School district · Alameda County

San Leandro Unified schools

San Leandro Unified’s 8 public elementary schools run from the 19th 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 · 8 schools

from 19th to 76th · among 5,726 California elementary schools we score · spring 2026 tests

  • Madison Elementary: 76th percentile, Strong
  • Roosevelt Elementary: 73rd percentile, Solid
  • Washington Elementary: 55th percentile, Solid
  • Jefferson Elementary: 45th percentile, Developing
  • McKinley Elementary: 40th percentile, Developing
  • Monroe Elementary: 27th percentile, Developing
  • Halkin Elementary: 25th percentile, Developing
  • Garfield Elementary: 19th percentile, Needs Support
1Needs Support
4Developing
2Solid
1Strong

One dot per school.

Middle and high school pictures

Middle · 3 schools

from 26th to 57th · among 2,529 California middle schools we score · spring 2026 tests

  • John Muir Middle: 57th percentile, Solid
  • Bancroft Middle: 29th percentile, Developing
  • San Leandro Virtual Academy: 26th percentile, Developing
0Needs Support
2Developing
1Solid
0Strong

High · 1 school

at 27th · among 1,498 California high schools we score · spring 2025 tests

  • San Leandro High: 27th percentile, Developing
0Needs Support
1Developing
0Solid
0Strong

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

  • 1 school not ranked statewide

Schools around San Leandro Unified

13 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 San Leandro Unified score highest?

Madison 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 San Leandro Unified

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

Show the other 5 elementary schools
Context

The average elementary school in San Leandro 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 San Leandro Unified score highest?

John Muir Middle is highest, at the 57th percentile.

That’s higher than 57 in 100 of the 2,529 California middle schools we score (spring 2026 tests).

Highest in San Leandro Unified

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

Context

The average middle school in San Leandro Unified had 23 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 San Leandro Unified stand?

San Leandro High is at the 27th percentile.

That’s higher than 27 in 100 of the 1,498 California high schools we score (spring 2025 tests). It’s the only public high school we score in San Leandro Unified.

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

1 high school not ranked statewide

The district

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

San Leandro Unified spent $21,588 per student in the 2024–25 school year.

That’s close to the typical California district, which spent $20,491. About 67 cents of every San Leandro 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

  • Instruction67%
  • Instruction support10%
  • 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

$34.3 million

planned in its 2026–27 plan for 41 funded actions in 4 goals. That’s 17% of its $202.4 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, 139 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 73% of the money. The plan itself puts 83% of it toward staff.

  • Highly Qualified Staff $22.9 million
  • High Quality Career Technical Education $1.3 million
  • School Based Health and Social Services $815,000
  • 38 other actions
Reading, math and catch-up help

7 of the plan’s 41 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 $140,000
  • Math $140,000
  • Catch-up help $100,000
  • English learners $725,000

Largest of these

  • Meaningful, Research Based ELD Instruction$350,000
  • Dual Language Immersion Programs$300,000
  • Effective and Engaging ELA Instruction$140,000
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 $33.9 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $30.6 million and estimates it spent $32.2 million, $1.6 million (5%) more than planned (our arithmetic).

What changed

The total is $3.3 million (11%) higher than in the 2025–26 plan. The biggest change in dollars is Highly Qualified Staff, which went from $19.6 million to $22.9 million.

Largest increases

  • Highly Qualified Staff+⁠$3.3 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 140%42%up 2 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 126%29%up 3 pts
Chronically absentCounted across all the district’s students, not averaged by schoolGoal 221 in 10020 in 1001 fewer in 100
Suspended at least onceGoal 23.7%2.8%down 0.9 pts

Goal 4 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
  • Highly Qualified Staff · $22,887,780
  • High Quality Career Technical Education · $1,256,000
  • School Based Health and Social Services · $815,000
The full plan4 goals, 77 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 ($34.3 million).

Where does the money go?

