School district · Los Angeles County

Rowland Unified schools

Rowland Unified’s 15 public elementary schools run from the 2nd to the 81st 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 · 15 schools

from 2nd to 81st · among 5,726 California elementary schools we score · spring 2026 tests

  • Shelyn Elementary: 81st percentile, Strong
  • Stanley G. Oswalt Academy: 79th percentile, Strong
  • Blandford Elementary: 75th percentile, Strong
  • Killian Elementary: 72nd percentile, Solid
  • Ybarra Academy for the Arts and Technology: 71st percentile, Solid
  • Jellick Elementary: 51st percentile, Solid
  • Hurley Elementary: 51st percentile, Solid
  • Telesis Academy of Science & Math: 43rd percentile, Developing
  • Northam Elementary: 36th percentile, Developing
  • Hollingworth Elementary: 30th percentile, Developing
  • iQ Academy California-Los Angeles: 22nd percentile, Needs Support
  • Yorbita Elementary: 19th percentile, Needs Support
  • Rorimer Elementary: 14th percentile, Needs Support
  • Villacorta Elementary: 9th percentile, Needs Support
  • Rowland Elementary: 2nd percentile, Needs Support
5Needs Support
3Developing
4Solid
3Strong

One dot per school.

Middle and high school pictures

Middle · 6 schools

from 34th to 83rd · among 2,529 California middle schools we score · spring 2026 tests

  • Stanley G. Oswalt Academy: 83rd percentile, Strong
  • Ybarra Academy for the Arts and Technology: 82nd percentile, Strong
  • Alvarado Intermediate: 66th percentile, Solid
  • iQ Academy California-Los Angeles: 58th percentile, Solid
  • Giano Intermediate: 35th percentile, Developing
  • Telesis Academy of Science & Math: 34th percentile, Developing
0Needs Support
2Developing
2Solid
2Strong

High · 3 schools

from 23rd to 68th · among 1,498 California high schools we score · spring 2025 tests

  • John A. Rowland High: 68th percentile, Solid
  • Nogales High: 24th percentile, Needs Support
  • iQ Academy California-Los Angeles: 23rd percentile, Needs Support
2Needs Support
0Developing
1Solid
0Strong

One dot per school. Each stage is placed only among California schools at its own level. 4 of the 19 ranked schools teach more than one level, 1 of them all three, so they appear in more than one picture.

  • 19 ranked schools
  • 2 schools not ranked statewide

Schools around Rowland Unified

21 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 Rowland Unified score highest?

Shelyn Elementary is highest, at the 81st percentile.

That’s higher than 81 in 100 of the 5,726 California elementary schools we score (spring 2026 tests).

Highest in Rowland Unified

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

Show the other 12 elementary schools
Context

The average elementary school in Rowland Unified had 15 in 100 students chronically absent (missed 10% or more of school days) in 2025–26; the average California elementary school we score had 17 in 100. Both are averages of school rates, each school counted once.

Middle schools

Which middle schools in Rowland Unified score highest?

Stanley G. Oswalt Academy 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 Rowland Unified

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

Show the other 3 middle schools
Context

The average middle school in Rowland 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 Rowland Unified score highest?

John A. Rowland High is highest, at the 68th percentile.

That’s higher than 68 in 100 of the 1,498 California high schools we score (spring 2025 tests).

Highest in Rowland Unified

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

Context

The average high school in Rowland Unified had 18 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 special education centers enroll students differently from a regular school, so each is compared only with its own kind or not ranked.

The district

Where does Rowland Unified’s money go, and what does it plan?

Rowland Unified spent $21,946 per student in the 2024–25 school year.

That’s close to the typical California district, which spent $20,491. About 63 cents of every Rowland 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

  • Instruction63%
  • Instruction support14%
  • Student services8%
  • Administration6%
  • Buildings & maintenance8%
  • 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

$139.3 million

planned in its 2026–27 plan for 40 funded actions in 6 goals. That’s 56% of its $247.5 million general fund budget. These are planned amounts; the district reports what it spent in a later plan.

The plan in short

Source: the district’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 168 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 71% of the money. The plan itself puts 93% of it toward staff.

  • Staffing $63.2 million
  • Responsive and Aligned Professional Development $19.1 million
  • High Quality Staff $16.7 million
  • 37 other actions
Reading, math and catch-up help

4 of the plan’s 40 funded actions name reading, math, catch-up help or English learners in their titles.

