School district · San Joaquin County

Manteca Unified schools

Manteca Unified’s 20 public elementary schools run from the bottom 1% to the 89th percentile among the 5,726 California elementary schools we score (spring 2026 tests).

Elementary · 20 schools

from bottom 1% to 89th · among 5,726 California elementary schools we score · spring 2026 tests

  • Nile Garden Elementary: 89th percentile, Strong
  • Veritas Elementary: 53rd percentile, Solid
  • Shasta Elementary: 45th percentile, Developing
  • George McParland Elementary: 31st percentile, Developing
  • French Camp Elementary: 27th percentile, Developing
  • Lathrop Elementary: 21st percentile, Needs Support
  • Walter Woodward Elementary: 20th percentile, Needs Support
  • Great Valley Elementary: 18th percentile, Needs Support
  • Brock Elliott Elementary: 17th percentile, Needs Support
  • Mossdale Elementary: 17th percentile, Needs Support
  • Stella Brockman Elementary: 12th percentile, Needs Support
  • Golden West Elementary: 12th percentile, Needs Support
  • New Haven Elementary: 10th percentile, Needs Support
  • Joseph Widmer Jr. Elementary: 9th percentile, Needs Support
  • Joshua Cowell Elementary: 8th percentile, Needs Support
  • Sequoia Elementary: 7th percentile, Needs Support
  • Neil Hafley Elementary: 6th percentile, Needs Support
  • George Y. Komure Elementary: 4th percentile, Needs Support
  • August Knodt Elementary: 2nd percentile, Needs Support
  • Lincoln Elementary: bottom 1%, Needs Support
15Needs Support
3Developing
1Solid
1Strong

One dot per school.

Middle and high school pictures

Middle · 20 schools

from 7th to 83rd · among 2,529 California middle schools we score · spring 2026 tests

  • Nile Garden Elementary: 83rd percentile, Strong
  • Veritas Elementary: 72nd percentile, Solid
  • George McParland Elementary: 58th percentile, Solid
  • Walter Woodward Elementary: 45th percentile, Developing
  • Great Valley Elementary: 43rd percentile, Developing
  • Shasta Elementary: 41st percentile, Developing
  • Mossdale Elementary: 37th percentile, Developing
  • Joseph Widmer Jr. Elementary: 34th percentile, Developing
  • Brock Elliott Elementary: 33rd percentile, Developing
  • Joshua Cowell Elementary: 32nd percentile, Developing
  • August Knodt Elementary: 21st percentile, Needs Support
  • Sequoia Elementary: 21st percentile, Needs Support
  • Neil Hafley Elementary: 20th percentile, Needs Support
  • New Haven Elementary: 19th percentile, Needs Support
  • Golden West Elementary: 15th percentile, Needs Support
  • French Camp Elementary: 15th percentile, Needs Support
  • Lathrop Elementary: 11th percentile, Needs Support
  • Stella Brockman Elementary: 9th percentile, Needs Support
  • Lincoln Elementary: 7th percentile, Needs Support
  • George Y. Komure Elementary: 7th percentile, Needs Support
10Needs Support
7Developing
2Solid
1Strong

High · 5 schools

from 19th to 66th · among 1,498 California high schools we score · spring 2025 tests

  • Sierra High: 66th percentile, Solid
  • Lathrop High: 52nd percentile, Solid
  • Manteca High: 41st percentile, Developing
  • East Union High: 30th percentile, Developing
  • Weston Ranch High: 19th percentile, Needs Support
1Needs Support
2Developing
2Solid
0Strong

One dot per school. Each stage is placed only among California schools at its own level. 20 of the 25 ranked schools teach two levels, so they appear in more than one picture.

  • 25 ranked schools
  • 4 schools not ranked statewide

Schools around Manteca Unified

29 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 Manteca Unified score highest?

Nile Garden Elementary is highest, at the 89th percentile.

That’s higher than 89 in 100 of the 5,726 California elementary schools we score (spring 2026 tests).

Highest in Manteca Unified

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

Show the other 17 elementary schools
Context

The average elementary school in Manteca Unified had 23 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.

1 elementary school not ranked statewide
  • Yosemite School Community Day (K-6)Community day school: students are placed here by probation, district or voluntary referral, including after an expulsion, so we don’t rank it

Middle schools

Which middle schools in Manteca Unified score highest?

