Montebello Unified’s 17 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 · 17 schools
from bottom 1% to 89th · among 5,726 California elementary schools we score · spring 2026 tests
La Merced Intermediate: 38th percentile, Developing
Bell Gardens Intermediate: 34th percentile, Developing
Suva Intermediate: 20th percentile, Needs Support
1Needs Support
5Developing
2Solid
0Strong
High · 4 schools
from 15th to 57th · among 1,498 California high schools we score · spring 2025 tests
Applied Technology Center: 57th percentile, Solid
Schurr High: 44th percentile, Developing
Montebello High: 18th percentile, Needs Support
Bell Gardens High: 15th percentile, Needs Support
2Needs Support
1Developing
1Solid
0Strong
← lower percentilehigher →
One dot per school. Each stage is placed only among California schools at its own level. 2 of the 27 ranked schools teach two levels, so they appear in more than one picture.
The average elementary school in Montebello Unified had 19 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 Montebello Unified score highest?
La Merced Academy is highest, at the 73rd percentile.
That’s higher than 73 in 100 of the 2,529 California middle schools we score (spring 2026 tests).
Highest in Montebello Unified
Each percentile compares a school with California schools at its own level.
The average middle school in Montebello Unified had 14 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 Montebello Unified score highest?
Applied Technology Center is highest, at the 57th percentile.
That’s higher than 57 in 100 of the 1,498 California high schools we score (spring 2025 tests).
Highest in Montebello Unified
Each percentile compares a school with California schools at its own level. What patterns mean
The average high school in Montebello Unified had 17 in 100 students chronically absent in 2025–26; the average California high school we score had 22 in 100.
2 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.
Montebello Community DayCommunity 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 Montebello Unified’s money go, and what does it plan?
Montebello Unified spent $24,535 per student in the 2024–25 school year.
The typical California district spent $20,491. About 59 cents of every Montebello 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
Instruction59%
Instruction support12%
Student services13%
Administration5%
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
$314.0 million
planned in its 2026–27 plan for 46 funded actions in 8 goals. That’s 69% of its $453.9 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, 202 pages), as posted to the California School Dashboard.
Where the money goes
Three actions take 73% of the money. The plan itself puts 92% of it toward staff.
Base Personnel $135.7 million
Special Education $57.9 million
Increased Staffing $37.0 million
43 other actions
Reading, math and catch-up help
14 of the plan’s 46 funded actions name reading, math, catch-up help or English learners in their titles.
Actions whose titles name reading, math, catch-up help or English learners
Reading $10.3 million
Math $8.5 million
Catch-up help $7.4 million
English learners $1.7 million
An action naming two of these appears under both.
Largest of these
Accelerated Learning Lab (ALL) and ELA Intervention Teachers$4.7 million
Math Intervention Teachers and Math ALL$2.7 million
ELA Red Indicators$1.9 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 $93.8 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $86.7 million and estimates it spent $81.8 million, $4.9 million (6%) less than planned (our arithmetic).
$81.8 million spent (estimated)$86.7 million planned
Ask: Why did estimated spending on these services come in $4.9 million under the 2025–26 plan, and where does that money go in 2026–27?
What changed
The total is $50.7 million (14%) lower than in the 2025–26 plan. The biggest change in dollars is Base Personnel, which went from $181.0 million to $135.7 million.
Largest cuts
Base Personnel−$45.3 million
Special Education−$12.7 million
Facilities and Materials−$1.6 million
Largest increases
Increased Staffing+$2.4 million
Technology+$2.3 million
New in the 2026–27 plan
Accelerated Learning Lab (ALL) and ELA Intervention Teachers$4.7 million
Math Intervention Teachers and Math ALL$2.7 million
Ask: What did Base Personnel pay for, and what changes now that the 2026–27 plan gives it $45.3 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
Measure
2024–25
2025–26
Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1 and 3
37%
37%
no change
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 2 and 3
26%
25%
down 1 pt
Chronically absentCounted across all the district’s students, not averaged by schoolGoal 6
18 in 100
18 in 100
no change
Suspended at least onceGoal 6
2.0%
1.9%
down 0.1 pts
Goal 8 tracks named schools and Goals 4, 5 and 7 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
Base Personnel · $135,694,000
Special Education · $57,883,000
Increased Staffing · $37,036,000
The full plan8 goals, 54 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 ($314.0 million).