70% to Goal 3. 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 1Universally Designed Teaching and Learning for Lifelong College and Career Success Expectation: Every…$6.0 million18% of action budgets

“Universally Designed Teaching and Learning for Lifelong College and Career Success Expectation: Every classroom and program in the district will support high-quality, universally accessible learning experiences across the content areas to foster the SLUSD competencies expressed in the Graduate Profile. Comprehensive, adaptive, and productive TK-12 career and college programming, with work-based learning and post-secondary opportunities, robust mentoring, aligned with the SLUSD Graduate Profile. Key Initiatives & Tactics: Effective & Meaningful Teaching and Learning Deliver comprehensive, standards-based TK-12 science and history-social science education through newly adopted board curriculum and the development of corresponding assessments and projects. Engage students in daily cross-curricular instruction using Project-Based Learning methods, arts integration, and social justice standards to address real-world, relevant issues and themes. Improve performance outcomes for students in mathematics to ensure that every student, including multilingual students, students with disabilities, and other historically marginalized student groups, have powerful, joyful learning experiences that foster positive mathematical identities. Foster critical literacy in English Language Arts and across the content areas for all students by centering complex texts and systematic language development opportunities throughout the instructional day that intentionally develops our English Language Learners’ multilingual success. Responsive Support Structures for Student Success Strengthen comprehensive and inclusive assessment systems that provide students multiple and varied opportunities to make learning visible and support equitable grading practices. Explore and expand alternative education and expanded learning opportunities for students TK-12 to support both intervention, enrichment, and multimodal ways of teaching and learning. Enhance implementation of our Multi-tiered Integrated Intervention Support System to comprehensively address academic and behavioral goals of TK-12 students. Systematize supportive, collaborative transitions from elementary to middle to high school through inter-school programs. Build educators’ capacity to support students by using anti-racist and culturally linguistically responsive practices, arts-integrated methodology, and Universal Design for Learning. Centering Ethical and Cultural Leadership” p. 17 ↗

18 funded actions · 2025–26 plan: $6.0 million (unchanged)

Largest funded actions

  1. High Quality Career Technical Education$1.3 millionaction 1.18 · p. 93 ↗ · marked as contributing to high-need services
  2. Universal Access Blended Learning Suites and District Digital Assessment Platforms$0.8 millionaction 1.9 · p. 91 ↗ · marked as contributing to high-need services
  3. Early College Credits$0.6 millionaction 1.17 · p. 92 ↗ · marked as contributing to high-need services
  4. Enhanced Art & Music Programs$0.4 millionaction 1.5 · p. 91 ↗ · marked as contributing to high-need services
  5. Grading and Assessing Understanding and Communication Enhancements$0.4 millionaction 1.7 · p. 91 ↗ · marked as contributing to high-need services

13 more funded actions in this goal

  • Increase College Acceptance and A-G Completion · action 1.15 · p. 92 ↗ · marked as contributing to high-need services$0.4 million
  • Summer Learning Opportunities · action 1.13 · p. 92 ↗ · marked as contributing to high-need services$0.4 million
  • Meaningful, Research Based ELD Instruction · action 1.3 · p. 91 ↗ · marked as contributing to high-need services$0.4 million
  • Equity and Access for Students with Disabilities · action 1.8 · p. 91 ↗ · marked as contributing to high-need services$0.3 million
  • Dual Language Immersion Programs · action 1.14 · p. 92 ↗ · marked as contributing to high-need services$0.3 million
  • Individual Student College and Career Planning · action 1.16 · p. 92 ↗ · marked as contributing to high-need services$0.2 million
  • Dynamic and Real-world Instruction across Content Areas · action 1.4 · p. 91 ↗ · marked as contributing to high-need services$0.2 million
  • Wrap Around Services for Foster Youth · action 1.12 · p. 92 ↗ · marked as contributing to high-need services$0.2 million
  • Effective and Engaging ELA Instruction · action 1.1 · p. 91 ↗ · marked as contributing to high-need services$0.1 million
  • Responsive and Rigorous Math Instruction · action 1.2 · p. 91 ↗ · marked as contributing to high-need services$0.1 million
  • Implementation of Multi-Tiered Integrated Intervention System (MIISS) · action 1.10 · p. 92 ↗ · marked as contributing to high-need services$0.1 million
  • SPSA Support to Address CA Dashboard Data · action 1.6 · p. 91 ↗ · marked as contributing to high-need servicesunder $0.1 million
  • Supplemental Curriculum & Support for Long Term English Learners · action 1.11 · p. 92 ↗ · marked as contributing to high-need servicesunder $0.1 million