Nile Garden Elementary is highest, at the 83rd percentile.

That’s higher than 83 in 100 of the 2,529 California middle schools we score (spring 2026 tests).

Highest in Manteca Unified

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

Show the other 17 middle schools
Context

The average middle school in Manteca Unified had 23 in 100 students chronically absent in 2025–26; the average California middle school we score had 18 in 100.

High schools

Which high schools in Manteca Unified score highest?

Sierra High is highest, at the 66th percentile.

That’s higher than 66 in 100 of the 1,498 California high schools we score (spring 2025 tests).

Highest in Manteca Unified

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

Show the other 2 high schools
Context

The average high school in Manteca Unified had 21 in 100 students chronically absent in 2025–26; the average California high school we score had 22 in 100.

3 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.

  • New Vision HighContinuation high school: compared only with other continuation schools
  • Calla HighContinuation high school: compared only with other continuation schools
  • Yosemite School Community Day (7-12)Community 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 Manteca Unified’s money go, and what does it plan?

Manteca Unified spent $16,863 per student in the 2024–25 school year.

The typical California district spent $20,491. About 60 cents of every Manteca 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 support14%
  • Student services9%
  • Administration5%
  • Buildings & maintenance11%
  • 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

$480.4 million

planned in its 2026–27 plan for 34 funded actions in 8 goals. That’s all of its 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, 182 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 79% of the money. The plan itself puts 75% of it toward staff.

  • Supporting base personnel, curriculum, services and supplies $286.2 million
  • Support for Students with Disabilities $60.5 million
  • Engaging Educational Experiences and Opportunities $33.1 million
  • 31 other actions
Reading, math and catch-up help

10 of the plan’s 34 funded actions name reading, math, catch-up help or English learners in their titles.

Actions whose titles name reading, math or English learners
  • Reading $5.9 million
  • Math $5.0 million
  • English learners $6.1 million

Largest of these

  • Support for Emerging Bilinguals (English learners)$5.9 million
  • Supporting English Language Arts$5.3 million
  • Supporting Mathematics$4.4 million
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 $75.3 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $81.5 million and estimates it spent $88.7 million, $7.2 million (9%) more than planned (our arithmetic).

What changed

The total is $12.4 million (3%) higher than in the 2025–26 plan. The biggest change in dollars is Supporting Tk-3 alignment and early education needs, which went from $8.6 million to $1.9 million.

Largest cuts

  • Supporting Tk-3 alignment and early education needs−⁠$6.7 million
  • Supporting System-wide work−⁠$2.7 million
  • Supporting Technology, Digital Data and Assessment−⁠$1.9 million

Largest increases

  • Engaging Educational Experiences and Opportunities+⁠$5.4 million
  • Supporting career and educational pathways+⁠$4.5 million
  • Support for Students with Disabilities+⁠$3.7 million

Ask: What did Supporting Tk-3 alignment and early education needs pay for, and what changes now that the 2026–27 plan gives it $6.7 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
Measure2024–252025–26Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1 and 337%35%down 2 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1 and 322%23%up 1 pt
Chronically absentCounted across all the district’s students, not averaged by schoolGoals 2 and 323 in 10023 in 100no change
Suspended at least onceGoals 2 and 33.6%3.4%down 0.2 pts

Goals 4, 5, 6, 7 and 8 aren’t shown because they track named schools.

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
  • Supporting base personnel, curriculum, services and supplies · $286,244,470
  • Support for Students with Disabilities · $60,496,579
  • Engaging Educational Experiences and Opportunities · $33,100,418
The full plan8 goals, 116 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 ($480.4 million).

Where does the money go?