Where does the money go?
76% to Goal 5. 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 1Accelerate students' acquisition of literacy skills so that all students communicate clearly and effectively…$14.0 million4% of action budgets
“Accelerate students' acquisition of literacy skills so that all students communicate clearly and effectively across content areas and at grade level” p. 27 ↗
8 funded actions · 2025–26 plan: $12.0 million (+$1.9 million)
Largest funded actions
Accelerated Learning Lab (ALL) and ELA Intervention Teachers$4.7 millionaction 1.9 · p. 155 ↗
Library Access$2.3 millionaction 1.4 · p. 154 ↗ · marked as contributing to high-need services
ELA Red Indicators$1.9 millionaction 1.8 · p. 155 ↗
Literacy Data Analysis$1.4 millionaction 1.2 · p. 154 ↗ · marked as contributing to high-need services
Literacy Materials$1.2 millionaction 1.3 · p. 154 ↗ · marked as contributing to high-need services
3 more funded actions in this goal
DIA · action 1.7 · p. 154 ↗ · marked as contributing to high-need services$1.2 million
Literacy PD · action 1.1 · p. 154 ↗ · marked as contributing to high-need services$1.1 million
GATE · action 1.5 · p. 154 ↗ · marked as contributing to high-need services$0.2 million
Changes from last year’s plan, same title
Literacy Data Analysis−$0.6 million$2.0 million → $1.4 million · p. 154 ↗
Literacy Materials+$0.3 million$0.9 million → $1.2 million · p. 154 ↗
Library Access+$0.3 million$2.0 million → $2.3 million · p. 154 ↗
Every other line in this goal, against last year’s plan
Accelerated Learning Lab (ALL) and ELA Intervention Teachers · $4.7 million · p. 155 ↗new or renamed
ELA Red Indicators · $1.9 million → $1.9 million · p. 155 ↗+$8,000
DIA · $0.9 million → $1.2 million · p. 154 ↗+$0.3 million
Literacy PD · $0.9 million → $1.1 million · p. 154 ↗+$0.3 million
CAASPP ELA % of students meet/exceed standardsp. 29 ↗
Baseline
2023 All Students: 34% …
Target for year 3
2026: All Students: 50% …
CAASP ELA Writing % of students near or above standardp. 29 ↗
Baseline
2023: 60.2%
Target for year 3
2026: 80%
STAR Assessment window 3: Students at or above grade level - Spanish Language Arts Dual Immersion Academy studentsp. 30 ↗
Baseline
2023-24: 63%
Target for year 3
2026-27: 80%
4 more measures in the plan’s table.
Goal 2Accelerate students acquisition of mathematics skills so that all students meet or exceed grade level…$9.0 million3% of action budgets
“Accelerate students acquisition of mathematics skills so that all students meet or exceed grade level standards, are prepared for Algebra 1, and pass Algebra 1 with a C or better” p. 42 ↗
8 funded actions · 2025–26 plan: $8.4 million (+$612,000)
Largest funded actions
Math Intervention Teachers and Math ALL$2.7 millionaction 2.8 · p. 155 ↗
Math Red Indicators$1.6 millionaction 2.7 · p. 155 ↗
Math Data Analysis$1.4 millionaction 2.2 · p. 155 ↗ · marked as contributing to high-need services
Math Materials$1.3 millionaction 2.3 · p. 155 ↗ · marked as contributing to high-need services
Math PD$1.2 millionaction 2.1 · p. 155 ↗ · marked as contributing to high-need services
Algebra Readiness · $200,000 → $200,000 · p. 155 ↗unchanged
Algebra 1 and UC/CSU "c" · $100,000 → $100,000 · p. 155 ↗unchanged
A reworded title counts as new.
