School district · Marin County

Mill Valley Elementary schools

Mill Valley Elementary runs schools through 8th grade. Its 5 public elementary schools run from the 92nd to the 97th 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.

Elementary · 5 schools

from 92nd to 97th · among 5,726 California elementary schools we score · spring 2026 tests

  • Tamalpais Valley Elementary: 97th percentile, Strong
  • Park Elementary: 96th percentile, Strong
  • Edna Maguire Elementary: 95th percentile, Strong
  • Strawberry Point Elementary: 95th percentile, Strong
  • Old Mill Elementary: 92nd percentile, Strong
0Needs Support
0Developing
0Solid
5Strong

Middle · 1 school

at 95th · among 2,529 California middle schools we score · spring 2026 tests

  • Mill Valley Middle: 95th percentile, Strong
0Needs Support
0Developing
0Solid
1Strong

One dot per school. Each stage is placed only among California schools at its own level.

Schools around the Mill Valley Elementary district

6 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 the Mill Valley Elementary district score highest?

Tamalpais Valley Elementary is highest, at the 97th percentile.

That’s higher than 97 in 100 of the 5,726 California elementary schools we score (spring 2026 tests).

Highest in the Mill Valley Elementary district

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

Show the other 2 elementary schools
Context

The average elementary school in the Mill Valley Elementary district had 4 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 the Mill Valley Elementary district stand?

Mill Valley Middle is at the 95th percentile.

That’s higher than 95 in 100 of the 2,529 California middle schools we score (spring 2026 tests). It’s the only public middle school we score in Mill Valley Elementary.

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

The district

Where does Mill Valley Elementary’s money go, and what does it plan?

The Mill Valley Elementary district spent $27,608 per student in the 2024–25 school year.

The typical California district spent $20,491. About 61 cents of every Mill Valley 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

  • Instruction61%
  • Instruction support11%
  • Student services5%
  • Administration11%
  • Buildings & maintenance12%

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

$49.9 million

planned in its 2026–27 plan for 19 funded actions in 4 goals. That’s 80% of its $62.0 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, 150 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 83% of the money; their titles are below. The plan itself puts 93% of it toward staff.

Reading, math and catch-up help

4 of the plan’s 19 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 $1.4 million
  • English learners under $0.1 million

Largest of these

  • Resources and Staffing to Support MTSS Implementation: Targeted Learning Lab (TLL) Program$1.1 million
  • Resources and Staffing to Support MTSS Implementation: MVMS$296,640
  • Instructional Leadership and Accountability for MTSS Implementation$20,000
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 $1.2 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $1.2 million and estimates it spent $1.4 million, $0.2 million (21%) more than planned (our arithmetic).

What changed

The total is $3.6 million (7%) lower than in the 2025–26 plan. We couldn’t match $43.1 million of this $49.9 million plan to individual actions in last year’s plan. These lists cover the rest.

Largest cuts

  • Professional Development and Collaboration Time to Support Instruction for Unduplicated Learners (this includes long-term English Learners)−⁠$254,707
  • Resources and Staffing to Support MTSS Implementation: MVMS−⁠$186,345

Largest increases

  • Instructional Aides+⁠$589,879
  • Resources and Staffing to Support MTSS Implementation: Targeted Learning Lab (TLL) Program+⁠$225,580
  • Professional Development and Collaboration Time for Implementation of Core Curriculum and Evidence-Based Instructional Strategies+⁠$135,130

New in the 2026–27 plan

  • Schools are appropriately staffed and all students receive core/​Tier 1 instruction from teachers who are appropriately assigned and fully credentialed teachers for the subject areas and the pupils they are teaching. District-wide personnel are appropriately staffed for effective operations$33.2 million
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 2024–25Goal 1 · Required Core Programming and Staffing83%82%down 1 pt
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1 · Required Core Programming and Staffing79%78%down 1 pt
Chronically absentCounted across all the district’s students, not averaged by schoolGoal 27 in 1005 in 1002 fewer in 100
Suspended at least onceGoal 22.6%1.5%down 1.1 pts

Goals 3 and 4 aren’t shown because they track other measures.