72% 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
  • small actions drawn together

Every goal, in the plan’s order

Goal 1Every student works to achieve mastery of grade level standards in all subjects$346.7 million72% of action budgets

9 funded actions · 2025–26 plan: $348.9 million (−⁠$2.2 million) · p. 17 ↗

Largest funded actions

  1. Supporting base personnel, curriculum, services and supplies$286.2 millionaction 1.9 · p. 121 ↗
  2. Supporting career and educational pathways$21.7 millionaction 1.5 · p. 120 ↗ · marked as contributing to high-need services · of which $18.1 million is state funding counted toward those services
  3. Supporting System-wide work$11.4 millionaction 1.8 · p. 120 ↗ · marked as contributing to high-need services · of which $8.5 million is state funding counted toward those services
  4. Supporting Technology, Digital Data and Assessment$9.9 millionaction 1.7 · p. 120 ↗ · marked as contributing to high-need services · of which $9.3 million is state funding counted toward those services
  5. Supporting Social Science, Physical Education, World Languages, Visual and Performing Arts$5.6 millionaction 1.4 · p. 120 ↗ · marked as contributing to high-need services · of which $3.3 million is state funding counted toward those services

4 more funded actions in this goal

  • Supporting English Language Arts · action 1.1 · p. 120 ↗$5.3 million
  • Supporting Mathematics · action 1.2 · p. 120 ↗$4.4 million
  • Supporting Tk-3 alignment and early education needs · action 1.6 · p. 120 ↗ · marked as contributing to high-need services · of which $1.2 million is state funding counted toward those services$1.9 million
  • Supporting Science · action 1.3 · p. 120 ↗$0.2 million

Changes from last year’s plan, same title

  1. Supporting Tk-3 alignment and early education needs−⁠$6.7 million$8.6 million → $1.9 million · p. 120 ↗
  2. Supporting career and educational pathways+⁠$4.5 million$17.2 million → $21.7 million · p. 120 ↗
  3. Supporting base personnel, curriculum, services and supplies+⁠$2.8 million$283.4 million → $286.2 million · p. 121 ↗

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

  • Supporting System-wide work · $14.1 million → $11.4 million · p. 120 ↗−⁠$2.7 million
  • Supporting Technology, Digital Data and Assessment · $11.7 million → $9.9 million · p. 120 ↗−⁠$1.9 million
  • Supporting Social Science, Physical Education, World Languages, Visual and Performing Arts · $4.9 million → $5.6 million · p. 120 ↗+⁠$0.7 million
  • Supporting English Language Arts · $4.4 million → $5.3 million · p. 120 ↗+⁠$0.9 million
  • Supporting Mathematics · $4.2 million → $4.4 million · p. 120 ↗+⁠$0.2 million
  • Supporting Science · $250,826 → $241,955 · p. 120 ↗−⁠$8,871

How the plan measures it · 32 measures · 3 quoted

  • Learning walk data: % of teachers showing strong evidence of Fundations teaching strategies being used in the classroom Discontinuing Action p. 19 ↗
    Baseline
    14% 2024-2025 (Site Administrator Survey)
    Target for year 3
    50%
  • MAP Math assessment results (4A) #/% of Tk-12 students who met growth target Fall to Winter disaggregated by student group p. 19 ↗
    Baseline
    All Students: 12070/54% …
    Target for year 3
    All Students: 58% …
  • Percentage of students in Grades 5,8,11 who meet or exceed standards on CAST (4A) p. 20 ↗
    Baseline
    22.11% (2023) (CAASPP/ELPAC/CAS T/ETS.org)
    Target for year 3
    25.11%

29 more measures in the plan’s table.

Goal 2Every student feels safe in the school environment inclusive of design, security and climate$60.5 million13% of action budgets

4 funded actions · 2025–26 plan: $52.1 million (+⁠$8.5 million) · p. 43 ↗

Largest funded actions

  1. Engaging Educational Experiences and Opportunities$33.1 millionaction 2.4 · p. 121 ↗ · marked as contributing to high-need services · of which $9.5 million is state funding counted toward those services
  2. Support for improving school connectedness, attendance and behaviors$22.1 millionaction 2.2 · p. 121 ↗ · marked as contributing to high-need services · of which $13.7 million is state funding counted toward those services
  3. Support for supplemental safety, well-being, and communications$3.9 millionaction 2.1 · p. 121 ↗ · marked as contributing to high-need services · of which $3.6 million is state funding counted toward those services
  4. Support for families and students to actively engage with school$1.4 millionaction 2.3 · p. 121 ↗ · marked as contributing to high-need services · of which $778,166 is state funding counted toward those services