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

  • High Quality Career Technical Education · $1.3 million → $1.3 million · p. 93 ↗unchanged
  • Universal Access Blended Learning Suites and District Digital Assessment Platforms · $756,400 → $756,400 · p. 91 ↗unchanged
  • Early College Credits · $600,000 → $600,000 · p. 92 ↗unchanged
  • Enhanced Art & Music Programs · $420,000 → $420,000 · p. 91 ↗unchanged
  • Grading and Assessing Understanding and Communication Enhancements · $375,000 → $375,000 · p. 91 ↗unchanged
  • Increase College Acceptance and A-G Completion · $375,000 → $375,000 · p. 92 ↗unchanged
  • Summer Learning Opportunities · $361,826 → $361,826 · p. 92 ↗unchanged
  • Meaningful, Research Based ELD Instruction · $350,000 → $350,000 · p. 91 ↗unchanged
  • Equity and Access for Students with Disabilities · $320,000 → $320,000 · p. 91 ↗unchanged
  • Dual Language Immersion Programs · $300,000 → $300,000 · p. 92 ↗unchanged
  • Individual Student College and Career Planning · $178,000 → $178,000 · p. 92 ↗unchanged
  • Dynamic and Real-world Instruction across Content Areas · $150,000 → $150,000 · p. 91 ↗unchanged
  • Wrap Around Services for Foster Youth · $150,000 → $150,000 · p. 92 ↗unchanged
  • Effective and Engaging ELA Instruction · $140,000 → $140,000 · p. 91 ↗unchanged
  • Responsive and Rigorous Math Instruction · $140,000 → $140,000 · p. 91 ↗unchanged
  • Implementation of Multi-Tiered Integrated Intervention System (MIISS) · $100,000 → $100,000 · p. 92 ↗unchanged
  • SPSA Support to Address CA Dashboard Data · $45,000 → $45,000 · p. 91 ↗unchanged
  • Supplemental Curriculum & Support for Long Term English Learners · $25,000 → $25,000 · p. 92 ↗unchanged

How the plan measures it · 33 measures · 3 quoted

  • English Language Arts Academic Indicator - Distance (scale score points) from meeting standard on the ELA SBAC p. 18 ↗
    Baseline
    Overall = -34.2% …
    Target for year 3
    Overall = -5% …
  • Mathematics Academic Indicator - Distance (scale score points)from meeting standard on the Math SBAC p. 19 ↗
    Baseline
    Overall = -74.8 …
    Target for year 3
    Overall = -55 …
  • # Teacher Mis- assignments p. 23 ↗
    Baseline
    13 (2023-24 Internal Data subject to change with release of state data)
    Target for year 3
    0

30 more measures in the plan’s table.

Goal 2Positive School Climate and School Connectedness Healthy Minds & Bodies Develop self and social awareness for…$3.9 million12% of action budgets

“Positive School Climate and School Connectedness Healthy Minds & Bodies Develop self and social awareness for collaborative solutions to community issues that impact students’ day-to-day lives. Implement an integrated teaching model that embeds social-emotional learning competencies across the content areas. Utilize an assets-based multi-tiered intervention and post-intervention framework for ongoing student mental health and wellness, emphasizing anti-racist, trauma-informed care, healing- centered engagement, and restorative practices to reduce disparities in discipline and better respond to students’ needs. Community Schools Expand staffing at each school to provide professional and case management services for our highest need students, specifically Tier 2 and Tier 3 interventions. Design and implement youth development and engagement programs to promote peer to peer education opportunities for health, socio-emotional learning, and restorative justice practices. Provide access to quality on-site mental health counseling services for targeted students through COST. Adopt and implement a social emotional learning curriculum for all schools TK-12 and deploy a SEL screener and assessment system for monthly monitoring and adjustments” p. 40 ↗

