction 6.5 · p. 143 ↗ · marked as contributing to high-need services · of which $1.2 million is state funding counted toward those services
Mental Health Counseling$1.1 millionaction 6.6 · p. 143 ↗ · marked as contributing to high-need services
Use of Communication App to reduce chronic absenteeism for English Learners and low income studentsunder $0.1 millionaction 6.3 · p. 143 ↗ · marked as contributing to high-need services
Empathy Interviewsunder $0.1 millionaction 6.2 · p. 143 ↗
Communication and monitoring system to reduce chronic absenteeismunder $0.1 millionaction 6.1 · p. 143 ↗
2 more funded actions in this goal
Out of School Suspension Data Review · action 6.7 · p. 143 ↗under $0.1 million
Communication about Attendance · action 6.4 · p. 143 ↗under $0.1 million
Changes from last year’s plan, same title
Counseling+$0.7 million$0.6 million → $1.4 million · p. 143 ↗
Communication about Attendance−$169,100$173,000 → $3,900 · p. 143 ↗
Mental Health Counseling+$11,130$1.0 million → $1.1 million · p. 143 ↗
Every other line in this goal, against last year’s plan
Use of Communication App to reduce chronic absenteeism for English Learners and low income students · $40,302 → $40,302 · p. 143 ↗unchanged
Empathy Interviews · $19,000 → $19,000 · p. 143 ↗unchanged
Communication and monitoring system to reduce chronic absenteeism · $17,985 · p. 143 ↗new or renamed
Out of School Suspension Data Review · $8,000 → $8,000 · p. 143 ↗unchanged
A reworded title counts as new.
How the plan measures it · 11 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 83 ↗.
Goal 7 · Focus GoalBy 2027, increase progress monitoring transparency and support for Black/African American students by…$412,054under 1% of action budgets
“By 2027, increase progress monitoring transparency and support for Black/African American students by enhancing socio-emotional care and attention. This will create conditions conducive to attaining high levels of academic achievement through the following strategies: • Increase academic achievement levels among Black/African American students by meeting and/or exceeding grade-level standards as determined by state proficiency levels. • Improve the sense of connection to the school and district community among Black/African American students, as evidenced by positive responses and increased participation rates on climate surveys. • Decrease suspension, expulsion and chronic absenteeism rates for Black/African American students by implementing proactive and alternative means of support. (Black Student Achievement Plan)” p. 96 ↗
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, 6,595 students
1Hispanic or Latino37%
2White25%
3Two or more races13%
4Asian10%
5Black or African American10%
6Not reported2%
7Filipino1%
8Pacific Islander<1%
9American Indian or Alaska Native<1%
Shares use the district's own October enrollment counts from the CDE, including its charter schools. Rounded labels may not total 100%; segments use the original shares.
Free or reduced-price meals
31%
Across California, 63% of students qualify.
2024–25 · 2,016 of 6,581 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 Culver City 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.
Which students, on which measures
Long-term English learners
English and math
How English learners moved up on the state’s English test
From spring 2025 to spring 2026, 45% of the district’s English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top (191 of 426 students). California: 47%. It counts students moving up the test’s levels, so a student can count here before becoming fluent.
Which public schools in Culver City Unified rank highest?
Elementary: El Marino Elementary, 96th percentile (Strong). Middle: Culver City Middle, 78th percentile (Strong). High: Culver City High, 81st 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 Culver City 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 Culver City Unified good?
Culver City Unified’s 5 public elementary schools run from the 59th to the 96th percentile among the 5,726 California elementary schools we score (spring 2026 tests). By band: 4 Strong and 1 Solid. Culver City Unified has one public middle school we score, Culver City Middle, at the 78th percentile among the 2,529 California middle schools we score (spring 2026 tests). By band: 1 Strong. Culver City Unified has one public high school we score, Culver City High, at the 81st percentile among the 1,498 California high schools we score (spring 2025 tests). By band: 1 Strong. 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 Culver City Unified compare with California?
The average elementary school in Culver City Unified had 8 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 Culver City Unified spend per student?
Culver City Unified spent $19,208 per student in the 2024–25 school year. That’s close to the typical California district, which spent $20,491. About 60 cents of every Culver City 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 Culver City Unified’s 2026–27 spending plan?
The district’s 2026–27 spending plan puts $98.5 million into 58 funded actions in 7 goals, 85% of its $115.7 million general fund budget. Its largest goal holds $65.3 million, 66% 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 Culver City 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.