School district · Stanislaus County

Modesto City Elementary schools

Modesto City Elementary’s 24 public elementary schools run from the 4th to the 76th percentile among the 5,726 California elementary schools we score (spring 2026 tests). They sit in all four bands, from Strong to Needs Support.

Elementary · 24 schools

from 4th to 76th · among 5,726 California elementary schools we score · spring 2026 tests

  • Enslen Elementary: 76th percentile, Strong
  • Lakewood Elementary: 74th percentile, Solid
  • Fairview Elementary: 61st percentile, Solid
  • Connecting Waters Charter School - Central Valley: 52nd percentile, Solid
  • Sonoma Elementary: 48th percentile, Developing
  • Aspire University Charter: 48th percentile, Developing
  • El Vista Elementary: 48th percentile, Developing
  • Catherine Everett Elementary: 40th percentile, Developing
  • Burbank Elementary: 32nd percentile, Developing
  • Rose Avenue Elementary: 29th percentile, Developing
  • Shackelford Elementary: 28th percentile, Developing
  • John Muir Elementary: 26th percentile, Developing
  • Robertson Road Elementary: 26th percentile, Developing
  • Franklin Elementary: 24th percentile, Needs Support
  • John Fremont Elementary: 23rd percentile, Needs Support
  • Elihu Beard Elementary: 21st percentile, Needs Support
  • William Garrison Elementary: 14th percentile, Needs Support
  • Harriette Kirschen Elementary: 9th percentile, Needs Support
  • James Marshall Elementary: 9th percentile, Needs Support
  • Alberta Martone Elementary: 9th percentile, Needs Support
  • Bret Harte Elementary: 8th percentile, Needs Support
  • Orville Wright Elementary: 6th percentile, Needs Support
  • Tuolumne Elementary: 4th percentile, Needs Support
  • Wilson Elementary: 4th percentile, Needs Support
11Needs Support
9Developing
3Solid
1Strong

One dot per school.

Middle and high school pictures

Middle · 6 schools

from 10th to 49th · among 2,529 California middle schools we score · spring 2026 tests

  • Connecting Waters Charter School - Central Valley: 49th percentile, Developing
  • Roosevelt Junior High: 28th percentile, Developing
  • La Loma Junior High: 28th percentile, Developing
  • Evelyn Hanshaw Middle: 22nd percentile, Needs Support
  • Mark Twain Junior High: 16th percentile, Needs Support
  • Tuolumne Elementary: 10th percentile, Needs Support
3Needs Support
3Developing
0Solid
0Strong

High · 1 school

at 56th · among 1,498 California high schools we score · spring 2025 tests

  • Connecting Waters Charter School - Central Valley: 56th percentile, Solid
0Needs Support
0Developing
1Solid
0Strong

One dot per school. Each stage is placed only among California schools at its own level. 2 of the 28 ranked schools teach more than one level, 1 of them all three, so they appear in more than one picture.

  • 28 ranked schools

Schools around the Modesto City Elementary district

28 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 Modesto City Elementary district score highest?

Enslen Elementary is highest, at the 76th percentile.

That’s higher than 76 in 100 of the 5,726 California elementary schools we score (spring 2026 tests).

Highest in the Modesto City Elementary district

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

Show the other 21 elementary schools
Context

The average elementary school in the Modesto City Elementary district had 18 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 Modesto City Elementary district score highest?

Connecting Waters Charter School - Central Valley is highest, at the 49th percentile.

That’s higher than 49 in 100 of the 2,529 California middle schools we score (spring 2026 tests).

Highest in the Modesto City Elementary district

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

Show the other 3 middle schools
Context

The average middle school in the Modesto City Elementary district had 18 in 100 students chronically absent in 2025–26; the average California middle school we score had 18 in 100.

High schools

Where does the high school we score in the Modesto City Elementary district stand?

Connecting Waters Charter School - Central Valley is at the 56th percentile.