How the plan measures it · 3 measures · 2 quoted
CAASPP Math % of students met/exceeded standardsp. 44 ↗
Baseline
2023: All students: 20.5% …
Target for year 3
2026: All students: 40% …
CAASPP Science % of students met/exceeded standardsp. 44 ↗
Baseline
2023: 13.6%
Target for year 3
2026: 35%
1 more measure in the plan’s table.
Goal 3Increase college and career readiness so that all students are aware of requirements and resources available…$18.4 million6% of action budgets
“Increase college and career readiness so that all students are aware of requirements and resources available for post-high school preparation and graduate college and career ready” p. 55 ↗
9 funded actions · 2025–26 plan: $15.3 million (+$3.1 million)
Largest funded actions
Technology$5.3 millionaction 3.7 · p. 156 ↗ · marked as contributing to high-need services
Pathways$4.7 millionaction 3.1 · p. 155 ↗ · marked as contributing to high-need services
AVID$2.7 millionaction 3.6 · p. 156 ↗ · marked as contributing to high-need services
Academic Counseling$2.3 millionaction 3.9 · p. 156 ↗ · marked as contributing to high-need services
VAPA and World Language$1.7 millionaction 3.4 · p. 156 ↗ · marked as contributing to high-need services
4 more funded actions in this goal
Health and PE · action 3.10 · p. 156 ↗ · marked as contributing to high-need services$0.6 million
College/Career Very Low Indicators · action 3.12 · p. 156 ↗$0.5 million
College Readiness · action 3.2 · p. 155 ↗ · marked as contributing to high-need services$0.3 million
Graduation Rate Red Indicators · action 3.11 · p. 156 ↗$0.3 million
Changes from last year’s plan, same title
Technology+$2.3 million$3.0 million → $5.3 million · p. 156 ↗
Pathways+$0.6 million$4.1 million → $4.7 million · p. 155 ↗
AVID−$0.2 million$2.9 million → $2.7 million · p. 156 ↗
Every other line in this goal, against last year’s plan
Academic Counseling · $2.2 million → $2.3 million · p. 156 ↗+$0.1 million
VAPA and World Language · $1.6 million → $1.7 million · p. 156 ↗+$37,000
Health and PE · $400,000 → $570,000 · p. 156 ↗+$170,000
College/Career Very Low Indicators · $550,000 → $545,000 · p. 156 ↗−$5,000
College Readiness · $200,000 → $344,000 · p. 155 ↗+$144,000
Graduation Rate Red Indicators · $331,000 → $322,000 · p. 156 ↗−$9,000
Percentage of 12th graders who have passed an AP Exam with a score of 3 or higher CollegeBoard AP Score Reports - Equity and Excellencep. 60 ↗
Baseline
2023: 18.8%
Target for year 3
2026: 35%
Access to and enrollment in a broad course of study: Students enrolled in the Associate of Arts programp. 61 ↗
Baseline
2023-24 All students: 101 …
Target for year 3
2026-27 All students: 160 …
11 more measures in the plan’s table.
Goal 4 · Focus GoalIncrease the rate of language acquisition for English learners (including long-term English learners) by…$1.7 million1% of action budgets
“Increase the rate of language acquisition for English learners (including long-term English learners) by improving instruction and intervention so that at least 60% of English learners make progress towards English Language proficiency and less than 10% of English learners decrease one or more levels as measured by the English Language Progress Indicator (ELPI) by 2026. Increase the English learner reclassification rate to 20% by 2026” p. 75 ↗
2 funded actions · 2025–26 plan: $1.7 million (+$37,000)
Largest funded actions
EL Personnel$1.2 millionaction 4.4 · p. 157 ↗ · marked as contributing to high-need services
EL Red Indicators$0.5 millionaction 4.6 · p. 157 ↗
Changes from last year’s plan, same title
EL Personnel+$39,000$1.2 million → $1.2 million · p. 157 ↗
EL Red Indicators−$2,000$482,000 → $480,000 · p. 157 ↗
How the plan measures it · 3 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 75 ↗.
