Franklin-McKinley Elementary runs schools through 8th grade. Its 13 public elementary schools run from the 2nd to the 84th percentile among the 5,726 California elementary schools we score (spring 2026 tests). High school is run by another district; confirm the school for your address with the district.
K5Elementary
68Middle
912High
Franklin-McKinley Elementary · grades K–8
Another district · grades 9–12
Elementary · 13 schools
from 2nd to 84th · among 5,726 California elementary schools we score · spring 2026 tests
ACE Esperanza Middle: 18th percentile, Needs Support
Voices College-Bound Language Academy: 15th percentile, Needs Support
Bridges Academy: 9th percentile, Needs Support
3Needs Support
3Developing
0Solid
2Strong
← lower percentilehigher →
One dot per school. Each stage is placed only among California schools at its own level. 3 of the 18 ranked schools teach two levels, so they appear in more than one picture.
18 ranked schools
·5 of 18 are charter schools
Schools around the Franklin-McKinley Elementary district
The average elementary school in the Franklin-McKinley Elementary district had 20 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
Which middle schools in the Franklin-McKinley Elementary district score highest?
College Connection Academy is highest, at the 95th percentile.
That’s higher than 95 in 100 California middle schools we score (spring 2026 tests).
Highest in the Franklin-McKinley Elementary district
Each percentile compares a school with California schools at its own level. What patterns mean
The average middle school in the Franklin-McKinley Elementary district had 19 in 100 students chronically absent in 2025–26; the average California middle school we score had 18 in 100.
The district
Where does Franklin-McKinley Elementary’s money go, and what does it plan?
The Franklin-McKinley Elementary district spent $23,871 per student in the 2024–25 school year.
The typical California district spent $20,491. About 66 cents of every Franklin-McKinley Elementary 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
Instruction66%
Instruction support11%
Student services7%
Administration7%
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
$29.7 million
planned in its 2026–27 plan for 24 funded actions in 4 goals. That’s 23% of its $130.3 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, 138 pages), as posted to the California School Dashboard.
Where the money goes
Three actions take 58% of the money. The plan itself puts 81% of it toward staff.
Talent and Culture: Staff Hiring and Retention (SCG) $10.4 million
Resource Management: Facilities $3.6 million
Teaching and Learning: Extension of TK and K instructional program (SCG) $3.0 million
21 other actions
Reading, math and catch-up help
4 of the plan’s 24 funded actions name reading, math, catch-up help or English learners in their titles.
Actions whose titles name catch-up help or English learners
Catch-up help $995,061
English learners $513,415
Largest of these
Teaching and Learning: Provide Supplemental Site Level Support for Improved Instruction and Academic Intervention According to Unduplicated Student Needs (SCG)$875,872
Teaching and Learning: Newcomers and EL Professional Development and Program Support (SCG)$346,925
Teaching and Learning: Dual Language Immersion Programs$166,490
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 $22.9 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $20.2 million and estimates it spent $20.8 million, $0.6 million (3%) more than planned (our arithmetic).
$20.8 million spent (estimated)$20.2 million planned
What changed
The total is $4.8 million (19%) higher than in the 2025–26 plan. The biggest change in dollars is Teaching and Learning: Supplemental, Instructional Materials & Resources, which went from $323,067 to $1.8 million.
Largest cuts
Teaching and Learning: Provide Supplemental Site Level Support for Improved Instruction and Academic Intervention According to Unduplicated Student Needs (SCG)−$229,635
Largest increases
Teaching and Learning: Supplemental, Instructional Materials & Resources+$1.5 million
Talent and Culture: Staff Hiring and Retention (SCG)+$1.2 million
Teaching and Learning: Special Education Professional Development+$549,410
New in the 2026–27 plan
Ensuring Best, First Instruction$240,000
School-Wide Interventions$119,189
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 · Achievement for All
36%
36%
no change
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1 · Achievement for All
28%
30%
up 2 pts
Chronically absentCounted across all the district’s students, not averaged by schoolGoal 2 · Supporting the Whole Child
20 in 100
19 in 100
1 fewer in 100
Suspended at least onceGoal 2 · Supporting the Whole Child
1.8%
1.3%
down 0.5 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
Talent and Culture: Staff Hiring and Retention (SCG) · $10,400,220
Resource Management: Facilities · $3,639,308
Teaching and Learning: Extension of TK and K instructional program (SCG) · $3,038,282
The full plan4 goals, 39 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 ($29.7 million).