Actions whose titles name English learners
  • English learners $631,266

Largest of these

  • Supporting Core Instruction for English Learners / Long-Term English Learners$581,266
  • Comprehensive and Inclusive Support for Long-Term English Learners (New Action for Year 2)$40,000
  • Inclusive Support for Long-Term English Learners$5,000
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 $45.3 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $43.2 million and estimates it spent $44.5 million, $1.3 million (3%) more than planned (our arithmetic).

What changed

The total is $5.1 million (4%) lower than in the 2025–26 plan. The biggest change in dollars is Staffing, which went from $69.0 million to $63.2 million.

Largest cuts

  • Staffing−⁠$5.9 million
  • Equitable & Inclusive Classrooms−⁠$714,279

Largest increases

  • Responsive and Aligned Professional Development+⁠$2.3 million

New in the 2026–27 plan

  • College and Career Readiness for Foster Youth, Low-Income Students, and Students Experiencing Homelessness (To address requirements for Differentiated Assistance - New Action Year 3)$1.5 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 2024–25Goals 1, 4 and 549%49%no change
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1, 4 and 536%38%up 2 pts
Chronically absentCounted across all the district’s students, not averaged by schoolGoals 1 and 216 in 10016 in 100no change
Suspended at least onceGoal 2 · Inclusivity, Safety & Support for All2.2%1.9%down 0.3 pts

Goal 6 tracks named schools and Goal 3 tracks other measures, so they aren’t shown here.

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

The plan’s own titles and amounts
  • Staffing · $63,171,198
  • Responsive and Aligned Professional Development · $19,085,172
  • High Quality Staff · $16,698,830
The full plan6 goals, 39 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 ($139.3 million).

Where does the money go?

67% to Goal 4, Equitable Access to Academic Success. 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 1Strong Start$6.8 million5% of action budgets

“Each student in TK through Grade 3 will demonstrate achievement of grade level standards in literacy, numeracy, and social-emotional development” p. 20 ↗

7 funded actions · 2025–26 plan: $7.4 million (−⁠$588,730)

Largest funded actions

  1. Equitable & Inclusive Classrooms$3.9 millionaction 1.5 · p. 122 ↗ · marked as contributing to high-need services
  2. Responsive and Aligned Professional Development$1.8 millionaction 1.2 · p. 122 ↗ · marked as contributing to high-need services · of which $1.6 million is state funding counted toward those services
  3. Extended Learning Opportunities$0.7 millionaction 1.4 · p. 122 ↗ · marked as contributing to high-need services
  4. Comprehensive and Inclusive Support for Students with Disabilities$0.2 millionaction 1.6 · p. 122 ↗
  5. Curriculum and Materials$0.1 millionaction 1.1 · p. 122 ↗

2 more funded actions in this goal

  • Aligned, Evidence-Based Instructional Systems · action 1.3 · p. 122 ↗ · marked as contributing to high-need services$0.1 million
  • Comprehensive and Inclusive Support for Long-Term English Learners (New Action for Year 2) · action 1.7 · p. 122 ↗ · marked as contributing to high-need servicesunder $0.1 million

Changes from last year’s plan, same title

  1. Equitable & Inclusive Classrooms−⁠$0.7 million$4.6 million → $3.9 million · p. 122 ↗
  2. Extended Learning Opportunities+⁠$132,612$589,224 → $721,836 · p. 122 ↗
  3. Responsive and Aligned Professional Development+⁠$44,902$1.8 million → $1.8 million · p. 122 ↗

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

  • Comprehensive and Inclusive Support for Students with Disabilities · $223,626 → $223,626 · p. 122 ↗unchanged
  • Curriculum and Materials · $85,000 → $85,000 · p. 122 ↗unchanged
  • Aligned, Evidence-Based Instructional Systems · $82,410 → $50,445 · p. 122 ↗−⁠$31,965
  • Comprehensive and Inclusive Support for Long-Term English Learners (New Action for Year 2) · $60,000 → $40,000 · p. 122 ↗−⁠$20,000

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. 20 ↗.