11 funded actions · 2025–26 plan: $3.9 million (unchanged)

Largest funded actions

  1. School Based Health and Social Services$815,000action 2.5 · p. 93 ↗ · marked as contributing to high-need services
  2. Diverse School Site Library$740,000action 2.6 · p. 93 ↗ · marked as contributing to high-need services
  3. Supporting Mental Wellness and Social Health$716,000action 2.4 · p. 93 ↗ · marked as contributing to high-need services
  4. Site Based Positive Climate School Connectedness Initiatives$397,470action 2.11 · p. 94 ↗ · marked as contributing to high-need services
  5. Coordination of Services Team$300,000action 2.10 · p. 94 ↗ · marked as contributing to high-need services

6 more funded actions in this goal

  • Safe and Secure District Settings · action 2.3 · p. 93 ↗ · marked as contributing to high-need services$200,000
  • Student Supports for those who are temporarily unhoused (McKinney-Vento eligible) and in Foster Youth care · action 2.8 · p. 93 ↗ · marked as contributing to high-need services$200,000
  • Early Attendance and Outreach Intervention · action 2.9 · p. 93 ↗ · marked as contributing to high-need services$200,000
  • Secondary Transitions for all 6-12th grade · action 2.7 · p. 93 ↗ · marked as contributing to high-need services$150,000
  • Positive Behavior Interventions and Supports with Research Based Social Emotional Learning & Restorative Practices Training · action 2.1 · p. 93 ↗ · marked as contributing to high-need services$130,000
  • Suspension and Expulsion Data Reflections · action 2.2 · p. 93 ↗ · marked as contributing to high-need services$100,000

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

  • School Based Health and Social Services · $815,000 → $815,000 · p. 93 ↗unchanged
  • Diverse School Site Library · $740,000 → $740,000 · p. 93 ↗unchanged
  • Supporting Mental Wellness and Social Health · $716,000 → $716,000 · p. 93 ↗unchanged
  • Site Based Positive Climate School Connectedness Initiatives · $397,470 → $397,470 · p. 94 ↗unchanged
  • Coordination of Services Team · $300,000 → $300,000 · p. 94 ↗unchanged
  • Safe and Secure District Settings · $200,000 → $200,000 · p. 93 ↗unchanged
  • Student Supports for those who are temporarily unhoused (McKinney-Vento eligible) and in Foster Youth care · $200,000 → $200,000 · p. 93 ↗unchanged
  • Early Attendance and Outreach Intervention · $200,000 → $200,000 · p. 93 ↗unchanged
  • Secondary Transitions for all 6-12th grade · $150,000 → $150,000 · p. 93 ↗unchanged
  • Positive Behavior Interventions and Supports with Research Based Social Emotional Learning & Restorative Practices Training · $130,000 → $130,000 · p. 93 ↗unchanged
  • Suspension and Expulsion Data Reflections · $100,000 → $100,000 · p. 93 ↗unchanged

How the plan measures it · 19 measures · 3 quoted

  • District Attendance Rate (% present) p. 41 ↗
    Baseline
    92.49%
    Target for year 3
    95%
  • # of students expelled (internal data) p. 42 ↗
    Baseline
    2
    Target for year 3
    0
  • % of students who report (strongly agree or agree) feeling safe at school (California Healthy Kids Survey - CHKS) p. 42 ↗
    Baseline
    49.8%
    Target for year 3
    60%

16 more measures in the plan’s table.

