Kerman Unified’s 5 public elementary schools all sit between the 43rd and the 53rd percentile among the 5,726 California elementary schools we score (spring 2026 tests).
Elementary · 5 schools
from 43rd to 53rd · among 5,726 California elementary schools we score · spring 2026 tests
Liberty Elementary: 53rd percentile, Solid
Harvest Elementary: 49th percentile, Developing
Sun Empire Elementary: 49th percentile, Developing
The average elementary school in Kerman Unified had 15 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 Kerman Unified stand?
Kerman Middle is at the 19th percentile.
That’s higher than 19 in 100 of the 2,529 California middle schools we score (spring 2026 tests). It’s the only public middle school we score in Kerman Unified.
Each percentile compares a school with California schools at its own level.
Enterprise HighContinuation high school: compared only with other continuation schools
The district
Where does Kerman Unified’s money go, and what does it plan?
Kerman Unified spent $19,036 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 Kerman 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 support10%
Student services12%
Administration7%
Buildings & maintenance10%
Other1%
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
$87.1 million
planned in its 2026–27 plan for 20 funded actions in 6 goals. That’s 83% of its $105.5 million general fund budget. These are planned amounts; the district reports what it spent in a later plan.
The plan in short
Source: the district’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 138 pages), as posted to the California School Dashboard.
Where the money goes
Three actions take 96% of the money. The plan itself puts 89% of it toward staff.
Fully Credentialed Teachers, Admin, and other staff $61.9 million
Fully Credentialed Teachers, Admin, and other staff that support EL, LTEL, FY, and LI $16.3 million
Additional Academic Support $5.0 million
17 other actions
Reading, math and catch-up help
7 of the plan’s 20 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 under $0.1 million
Catch-up help $5.0 million
English learners $16.4 million
Largest of these
Fully Credentialed Teachers, Admin, and other staff that support EL, LTEL, FY, and LI$16.3 million
Additional Academic Support$5.0 million
LTEL Professional Development and Language Acquisition Program$44,700
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 $23.9 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $23.1 million and estimates it spent $23.2 million, within 1% of the plan.
$23.2 million spent (estimated)$23.1 million planned
What changed
The total is $286,365 lower than in the 2025–26 plan. The biggest change in dollars is Fully Credentialed Teachers, Admin, and other staff that support EL, LTEL, FY, and LI, which went from $14.7 million to $16.3 million.
Largest cuts
Sufficient Instructional Materials to Implement the State Standards−$757,375
Student Support Systems−$688,761
Additional Academic Support−$470,150
Largest increases
Fully Credentialed Teachers, Admin, and other staff that support EL, LTEL, FY, and LI+$1.6 million
Fully Credentialed Teachers, Admin, and other staff+$1.1 million
Ask: What did Sufficient Instructional Materials to Implement the State Standards pay for, and what changes now that the 2026–27 plan gives it $757,375 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 and 4
41%
44%
up 3 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1 and 4
27%
29%
up 2 pts
Chronically absentCounted across all the district’s students, not averaged by schoolGoal 2
17 in 100
18 in 100
1 more in 100
Suspended at least onceGoal 2
3.5%
3.8%
up 0.3 pts
Goals 5 and 6 track 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
Fully Credentialed Teachers, Admin, and other staff · $61,905,422
Fully Credentialed Teachers, Admin, and other staff that support EL, LTEL, FY, and LI · $16,292,628
Additional Academic Support · $5,007,461
The full plan6 goals, 46 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 ($87.1 million).
Where does the money go?
97% 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 1The District will provide a high-quality educational system emphasizing equity and access for all students…$84.0 million97% of action budgets
“The District will provide a high-quality educational system emphasizing equity and access for all students, including all subgroups. To achieve this goal, highly qualified staff, up-to-date technology, and research-based educational programs will be implemented and maintained” p. 17 ↗
7 funded actions · 2025–26 plan: $82.9 million (+$1.2 million)
Largest funded actions
Fully Credentialed Teachers, Admin, and other staff$61.9 millionaction 1.1 · p. 98 ↗
Fully Credentialed Teachers, Admin, and other staff that support EL, LTEL, FY, and LI$16.3 millionaction 1.2 · p. 98 ↗ · marked as contributing to high-need services
Additional Academic Support$5.0 millionaction 1.5 · p. 98 ↗ · marked as contributing to high-need services · of which $4.5 million is state funding counted toward those services
College Career Readiness$0.5 millionaction 1.6 · p. 98 ↗ · marked as contributing to high-need services
Goal 2The District will provide all students, including all subgroups, with a safe and supportive school…$2.4 million3% of action budgets
“The District will provide all students, including all subgroups, with a safe and supportive school environment, emphasizing social-emotional learning. To support this goal, the district will provide equal access to a broad course of study, co- and extracurricular opportunities, and a variety of after- school support programs in safe and clean facilities, with transportation provided” p. 39 ↗
6 funded actions · 2025–26 plan: $3.7 million (−$1.4 million)
Largest funded actions
Student Support Systems$1.6 millionaction 2.5 · p. 99 ↗ · marked as contributing to high-need services
Infrastructure$0.3 millionaction 2.1 · p. 99 ↗ · marked as contributing to high-need services
Social Emotional Learning$0.2 millionaction 2.6 · p. 99 ↗ · marked as contributing to high-need services
Decrease Suspension Rates$0.2 millionaction 2.3 · p. 99 ↗ · marked as contributing to high-need services
Attendance$0.1 millionaction 2.4 · p. 99 ↗ · marked as contributing to high-need services
1 more funded action in this goal
Broad Course of Study · action 2.2 · p. 99 ↗under $0.1 million
Changes from last year’s plan, same title
Student Support Systems−$0.7 million$2.2 million → $1.6 million · p. 99 ↗
Broad Course of Study−$414,835$419,835 → $5,000 · p. 99 ↗
Suspension Rate for homeless students at Goldenrod Elementary Schoolp. 44 ↗
Baseline
All students: 1.9% …
Target for year 3
All students: Less than 1.9% …
8 more measures in the plan’s table.
