Fowler Unified has two ranked public elementary schools, one middle school and one high school. Malaga Elementary is at the 49th percentile, Fremont Elementary the 48th, John Sutter Middle the 30th and Fowler High the 71st, each among the California schools we score at its level (spring 2026 tests; high schools, spring 2025).
Where does Fowler Unified’s money go, and what does it plan?
Fowler Unified spent $21,260 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 Fowler 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 support8%
Student services12%
Administration8%
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
$43.2 million
planned in its 2026–27 plan for 44 funded actions in 4 goals. That’s 78% of its $55.1 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, 179 pages), as posted to the California School Dashboard.
Where the money goes
Three actions take 69% of the money. The plan itself puts 82% of it toward staff.
Qualified Teachers $23.2 million
Intervention and Support Staff $4.4 million
Services for Students with Exceptional Needs $2.3 million
41 other actions
Reading, math and catch-up help
10 of the plan’s 44 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 under $0.1 million
Math under $0.1 million
Catch-up help $5.2 million
English learners $0.2 million
An action naming two of these appears under both.
Largest of these
Intervention and Support Staff$4.4 million
Summer School$435,781
Supplemental/ Intervention Materials$306,394
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 $9.9 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $10.4 million and estimates it spent $10.5 million, $0.1 million (2%) more than planned (our arithmetic).
$10.5 million spent (estimated)$10.4 million planned
What changed
The total is $1.9 million (5%) higher than in the 2025–26 plan. The biggest change in dollars is Qualified Teachers, which went from $20.4 million to $23.2 million.
Largest cuts
Expanded Learning Program−$2.0 million
Access to a Broad Course of Study−$385,445
Intervention and Support Staff−$327,757
Largest increases
Qualified Teachers+$2.8 million
CTE/ROP+$423,139
Summer School+$296,765
New in the 2026–27 plan
Support Teachers$604,641
Ask: What did Expanded Learning Program pay for, and what changes now that the 2026–27 plan gives it $2.0 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
45%
46%
up 1 pt
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1
31%
29%
down 2 pts
Chronically absentCounted across all the district’s students, not averaged by schoolGoal 2
17 in 100
13 in 100
4 fewer in 100
Suspended at least onceGoal 2
2.3%
1.2%
down 1.1 pts
Goal 4 tracks named schools and Goal 3 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
Qualified Teachers · $23,172,972
Intervention and Support Staff · $4,441,621
Services for Students with Exceptional Needs · $2,272,810
The full plan4 goals, 36 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 ($43.2 million).
Where does the money go?
89% 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 high quality rigorous teaching and learning experiences to increase student achievement and academic…$38.4 million89% of action budgets
“Provide high quality rigorous teaching and learning experiences to increase student achievement and academic outcomes for all students. • Learn and improve everyday with constructive, consistent feedback • Create engaging, relevant, enjoyable, and interactive learning experiences • Create collective experiences with shared responsibility to challenge perspectives and become global citizens • Foster lifelong learning, continually growing and making learning relevant and enjoyable • Collaborate to enhance learning and ideas” p. 23 ↗
21 funded actions · 2025–26 plan: $36.7 million (+$1.7 million)
Largest funded actions
Qualified Teachers$23.2 millionaction 1.1 · p. 133 ↗
Intervention and Support Staff$4.4 millionaction 1.4 · p. 133 ↗ · marked as contributing to high-need services · of which $3.6 million is state funding counted toward those services
Services for Students with Exceptional Needs$2.3 millionaction 1.18 · p. 135 ↗
Reducing Class Sizes$2.0 millionaction 1.11 · p. 134 ↗ · marked as contributing to high-need services
Expanded Learning Program$2.0 millionaction 1.13 · p. 134 ↗
Access to a Broad Course of Study · action 1.17 · p. 135 ↗$0.7 million
Support Teachers · action 1.21 · p. 135 ↗$0.6 million
Standards-Aligned Curriculum · action 1.2 · p. 133 ↗$0.4 million
Summer School · action 1.7 · p. 133 ↗ · marked as contributing to high-need services$0.4 million
Technology Implementation · action 1.14 · p. 134 ↗ · marked as contributing to high-need services$0.4 million
Library Support Services · action 1.6 · p. 133 ↗ · marked as contributing to high-need services$0.4 million
Supplemental/ Intervention Materials · action 1.8 · p. 133 ↗ · marked as contributing to high-need services · of which $63,943 is state funding counted toward those services$0.3 million
Professional Development · action 1.16 · p. 135 ↗ · marked as contributing to high-need services · of which $108,873 is state funding counted toward those services$0.2 million
