School district · San Bernardino County

Snowline Joint Unified schools

Snowline Joint Unified’s 6 public elementary schools run from the 7th to the 72nd percentile among the 5,726 California elementary schools we score (spring 2026 tests). They sit in three of the four bands: Solid, Developing and Needs Support.

Elementary · 6 schools

from 7th to 72nd · among 5,726 California elementary schools we score · spring 2026 tests

  • Wrightwood Elementary: 72nd percentile, Solid
  • Heritage: 68th percentile, Solid
  • Vista Verde Elementary: 30th percentile, Developing
  • Phelan Elementary: 17th percentile, Needs Support
  • Pinon Hills Elementary: 11th percentile, Needs Support
  • Baldy Mesa Elementary: 7th percentile, Needs Support
3Needs Support
1Developing
2Solid
0Strong

One dot per school.

Middle and high school pictures

Middle · 3 schools

from 1st to 19th · among 2,529 California middle schools we score · spring 2026 tests

  • Snowline Academy: 19th percentile, Needs Support
  • Quail Valley Middle: 2nd percentile, Needs Support
  • Pinon Mesa Middle: 1st percentile, Needs Support
3Needs Support
0Developing
0Solid
0Strong

High · 1 school

at 23rd · among 1,498 California high schools we score · spring 2025 tests

  • Serrano High: 23rd percentile, Needs Support
1Needs Support
0Developing
0Solid
0Strong

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

  • 2 schools not ranked statewide

Schools around Snowline Joint Unified

12 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 Snowline Joint Unified score highest?

Wrightwood Elementary is highest, at the 72nd percentile.

That’s higher than 72 in 100 of the 5,726 California elementary schools we score (spring 2026 tests).

Highest in Snowline Joint Unified

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

Show the other 3 elementary schools
Context

The average elementary school in Snowline Joint Unified had 23 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 Snowline Joint Unified score highest?

Snowline Academy is highest, at the 19th percentile.

That’s higher than 19 in 100 of the 2,529 California middle schools we score (spring 2026 tests).

Highest in Snowline Joint Unified

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

Context

The average middle school in Snowline Joint Unified had 25 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 Snowline Joint Unified stand?

Serrano High is at the 23rd percentile.

That’s higher than 23 in 100 of the 1,498 California high schools we score (spring 2025 tests). It’s the only public high school we score in Snowline Joint Unified.

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

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.

  • Chaparral HighContinuation high school: compared only with other continuation schools
  • Eagle Summit 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 Snowline Joint Unified’s money go, and what does it plan?

Snowline Joint Unified spent $18,878 per student in the 2024–25 school year.

That’s close to the typical California district, which spent $20,491. About 61 cents of every Snowline Joint 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

  • Instruction61%
  • Instruction support10%
  • Student services12%
  • Administration7%
  • Buildings & maintenance10%

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

$118.0 million

planned in its 2026–27 plan for 30 funded actions in 9 goals. That’s 71% of its $167.3 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, 210 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 60% of the money. The plan itself puts 95% of it toward staff.

  • Hire and Support Qualified Teachers $51.5 million
  • Ensure Full Access to Instructional Curriculum, Equipment, and Materials $11.6 million
  • Supporting Students and Families to Improve Attendance and Reduce Chronic Absenteeism $8.2 million
  • 27 other actions
Reading, math and catch-up help

6 of the plan’s 30 funded actions name reading, math, catch-up help or English learners in their titles.

Actions whose titles name reading, catch-up help or English learners
  • Reading $0.2 million
  • Catch-up help $6.5 million
  • English learners $1.2 million

An action naming two of these appears under both.

Largest of these

  • Integrated Multi-Tiered System of Support (I-MTSS) Collaboration$5.3 million
  • Integrated Multi-Tiered System of Support (I-MTSS) Coordination of wrap-around Services$1.2 million
  • English Learner Support Services$958,929
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 $37.5 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $36.4 million and estimates it spent $37.3 million, $0.9 million (3%) more than planned (our arithmetic).

What changed

The total is $4.3 million (4%) higher than in the 2025–26 plan. The biggest change in dollars is Hire and Support Qualified Teachers, which went from $49.7 million to $51.5 million.

Largest increases

  • Hire and Support Qualified Teachers+⁠$1.7 million
  • Ensure Full Access to Instructional Curriculum, Equipment, and Materials+⁠$357,634
  • Professional Learning Community (PLC) Training, Coaching, and Support+⁠$319,006
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 120%21%up 1 pt
Chronically absentCounted across all the district’s students, not averaged by schoolGoal 230 in 10026 in 1004 fewer in 100
Suspended at least onceGoal 26.9%6.4%down 0.5 pts

Goals 6, 7, 8 and 9 track named schools and Goals 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
  • Hire and Support Qualified Teachers · $51,488,720
  • Ensure Full Access to Instructional Curriculum, Equipment, and Materials · $11,558,574
  • Supporting Students and Families to Improve Attendance and Reduce Chronic Absenteeism · $8,210,413
The full plan9 goals, 66 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 ($118.0 million).