Goal 3All parents will have access to resources, services, workshops, and training. Parents will have opportunities…$172,694under 1% of action budgets
“All parents will have access to resources, services, workshops, and training. Parents will have opportunities to provide input in decision-making practices at both the district and school site levels, especially parents of English Learners, Low Income, Special Education, and Foster Youth students” p. 53 ↗
Parental Support Systems$172,694action 3.1 · p. 99 ↗ · marked as contributing to high-need services
Changes from last year’s plan, same title
Parental Support Systems−$19,068$191,762 → $172,694 · p. 99 ↗
How the plan measures it · 2 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 53 ↗.
Goal 4 · Focus GoalWithin three years, the percentage of newcomer EL students who improve at least two levels or reach level 4…$92,434under 1% of action budgets
“Within three years, the percentage of newcomer EL students who improve at least two levels or reach level 4 on the summative ELPAC will increase by 6%, the percentage of LTEL students in Kerman Unified will decrease by 6% and English Learners will progress towards English language proficiency as measured by the ELPAC and SBAC ELA and Math assessments” p. 56 ↗
LTEL Professional Development and Language Acquisition Program$44,700action 4.2 · p. 99 ↗ · marked as contributing to high-need services
EL Professional Development and Language Acquisition Program$32,050action 4.3 · p. 100 ↗ · marked as contributing to high-need services
Newcomer Support$15,684action 4.1 · p. 99 ↗ · marked as contributing to high-need services
Changes from last year’s plan, same title
LTEL Professional Development and Language Acquisition Program+$28,888$15,812 → $44,700 · p. 99 ↗
Newcomer Support−$18,727$34,411 → $15,684 · p. 99 ↗
EL Professional Development and Language Acquisition Program−$5,250$37,300 → $32,050 · p. 100 ↗
How the plan measures it · 7 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 56 ↗.
Goal 5 · Equity Multiplier Focus GoalWithin three years, all students, Hispanic students and low-income students at Kerman Unified Online and…$327,879under 1% of action budgets
“Within three years, all students, Hispanic students and low-income students at Kerman Unified Online and Enterprise High School sites will increase their postsecondary readiness as measured by Graduation rate and the California College and Career metric on the dashboard” p. 65 ↗
1 funded action · reworded since the 2025–26 plan
Largest funded actions
College/Career Counseling$327,879action 5.1 · p. 100 ↗
Changes from last year’s plan, same title
College/Career Counseling−$37,666$365,545 → $327,879 · p. 100 ↗
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. 65 ↗.
Goal 6 · Equity Multiplier Focus GoalAll Long-Term English Learner (LTEL) students at Kerman Unified Online School will demonstrate increased…$58,000under 1% of action budgets
“All Long-Term English Learner (LTEL) students at Kerman Unified Online School will demonstrate increased progress toward English language proficiency, as measured by the English Learner Progress Indicator (ELPI) on the Dashboard. Additionally, all socio-economically disadvantaged students at Kerman Unified Online School will improve their math performance, as measured by the Math Indicator on the Dashboard” p. 71 ↗
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, 5,273 students
1Hispanic or Latino89%
2White6%
3Asian3%
4American Indian or Alaska Native<1%
5Not reported<1%
6Two or more races<1%
7Black or African American<1%
8Filipino<1%
9Pacific Islander<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
88%
Across California, 63% of students qualify.
2024–25 · 4,639 of 5,272 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 Kerman 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
Long-term English learners
English, math and English learner progress
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 (443 of 915 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 Kerman Unified rank highest?
Elementary: Liberty Elementary, 53rd percentile (Solid). Middle: Kerman Middle, 19th percentile (Needs Support). High: Kerman High, 43rd percentile (Developing). 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 Kerman 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 Kerman Unified good?
Kerman Unified’s 5 public elementary schools run from the 43rd to the 53rd percentile among the 5,726 California elementary schools we score (spring 2026 tests). By band: 1 Solid and 4 Developing. Kerman Unified has one public middle school we score, Kerman Middle, at the 19th percentile among the 2,529 California middle schools we score (spring 2026 tests). By band: 1 Needs Support. Kerman Unified’s 2 public high schools run from the 5th to the 43rd percentile among the 1,498 California high schools we score (spring 2025 tests). By band: 1 Developing and 1 Needs Support. A percentile compares a school with California public schools at the same level that we score. How we score schools.
How does chronic absence in Kerman Unified compare with California?
The average elementary school in Kerman Unified had 15 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 Kerman Unified spend per student?
Kerman Unified spent $19,036 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 Kerman 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 Kerman Unified’s 2026–27 spending plan?
The district’s 2026–27 spending plan puts $87.1 million into 20 funded actions in 6 goals, 83% of its $105.5 million general fund budget. Its largest goal holds $84.0 million, 97% 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 Kerman 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.