Where does the money go?
68% to Goal 1, Achievement for All. 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 1Achievement for All$20.1 million68% of action budgets
“With equity at the core, FMSD will increase student achievement by providing high quality first best instruction supported by a Multi-Tiered System of Supports (MTSS) to ensure all 8th grade students have the skills and knowledge to be ready for a college preparatory curriculum in high school” p. 26 ↗
11 funded actions · 2025–26 plan: $16.8 million (+$3.2 million)
Largest funded actions
Talent and Culture: Staff Hiring and Retention (SCG)$10.4 millionaction 1.10 · p. 96 ↗ · marked as contributing to high-need services
Teaching and Learning: Extension of TK and K instructional program (SCG)$3.0 millionaction 1.9 · p. 96 ↗ · marked as contributing to high-need services
Teaching and Learning: Supplemental, Instructional Materials & Resources$1.8 millionaction 1.2 · p. 95 ↗ · marked as contributing to high-need services · of which $382,590 is state funding counted toward those services
Teaching and Learning: PK-8 Continuum of Core Instruction$1.3 millionaction 1.1 · p. 95 ↗ · marked as contributing to high-need services · of which $1.1 million is state funding counted toward those services
Teaching and Learning: Special Education Professional Development$1.0 millionaction 1.5 · p. 95 ↗ · marked as contributing to high-need services · of which $938,915 is state funding counted toward those services
6 more funded actions in this goal
Teaching and Learning: Provide Supplemental Site Level Support for Improved Instruction and Academic Intervention According to Unduplicated Student Needs (SCG) · action 1.13 · p. 96 ↗ · marked as contributing to high-need services$0.9 million
Teaching and Learning: Centralized Administrative Support for English Learners, Socioeconomically Disadvantaged Students, Foster Youth and Homeless Youth (SCG) · action 1.12 · p. 96 ↗ · marked as contributing to high-need services$0.5 million
Teaching and Learning: Technology Access (SCG) · action 1.4 · p. 95 ↗ · marked as contributing to high-need services$0.5 million
Teaching and Learning: Newcomers and EL Professional Development and Program Support (SCG) · action 1.6 · p. 95 ↗ · marked as contributing to high-need services · of which $45,000 is state funding counted toward those services$0.3 million
Teaching and Learning: Dual Language Immersion Programs · action 1.7 · p. 95 ↗$0.2 million
Teaching and Learning: Summative and Formative Assessment (SCG) · action 1.3 · p. 95 ↗ · marked as contributing to high-need services · of which $30,000 is state funding counted toward those services$0.1 million
Changes from last year’s plan, same title
Teaching and Learning: Supplemental, Instructional Materials & Resources+$1.5 million$0.3 million → $1.8 million · p. 95 ↗
Talent and Culture: Staff Hiring and Retention (SCG)+$1.2 million$9.2 million → $10.4 million · p. 96 ↗
Teaching and Learning: Special Education Professional Development+$549,410$439,505 → $988,915 · p. 95 ↗
Every other line in this goal, against last year’s plan
Teaching and Learning: Extension of TK and K instructional program (SCG) · $3.1 million → $3.0 million · p. 96 ↗−$47,732
Teaching and Learning: PK-8 Continuum of Core Instruction · $1.0 million → $1.3 million · p. 95 ↗+$0.4 million
Teaching and Learning: Provide Supplemental Site Level Support for Improved Instruction and Academic Intervention According to Unduplicated Student Needs (SCG) · $1.1 million → $0.9 million · p. 96 ↗−$0.2 million
Teaching and Learning: Centralized Administrative Support for English Learners, Socioeconomically Disadvantaged Students, Foster Youth and Homeless Youth (SCG) · $425,154 → $503,543 · p. 96 ↗+$78,389
Teaching and Learning: Technology Access (SCG) · $452,080 → $485,497 · p. 95 ↗+$33,417
Teaching and Learning: Newcomers and EL Professional Development and Program Support (SCG) · $277,248 → $346,925 · p. 95 ↗+$69,677
Teaching and Learning: Dual Language Immersion Programs · $175,355 → $166,490 · p. 95 ↗−$8,865
Teaching and Learning: Summative and Formative Assessment (SCG) · $152,654 → $138,715 · p. 95 ↗−$13,939
How the plan measures it · 18 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 26 ↗.