Where does the money go?

60% to Goal 4. 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
  • small actions drawn together

Every goal, in the plan’s order

Goal 1In an effort to continuously improve student achievement, elevate student academic performance by fostering…$25.7 million22% of action budgets

“In an effort to continuously improve student achievement, elevate student academic performance by fostering educator collaboration through the Professional Learning Community (PLC) process. This involves prioritizing equitable access to rigorous curriculum, high-quality standards-based instruction, assessments, and resource alignment strategies to guarantee all students attain college and/​or career readiness” p. 28 ↗

10 funded actions · 2025–26 plan: $24.6 million (+⁠$1.1 million)

Largest funded actions

  1. Professional Learning Community (PLC) Training, Coaching, and Support$7.7 millionaction 1.1 · p. 166 ↗ · marked as contributing to high-need services
  2. Support Services for Students with Disabilities$7.2 millionaction 1.11 · p. 167 ↗
  3. Smaller Class Sizes (TK- 3)$3.7 millionaction 1.3 · p. 166 ↗ · marked as contributing to high-need services
  4. Increasing Student College and Career Readiness$3.5 millionaction 1.5 · p. 166 ↗ · marked as contributing to high-need services
  5. Embedded Teacher Collaboration Time$1.4 millionaction 1.2 · p. 166 ↗ · marked as contributing to high-need services

5 more funded actions in this goal

  • English Learner Support Services · action 1.9 · p. 167 ↗ · marked as contributing to high-need services · of which $865,264 is state funding counted toward those services$1.0 million
  • Facilitation of Professional Collaboration · action 1.4 · p. 166 ↗ · marked as contributing to high-need services · of which $740,074 is state funding counted toward those services$0.8 million
  • Designated and Integrated English Language Development for English Learners and Long-Term English Learners · action 1.10 · p. 167 ↗ · marked as contributing to high-need services · of which $237,067 is state funding counted toward those services$0.3 million
  • Assessment Platforms to Develop and Practice Skills and Assess Conceptual Knowledge Through Progress Monitoring · action 1.6 · p. 166 ↗under $0.1 million
  • Increase Student Engagement to Improve Academic Outcomes · action 1.7 · p. 167 ↗ · marked as contributing to high-need servicesunder $0.1 million

Changes from last year’s plan, same title

  1. Professional Learning Community (PLC) Training, Coaching, and Support+⁠$0.3 million$7.4 million → $7.7 million · p. 166 ↗
  2. Support Services for Students with Disabilities+⁠$0.2 million$6.9 million → $7.2 million · p. 167 ↗
  3. Smaller Class Sizes (TK- 3)+⁠$0.1 million$3.6 million → $3.7 million · p. 166 ↗

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

  • Increasing Student College and Career Readiness · $3.4 million → $3.5 million · p. 166 ↗+⁠$0.1 million
  • Embedded Teacher Collaboration Time · $1.4 million → $1.4 million · p. 166 ↗+⁠$48,813
  • English Learner Support Services · $836,251 → $958,929 · p. 167 ↗+⁠$122,678
  • Facilitation of Professional Collaboration · $715,190 → $800,404 · p. 166 ↗+⁠$85,214
  • Designated and Integrated English Language Development for English Learners and Long-Term English Learners · $230,117 → $275,862 · p. 167 ↗+⁠$45,745
  • Assessment Platforms to Develop and Practice Skills and Assess Conceptual Knowledge Through Progress Monitoring · $46,925 → $47,980 · p. 166 ↗+⁠$1,055
  • Increase Student Engagement to Improve Academic Outcomes · $13,752 → $13,752 · p. 167 ↗unchanged

How the plan measures it · 19 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 28 ↗.