That’s higher than 56 in 100 of the 1,498 California high schools we score (spring 2025 tests). It’s the only public high school we score in Modesto City Elementary.

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

The district

What does Modesto City Elementary plan to spend on?

The district plans $155.2 million across 25 funded actions in 2026–27.

What the district plans

$155.2 million

planned in its 2026–27 plan for 25 funded actions in 7 goals. 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, 192 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 53% of the money; their titles are below. The plan itself puts 74% of it toward staff.

Reading, math and catch-up help

2 of the plan’s 25 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 $0.3 million
  • English learners $7.1 million

Largest of these

  • Increase the percentage of English learners who reclassify prior to becoming long-term English learners and decrease the percentage of long-term English learners$7.1 million
  • Academic Intervention$255,000
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 $100.0 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $96.4 million and estimates it spent $183.0 million, $86.6 million (90%) more than planned (our arithmetic).

What changed

The total is $3.1 million (2%) higher than in the 2025–26 plan. The biggest change in dollars is Provide welcoming school and office environments with a focus on exceptional and engaging customer service, which went from $14.7 million to $17.3 million.

Largest cuts

  • Develop (Grades 7-12) and refine (Grades TK-6) Multi-Tiered System of Support for all students−⁠$910,328
  • Ensure all staff are building their capacities as professionals in support of improving positive student outcomes and building their skills to support potential career advancement within the organization−⁠$677,825
  • Ensure Health and Safety Protocols are in place at schools and facilities−⁠$608,758

Largest increases

  • Provide welcoming school and office environments with a focus on exceptional and engaging customer service+⁠$2.6 million
  • Ensure Students have diverse enrichment opportunities at all school sites+⁠$1.5 million
  • Improve operational efficiencies by ensuring a balance of technology in the classroom and maintaining and updating systems/​network infrastructure+⁠$505,369
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 133%35%up 2 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 124%24%no change
Chronically absentCounted across all the district’s students, not averaged by schoolGoal 116 in 10018 in 1002 more in 100
Suspended at least onceGoal 12.7%4.4%up 1.7 pts

Goals 6 and 7 track named schools and Goals 2, 3, 4 and 5 track 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
  • Develop (Grades 7-12) and refine (Grades TK-6) Multi-Tiered System of Support for all students · $39,395,416
  • Increase the number of students being identified as "prepared" in the college/​career indicators, as outlined in the California State Dashboard · $22,119,309
  • Ensure every student has a guaranteed instructional program - not by chance, but by design - as outlined in the Instructional Core · $20,270,879
The full plan7 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 ($155.2 million).

Where does the money go?

64% 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

Every goal, in the plan’s order

Goal 1Increase and maintain academic achievement and equitable access to enable all students to attain college…$99.7 million64% of action budgets

“Increase and maintain academic achievement and equitable access to enable all students to attain college and/​or career readiness” p. 24 ↗

5 funded actions · 2025–26 plan: $99.0 million (+⁠$742,665)

Largest funded actions

  1. Develop (Grades 7-12) and refine (Grades TK-6) Multi-Tiered System of Support for all students$39.4 millionaction 1.4 · p. 145 ↗ · marked as contributing to high-need services · of which $22.6 million is state funding counted toward those services
  2. Increase the number of students being identified as "prepared" in the college/​career indicators, as outlined in the California State Dashboard$22.1 millionaction 1.2 · p. 145 ↗ · marked as contributing to high-need services · of which $18.0 million is state funding counted toward those services
  3. Ensure every student has a guaranteed instructional program - not by chance, but by design - as outlined in the Instructional Core$20.3 millionaction 1.1 · p. 145 ↗ · marked as contributing to high-need services
  4. Ensure Students have diverse enrichment opportunities at all school sites$10.8 millionaction 1.5 · p. 145 ↗ · marked as contributing to high-need services · of which $5.8 million is state funding counted toward those services
  5. Increase the percentage of English learners who reclassify prior to becoming long-term English learners and decrease the percentage of long-term English learners$7.1 millionaction 1.3 · p. 145 ↗ · marked as contributing to high-need services · of which $6.6 million is state funding counted toward those services