Changes from last year’s plan, same title

  1. Engaging Educational Experiences and Opportunities+⁠$5.4 million$27.7 million → $33.1 million · p. 121 ↗
  2. Support for supplemental safety, well-being, and communications+⁠$3.0 million$1.0 million → $3.9 million · p. 121 ↗
  3. Support for families and students to actively engage with school+⁠$0.2 million$1.2 million → $1.4 million · p. 121 ↗

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

  • Support for improving school connectedness, attendance and behaviors · $22.2 million → $22.1 million · p. 121 ↗−⁠$0.2 million

How the plan measures it · 27 measures · 2 quoted

  • % of students who are suspended at least once (6A) p. 45 ↗
    Baseline
    All: 4.9% …
    Target for year 3
    All: 4.4% …
  • # students served by Mentor program in targeted area p. 46 ↗
    Baseline
    135 students (Equity & Access Program reports 2024- 2025)
    Target for year 3
    200

25 more measures in the plan’s table.

Goal 3Every student is supported within a multi-tiered system to realize their individual success$71.1 million15% of action budgets

5 funded actions · 2025–26 plan: $66.0 million (+⁠$5.2 million) · p. 57 ↗

Largest funded actions

  1. Support for Students with Disabilities$60.5 millionaction 3.3 · p. 121 ↗
  2. Support for Emerging Bilinguals (English learners)$5.9 millionaction 3.1 · p. 121 ↗ · marked as contributing to high-need services · of which $4.9 million is state funding counted toward those services
  3. Support for Socio-economically disadvantaged youth$2.2 millionaction 3.4 · p. 122 ↗ · marked as contributing to high-need services · of which $1.5 million is state funding counted toward those services
  4. Other supports and services$1.6 millionaction 3.5 · p. 122 ↗
  5. Support for Foster Youth$0.9 millionaction 3.2 · p. 121 ↗ · marked as contributing to high-need services · of which $815,883 is state funding counted toward those services

Changes from last year’s plan, same title

  1. Support for Students with Disabilities+⁠$3.7 million$56.8 million → $60.5 million · p. 121 ↗
  2. Other supports and services+⁠$1.1 million$0.5 million → $1.6 million · p. 122 ↗
  3. Support for Emerging Bilinguals (English learners)−⁠$1.1 million$7.0 million → $5.9 million · p. 121 ↗

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

  • Support for Socio-economically disadvantaged youth · $1.4 million → $2.2 million · p. 122 ↗+⁠$0.9 million
  • Support for Foster Youth · $277,979 → $894,992 · p. 121 ↗+⁠$617,013

How the plan measures it · 23 measures · 3 quoted

  • % of English learners making progress toward English proficiency based on individual ELPAC results (4E) p. 58 ↗
    Baseline
    47.6% (California Dashboard 2023)
    Target for year 3
    50%
  • Learning walk data collected - % of classrooms using ELD base curriculum p. 58 ↗
    Baseline
    61% (2024-2025 Student Programs Report)
    Target for year 3
    70%
  • % English learners meeting graduation requirements p. 59 ↗
    Baseline
    83.9% (California Dashboard 2023)
    Target for year 3
    88%

20 more measures in the plan’s table.

Goal 4 · Equity Multiplier Focus GoalFrench Camp School was not eligible for Equity Multiplier funds in the 2026-2027 school year, but will be…$616,176under 1% of action budgets

“French Camp School was not eligible for Equity Multiplier funds in the 2026-2027 school year, but will be continuing its goal to improve the outcomes for French Camp students with remaining Equity Multiplier funds. By June of 2027, support services will be provided to French Camp Elementary to assist all students specifically its student groups in need by providing funding and services to: A. reduce its rate of chronic absenteeism and suspensions for all students, including English learners, LTELs, TSSP, SWDs and white students by implementing actions which increase student engagement and feelings of connectedness based on 2023 California Dashboard B. reduce the rate of chronic absenteeism for English learners by implementing actions which increase student engagement and feelings of connectedness as measured by the California Dashboard C. improve student performance in ELA for students experiencing homelessness, students with disabilities and English learners by providing services that bolster foundational reading, comprehension and writing skills as measured by MAP growth and achievement data. D. improve student performance in Mathematics for all students, specifically English learners, Hispanic, students experiencing homelessness, socio-economically disadvantaged and students with disabilities by providing supplemental services and supports, additional training for teachers and site-specific professional development as measured by MAP growth and achievement data” p. 70 ↗

