School district · San Mateo County

South San Francisco Unified schools

South San Francisco Unified’s 9 public elementary schools run from the 2nd to the 94th 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 · 9 schools

from 2nd to 94th · among 5,726 California elementary schools we score · spring 2026 tests

  • Monte Verde Elementary: 94th percentile, Strong
  • Buri Buri Elementary: 83rd percentile, Strong
  • Junipero Serra Elementary: 78th percentile, Strong
  • Skyline Elementary: 73rd percentile, Solid
  • Ponderosa Elementary: 63rd percentile, Solid
  • Sunshine Gardens Elementary: 49th percentile, Developing
  • Spruce Elementary: 18th percentile, Needs Support
  • Los Cerritos Elementary: 3rd percentile, Needs Support
  • Martin Elementary: 2nd percentile, Needs Support
3Needs Support
1Developing
2Solid
3Strong

One dot per school.

Middle and high school pictures

Middle · 3 schools

from 16th to 69th · among 2,529 California middle schools we score · spring 2026 tests

  • Alta Loma Middle: 69th percentile, Solid
  • Westborough Middle: 68th percentile, Solid
  • Parkway Heights Middle: 16th percentile, Needs Support
1Needs Support
0Developing
2Solid
0Strong

High · 2 schools

from 52nd to 79th · among 1,498 California high schools we score · spring 2025 tests

  • El Camino High: 79th percentile, Strong
  • South San Francisco High: 52nd percentile, Solid
0Needs Support
0Developing
1Solid
1Strong

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

  • 2 schools not ranked statewide

Schools around South San Francisco Unified

16 listed public schools with mapped locations.

Open full map →

Loading school locations…

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 South San Francisco Unified score highest?

Monte Verde Elementary is highest, at the 94th percentile.

That’s higher than 94 in 100 of the 5,726 California elementary schools we score (spring 2026 tests).

Highest in South San Francisco Unified

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

Show the other 6 elementary schools
Context

The average elementary school in South San Francisco Unified had 14 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 South San Francisco Unified score highest?

Alta Loma Middle is highest, at the 69th percentile.

That’s higher than 69 in 100 of the 2,529 California middle schools we score (spring 2026 tests).

Highest in South San Francisco Unified

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

Context

The average middle school in South San Francisco Unified had 13 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 South San Francisco Unified score highest?

El Camino High is highest, at the 79th percentile.

That’s higher than 79 in 100 of the 1,498 California high schools we score (spring 2025 tests).

Highest in South San Francisco 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.

  • Baden High (Continuation)Continuation high school: compared only with other continuation schools
  • 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 South San Francisco Unified’s money go, and what does it plan?

South San Francisco Unified spent $23,037 per student in the 2024–25 school year.

The typical California district spent $20,491. About 58 cents of every South San Francisco 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

  • Instruction58%
  • Instruction support11%
  • Student services13%
  • Administration6%
  • Buildings & maintenance12%

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

$90.8 million

planned in its 2026–27 plan for 28 funded actions in 6 goals. That’s 46% of its $195.4 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, 145 pages), as posted to the California School Dashboard.

Where the money goes

Provide students access to standards aligned instructional materials and highly qualified staff; Fund Staff on Special Assignment roles to support and lead in district goals, strategic priorities and the implementation of adopted curriculum, instructional practices, assessment and professional learning; and Provide additional supports during and after school to assist students in academic, behavioral and socioemotional learning take 76% of the money. The plan itself puts 81% of it toward staff.

Reading, math and catch-up help

5 of the plan’s 28 funded actions name reading, math, catch-up help or English learners in their titles.

Actions whose titles name math, catch-up help or English learners
  • Math $0.2 million
  • Catch-up help $1.0 million
  • English learners $0.4 million

Largest of these

  • Continue to provide students additional learning opportunities and instructional learning time in order to provide intervention support, enrichment and/​or to meet other student learning needs$997,714
  • Provide additional allocation via LCFF Supplemental allocation to school sites to support our EL students in order to meet their academic, behavioral and socio-emotional needs$199,000
  • Support teacher leadership and development in science and math$173,800
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 $11.9 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $11.7 million and estimates it spent $11.6 million, $0.1 million (1%) less than planned (our arithmetic).