Goal 3Equity and Inclusion with Families and Employee Engagement SLUSD will support and strengthen reciprocal…$23.9 million70% of action budgets

“Equity and Inclusion with Families and Employee Engagement SLUSD will support and strengthen reciprocal relationships between families and our community that enhance our students’ positive social, emotional and academic development. All staff and district partners meaningfully collaborate and remain fully engaged around our student learning goals to provide outstanding educational experiences to all students. Analyze, Audit, and Respond to Parent Needs Systematize parent engagement analysis at the district and site level to respond to student needs at home and prepare for post-secondary college and career choices. Deliver outstanding, consistent translation services to our multilingual community. Provide and participate in various engagement forums that provide feedback. Build family leadership capacity and ensure a high standard of family engagement. Provide informative, responsive school websites and communication. Talented and Diverse Workforce Attract, hire and retain the best employees in the District to meet district-wide goals for cultural competency. Develop the skills for all employees through professional development and create pathways for professional advancement within the organization. Recruit teachers and administrators that reflect the diversity of our students. Engage staff with ongoing training to create school environments that support all students, staff, & families to thrive regardless of race, ethnicity, religion, gender, LGBTQ+ identities, or abilities. Cohesive Collaboration Implement compelling teacher collaboration practices within and across schools to foster cycles of inquiry and expand the sharing and alignment of professional expertise in the service of continuous improvement and success for all learners” p. 53 ↗

5 funded actions · 2025–26 plan: $20.6 million (+⁠$3.3 million)

Largest funded actions

  1. Highly Qualified Staff$22.9 millionaction 3.1 · p. 94 ↗ · marked as contributing to high-need services
  2. Translation and Support Services$0.3 millionaction 3.2 · p. 94 ↗ · marked as contributing to high-need services
  3. Family Support by School Office Staff and District wide Communication Enhancement$0.3 millionaction 3.3 · p. 94 ↗ · marked as contributing to high-need services
  4. Clear and Effective District Wide Communications to Families$0.3 millionaction 3.4 · p. 94 ↗ · marked as contributing to high-need services
  5. Parent/​Caregiver Education Programs$0.1 millionaction 3.5 · p. 94 ↗ · marked as contributing to high-need services

Changes from last year’s plan, same title

  1. Highly Qualified Staff+⁠$3.3 million$19.6 million → $22.9 million · p. 94 ↗

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

  • Translation and Support Services · $348,000 → $348,000 · p. 94 ↗unchanged
  • Family Support by School Office Staff and District wide Communication Enhancement · $305,000 → $305,000 · p. 94 ↗unchanged
  • Clear and Effective District Wide Communications to Families · $263,000 → $263,000 · p. 94 ↗unchanged
  • Parent/​Caregiver Education Programs · $83,000 → $83,000 · p. 94 ↗unchanged

How the plan measures it · 5 measures · 2 quoted

  • % of district events with interpretation provided (internal data) p. 55 ↗
    Baseline
    100%
    Target for year 3
    100%
  • % of teaching FTE with appropriate clear credentials p. 56 ↗
    Baseline
    84.9%
    Target for year 3
    98%

3 more measures in the plan’s table.

Goal 4 · Equity Multiplier Focus GoalEquity Multiplier (LINCOLN CONTINUATION HIGH SCHOOL AND SAN LEANDRO VIRTUAL ACADEMY) Targeted support to…$411,4551% of action budgets

“Equity Multiplier (LINCOLN CONTINUATION HIGH SCHOOL AND SAN LEANDRO VIRTUAL ACADEMY) Targeted support to ensure resources are provided to students transitioning schools. Provide all students an opportunity to develop the skills, knowledge, and character traits necessary to become responsible, well-rounded individuals through real world learning experiences that prepares them for a successful future” p. 60 ↗

7 funded actions · 2025–26 plan: $393,799 (+⁠$17,656)