Goal 2Inclusivity, Safety & Support for All$31.2 million22% of action budgets

“Each student will experience a supportive, inclusive school climate that promotes trusting peer and staff relationships, ensures safety, and encourages confidence” p. 32 ↗

9 funded actions · 2025–26 plan: $31.4 million (−⁠$199,727)

Largest funded actions

  1. High Quality Staff$16.7 millionaction 2.7 · p. 123 ↗
  2. Facilities and Technology Infrastructure Maintenance$5.2 millionaction 2.9 · p. 123 ↗
  3. School Climate Support$4.2 millionaction 2.5 · p. 123 ↗ · marked as contributing to high-need services · of which $3.1 million is state funding counted toward those services
  4. Safety Support$2.7 millionaction 2.4 · p. 123 ↗ · marked as contributing to high-need services
  5. Health Services$2.1 millionaction 2.6 · p. 123 ↗ · marked as contributing to high-need services

4 more funded actions in this goal

  • Culturally Competent Staff · action 2.1 · p. 123 ↗ · marked as contributing to high-need services$0.1 million
  • Behavior and Mental Health Professional Development · action 2.2 · p. 123 ↗ · marked as contributing to high-need services$0.1 million
  • Leadership Professional Development · action 2.8 · p. 123 ↗under $0.1 million
  • Systems to Support Student Attendance · action 2.3 · p. 123 ↗under $0.1 million

Changes from last year’s plan, same title

  1. Health Services+⁠$0.2 million$1.9 million → $2.1 million · p. 123 ↗
  2. Behavior and Mental Health Professional Development−⁠$122,932$193,863 → $70,931 · p. 123 ↗
  3. School Climate Support−⁠$0.1 million$4.3 million → $4.2 million · p. 123 ↗

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

  • High Quality Staff · $16.6 million → $16.7 million · p. 123 ↗+⁠$0.1 million
  • Facilities and Technology Infrastructure Maintenance · $5.4 million → $5.2 million · p. 123 ↗−⁠$0.1 million
  • Safety Support · $2.9 million → $2.7 million · p. 123 ↗−⁠$0.1 million
  • Culturally Competent Staff · $90,000 → $90,000 · p. 123 ↗unchanged
  • Leadership Professional Development · $48,269 → $43,633 · p. 123 ↗−⁠$4,636
  • Systems to Support Student Attendance · $27,417 → $26,701 · p. 123 ↗−⁠$716

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. 32 ↗.

Goal 3Student Agency, Advocacy & Empowerment$1.3 million1% of action budgets

“Each student will develop the skills to effectively communicate their needs and be proactive to take ownership of the learning process” p. 46 ↗

6 funded actions · 2025–26 plan: $1.4 million (−⁠$168,359)

Largest funded actions

  1. Translation Services$628,600action 3.4 · p. 124 ↗ · marked as contributing to high-need services
  2. Family Communication$525,203action 3.5 · p. 124 ↗
  3. Parent Education$57,006action 3.3 · p. 124 ↗
  4. Student Voice$30,000action 3.1 · p. 124 ↗
  5. Staff and Community Voice$14,638action 3.2 · p. 124 ↗

1 more funded action in this goal

  • Inclusive Support for Long-Term English Learners · action 3.6 · p. 124 ↗ · marked as contributing to high-need services$5,000

Changes from last year’s plan, same title

  1. Parent Education−⁠$201,933$258,939 → $57,006 · p. 124 ↗
  2. Family Communication+⁠$39,480$485,723 → $525,203 · p. 124 ↗
  3. Translation Services+⁠$30,956$597,644 → $628,600 · p. 124 ↗

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

  • Student Voice · $60,000 → $30,000 · p. 124 ↗−⁠$30,000
  • Staff and Community Voice · $11,500 → $14,638 · p. 124 ↗+⁠$3,138
  • Inclusive Support for Long-Term English Learners · $15,000 → $5,000 · p. 124 ↗−⁠$10,000

How the plan measures it · 2 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 46 ↗.

Goal 4Equitable Access to Academic Success$93.8 million67% of action budgets

“Each student will have access to resources and support to demonstrate growth toward and achievement of rigorous academic standards” p. 53 ↗

10 funded actions · 2025–26 plan: $98.0 million (−⁠$4.2 million)

Largest funded actions

  1. Staffing$63.2 millionaction 4.9 · p. 125 ↗
  2. Responsive and Aligned Professional Development$19.1 millionaction 4.2 · p. 124 ↗ · marked as contributing to high-need services · of which $18.1 million is state funding counted toward those services
  3. Site-based Actions$4.6 millionaction 4.7 · p. 125 ↗ · marked as contributing to high-need services
  4. Extended Learning Opportunities$2.5 millionaction 4.4 · p. 125 ↗ · marked as contributing to high-need services · of which $1.4 million is state funding counted toward those services
  5. Aligned, Evidence-Based Instructional Systems$2.3 millionaction 4.3 · p. 124 ↗ · marked as contributing to high-need services · of which $1.2 million is state funding counted toward those services