What changed

The total is $7.4 million (9%) higher than in the 2025–26 plan. The biggest change in dollars is Provide students access to standards aligned instructional materials and highly qualified staff, which went from $57.0 million to $60.4 million.

Largest cuts

  • Provide additional supports during and after school to assist students in academic, behavioral and socioemotional learning−⁠$1.3 million
  • Ensure the continuation of essential services, programs, and relevant support personnel to assist students with disabilities−⁠$1.0 million
  • Fund additional sections to support school and district goals by increasing student access to courses, programs−⁠$645,408

Largest increases

  • Provide students access to standards aligned instructional materials and highly qualified staff+⁠$3.5 million
  • Provide additional supports during the instructional day for our low income students and English learners+⁠$367,281
  • Fund Staff on Special Assignment roles to support and lead in district goals, strategic priorities and the implementation of adopted curriculum, instructional practices, assessment and professional learning+⁠$288,594

New in the 2026–27 plan

  • SSFUSD will implement all actions for English Learners, Foster Youth, and Low income students as required by state/​federal plans as required (ATSI, CSI, CCEIS)$653,541
  • Provide additional allocation via LCFF Supplemental allocation to school sites to support English Learners, Foster youth, and low income students in order to meet their academic, behavioral and socio-emotional needs$584,154
  • Create policies and define practices that are in alignment with our equity statement and support the implementation of our Strategic plan$450,070
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 and 450%49%down 1 pt
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1 and 440%40%no change
Chronically absentCounted across all the district’s students, not averaged by schoolGoals 2, 4 and 515 in 10014 in 1001 fewer in 100
Suspended at least onceGoals 2, 4 and 52.6%2.4%down 0.2 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
  • Provide students access to standards aligned instructional materials and highly qualified staff · $60,443,528
  • Fund Staff on Special Assignment roles to support and lead in district goals, strategic priorities and the implementation of adopted curriculum, instructional practices, assessment and professional learning · $4,595,472
  • Provide additional supports during and after school to assist students in academic, behavioral and socioemotional learning · $4,382,461
The full plan6 goals, 52 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 ($90.8 million).

Where does the money go?

76% to Goal 1. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.

G1
G2
G4
G5

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 1EXCEPTIONAL INSTRUCTION. Exceptional instruction is the foundation that our students need in order to learn…$69.3 million76% of action budgets

“EXCEPTIONAL INSTRUCTION. Exceptional instruction is the foundation that our students need in order to learn, thrive as people, navigate their future, and impact our society. If we want to see great instruction in every SSFUSD classroom, we need to take a multi-pronged approach: we will strengthen our instructional foundations by clarifying our instructional vision, adopting high-quality curriculum, and investing in teachers’ professional learning, so that they can implement research- based instructional strategies. We will act intentionally to meet the needs of historically-underserved and marginalized students, including English learners and students with disabilities; and we will test and grow innovative, engaging, and new learning experiences so that students can develop the abilities we describe in our Portrait of a Graduate. Portrait of Graduate Aim: LEARN” p. 16 ↗

5 funded actions · reworded since the 2025–26 plan

Largest funded actions

  1. Provide students access to standards aligned instructional materials and highly qualified staff$60.4 millionaction 1.7 · p. 100 ↗
  2. Create policies and define practices that are in alignment with our equity statement and support the implementation of our Strategic plan$0.5 millionaction 1.2 · p. 99 ↗
  3. Provide supplementary programs needed and increase access and opportunities for our all students$0.2 millionaction 1.4 · p. 99 ↗ · marked as contributing to high-need services · of which $36,093 is state funding counted toward those services
  4. Provide and purchase curriculum to meet the needs of our Students with disabilities, English Learners, and at promise students$0.2 millionaction 1.3 · p. 99 ↗

1 more action is in the plan, counted in the goal’s total: p. 99 ↗

Changes from last year’s plan, same title

  1. Provide students access to standards aligned instructional materials and highly qualified staff+⁠$3.5 million$57.0 million → $60.4 million · p. 100 ↗
  2. Provide and purchase curriculum to meet the needs of our Students with disabilities, English Learners, and at promise students−⁠$215,236$373,236 → $158,000 · p. 99 ↗
  3. Provide supplementary programs needed and increase access and opportunities for our all students+⁠$8,445$239,398 → $247,843 · p. 99 ↗

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

  • Title not confirmed · $8.0 million · p. 99 ↗not compared
  • Create policies and define practices that are in alignment with our equity statement and support the implementation of our Strategic plan · $450,070 · p. 99 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 14 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 16 ↗.