Largest funded actions

  1. Coordination and Transition for Quality Enter and Exit of SLVA$105,000action 4.9 · p. 95 ↗
  2. Increase CTE Pathway Completion and Early College Credit$70,000action 4.1 · p. 94 ↗
  3. Successful Planning$69,590action 4.12 · p. 95 ↗
  4. Office Support Connection Additions$58,000action 4.6 · p. 95 ↗
  5. Supporting Mental Wellness and Social Health$52,865action 4.5 · p. 95 ↗

2 more funded actions in this goal

  • EL Targeted Support · action 4.4 · p. 95 ↗$50,000
  • Increase A-G Approved Courses at Lincoln High School · action 4.2 · p. 94 ↗$6,000

Changes from last year’s plan, same title

  1. Supporting Mental Wellness and Social Health+⁠$17,865$35,000 → $52,865 · p. 95 ↗
  2. Successful Planning−⁠$410$70,000 → $69,590 · p. 95 ↗
  3. Office Support Connection Additions+⁠$201$57,799 → $58,000 · p. 95 ↗

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

  • Coordination and Transition for Quality Enter and Exit of SLVA · $105,000 → $105,000 · p. 95 ↗unchanged
  • Increase CTE Pathway Completion and Early College Credit · $70,000 → $70,000 · p. 94 ↗unchanged
  • EL Targeted Support · $50,000 → $50,000 · p. 95 ↗unchanged
  • Increase A-G Approved Courses at Lincoln High School · $6,000 → $6,000 · p. 94 ↗unchanged

How the plan measures it · 20 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 60 ↗.

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, 8,866 students
1. Hispanic or Latino: 49%2. Asian: 19%3. Black or African American: 10%4. White: 7%5. Filipino: 5%6. Two or more races: 5%7. Not reported: 2%8. Pacific Islander: 1%9. American Indian or Alaska Native: <1%Student mix2024–25
  1. Hispanic or Latino49%
  2. Asian19%
  3. Black or African American10%
  4. White7%
  5. Filipino5%
  6. Two or more races5%
  7. Not reported2%
  8. Pacific Islander1%
  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

76%

Across California, 63% of students qualify.

2024–25 · 6,692 of 8,834 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?

San Leandro Unified isn’t getting extra state help in 2026, only the standard support every district gets.

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

From spring 2025 to spring 2026, 53% of the district’s English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top (851 of 1,620 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

Lincoln High (Continuation) (Targeted support)

This list covers the district’s own schools; each charter school’s page shows its record. Federal designation under the Every Student Succeeds Act, 2025–26.

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

Which places nearby can you look at next?

Cities in the district

More places (5)

Districts nearby

Common questions

Which public schools in San Leandro Unified rank highest?

Elementary: Madison Elementary, 76th percentile (Strong). Middle: John Muir Middle, 57th percentile (Solid). High: San Leandro High, 27th percentile (Developing). 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 San Leandro 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 San Leandro Unified good?

San Leandro Unified’s 8 public elementary schools run from the 19th to the 76th percentile among the 5,726 California elementary schools we score (spring 2026 tests). By band: 1 Strong, 2 Solid, 4 Developing and 1 Needs Support. San Leandro Unified’s 3 public middle schools run from the 26th to the 57th percentile among the 2,529 California middle schools we score (spring 2026 tests). By band: 1 Solid and 2 Developing. San Leandro Unified has one public high school we score, San Leandro High, at the 27th percentile among the 1,498 California high schools we score (spring 2025 tests). By band: 1 Developing. 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 San Leandro Unified compare with California?

The average elementary school in San Leandro 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 San Leandro Unified had 23 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.

How much does San Leandro Unified spend per student?

San Leandro Unified spent $21,588 per student in the 2024–25 school year. That’s close to the typical California district, which spent $20,491. About 67 cents of every San Leandro 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 San Leandro Unified’s 2026–27 spending plan?

The district’s 2026–27 spending plan puts $34.3 million into 41 funded actions in 4 goals, 17% of its $202.4 million general fund budget. Its largest goal holds $23.9 million, 70% 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 San Leandro 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.