English Learner Supports · action 1.9 · p. 133 ↗ · marked as contributing to high-need services$0.2 million
Supplemental Learning Program · action 1.5 · p. 133 ↗ · marked as contributing to high-need servicesunder $0.1 million
Early Education Support · action 1.12 · p. 134 ↗under $0.1 million
English Language Acquisition · action 1.3 · p. 133 ↗under $0.1 million
Long-Term English Learners (LTEL) Supports · action 1.10 · p. 134 ↗ · marked as contributing to high-need servicesunder $0.1 million
Required Action: Sutter Middle School English Learner Performance in ELA, Math, and ELPI · action 1.19 · p. 135 ↗under $0.1 million
Required Action: Fremont ES Students with Disabilities' Performance in ELA · action 1.20 · p. 135 ↗under $0.1 million
Changes from last year’s plan, same title
Qualified Teachers+$2.8 million$20.4 million → $23.2 million · p. 133 ↗
Expanded Learning Program−$2.0 million$4.0 million → $2.0 million · p. 134 ↗
Professional Development · $298,664 → $202,704 · p. 135 ↗−$95,960
English Learner Supports · $170,732 → $172,579 · p. 133 ↗+$1,847
Supplemental Learning Program · $10,000 → $10,000 · p. 133 ↗unchanged
Early Education Support · $220,000 → $10,000 · p. 134 ↗−$210,000
English Language Acquisition · $3,000 → $1,500 · p. 133 ↗−$1,500
Long-Term English Learners (LTEL) Supports · $2,000 → $1,500 · p. 134 ↗−$500
Required Action: Sutter Middle School English Learner Performance in ELA, Math, and ELPI · $3,000 → $1,500 · p. 135 ↗−$1,500
Required Action: Fremont ES Students with Disabilities' Performance in ELA · $1,000 → $1,000 · p. 135 ↗unchanged
A reworded title counts as new.
How the plan measures it · 20 measures · 2 quoted
California Science Test: Percentage of students assessed meeting or exceeding standardp. 31 ↗
Baseline
All Students -- 21.9% …
Target for year 3
All Students -- 30.9% …
Advanced Placement Exams: % of pupils scoring 3 or higherp. 32 ↗
Baseline
All Students -- 39.8% …
Target for year 3
All Students -- 51.8% …
18 more measures in the plan’s table.
Goal 2Provide a positive environment where individuals feel valued and celebrated for their unique qualities and…$4.0 million9% of action budgets
“Provide a positive environment where individuals feel valued and celebrated for their unique qualities and experience a sense of belonging. • Reflect to develop a deeper understanding of ourselves and others • Develop trust with one another through consistency, respect, compassion, and accountability of our actions • Believe that diversity in mind, body, and spirit creates a stronger community • Ensure decisions and plans are created using an equity lens. Understanding that equity means we don’t all start from the same place, and we must provide resources and opportunities needed to reach an equal outcome” p. 57 ↗
12 funded actions · 2025–26 plan: $3.9 million (+$124,194)
Additional Transportation · action 2.8 · p. 136 ↗ · marked as contributing to high-need services · of which $50,000 is state funding counted toward those services$0.1 million
Foster Youth Supports · action 2.6 · p. 136 ↗ · marked as contributing to high-need servicesunder $0.1 million
Meeting the Needs of Homeless Students · action 2.3 · p. 135 ↗under $0.1 million
Required Action: Sutter MS Chronic Absenteeism Performance for Asian Students and White Students · action 2.9 · p. 136 ↗under $0.1 million
Required Action: Sutter MS Chronic Absenteeism Performance for Students with Disabilities · action 2.10 · p. 136 ↗under $0.1 million
Required Action: Fowler HS Suspension Rate Performance for English Learners · action 2.11 · p. 136 ↗under $0.1 million
Required Action: Fowler Academy Continuation School Suspension Rate Performance for All Students and for Low-Income Students · action 2.12 · p. 136 ↗under $0.1 million
Changes from last year’s plan, same title
Social and Emotional Learning and Supports+$139,061$808,793 → $947,854 · p. 135 ↗
Access to Health Services+$109,701$260,120 → $369,821 · p. 135 ↗
Student Behavior and Attendance Supports−$100,979$858,675 → $757,696 · p. 135 ↗
Every other line in this goal, against last year’s plan
Facilities · $1.5 million → $1.5 million · p. 136 ↗unchanged
Speech Services · $289,894 → $310,014 · p. 135 ↗+$20,120
Additional Transportation · $128,812 → $85,140 · p. 136 ↗−$43,672
Meeting the Needs of Homeless Students · $3,400 → $4,000 · p. 135 ↗+$600
Required Action: Sutter MS Chronic Absenteeism Performance for Asian Students and White Students · $1,000 → $1,000 · p. 136 ↗unchanged
Required Action: Sutter MS Chronic Absenteeism Performance for Students with Disabilities · $500 → $500 · p. 136 ↗unchanged
Required Action: Fowler HS Suspension Rate Performance for English Learners · $500 → $500 · p. 136 ↗unchanged
Required Action: Fowler Academy Continuation School Suspension Rate Performance for All Students and for Low-Income Students · $500 → $500 · p. 136 ↗unchanged
2.3% [2022-23 DataQuest Four- Year Cohort Outcomes]
Target for year 3
1.4% [2025-26 DataQuest Four- Year Cohort Outcomes]
7 more measures in the plan’s table.