Goal 2ENGAGING STUDENTS. Students must be present, emotionally-prepared, and eager to engage with exceptional…$4.6 million5% of action budgets

“ENGAGING STUDENTS. Students must be present, emotionally-prepared, and eager to engage with exceptional instruction. Deep learning begins with students feeling seen, safe, and connected. Fostering student well-being, a positive school culture, growth mindset, and an unwavering belief that all students can learn at high levels are crucial for academic progress and future success. Our focus includes providing resources to ensure all students feel a sense of belonging and a desire to engage in learning every day. We are committed to preparing students to be self-directed learners, responsible citizens, and future leaders. Portrait of Graduate Aims - NAVIGATE, THRIVE” p. 32 ↗

2 funded actions · reworded since the 2025–26 plan

Largest funded actions

  1. Provide additional supports during and after school to assist students in academic, behavioral and socioemotional learning$4.4 millionaction 2.2 · p. 100 ↗ · marked as contributing to high-need services · of which $1.3 million is state funding counted toward those services
  2. Create a safe, healthy and inclusive learning environment for all students$0.3 millionaction 2.1 · p. 100 ↗ · marked as contributing to high-need services · of which $91,879 is state funding counted toward those services

Changes from last year’s plan, same title

  1. Provide additional supports during and after school to assist students in academic, behavioral and socioemotional learning−⁠$1.3 million$5.7 million → $4.4 million · p. 100 ↗
  2. Create a safe, healthy and inclusive learning environment for all students−⁠$124,126$381,005 → $256,879 · p. 100 ↗

How the plan measures it · 8 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 32 ↗.

Goal 3PURPOSEFUL PARTNERSHIPS. The power of our school system extends well beyond the school walls. Realizing our…$67,500under 1% of action budgets

“PURPOSEFUL PARTNERSHIPS. The power of our school system extends well beyond the school walls. Realizing our vision will require working hand-in-hand with families who are the utmost experts on their children. In the coming years, we will ensure that there are transparent systems that give families a rich understanding of their students’ progress, as well as empower them to work alongside our schools to support their children. We will also leverage the broader community assets of South San Francisco and the Bay Area to provide catalytic experiences that leave students fired up and ready for the real world that awaits them. Portrait of a Graduate Aim - IMPACT” p. 40 ↗

1 funded action · reworded since the 2025–26 plan

Largest funded actions

  1. SSFUSD will cultivate partnerships with families, organizations, and educational institutions to empower our students as they navigate their educational paths and ready themselves for the realities of the world beyond school$67,500action 3.1 · p. 100 ↗ · marked as contributing to high-need services · of which $7,500 is state funding counted toward those services

Changes from last year’s plan, same title

  1. SSFUSD will cultivate partnerships with families, organizations, and educational institutions to empower our students as they navigate their educational paths and ready themselves for the realities of the world beyond school−⁠$67,620$135,120 → $67,500 · p. 100 ↗

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. 40 ↗.

Goal 4EMPOWERED EDUCATORS. We see every employee in SSFUSD as an educator. We believe our people are the fabric of…$11.4 million13% of action budgets

“EMPOWERED EDUCATORS. We see every employee in SSFUSD as an educator. We believe our people are the fabric of our community; woven together by our diverse backgrounds, identities, and experiences. Our collective impact is bound by our shared commitment to ensure educational equity and excellence for each of our students. We cultivate and sustain an organizational culture that values our people and our profession. We support our people to be their best professional selves. We evolve through continuous improvement, and we embrace change through innovation. We ultimately understand that our students thrive when our educators thrive. Portrait of a Graduate Aims - LEARN, NAVIGATE” p. 44 ↗

9 funded actions · 2025–26 plan: $10.8 million (+⁠$570,108)