3 funded actions · reworded since the 2025–26 plan

Largest funded actions

  1. Increasing English Language Arts proficiency @ French Camp$336,998action 4.3 · p. 122 ↗
  2. Increasing Mathematics proficiency @ French Camp$275,486action 4.4 · p. 122 ↗
  3. Reducing suspensions @ French Camp$3,692action 4.2 · p. 122 ↗

Changes from last year’s plan, same title

  1. Increasing English Language Arts proficiency @ French Camp+⁠$126,020$210,978 → $336,998 · p. 122 ↗
  2. Increasing Mathematics proficiency @ French Camp+⁠$97,508$177,978 → $275,486 · p. 122 ↗

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

  • Reducing suspensions @ French Camp · $3,692 · p. 122 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 8 measures · 3 quoted

  • % of students at French Camp (FC) who are absent 10% or more of the days in which they are enrolled in the district p. 71 ↗
    Baseline
    All: 33% …
    Target for year 3
    All: 19% …
  • Average points distance from standard for FC students on the CAASPP ELA p. 72 ↗
    Baseline
    All: -52.9 …
    Target for year 3
    All: -45 …
  • % of students at French Camp suspended at least once during the school year p. 72 ↗
    Baseline
    All: 2.8% …
    Target for year 3
    All: 2.0% …

5 more measures in the plan’s table.

Goal 5 · Equity Multiplier Focus GoalBy June of 2027, Manteca Unified School District will provide support services for Calla High School to…$275,487under 1% of action budgets

“By June of 2027, Manteca Unified School District will provide support services for Calla High School to address its student groups in need by providing funding and services to: A. increase the number/​percent of English learners who make progress on the spring ELPAC by increasing in- and out-of-classroom support for English learners and Long-term English learners and their families, and increasing programs and staff who support English learners. B. lessen the percentage of all students, including Hispanic, English learners/​Long-term English learners and Socio-economically disadvantaged students who are showing "not prepared" on the College/​Career Levels & Measures report by increasing access to CTE classes, improving the rigor of core academic offerings, and providing the resources to have real-world experiences. C. increase the number/​percent of Hispanic and Socio-economically disadvantaged students who meet their growth targets on the MAP math assessment from Winter to Spring by adding additional training and coaching in math, increasing the access for students to strong Tier I instruction and supports. D. lessen the suspension rate of all students, Hispanic, ELs and LTEL students to <6% by using social emotional programs, restorative practices, mentoring programs and positive recognition and incentives to motivate students to choose behaviors conducive to school success” p. 79 ↗

4 funded actions · reworded since the 2025–26 plan

Largest funded actions

  1. Increasing rigor and relevance of coursework$112,000action 5.3 · p. 122 ↗
  2. English learner progress$60,824action 5.1 · p. 122 ↗
  3. CTE access and expansion$52,808action 5.2 · p. 122 ↗
  4. Improve suspension rates$49,855action 5.4 · p. 122 ↗

Changes from last year’s plan, same title

  1. Increasing rigor and relevance of coursework−⁠$57,360$169,360 → $112,000 · p. 122 ↗
  2. Improve suspension rates+⁠$39,097$10,758 → $49,855 · p. 122 ↗
  3. CTE access and expansion+⁠$33,051$19,757 → $52,808 · p. 122 ↗

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

  • English learner progress · $60,824 · p. 122 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 7 measures · 3 quoted

  • % of English learners at Calla HS who are making progress on the ELPAC p. 80 ↗
    Baseline
    13.9% (English learner progress indicator Fall 2024 California Dashboard)
    Target for year 3
    15.2%
  • % of students at Calla who are showing as "not prepared" on the College/Career Levels & Measures report (8) p. 81 ↗
    Baseline
    All: 77.6% …
    Target for year 3
    All: 65.9% …
  • % of teachers at Calla in classrooms demonstrating evidence of increased rigor/relevance through learning walk data collection p. 81 ↗
    Baseline
    66.7% % of classrooms showing evidence of increased rigor/relevance (Doubek …
    Target for year 3
    80%

4 more measures in the plan’s table.