Goal 2The district aims to cultivate a prosocial learning environment conducive to student success by implementing…$19.6 million17% of action budgets

“The district aims to cultivate a prosocial learning environment conducive to student success by implementing an integrated, multi-tiered support system across all sites and classrooms, addressing behavioral, academic, social-emotional, and attendance needs. This initiative seeks consistency, predictability, positivity, safety, nurturing, and equity to ensure an optimal learning environment for every student” p. 57 ↗

7 funded actions · 2025–26 plan: $18.9 million (+⁠$765,715)

Largest funded actions

  1. Supporting Students and Families to Improve Attendance and Reduce Chronic Absenteeism$8.2 millionaction 2.7 · p. 168 ↗ · marked as contributing to high-need services
  2. Integrated Multi-Tiered System of Support (I-MTSS) Collaboration$5.3 millionaction 2.2 · p. 167 ↗ · marked as contributing to high-need services
  3. Social and Emotional Support and Psychotherapy Rendered to Students in Need$2.8 millionaction 2.4 · p. 167 ↗ · marked as contributing to high-need services
  4. Social and Emotional Learning$1.6 millionaction 2.5 · p. 167 ↗ · marked as contributing to high-need services
  5. Integrated Multi-Tiered System of Support (I-MTSS) Coordination of wrap-around Services$1.2 millionaction 2.3 · p. 167 ↗ · marked as contributing to high-need services · of which $1.1 million is state funding counted toward those services

2 more funded actions in this goal

  • PBIS and SEL Professional Development and Coaching · action 2.1 · p. 167 ↗ · marked as contributing to high-need services$0.4 million
  • Supporting Students in an Equitable Way that Improves School Climate and Sense of Belonging · action 2.6 · p. 168 ↗$0.1 million

Changes from last year’s plan, same title

  1. Supporting Students and Families to Improve Attendance and Reduce Chronic Absenteeism+⁠$0.3 million$7.9 million → $8.2 million · p. 168 ↗
  2. Integrated Multi-Tiered System of Support (I-MTSS) Collaboration+⁠$0.2 million$5.1 million → $5.3 million · p. 167 ↗
  3. Social and Emotional Learning+⁠$0.1 million$1.5 million → $1.6 million · p. 167 ↗

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

  • Social and Emotional Support and Psychotherapy Rendered to Students in Need · $2.7 million → $2.8 million · p. 167 ↗+⁠$0.1 million
  • Integrated Multi-Tiered System of Support (I-MTSS) Coordination of wrap-around Services · $1.1 million → $1.2 million · p. 167 ↗+⁠$0.1 million
  • PBIS and SEL Professional Development and Coaching · $399,482 → $404,933 · p. 167 ↗+⁠$5,451
  • Supporting Students in an Equitable Way that Improves School Climate and Sense of Belonging · $99,727 → $103,217 · p. 168 ↗+⁠$3,490

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. 57 ↗.

Goal 3In an effort to develop, implement, and improve upon an inclusive process to increase community engagement…$730,0011% of action budgets

“In an effort to develop, implement, and improve upon an inclusive process to increase community engagement, the district will increase parent and guardian participation, improve customer service and communication, and enhance the sense of welcomeness at all school sites and departments” p. 77 ↗

3 funded actions · 2025–26 plan: $708,851 (+⁠$21,150)

Largest funded actions

  1. Parent/​Guardian Engagement$446,222action 3.1 · p. 168 ↗
  2. Public Relations and Communications$282,481action 3.3 · p. 168 ↗
  3. Parent/​Guardian Advisory Groups$1,298action 3.2 · p. 168 ↗

Changes from last year’s plan, same title

  1. Parent/​Guardian Engagement+⁠$15,054$431,168 → $446,222 · p. 168 ↗
  2. Public Relations and Communications+⁠$6,096$276,385 → $282,481 · p. 168 ↗

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

  • Parent/​Guardian Advisory Groups · $1,298 → $1,298 · p. 168 ↗unchanged

How the plan measures it · 9 measures · 2 quoted

  • The average number of participants in the District English Language Advisory Committee (DELAC) p. 79 ↗
    Baseline
    2024 18
    Target for year 3
    2027 23
  • The average number of participants in the Parent Advisory Committee (PAC) p. 79 ↗
    Baseline
    2024 22
    Target for year 3
    2027 27

7 more measures in the plan’s table.

Goal 4The district will strive to provide the highest quality teachers and staff, equipment, materials, resources…$71.2 million60% of action budgets

“The district will strive to provide the highest quality teachers and staff, equipment, materials, resources, and functional and safe facilities that promote optimal learning” p. 87 ↗

3 funded actions · 2025–26 plan: $68.8 million (+⁠$2.4 million)

Largest funded actions

  1. Hire and Support Qualified Teachers$51.5 millionaction 4.1 · p. 168 ↗
  2. Ensure Full Access to Instructional Curriculum, Equipment, and Materials$11.6 millionaction 4.2 · p. 168 ↗
  3. Maintain Safe, Functional, and Clean Facilities$8.1 millionaction 4.3 · p. 168 ↗

Changes from last year’s plan, same title

  1. Hire and Support Qualified Teachers+⁠$1.7 million$49.7 million → $51.5 million · p. 168 ↗
  2. Ensure Full Access to Instructional Curriculum, Equipment, and Materials+⁠$0.4 million$11.2 million → $11.6 million · p. 168 ↗
  3. Maintain Safe, Functional, and Clean Facilities+⁠$0.3 million$7.9 million → $8.1 million · p. 168 ↗

How the plan measures it · 9 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 87 ↗.