Goal 2Supporting the Whole Child$7.4 million25% of action budgets
“Align FMSD programs and policies to meet students' academic, social- emotional, and physical needs holistically, fostering an inclusive and culturally responsive learning environment with equitable support systems” p. 52 ↗
6 funded actions · 2025–26 plan: $6.7 million (+$716,650)
Largest funded actions
Resource Management: Facilities$3.6 millionaction 2.5 · p. 96 ↗
Safe and Supportive Schools: Students in Foster Care and Students Experiencing Homelessness (SCG)$2.7 millionaction 2.4 · p. 96 ↗ · marked as contributing to high-need services · of which $2.4 million is state funding counted toward those services
Provide Supplemental Site Level Support for Improved Social Emotional and Behavioral Support According to Unduplicated Student Needs (SCG)$0.6 millionaction 2.6 · p. 96 ↗ · marked as contributing to high-need services
Supporting the Whole Child: Coordinated Services$0.2 millionaction 2.1 · p. 96 ↗ · marked as contributing to high-need services
Resource Management: Systems to Monitor Student Achievement (SCG)$0.2 millionaction 2.3 · p. 96 ↗ · marked as contributing to high-need services · of which $96,800 is state funding counted toward those services
1 more funded action in this goal
Supporting the Whole Child: Professional Development Targeted Strategies (SCG) · action 2.2 · p. 96 ↗ · marked as contributing to high-need servicesunder $0.1 million
Changes from last year’s plan, same title
Provide Supplemental Site Level Support for Improved Social Emotional and Behavioral Support According to Unduplicated Student Needs (SCG)+$233,292$329,248 → $562,540 · p. 96 ↗
Supporting the Whole Child: Coordinated Services+$218,880$23,764 → $242,644 · p. 96 ↗
Safe and Supportive Schools: Students in Foster Care and Students Experiencing Homelessness (SCG)+$0.2 million$2.6 million → $2.7 million · p. 96 ↗
Every other line in this goal, against last year’s plan
Resource Management: Facilities · $3.5 million → $3.6 million · p. 96 ↗+$0.1 million
Resource Management: Systems to Monitor Student Achievement (SCG) · $222,572 → $223,878 · p. 96 ↗+$1,306
Supporting the Whole Child: Professional Development Targeted Strategies (SCG) · $19,000 → $19,000 · p. 96 ↗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. 52 ↗.