Changes from last year’s plan, same title

  1. Ensure Students have diverse enrichment opportunities at all school sites+⁠$1.5 million$9.3 million → $10.8 million · p. 145 ↗
  2. Develop (Grades 7-12) and refine (Grades TK-6) Multi-Tiered System of Support for all students−⁠$0.9 million$40.3 million → $39.4 million · p. 145 ↗
  3. Increase the number of students being identified as "prepared" in the college/​career indicators, as outlined in the California State Dashboard+⁠$0.5 million$21.6 million → $22.1 million · p. 145 ↗

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

  • Ensure every student has a guaranteed instructional program - not by chance, but by design - as outlined in the Instructional Core · $20.2 million → $20.3 million · p. 145 ↗+⁠$28,351
  • Increase the percentage of English learners who reclassify prior to becoming long-term English learners and decrease the percentage of long-term English learners · $7.5 million → $7.1 million · p. 145 ↗−⁠$0.4 million

How the plan measures it · 50 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 24 ↗.

Goal 2Ensure all employees have access to high quality professional development to support the MCS Vision$7.6 million5% of action budgets

3 funded actions · 2025–26 plan: $8.6 million (−⁠$961,689) · p. 60 ↗

Largest funded actions

  1. Ensure all staff are building their capacities as professionals in support of improving positive student outcomes and building their skills to support potential career advancement within the organization$1.3 millionaction 2.2 · p. 146 ↗ · marked as contributing to high-need services · of which $1.1 million is state funding counted toward those services
  2. Empower staff with training opportunities to support students in their development of the MCS Character Traits and attainment of the Seal of Biliteracy and Seal of Civic Engagement$0.1 millionaction 2.3 · p. 146 ↗ · marked as contributing to high-need services

1 more action is in the plan, counted in the goal’s total: p. 146 ↗

Changes from last year’s plan, same title

  1. Ensure all staff are building their capacities as professionals in support of improving positive student outcomes and building their skills to support potential career advancement within the organization−⁠$0.7 million$2.0 million → $1.3 million · p. 146 ↗
  2. Empower staff with training opportunities to support students in their development of the MCS Character Traits and attainment of the Seal of Biliteracy and Seal of Civic Engagement+⁠$608$51,750 → $52,358 · p. 146 ↗

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

  • Title not confirmed · $6.3 million · p. 146 ↗not compared

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. 60 ↗.

Goal 3Ensure a safe, welcoming, and respectful learning environment for every member of the school community while…$41.4 million27% of action budgets

“Ensure a safe, welcoming, and respectful learning environment for every member of the school community while ensuring effective District-wide communication for students, staff, families, and community partners” p. 72 ↗

5 funded actions · 2025–26 plan: $38.8 million (+⁠$2.5 million)

Largest funded actions

  1. Improve operational efficiencies by ensuring a balance of technology in the classroom and maintaining and updating systems/​network infrastructure$19.2 millionaction 3.5 · p. 147 ↗ · marked as contributing to high-need services
  2. Provide welcoming school and office environments with a focus on exceptional and engaging customer service$17.3 millionaction 3.4 · p. 147 ↗ · marked as contributing to high-need services · of which $3.3 million is state funding counted toward those services
  3. Ensure Health and Safety Protocols are in place at schools and facilities$3.9 millionaction 3.1 · p. 146 ↗
  4. Provide timely and accessible two-way communication incorporating active listening when discussing District/​student progress and other important topics with all Educational Partners$0.7 millionaction 3.3 · p. 147 ↗ · marked as contributing to high-need services · of which $241,627 is state funding counted toward those services
  5. Ensure opportunities for students to have a voice in providing feedback for policies, practices, and procedures for District and site-level initiatives$0.3 millionaction 3.6 · p. 147 ↗