Goal 5 · Maintenance of Progress GoalIn an effort to remain fiscally solvent, the district will build trust and ensure financial stability through…$00% of action budgets

“In an effort to remain fiscally solvent, the district will build trust and ensure financial stability through long-term planning, strategic resource allocation, and the maintenance, renovation, and expansion of facilities” p. 96 ↗

No funded actions in this plan · 2025–26 plan: $0 (unchanged)

How the plan measures it · 10 measures · 3 quoted

  • General Fund Allocation Toward COP Payment (%) p. 97 ↗
    Baseline
    2023-2024 100.0%
    Target for year 3
    60.0%
  • Completed High-Priority Infrastructure Projects (# completed) p. 97 ↗
    Baseline
    2023-2024 2
    Target for year 3
    4
  • Completed Bond- Specific High-Priority Infrastructure Projects (# completed) p. 97 ↗
    Baseline
    2023-2024 0
    Target for year 3
    6

7 more measures in the plan’s table.

Goal 6 · Equity Multiplier Focus GoalOver the next three years, Chaparral High School will improve academic achievement in English Language Arts…$130,065under 1% of action budgets

“Over the next three years, Chaparral High School will improve academic achievement in English Language Arts and mathematics for all students, with a particular emphasis on socioeconomically disadvantaged and Hispanic students, by reducing the negative distance from standard (Metrics 6.1 and 6.2). Concurrently, the school will increase the percentage of college- and career-ready students, ensuring that improvements benefit all students, including socioeconomically disadvantaged students, Hispanic students, and Students with Disabilities (Metric 6.3). In addition, Chaparral High School will implement strategies designed to improve student engagement, school connectedness, and behavior outcomes, with a focus on reducing suspension rates among All Students, English Learners, Long-Term English Learners, Socioeconomically Disadvantaged students, Students with Disabilities, and Hispanic students (Metric 6.4). Through targeted academic, behavioral, and social-emotional supports, the school will work to improve student outcomes in the areas identified through the 2025 California School Dashboard and Equity Multiplier process” p. 104 ↗

2 funded actions · reworded since the 2025–26 plan

Largest funded actions

  1. Assistant Principal Instructional Leadership Support$80,065action 6.1 · p. 169 ↗
  2. Supplemental Instructional Materials and Online Access for Concept and Skill Development$50,000action 6.2 · p. 169 ↗

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

  • Assistant Principal Instructional Leadership Support · $80,065 · p. 169 ↗new or renamed
  • Supplemental Instructional Materials and Online Access for Concept and Skill Development · $50,000 → $50,000 · p. 169 ↗unchanged

A reworded title counts as new.

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. 104 ↗.

Goal 7 · Equity Multiplier Focus GoalOver the next three years, Eagle Summit Community Day School will reduce the suspension rate for all…$242,015under 1% of action budgets

“Over the next three years, Eagle Summit Community Day School will reduce the suspension rate for all students, with a particular focus on Socioeconomically Disadvantaged students and Hispanic students (Metric 7.1)” p. 112 ↗

1 funded action · reworded since the 2025–26 plan

Largest funded actions

  1. Behavior Interventionist Student Support$242,015action 7.1 · p. 169 ↗

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

  • Behavior Interventionist Student Support · $242,015 → $242,015 · p. 169 ↗unchanged

How the plan measures it · 1 measure

None of these has an all-students line we can quote; the plan’s table lists them from p. 112 ↗.

Goal 8 · Equity Multiplier Focus GoalOver the next three years, Snowline Academy will improve academic achievement in mathematics, focusing on…$186,768under 1% of action budgets

“Over the next three years, Snowline Academy will improve academic achievement in mathematics, focusing on improving outcomes for socio-economically disadvantaged and Hispanic students by reducing the negative distance from standard (Metric 8.1). Simultaneously, the school will strive to elevate the overall percentage of college- and career-ready students (Metric 8.2). Furthermore, Snowline Academy aims to decrease chronic absenteeism, particularly among Hispanic students” p. 117 ↗

2 funded actions · 2025–26 plan: $186,768 (unchanged)

Largest funded actions

  1. Counselor Academic and College/​Career Readiness Guidance$106,685action 8.2 · p. 169 ↗
  2. Assistant Principal Instructional Leadership and Attendance Support$80,083action 8.1 · p. 169 ↗

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

  • Counselor Academic and College/​Career Readiness Guidance · $106,685 → $106,685 · p. 169 ↗unchanged
  • Assistant Principal Instructional Leadership and Attendance Support · $80,083 · p. 169 ↗new or renamed

A reworded title counts as new.