Goal 5Provide students a high-quality, comprehensive, and consistent educational program by recruiting and…$240.1 million76% of action budgets
“Provide students a high-quality, comprehensive, and consistent educational program by recruiting and retaining effective certificated, classified, and management staff, and continue to provide access to a high quality educational environment including sufficient facilities and instructional materials” p. 83 ↗
7 funded actions · 2025–26 plan: $297.8 million (−$57.7 million)
Special Education$57.9 millionaction 5.4 · p. 157 ↗
Increased Staffing$37.0 millionaction 5.6 · p. 157 ↗ · marked as contributing to high-need services
Facilities and Materials$6.6 millionaction 5.7 · p. 158 ↗
Instructional Coaches$1.3 millionaction 5.9 · p. 158 ↗
2 more funded actions in this goal
Certificated Support Staff · action 5.8 · p. 158 ↗$1.2 million
Induction · action 5.3 · p. 157 ↗ · marked as contributing to high-need services$0.4 million
Changes from last year’s plan, same title
Base Personnel−$45.3 million$181.0 million → $135.7 million · p. 157 ↗
Special Education−$12.7 million$70.6 million → $57.9 million · p. 157 ↗
Increased Staffing+$2.4 million$34.7 million → $37.0 million · p. 157 ↗
Every other line in this goal, against last year’s plan
Facilities and Materials · $8.2 million → $6.6 million · p. 158 ↗−$1.6 million
Instructional Coaches · $1.2 million → $1.3 million · p. 158 ↗+$0.1 million
Certificated Support Staff · $1.9 million → $1.2 million · p. 158 ↗−$0.8 million
Induction · $260,000 → $400,000 · p. 157 ↗+$140,000
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. 83 ↗.
Goal 6Provide a coordinated Social and Emotional Learning (SEL) program that supports a whole-child approach…$29.6 million9% of action budgets
“Provide a coordinated Social and Emotional Learning (SEL) program that supports a whole-child approach, addresses students’ overall wellbeing, and ensures students are physically, emotionally, and mentally prepared to fully participate in instruction, intervention, and enrichment” p. 95 ↗
10 funded actions · 2025–26 plan: $28.3 million (+$1.3 million)
Largest funded actions
Physical Health$9.0 millionaction 6.5 · p. 158 ↗ · marked as contributing to high-need services
PBIS$7.2 millionaction 6.2 · p. 158 ↗ · marked as contributing to high-need services
Attendance$4.3 millionaction 6.3 · p. 158 ↗ · marked as contributing to high-need services
SEL Counseling and LMFTs$3.1 millionaction 6.1 · p. 158 ↗ · marked as contributing to high-need services
Chronic Absenteeism Red Indicators$2.9 millionaction 6.11 · p. 159 ↗
5 more funded actions in this goal
SROs · action 6.8 · p. 158 ↗ · marked as contributing to high-need services$1.2 million
Pregnant or Parenting · action 6.9 · p. 158 ↗ · marked as contributing to high-need services$0.5 million
Suspension Red Indicators · action 6.10 · p. 159 ↗$0.5 million
Foster Youth · action 6.6 · p. 158 ↗ · marked as contributing to high-need services$0.4 million
Goal 7 · Focus GoalSupport student learning that continues outside of the school day by increasing family and community…$503,000under 1% of action budgets
“Support student learning that continues outside of the school day by increasing family and community engagement and increases their understanding of the educational programs and services provided to their students. By the 2026-27 school year, achieve the following outcomes: Grades TK-5 90% of parents invited to a parent-teacher conference attend in person or via phone. Grades 6-8 80% of parents invited to a parent-teacher conference attend in person or via phone. 80% of students agree with the survey statement "I have discussed setting academic goals for the current school year with my parents. Grades 9-12 90% of students agree with the survey statement "I have discussed setting academic goals for the current school year with my parents. 90% of students agree with the survey statement "My parents and I regularly discuss plans for college or work after high school."” p. 115 ↗
District-level Engagement$503,000action 7.1 · p. 159 ↗ · marked as contributing to high-need services
Changes from last year’s plan, same title
District-level Engagement−$182,000$685,000 → $503,000 · p. 159 ↗
How the plan measures it · 6 measures · 2 quoted
LCAP Parent Survey: "I receive effective communication from this school in my preferred language."p. 116 ↗
Baseline
2024: 94.8%
Target for year 3
2027: 97%
Parent Decision Making: LCAP Parent Survey: "I am welcome and encouraged to participate in all aspects of my child's education"p. 117 ↗
Baseline
2024: 92.5%
Target for year 3
2027: 97%
4 more measures in the plan’s table.