Changes from last year’s plan, same title

  1. Provide welcoming school and office environments with a focus on exceptional and engaging customer service+⁠$2.6 million$14.7 million → $17.3 million · p. 147 ↗
  2. Ensure Health and Safety Protocols are in place at schools and facilities−⁠$0.6 million$4.5 million → $3.9 million · p. 146 ↗
  3. Improve operational efficiencies by ensuring a balance of technology in the classroom and maintaining and updating systems/​network infrastructure+⁠$0.5 million$18.7 million → $19.2 million · p. 147 ↗

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

  • Provide timely and accessible two-way communication incorporating active listening when discussing District/​student progress and other important topics with all Educational Partners · $657,919 → $661,679 · p. 147 ↗+⁠$3,760
  • Ensure opportunities for students to have a voice in providing feedback for policies, practices, and procedures for District and site-level initiatives · $196,808 → $250,840 · p. 147 ↗+⁠$54,032

How the plan measures it · 15 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 72 ↗.

Goal 4Ensure the District is fiscally and operationally sound$4.0 million3% of action budgets

2 funded actions · 2025–26 plan: $3.9 million (+⁠$142,741) · p. 83 ↗

Largest funded actions

  1. Invest in school facilities, technology, and infrastructure with a focus on health, safety, and sustainability$3.7 millionaction 4.3 · p. 147 ↗
  2. Implement a sustainable budget plan under the Local Control Funding Formula$0.3 millionaction 4.1 · p. 147 ↗

Changes from last year’s plan, same title

  1. Implement a sustainable budget plan under the Local Control Funding Formula+⁠$92,702$241,842 → $334,544 · p. 147 ↗
  2. Invest in school facilities, technology, and infrastructure with a focus on health, safety, and sustainability+⁠$0.1 million$3.7 million → $3.7 million · p. 147 ↗

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. 83 ↗.

Goal 5Recruit, hire, train, and retain high quality staff, with an emphasis on increasing diversity$874,9861% of action budgets

1 funded action · 2025–26 plan: $809,930 (+⁠$65,056) · p. 88 ↗

Largest funded actions

  1. Expand recruiting and hiring processes to provide support, and increase diversity in the certificated, classified, and management workforce$874,986action 5.3 · p. 148 ↗ · marked as contributing to high-need services

Changes from last year’s plan, same title

  1. Expand recruiting and hiring processes to provide support, and increase diversity in the certificated, classified, and management workforce+⁠$65,056$809,930 → $874,986 · p. 148 ↗

How the plan measures it · 16 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 88 ↗.

Goal 6 · Equity Multiplier Focus GoalEnhance and guarantee equal access for all students to achieve college and career readiness, while reducing…$1.2 million1% of action budgets

“Enhance and guarantee equal access for all students to achieve college and career readiness, while reducing suspension rates, with targeted attention on English learners, Hispanic students, Socio- economically Disadvantaged students, students with disabilities, and white students. (Robert Elliott Education Center)” p. 97 ↗

6 funded actions · 2025–26 plan: $814,158 (+⁠$365,842)

Largest funded actions

  1. College and Career Readiness$400,000action 6.3 · p. 148 ↗
  2. College and Career Preparation$265,000action 6.2 · p. 148 ↗
  3. Academic Intervention$255,000action 6.7 · p. 149 ↗
  4. Professional Development$100,000action 6.5 · p. 149 ↗
  5. Enrichment Activities$90,000action 6.4 · p. 148 ↗

1 more funded action in this goal

Changes from last year’s plan, same title

  1. College and Career Readiness+⁠$100,000$300,000 → $400,000 · p. 148 ↗
  2. College and Career Preparation+⁠$91,000$174,000 → $265,000 · p. 148 ↗
  3. Professional Development−⁠$60,000$160,000 → $100,000 · p. 149 ↗

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

  • Academic Intervention · $255,000 · p. 149 ↗new or renamed
  • Enrichment Activities · $52,250 → $90,000 · p. 148 ↗+⁠$37,750
  • PBIS · $70,000 → $70,000 · p. 149 ↗unchanged

A reworded title counts as new.