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. 117 ↗.

Goal 9 · Equity Multiplier Focus GoalOver the next two years, Piñon Hills Elementary School will work to improve academic achievement in English…$213,848under 1% of action budgets

“Over the next two years, Piñon Hills Elementary School will work to improve academic achievement in English Language Arts (ELA) and mathematics, with the goal of reducing the negative distance from standard for all students. A key focus will be on closing achievement gaps for English Learners, socio-economically disadvantaged students, students with disabilities, and White students. In addition to academic goals, the school will also concentrate on student well-being and engagement by reducing suspension rates for students with disabilities and decreasing chronic absenteeism for English Learners and Hispanic students” p. 124 ↗

2 funded actions · 2025–26 plan: $178,700 (+⁠$35,148)

Largest funded actions

  1. Literacy/​Social Specialist$178,700action 9.1 · p. 169 ↗
  2. Instructional Aide Support for Literacy Intervention$35,148action 9.2 · p. 170 ↗

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

  • Literacy/​Social Specialist · $178,700 → $178,700 · p. 169 ↗unchanged
  • Instructional Aide Support for Literacy Intervention · $35,148 · p. 170 ↗new or renamed

A reworded title counts as new.

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. 124 ↗.

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, 8,085 students
1. Hispanic or Latino: 62%2. White: 23%3. Black or African American: 5%4. Not reported: 4%5. Two or more races: 3%6. Asian: <1%7. Filipino: <1%8. American Indian or Alaska Native: <1%9. Pacific Islander: <1%Student mix2024–25
  1. Hispanic or Latino62%
  2. White23%
  3. Black or African American5%
  4. Not reported4%
  5. Two or more races3%
  6. Asian<1%
  7. Filipino<1%
  8. American Indian or Alaska Native<1%
  9. Pacific Islander<1%
Shares use the district's own October enrollment counts from the CDE, including its charter schools. Rounded labels may not total 100%; segments use the original shares.

Free or reduced-price meals

71%

Across California, 63% of students qualify.

2024–25 · 5,765 of 8,074 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 Snowline Joint 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, 42% of the district’s English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top (367 of 875 students). California: 47%. It counts students moving up the test’s levels, so a student can count here before becoming fluent.

4 schools getting state support, 2025–26

1 in most intensive support · 1 in extra targeted support · 2 in targeted support

  • Baldy Mesa ElementaryTargeted support: Black or African American students, homeless students and students of two or more races
  • Chaparral HighMost intensive support
  • Pinon Mesa MiddleTargeted support: students of two or more races
  • Quail Valley MiddleExtra targeted support: Black or African American students, Hispanic or Latino students, low-income students and students with disabilities

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 (3)

Districts nearby

Common questions

Which public schools in Snowline Joint Unified rank highest?

Elementary: Wrightwood Elementary, 72nd percentile (Solid). Middle: Snowline Academy, 19th percentile (Needs Support). High: Serrano High, 23rd percentile (Needs Support). 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 Snowline Joint 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 Snowline Joint Unified good?

Snowline Joint Unified’s 6 public elementary schools run from the 7th to the 72nd percentile among the 5,726 California elementary schools we score (spring 2026 tests). By band: 2 Solid, 1 Developing and 3 Needs Support. Snowline Joint Unified’s 3 public middle schools run from the 1st to the 19th percentile among the 2,529 California middle schools we score (spring 2026 tests). By band: 3 Needs Support. Snowline Joint Unified has one public high school we score, Serrano High, at the 23rd percentile among the 1,498 California high schools we score (spring 2025 tests). By band: 1 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 Snowline Joint Unified compare with California?

The average elementary school in Snowline Joint Unified had 23 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 Snowline Joint Unified had 25 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 Snowline Joint Unified spend per student?

Snowline Joint Unified spent $18,878 per student in the 2024–25 school year. That’s close to the typical California district, which spent $20,491. About 61 cents of every Snowline Joint 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 Snowline Joint Unified’s 2026–27 spending plan?

The district’s 2026–27 spending plan puts $118.0 million into 30 funded actions in 9 goals, 71% of its $167.3 million general fund budget. Its largest goal holds $71.2 million, 60% 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 Snowline Joint 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.