Goal 6 · Equity Multiplier Focus GoalBy June of 2027, Manteca Unified School District will provide support services for New Vision to address its…$217,464under 1% of action budgets

“By June of 2027, Manteca Unified School District will provide support services for New Vision to address its student groups in need by providing funding and services to: 1. increase the number/​percent of English learners and LTELs at New Vision who make progress on the spring ELPAC by increasing in- and out-of-classroom support for English learners and their families, and increasing programs and staff who support English learners 2. lessen the percent of Hispanic and Socio-economically disadvantaged students at New Vision who are showing "not prepared" on the College/​Career Levels & Measures report by increasing access to CTE classes, improving the rigor of core academic offerings, and providing the resources to have real-world experiences 3. increase the number/​percent of ALL students ( -179.1 points from standard) meeting growth targets in mathematics, especially Hispanic students ( -184.8 points from standard) who are at the very low performance level as measured by the California School Dashboard Additional Reports and Data” p. 87 ↗

3 funded actions · reworded since the 2025–26 plan

Largest funded actions

  1. CTE access and expansion at New Vision$82,423action 6.2 · p. 123 ↗
  2. Rigorous and relevant instruction - mathematics$80,000action 6.3 · p. 123 ↗
  3. increasing English learner success at New Vision$55,041action 6.1 · p. 123 ↗

Changes from last year’s plan, same title

  1. increasing English learner success at New Vision+⁠$6,257$48,784 → $55,041 · p. 123 ↗

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

  • CTE access and expansion at New Vision · $82,423 · p. 123 ↗new or renamed
  • Rigorous and relevant instruction - mathematics · $80,000 · p. 123 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 5 measures · 1 quoted

  • % of students meeting or exceeding grade level standards in mathematics p. 89 ↗
    Baseline
    All : 1.75% …
    Target for year 3
    All : 10% …

4 more measures in the plan’s table.

Goal 7 · Equity Multiplier Focus Goal7A. By June of 2027, all students at Yosemite School (K-6) will demonstrate growth toward meeting grade level…$162,233under 1% of action budgets

“7A. By June of 2027, all students at Yosemite School (K-6) will demonstrate growth toward meeting grade level standards in English Language Arts and Mathematics for Socio-economically disadvantaged students, English learners, and students with disabilities as measured by locally collected data (MAP assessments). In addition, attendance rates will improve and suspension rates for Socio-economically disadvantaged students, English learners, and students with disabilities will be reduced as measured by Average Daily Attendance reports and overall suspension rate. 7B. By June of 2027, Socio-economically disadvantaged students, and students with disabilities at Yosemite School (7-12) will demonstrate growth toward meeting grade level standards in English Language Arts and Mathematics as measured by locally collected data (MAP assessments). In addition, attendance rates will improve and suspension rates for Socio-economically disadvantaged students, English learners, and students with disabilities will be reduced as measured by Average Daily Attendance reports and Hispanic for overall suspension rate” p. 93 ↗

3 funded actions · reworded since the 2025–26 plan

Largest funded actions

  1. Relevant school programs and activities$65,196action 7.3 · p. 123 ↗
  2. Supporting academic and social growth in the classroom$55,754action 7.1 · p. 123 ↗
  3. Improving attendance rates$41,283action 7.2 · p. 123 ↗

Changes from last year’s plan, same title

  1. Improving attendance rates+⁠$20,833$20,450 → $41,283 · p. 123 ↗
  2. Supporting academic and social growth in the classroom−⁠$7,230$62,984 → $55,754 · p. 123 ↗
  3. Relevant school programs and activities+⁠$4,492$60,704 → $65,196 · p. 123 ↗

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. 93 ↗.