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. 97 ↗.

Goal 7 · Equity Multiplier Focus GoalIncrease student attendance and academic achievement with a focus on the following student groups…$479,600under 1% of action budgets

“Increase student attendance and academic achievement with a focus on the following student groups: Socio-economically Disadvantaged (SED), English Learners (EL), Hispanic, and White students at Orville Wright Elementary School” p. 104 ↗

3 funded actions · reworded since the 2025–26 plan

Largest funded actions

  1. Attendance/​Chronic Absenteeism$209,100action 7.1 · p. 149 ↗
  2. Academic Achievement/​Interve ntion$164,900action 7.2 · p. 149 ↗
  3. Professional Development$105,600action 7.3 · p. 149 ↗

Changes from last year’s plan, same title

  1. Academic Achievement/​Interve ntion+⁠$64,900$100,000 → $164,900 · p. 149 ↗
  2. Attendance/​Chronic Absenteeism+⁠$63,960$145,140 → $209,100 · p. 149 ↗
  3. Professional Development+⁠$53,600$52,000 → $105,600 · p. 149 ↗

How the plan measures it · 4 measures · 1 quoted

  • Decrease chronic absenteeism rate by 5% p. 105 ↗
    Baseline
    Overall: 19.1% …
    Target for year 3
    Overall: 14.1% …

3 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, 15,660 students
1. Hispanic or Latino: 72%2. White: 14%3. Two or more races: 4%4. Asian: 4%5. Not reported: 3%6. Black or African American: 2%7. Filipino: <1%8. Pacific Islander: <1%9. American Indian or Alaska Native: <1%Student mix2024–25
  1. Hispanic or Latino72%
  2. White14%
  3. Two or more races4%
  4. Asian4%
  5. Not reported3%
  6. Black or African American2%
  7. Filipino<1%
  8. Pacific Islander<1%
  9. American Indian or Alaska Native<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

81%

Across California, 63% of students qualify.

2024–25 · 12,683 of 15,643 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 Modesto City 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, 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 (1,707 of 3,589 students). California: 47%. It counts students moving up the test’s levels, so a student can count here before becoming fluent.

1 school getting state support, 2025–26

Elihu Beard Elementary (Extra 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 (4)

Districts nearby

Common questions

Which public schools in the Modesto City Elementary district rank highest?

Elementary: Enslen Elementary, 76th percentile (Strong). Middle: Connecting Waters Charter School - Central Valley, 49th percentile (Developing). High: Connecting Waters Charter School - Central Valley, 56th 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 Modesto City 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 (4)

Are the public schools in the Modesto City Elementary district good?

Modesto City Elementary’s 24 public elementary schools run from the 4th to the 76th percentile among the 5,726 California elementary schools we score (spring 2026 tests). By band: 1 Strong, 3 Solid, 9 Developing and 11 Needs Support. Modesto City Elementary’s 6 public middle schools run from the 10th to the 49th percentile among the 2,529 California middle schools we score (spring 2026 tests). By band: 3 Developing and 3 Needs Support. Modesto City Elementary has one public high school we score, Connecting Waters Charter School - Central Valley, at the 56th percentile among the 1,498 California high schools we score (spring 2025 tests). By band: 1 Solid. A percentile compares a school with California public schools at the same level that we score. How we score schools.

How does chronic absence in the Modesto City Elementary district compare with California?

The average elementary school in the Modesto City Elementary district had 18 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 Modesto City Elementary district had 18 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.

What is in the Modesto City Elementary district’s 2026–27 spending plan?

The district’s 2026–27 spending plan puts $155.2 million into 25 funded actions in 7 goals. Its largest goal holds $99.7 million, 64% 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 the Modesto City Elementary district, 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.