Figures from CDE’s state test, chronic absence and suspension files. Test figures cover every grade the district tests (California tests grades 3–8 and 11), so they differ from a profile’s rated grades. We combined the district’s schools ourselves, weighted by students and leaving out charter schools. Chronically absent means a student missed 10% or more of school days.

The plan’s own titles and amounts
  • Schools are appropriately staffed and all students receive core/​Tier 1 instruction from teachers who are appropriately assigned and fully credentialed teachers for the subject areas and the pupils they are teaching. District-wide personnel are appropriately staffed for effective operations · $33,186,361
  • Programs and services are developed and provided to students with exceptional needs · $5,669,594
  • Instructional Aides · $2,582,850
The full plan4 goals, 33 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 ($49.9 million).

Where does the money go?

77% to Goal 1, Required Core Programming and Staffing. 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
G4

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

Every goal, in the plan’s order

Goal 1Required Core Programming and Staffing$38.5 million77% of action budgets

“All students engage in standards-aligned instruction provided by highly qualified teachers in instructional schedules that ensure full, daily access to core (Tier 1) content in English language arts, mathematics, science, social science, social emotional learning, and physical education” p. 18 ↗

10 funded actions · 2025–26 plan: $41.0 million (−⁠$2.5 million)

Largest funded actions

  1. Schools are appropriately staffed and all students receive core/​Tier 1 instruction from teachers who are appropriately assigned and fully credentialed teachers for the subject areas and the pupils they are teaching. District-wide personnel are appropriately staffed for effective operations$33.2 millionaction 1.1 · p. 106 ↗
  2. Instructional Aides$2.6 millionaction 1.11 · p. 107 ↗
  3. All students receive consistent, standards-aligned TK-8 instruction using aligned, state-approved, district-adopted, evidenced-based instructional materials for core instructional and social emotional learning$1.3 millionaction 1.3 · p. 106 ↗
  4. Core programs supported by supplemental instructional programs for differentiation in Tier 1 and for Tier 2 and Tier 3 support, as well as Technology Department staffing and device allocation$0.9 millionaction 1.9 · p. 107 ↗
  5. Professional Development and Collaboration Time for Implementation of Core Curriculum and Evidence-Based Instructional Strategies$0.3 millionaction 1.4 · p. 106 ↗

5 more funded actions in this goal

  • Middle School Redesign/​Improvement · action 1.7 · p. 107 ↗$0.2 million
  • Schools are appropriately staffed to provide students with co-curriculum programming to enhance core instruction and provide time for teacher preparation and collaboration · action 1.8 · p. 107 ↗$0.1 million
  • Professional Development and Collaboration Time to Support Instruction for Unduplicated Learners (this includes long-term English Learners) · action 1.5 · p. 107 ↗ · marked as contributing to high-need servicesunder $0.1 million
  • Instructional Leadership and Accountability for MTSS Implementation · action 1.6 · p. 107 ↗under $0.1 million
  • English Learners (including Long-term English learner) are supported by access to instructional technology for language development · action 1.10 · p. 107 ↗ · marked as contributing to high-need servicesunder $0.1 million

Changes from last year’s plan, same title

  1. Instructional Aides+⁠$0.6 million$2.0 million → $2.6 million · p. 107 ↗
  2. Professional Development and Collaboration Time to Support Instruction for Unduplicated Learners (this includes long-term English Learners)−⁠$254,707$289,307 → $34,600 · p. 107 ↗
  3. Professional Development and Collaboration Time for Implementation of Core Curriculum and Evidence-Based Instructional Strategies+⁠$135,130$124,929 → $260,059 · p. 106 ↗