Goal 8 · Equity Multiplier Focus GoalEnsure students at Vail High School (VHS) and Montebello Community Day (CDS) school are provided with a…$617,000under 1% of action budgets
“Ensure students at Vail High School (VHS) and Montebello Community Day (CDS) school are provided with a consistent and welcoming environment. VHS: Increase the graduation rate and college and career readiness to the following levels by the end of the 2026-27 school year: Graduation Rate -All Students: 70% -English learners: 70% -Socioeconomically disadvantaged: 70% -Hispanic students: 70% College / Career Readiness -All students: 12% -English learners: 12% -Long-term English learners: 12% -Homeless Youth: 12% -Socioeconomically disadvantaged: 12% -Hispanic students: 12% CDS: Decrease suspensions for all students, socioeconomically disadvantaged students, and Hispanic students at CDS to 25% or lower by the end of the 2026-27 school year” p. 122 ↗
1 funded action · reworded since the 2025–26 plan
Largest funded actions
Equity Multiplier Staffing$617,000action 8.1 · p. 159 ↗
Changes from last year’s plan, same title
Equity Multiplier Staffing+$113,852$503,148 → $617,000 · p. 159 ↗
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, 19,195 students
1Hispanic or Latino96%
2Asian2%
3White<1%
4Filipino<1%
5Black or African American<1%
6Two or more races<1%
7American Indian or Alaska Native<1%
8Not reported<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
86%
Across California, 63% of students qualify.
2024–25 · 16,534 of 19,149 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 Montebello Unified 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, 47% of the district’s English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top (1,660 of 3,526 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 Montebello Unified rank highest?
Elementary: Potrero Heights Elementary, 89th percentile (Strong). Middle: La Merced Academy, 73rd percentile (Solid). High: Applied Technology Center, 57th 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 Montebello 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 Montebello Unified good?
Montebello Unified’s 17 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, 2 Solid, 6 Developing and 8 Needs Support. Montebello Unified’s 8 public middle schools run from the 20th to the 73rd percentile among the 2,529 California middle schools we score (spring 2026 tests). By band: 2 Solid, 5 Developing and 1 Needs Support. Montebello Unified’s 4 public high schools run from the 15th to the 57th percentile among the 1,498 California high schools we score (spring 2025 tests). By band: 1 Solid, 1 Developing and 2 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 Montebello Unified compare with California?
The average elementary school in Montebello Unified had 19 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 Montebello Unified had 14 in 100 students chronically absent in 2025–26; the average California middle school we score had 18 in 100. The average high school in Montebello Unified had 17 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 Montebello Unified spend per student?
Montebello Unified spent $24,535 per student in the 2024–25 school year. The typical California district spent $20,491. About 59 cents of every Montebello 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 Montebello Unified’s 2026–27 spending plan?
The district’s 2026–27 spending plan puts $314.0 million into 46 funded actions in 8 goals, 69% of its $453.9 million general fund budget. Its largest goal holds $240.1 million, 76% 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 Montebello 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.