5 more funded actions in this goal

  • Enrichment and Beyond the Core Instruction · action 4.8 · p. 125 ↗$0.8 million
  • Supporting Core Instruction for English Learners / Long-Term English Learners · action 4.5 · p. 125 ↗ · marked as contributing to high-need services$0.6 million
  • Data-informed Progress Monitoring and Culture of Continuous Improvement · action 4.6 · p. 125 ↗$0.4 million
  • Curriculum and Materials · action 4.1 · p. 124 ↗$0.3 million
  • Inclusive Comprehensive Support for Academic Success of Students with Disabilities · action 4.12 · p. 125 ↗under $0.1 million

Changes from last year’s plan, same title

  1. Staffing−⁠$5.9 million$69.0 million → $63.2 million · p. 125 ↗
  2. Responsive and Aligned Professional Development+⁠$2.3 million$16.8 million → $19.1 million · p. 124 ↗
  3. Site-based Actions−⁠$0.3 million$4.9 million → $4.6 million · p. 125 ↗

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

  • Extended Learning Opportunities · $2.3 million → $2.5 million · p. 125 ↗+⁠$0.2 million
  • Aligned, Evidence-Based Instructional Systems · $2.3 million → $2.3 million · p. 124 ↗+⁠$35,045
  • Enrichment and Beyond the Core Instruction · $1.0 million → $0.8 million · p. 125 ↗−⁠$0.2 million
  • Supporting Core Instruction for English Learners / Long-Term English Learners · $610,262 → $581,266 · p. 125 ↗−⁠$28,996
  • Data-informed Progress Monitoring and Culture of Continuous Improvement · $712,892 → $419,716 · p. 125 ↗−⁠$293,176
  • Curriculum and Materials · $349,750 → $349,750 · p. 124 ↗unchanged
  • Inclusive Comprehensive Support for Academic Success of Students with Disabilities · $5,000 · p. 125 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 11 measures · 1 quoted

  • Fully Credentialed and Appropriately Assigned Teachers Williams Report p. 58 ↗
    Baseline
    2024 100% of teachers fully credentialed and appropriately assigned based on Williams Report
    Target for year 3
    100% of teachers fully credentialed and appropriately assigned based on Williams Report

10 more measures in the plan’s table.

Goal 5Future Ready$5.7 million4% of action budgets

“Each student will successfully transition to and graduate from high school with the essential skills and knowledge for the successful pursuit of the future of their choice, including college and career” p. 72 ↗

6 funded actions · 2025–26 plan: $5.8 million (−⁠$109,621)

Largest funded actions

  1. Future Ready Learning$3.5 millionaction 5.1 · p. 125 ↗ · marked as contributing to high-need services
  2. College and Career Readiness for Foster Youth, Low-Income Students, and Students Experiencing Homelessness (To address requirements for Differentiated Assistance - New Action Year 3)$1.5 millionaction 5.4 · p. 126 ↗ · marked as contributing to high-need services
  3. College and Career Programs$0.4 millionaction 5.3 · p. 126 ↗ · marked as contributing to high-need services · of which $270,467 is state funding counted toward those services
  4. College and Career Curriculum$0.2 millionaction 5.2 · p. 126 ↗
  5. Inclusive Pathways to College and Career Readiness for Students with Disabilitiesunder $0.1 millionaction 5.6 · p. 126 ↗

1 more funded action in this goal

  • College and Career Readiness for English learners, including Long-Term English Learners · action 5.5 · p. 126 ↗ · marked as contributing to high-need servicesunder $0.1 million

Changes from last year’s plan, same title

  1. College and Career Programs−⁠$288,166$685,920 → $397,754 · p. 126 ↗
  2. Future Ready Learning+⁠$0.2 million$3.3 million → $3.5 million · p. 125 ↗
  3. College and Career Readiness for English learners, including Long-Term English Learners−⁠$26,000$31,000 → $5,000 · p. 126 ↗

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

  • College and Career Readiness for Foster Youth, Low-Income Students, and Students Experiencing Homelessness (To address requirements for Differentiated Assistance - New Action Year 3) · $1.5 million · p. 126 ↗new or renamed
  • College and Career Curriculum · $188,051 → $193,919 · p. 126 ↗+⁠$5,868
  • Inclusive Pathways to College and Career Readiness for Students with Disabilities · $50,000 → $50,000 · p. 126 ↗unchanged

A reworded title counts as new.