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

  • Schools are appropriately staffed and all students receive core/​Tier 1 instruction from teachers who are appropriately assigned and fully credentialed teachers for the subject areas and the pupils they are teaching. District-wide personnel are appropriately staffed for effective operations · $33.2 million · p. 106 ↗new or renamed
  • All students receive consistent, standards-aligned TK-8 instruction using aligned, state-approved, district-adopted, evidenced-based instructional materials for core instructional and social emotional learning · $1.2 million → $1.3 million · p. 106 ↗+⁠$0.1 million
  • Core programs supported by supplemental instructional programs for differentiation in Tier 1 and for Tier 2 and Tier 3 support, as well as Technology Department staffing and device allocation · $914,380 → $867,188 · p. 107 ↗−⁠$47,192
  • Middle School Redesign/​Improvement · $191,226 → $236,349 · p. 107 ↗+⁠$45,123
  • Schools are appropriately staffed to provide students with co-curriculum programming to enhance core instruction and provide time for teacher preparation and collaboration · $50,000 → $63,000 · p. 107 ↗+⁠$13,000
  • Instructional Leadership and Accountability for MTSS Implementation · $87,000 → $20,000 · p. 107 ↗−⁠$67,000
  • English Learners (including Long-term English learner) are supported by access to instructional technology for language development · $4,500 → $4,500 · p. 107 ↗unchanged

A reworded title counts as new.

How the plan measures it · 14 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 18 ↗.

Goal 2All students are supported by multi-tiered systems of support (MTSS) for instruction, intervention…$9.3 million19% of action budgets

“All students are supported by multi-tiered systems of support (MTSS) for instruction, intervention, acceleration and extension in all areas of English language arts, mathematics, behavior, and SEL” p. 51 ↗

6 funded actions · no goal 2 in the 2025–26 plan

Largest funded actions

  1. Programs and services are developed and provided to students with exceptional needs$5.7 millionaction 2.8 · p. 108 ↗
  2. Resources and Staffing to Support MTSS Implementation: Behavior Needs$2.2 millionaction 2.6 · p. 108 ↗ · marked as contributing to high-need services
  3. Resources and Staffing to Support MTSS Implementation: Targeted Learning Lab (TLL) Program$1.1 millionaction 2.5 · p. 108 ↗ · marked as contributing to high-need services
  4. Resources and Staffing to Support MTSS Implementation: MVMS$0.3 millionaction 2.4 · p. 108 ↗ · marked as contributing to high-need services · of which $29,049 is state funding counted toward those services
  5. Systematic Screening and Progress Monitoring$0.1 millionaction 2.2 · p. 108 ↗

1 more funded action in this goal

  • Ensure Appropriate Tracking and Responses to Student Absences · action 2.1 · p. 107 ↗under $0.1 million

Changes from last year’s plan, same title

  1. Resources and Staffing to Support MTSS Implementation: Targeted Learning Lab (TLL) Program+⁠$0.2 million$0.9 million → $1.1 million · p. 108 ↗
  2. Resources and Staffing to Support MTSS Implementation: MVMS−⁠$186,345$482,985 → $296,640 · p. 108 ↗
  3. Systematic Screening and Progress Monitoring+⁠$25,680$113,152 → $138,832 · p. 108 ↗

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

  • Programs and services are developed and provided to students with exceptional needs · $5.7 million · p. 108 ↗not compared
  • Resources and Staffing to Support MTSS Implementation: Behavior Needs · $2.2 million · p. 108 ↗not compared
  • Ensure Appropriate Tracking and Responses to Student Absences · $4,500 → $4,500 · p. 107 ↗unchanged

How the plan measures it · 9 measures · 2 quoted

  • Middle School Drop Out Rates p. 56 ↗
    Baseline
    0
    Target for year 3
    Maintain 0 Middle School Drop-Outs
  • Pupil Expulsion Rates p. 57 ↗
    Baseline
    0
    Target for year 3
    Maintain 0

7 more measures in the plan’s table.