Goal 8 · Equity Multiplier Focus GoalBy June of 2027, support services will be provided to Golden West Elementary to assist all students…$765,315under 1% of action budgets

“By June of 2027, support services will be provided to Golden West Elementary to assist all students specifically its student groups in need by providing funding and services to: A. reduce its rate of chronic absenteeism for all students, including ELs, LTELs, SWDs, SED, HI and WH students by implementing actions which increase student engagement and feelings of connectedness based on 2025 California Dashboard B. improve student performance in ELA for ELs, LTELs, SWDs, SED, HI and WH students by providing services that bolster foundational reading, comprehension and writing skills as measured by MAP achievement data and by providing supplemental services and supports, additional training for teachers and site-specific professional development as measured by MAP achievement data. C. improve student performance in Mathematics for all students, specifically ELs, SED, SWDs and HI by providing supplemental services and supports, additional training for teachers and site-specific professional development as measured by MAP achievement data” p. 98 ↗

3 funded actions · no goal 8 in the 2025–26 plan

Largest funded actions

  1. Increasing mathematics proficiency at Golden West$274,293action 8.3 · p. 124 ↗
  2. Increasing ELA proficiency at Golden West$274,292action 8.2 · p. 124 ↗
  3. Reduce chronic absenteeism at Golden West$216,730action 8.1 · p. 124 ↗

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

  • Increasing mathematics proficiency at Golden West · $274,293 · p. 124 ↗new or renamed
  • Increasing ELA proficiency at Golden West · $274,292 · p. 124 ↗new or renamed
  • Reduce chronic absenteeism at Golden West · $216,730 · p. 124 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 5 measures · 3 quoted

  • % of students identified as chronically absent on the California dashboard disaggregated by student group p. 99 ↗
    Baseline
    ALL: 31.3% …
    Target for year 3
    ALL: 33% …
  • # / % of 3-8th grade students meeting or exceeding standard on the California Smarter Balanced English Language Arts Assessments p. 99 ↗
    Baseline
    ALL: 16.14% …
    Target for year 3
    ALL: 18% …
  • # / % of students tested in the Hi/Hi Avg range of achievement in Reading on the Winter NWEA MAP Reading assessment p. 99 ↗
    Baseline
    ALL: 19.7% …
    Target for year 3
    ALL: 21% …

2 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, 25,248 students
1. Hispanic or Latino: 55%2. Asian: 15%3. White: 14%4. Black or African American: 6%5. Filipino: 5%6. Two or more races: 4%7. Pacific Islander: 1%8. American Indian or Alaska Native: <1%Student mix2024–25
  1. Hispanic or Latino55%
  2. Asian15%
  3. White14%
  4. Black or African American6%
  5. Filipino5%
  6. Two or more races4%
  7. Pacific Islander1%
  8. American Indian or Alaska Native<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

66%

Across California, 63% of students qualify.

2024–25 · 16,628 of 25,225 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 Manteca 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 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, 50% of the district’s English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top (2,146 of 4,271 students). California: 47%. It counts students moving up the test’s levels, so a student can count here before becoming fluent.

9 schools getting state support, 2025–26

5 in extra targeted support · 4 in 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 Manteca Unified rank highest?

Elementary: Nile Garden Elementary, 89th percentile (Strong). Middle: Nile Garden Elementary, 83rd percentile (Strong). High: Sierra High, 66th 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 Manteca 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 Manteca Unified good?

Manteca Unified’s 20 public elementary schools run from the bottom 1% to the 89th percentile among the 5,726 California elementary schools we score (spring 2026 tests). By band: 1 Strong, 1 Solid, 3 Developing and 15 Needs Support. Manteca Unified’s 20 public middle schools run from the 7th to the 83rd percentile among the 2,529 California middle schools we score (spring 2026 tests). By band: 1 Strong, 2 Solid, 7 Developing and 10 Needs Support. Manteca Unified’s 5 public high schools run from the 19th to the 66th percentile among the 1,498 California high schools we score (spring 2025 tests). By band: 2 Solid, 2 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 Manteca Unified compare with California?

The average elementary school in Manteca Unified had 23 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 Manteca Unified had 23 in 100 students chronically absent in 2025–26; the average California middle school we score had 18 in 100. The average high school in Manteca Unified had 21 in 100 students chronically absent in 2025–26; the average California high school we score had 22 in 100. These are averages of school rates: each school counts once, whatever its size.

How much does Manteca Unified spend per student?

Manteca Unified spent $16,863 per student in the 2024–25 school year. The typical California district spent $20,491. About 60 cents of every Manteca 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 Manteca Unified’s 2026–27 spending plan?

The district’s 2026–27 spending plan puts $480.4 million into 34 funded actions in 8 goals, all of its general fund budget. Its largest goal holds $346.7 million, 72% 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 Manteca 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.