Goal 3Fully engage families and the community in support of educational outcomes. • Trust that when everyone works…$642,8631% of action budgets
“Fully engage families and the community in support of educational outcomes. • Trust that when everyone works together towards a common goal, healthy relationships are formed and positive outcomes increase • Actively listen, value, and inform our Fowler and Malaga communities • Promote civic engagement to enhance a greater sense of social responsibility and healthier social relationships • Learn from and value those who have come before us and set the example for those that will follow us” p. 75 ↗
Address the Needs of Our Learning Community$583,163action 3.3 · p. 136 ↗ · marked as contributing to high-need services
Improve Communication to District Educational Partners$58,700action 3.1 · p. 136 ↗
Increase Community Outreach and Family Engagement$500action 3.2 · p. 136 ↗
Partner-Informed Decision Making$500action 3.4 · p. 136 ↗ · marked as contributing to high-need services
Changes from last year’s plan, same title
Address the Needs of Our Learning Community+$123,295$459,868 → $583,163 · p. 136 ↗
Improve Communication to District Educational Partners+$10,700$48,000 → $58,700 · p. 136 ↗
Increase Community Outreach and Family Engagement−$4,500$5,000 → $500 · p. 136 ↗
Every other line in this goal, against last year’s plan
Partner-Informed Decision Making · $3,000 → $500 · p. 136 ↗−$2,500
How the plan measures it · 1 measure
None of these has an all-students line we can quote; the plan’s table lists them from p. 75 ↗.
Goal 4 · Equity Multiplier Focus GoalBy 2027, students at Fowler Academy Continuation School Low-Income students will score at 50.0 points below…$103,894under 1% of action budgets
“By 2027, students at Fowler Academy Continuation School Low-Income students will score at 50.0 points below standard in ELA and will score at 150 points below standard in Math. During that same time period, local assessments will show improvements on local benchmarks in ELA and math for students at Fowler Academy Independent Study, though data may not be reported due to privacy concerns” p. 82 ↗
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, 2,563 students
1Hispanic or Latino83%
2Asian8%
3White7%
4Two or more races<1%
5Black or African American<1%
6American Indian or Alaska Native<1%
7Filipino<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
81%
Across California, 63% of students qualify.
2024–25 · 1,682 of 2,077 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 Fowler 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, 42% of the district’s English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top (123 of 294 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 Fowler Unified rank highest?
Elementary: Malaga Elementary, 49th percentile (Developing). Middle: John Sutter Middle, 30th percentile (Developing). High: Fowler High, 71st 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 Fowler 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 (4)
Are the public schools in Fowler Unified good?
Fowler Unified’s 2 public elementary schools run from the 48th to the 49th percentile among the 5,726 California elementary schools we score (spring 2026 tests). By band: 2 Developing. Fowler Unified has one public middle school we score, John Sutter Middle, at the 30th percentile among the 2,529 California middle schools we score (spring 2026 tests). By band: 1 Developing. Fowler Unified has one public high school we score, Fowler High, at the 71st 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 much does Fowler Unified spend per student?
Fowler Unified spent $21,260 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 Fowler 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 Fowler Unified’s 2026–27 spending plan?
The district’s 2026–27 spending plan puts $43.2 million into 44 funded actions in 4 goals, 78% of its $55.1 million general fund budget. Its largest goal holds $38.4 million, 89% 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 Fowler 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.