Goal 3Communications and Community Engagement$217,232under 1% of action budgets

“Promote two-way, inclusive, efficient, and user-friendly communication to engage educational partners and the community” p. 77 ↗

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

Largest funded actions

  1. Inform community with effective district and school websites, parent and community communication, and social media$152,932action 3.1 · p. 109 ↗

1 more action is in the plan, counted in the goal’s total: p. 109 ↗

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

  • Inform community with effective district and school websites, parent and community communication, and social media · $152,932 · p. 109 ↗not compared
  • Title not confirmed · $64,300 · p. 109 ↗not compared

How the plan measures it · 5 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 77 ↗.

Goal 4Ensure Transparency in Budget Development and Facilities Planning While Maintaining Sound Finance and…$1.8 million4% of action budgets

“Ensure Transparency in Budget Development and Facilities Planning While Maintaining Sound Finance and Infrastructure: Ensure continued fiscal efficiency and partner with community and constituents to address (1) long-term financial solvency, (2) facilities and infrastructure management, and (3) safety” p. 90 ↗

1 funded action · no goal 4 in the 2025–26 plan

Largest funded actions

  1. Maintain safe, modernized facilities$1.8 millionaction 4.4 · p. 110 ↗

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

  • Maintain safe, modernized facilities · $1.8 million · p. 110 ↗not compared

How the plan measures it · 5 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 90 ↗.

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, 2,313 students
1. White: 71%2. Two or more races: 11%3. Hispanic or Latino: 9%4. Asian: 5%5. Not reported: 2%6. Filipino: <1%7. Black or African American: <1%8. American Indian or Alaska Native: <1%9. Pacific Islander: <1%Student mix2024–25
  1. White71%
  2. Two or more races11%
  3. Hispanic or Latino9%
  4. Asian5%
  5. Not reported2%
  6. Filipino<1%
  7. Black or African American<1%
  8. American Indian or Alaska Native<1%
  9. Pacific 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

5%

Across California, 63% of students qualify.

2024–25 · 124 of 2,309 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 Mill Valley Elementary extra help in 2026, the second year after it qualified on the 2025 Dashboard.

How English learners moved up on the state’s English test

From spring 2025 to spring 2026, 45% of the district’s English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top (17 of 38 students). California: 47%. It counts students moving up the test’s levels, so a student can count here before becoming fluent.

Sources: District help (CDE) ↗ · English learner progress (CDE) ↗. State results from the 2026 California School Dashboard.

Which places nearby can you look at next?

Cities in the district

More places (3)

Districts nearby

Common questions

Which public schools in the Mill Valley Elementary district rank highest?

Elementary: Tamalpais Valley Elementary, 97th percentile (Strong). Middle: Mill Valley Middle, 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 Mill Valley 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 Mill Valley Elementary district good?

Mill Valley Elementary’s 5 public elementary schools run from the 92nd to the 97th percentile among the 5,726 California elementary schools we score (spring 2026 tests). By band: 5 Strong. Mill Valley Elementary has one public middle school we score, Mill Valley Middle, at the 95th percentile among the 2,529 California middle schools we score (spring 2026 tests). By band: 1 Strong. A percentile compares a school with California public schools at the same level that we score. How we score schools.

How does chronic absence in the Mill Valley Elementary district compare with California?

The average elementary school in the Mill Valley Elementary district had 4 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 the Mill Valley Elementary district spend per student?

The Mill Valley Elementary district spent $27,608 per student in the 2024–25 school year. The typical California district spent $20,491. About 61 cents of every Mill Valley 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 Mill Valley Elementary district’s 2026–27 spending plan?

The district’s 2026–27 spending plan puts $49.9 million into 19 funded actions in 4 goals, 80% of its $62.0 million general fund budget. Its largest goal holds $38.5 million, 77% 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 Mill Valley 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.

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.