Goal 3Community Partnerships$1.8 million6% of action budgets
“Foster strategic partnerships and collaborative relationships to enhance student success. FMSD will establish and leverage strategic partnerships with families, community organizations, businesses, and higher education institutions to enhance student engagement, academic achievement, and high school readiness” p. 65 ↗
5 funded actions · 2025–26 plan: $1.4 million (+$427,842)
Largest funded actions
Community Partnerships: Targeted Family Supports for Unduplicated Pupil Population (UPP) and Multilingual Families (SCG)$1.2 millionaction 3.4 · p. 97 ↗ · marked as contributing to high-need services
Community Partnerships: Communication (SCG)$0.3 millionaction 3.3 · p. 97 ↗ · marked as contributing to high-need services
Community Partnership: Implement Family Engagement Initiatives (SCG)$0.1 millionaction 3.1 · p. 97 ↗ · marked as contributing to high-need services
Community Partnerships: Provide Supplemental Site Level Support to Build Strategic Partnerships According Unduplicated Student Needs (SCG)$0.1 millionaction 3.6 · p. 97 ↗ · marked as contributing to high-need services
Community Partnerships: Capacity Building & Support (SCG)$0.1 millionaction 3.2 · p. 97 ↗ · marked as contributing to high-need services
Changes from last year’s plan, same title
Community Partnerships: Targeted Family Supports for Unduplicated Pupil Population (UPP) and Multilingual Families (SCG)+$0.2 million$0.9 million → $1.2 million · p. 97 ↗
Community Partnerships: Communication (SCG)+$130,000$177,925 → $307,925 · p. 97 ↗
Community Partnership: Implement Family Engagement Initiatives (SCG)+$60,000$70,000 → $130,000 · p. 97 ↗
Every other line in this goal, against last year’s plan
Community Partnerships: Provide Supplemental Site Level Support to Build Strategic Partnerships According Unduplicated Student Needs (SCG) · $116,835 → $106,137 · p. 97 ↗−$10,698
Community Partnerships: Capacity Building & Support (SCG) · $75,000 → $75,000 · p. 97 ↗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. 65 ↗.
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, 7,724 students
1Hispanic or Latino62%
2Asian31%
3Filipino3%
4White2%
5Two or more races1%
6Black or African American1%
7Pacific Islander<1%
8American Indian or Alaska Native<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
77%
Across California, 63% of students qualify.
2024–25 · 5,952 of 7,712 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 Franklin-McKinley Elementary 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
Hispanic or Latino students
English and math
Students with disabilities
English and math
How English learners moved up on the state’s English test
From spring 2025 to spring 2026, 48% of the district’s English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top (822 of 1,726 students). California: 47%. It counts students moving up the test’s levels, so a student can count here before becoming fluent.
3 schools getting state support, 2025–26
Captain Jason M. Dahl Elementary (Targeted support) · Jeanne R. Meadows Elementary (Targeted support) · Windmill Springs 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.
Which public schools in the Franklin-McKinley Elementary district rank highest?
Elementary: Rocketship Mosaic Elementary, 84th percentile (Strong). Middle: College Connection Academy, 95th 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 Franklin-McKinley Elementary 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 Franklin-McKinley Elementary district good?
Franklin-McKinley Elementary’s 13 public elementary schools run from the 2nd to the 84th percentile among the 5,726 California elementary schools we score (spring 2026 tests). By band: 1 Strong, 4 Solid, 4 Developing and 4 Needs Support. Franklin-McKinley Elementary’s 8 public middle schools run from the 9th to the 95th percentile among the 2,529 California middle schools we score (spring 2026 tests). By band: 2 Strong, 3 Developing and 3 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 Franklin-McKinley Elementary district compare with California?
The average elementary school in the Franklin-McKinley Elementary district had 20 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. The average middle school in the Franklin-McKinley Elementary district had 19 in 100 students chronically absent in 2025–26; the average California middle school we score had 18 in 100. These are averages of school rates: each school counts once, whatever its size.
How much does the Franklin-McKinley Elementary district spend per student?
The Franklin-McKinley Elementary district spent $23,871 per student in the 2024–25 school year. The typical California district spent $20,491. About 66 cents of every Franklin-McKinley Elementary 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 Franklin-McKinley Elementary district’s 2026–27 spending plan?
The district’s 2026–27 spending plan puts $29.7 million into 24 funded actions in 4 goals, 23% of its $130.3 million general fund budget. Its largest goal holds $20.1 million, 68% of the action budgets. The 2026–27 plan, goal by goal.
Where do these results come from?
California’s state tests (CAASPP) from spring 2026 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 Franklin-McKinley Elementary district, with the district’s spending and state accountability records.
Data source: California Department of Education · CAASPP 2025–26
Percentiles, bands and Scope Scores are SchoolScope’s own calculations from these state files.