How the plan measures it · 9 measures · 2 quoted

  • Middle School Dropout Rate p. 75 ↗
    Baseline
    2022-2023 Overall: 10 total
    Target for year 3
    0 total
  • High School Dropout Rate p. 75 ↗
    Baseline
    2022-2023 Overall: 8.4% …
    Target for year 3
    Overall: 3.0% or below …

7 more measures in the plan’s table.

Goal 6 · Equity Multiplier Focus GoalEquity Multiplier Goal for Santana High School (SHS) and Rowland Virtual Learning Academy (RVLA). The focus…$527,710under 1% of action budgets

“Equity Multiplier Goal for Santana High School (SHS) and Rowland Virtual Learning Academy (RVLA). The focus of SHS equity multiplier goal is on equipping staff and students with design thinking, cross-disciplinary project approaches, and 21st-century skills to support real-world problem solving, civic engagement, and effective project implementation. The strategies for Rowland Virtual Learning Academy focus on applying design thinking and evidence-based practices to real-world challenges while integrating 21st-century leadership, SEL skills, and cross-disciplinary project planning into both professional development and student learning. As reflected in our Year 3 Target Outcomes below, the goals for each site are: By June 2027, Santana High School will meet/​exceed the targets in ELA (DFS -107), Math (-194), Graduation Rate (74%), and Suspension (6%) for all students, including all student groups, through the implementation of strategies outlined in Action 6.1 as measured by the California Dashboard (ELA indicator, Math indicator, Graduation indicator, and Suspension indicator). By June 2027, Rowland Virtual Learning Academy will meet/​exceed the targets in ELA (DFS -5) and Math (-37) for all students, including all student groups, through the implementation of strategies outlined in Action 6.2 as measured by the California Dashboard (ELA indicator, Math indicator,)” p. 85 ↗

2 funded actions · reworded since the 2025–26 plan

Largest funded actions

  1. Santana High School Equity Multiplier Action$365,598action 6.1 · p. 126 ↗
  2. Rowland Virtual Learning Academy Equity Multiplier Action$162,112action 6.2 · p. 126 ↗

Changes from last year’s plan, same title

  1. Santana High School Equity Multiplier Action+⁠$112,519$253,079 → $365,598 · p. 126 ↗

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

  • Rowland Virtual Learning Academy Equity Multiplier Action · $162,112 → $162,112 · p. 126 ↗unchanged

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. 85 ↗.

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, 13,279 students
1. Hispanic or Latino: 63%2. Asian: 21%3. Filipino: 5%4. Black or African American: 3%5. White: 3%6. Two or more races: 2%7. Not reported: <1%8. Pacific Islander: <1%9. American Indian or Alaska Native: <1%Student mix2024–25
  1. Hispanic or Latino63%
  2. Asian21%
  3. Filipino5%
  4. Black or African American3%
  5. White3%
  6. Two or more races2%
  7. Not reported<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

78%

Across California, 63% of students qualify.

2024–25 · 10,315 of 13,234 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 Rowland 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, 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 (1,114 of 2,318 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 (8)

Districts nearby

Common questions

Which public schools in Rowland Unified rank highest?

Elementary: Shelyn Elementary, 81st percentile (Strong). Middle: Stanley G. Oswalt Academy, 83rd percentile (Strong). High: John A. Rowland High, 68th 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 Rowland 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 Rowland Unified good?

Rowland Unified’s 15 public elementary schools run from the 2nd to the 81st percentile among the 5,726 California elementary schools we score (spring 2026 tests). By band: 3 Strong, 4 Solid, 3 Developing and 5 Needs Support. Rowland Unified’s 6 public middle schools run from the 34th to the 83rd percentile among the 2,529 California middle schools we score (spring 2026 tests). By band: 2 Strong, 2 Solid and 2 Developing. Rowland Unified’s 3 public high schools run from the 23rd to the 68th percentile among the 1,498 California high schools we score (spring 2025 tests). By band: 1 Solid 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 Rowland Unified compare with California?

The average elementary school in Rowland Unified had 15 in 100 students chronically absent (missed 10% or more of school days) in 2025–26; the average California elementary school we score had 17 in 100. Both are averages of school rates, each school counted once. The average middle school in Rowland 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 Rowland Unified had 18 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 Rowland Unified spend per student?

Rowland Unified spent $21,946 per student in the 2024–25 school year. That’s close to the typical California district, which spent $20,491. About 63 cents of every Rowland 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 Rowland Unified’s 2026–27 spending plan?

The district’s 2026–27 spending plan puts $139.3 million into 40 funded actions in 6 goals, 56% of its $247.5 million general fund budget. Its largest goal holds $93.8 million, 67% 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 Rowland 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.