Largest funded actions

  1. Fund Staff on Special Assignment roles to support and lead in district goals, strategic priorities and the implementation of adopted curriculum, instructional practices, assessment and professional learning$4.6 millionaction 4.1 · p. 100 ↗ · marked as contributing to high-need services · of which $4.2 million is state funding counted toward those services
  2. Fund positions to support a safe, inclusive, welcoming environment for all students$2.2 millionaction 4.6 · p. 101 ↗ · marked as contributing to high-need services
  3. Provide additional supports during the instructional day for our low income students and English learners$2.1 millionaction 4.3 · p. 100 ↗ · marked as contributing to high-need services
  4. Fund additional positions to lead, facilitate and support our staff and various programs$1.5 millionaction 4.2 · p. 100 ↗ · marked as contributing to high-need services · of which $805,171 is state funding counted toward those services
  5. Implement the UPK plan to support our TK students and staff$0.6 millionaction 4.9 · p. 101 ↗

4 more funded actions in this goal

  • Fund professional development and staff training in alignment with district and school goals · action 4.7 · p. 101 ↗$0.2 million
  • Support teacher leadership and development in science and math · action 4.5 · p. 101 ↗$0.2 million
  • Fund Teacher Leadership Team (TLT) collaboration to support district goals and implementation of adopted curriculum · action 4.4 · p. 101 ↗$0.1 million
  • Provide additional support to assist educators who require coaching/​mentoring/​s upervision in order to fulfill requirements · action 4.8 · p. 101 ↗under $0.1 million

Changes from last year’s plan, same title

  1. Provide additional supports during the instructional day for our low income students and English learners+⁠$0.4 million$1.7 million → $2.1 million · p. 100 ↗
  2. Fund Staff on Special Assignment roles to support and lead in district goals, strategic priorities and the implementation of adopted curriculum, instructional practices, assessment and professional learning+⁠$0.3 million$4.3 million → $4.6 million · p. 100 ↗
  3. Fund professional development and staff training in alignment with district and school goals−⁠$262,719$437,219 → $174,500 · p. 101 ↗

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

  • Fund positions to support a safe, inclusive, welcoming environment for all students · $2.4 million → $2.2 million · p. 101 ↗−⁠$0.2 million
  • Fund additional positions to lead, facilitate and support our staff and various programs · $1.3 million → $1.5 million · p. 100 ↗+⁠$0.2 million
  • Implement the UPK plan to support our TK students and staff · $344,747 → $565,638 · p. 101 ↗+⁠$220,891
  • Support teacher leadership and development in science and math · $245,050 → $173,800 · p. 101 ↗−⁠$71,250
  • Fund Teacher Leadership Team (TLT) collaboration to support district goals and implementation of adopted curriculum · $61,000 → $77,000 · p. 101 ↗+⁠$16,000
  • Provide additional support to assist educators who require coaching/​mentoring/​s upervision in order to fulfill requirements · $60,000 → $6,000 · p. 101 ↗−⁠$54,000

How the plan measures it · 8 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 44 ↗.

Goal 5EQUITY-CENTERED SYSTEMS. Transformational change will only happen if we are willing to move away from…$5.2 million6% of action budgets

“EQUITY-CENTERED SYSTEMS. Transformational change will only happen if we are willing to move away from business as usual. This plan is rooted in our district’s core values, including a deep commitment to advancing equity within and across our schools, as defined in our SSFUSD Board Equity Policy. To live these values, we must be willing to look critically at how we do things across the district, work with partners who have experience and expertise in this area, and make changes to keep equity at the center of our decision-making, including centering our efforts on the needs of students who have been historically marginalized or less successful. We will build a shared understanding of what equity looks like in practice, and allocate our resources (people, time, facilities, and money) equitably and sustainably to our students and schools in alignment with the priorities in this plan. That includes being transparent about our decision-making, our progress, and our outcomes. It means being clear about what success looks like, gathering data and reflecting regularly to check our progress, and adjusting course to ensure we achieve our shared goals” p. 60 ↗

8 funded actions · reworded since the 2025–26 plan

Largest funded actions

  1. Fund additional sections to support school and district goals by increasing student access to courses, programs$2.2 millionaction 5.2 · p. 102 ↗
  2. Continue to provide students additional learning opportunities and instructional learning time in order to provide intervention support, enrichment and/​or to meet other student learning needs$1.0 millionaction 5.3 · p. 102 ↗
  3. SSFUSD will implement all actions for English Learners, Foster Youth, and Low income students as required by state/​federal plans as required (ATSI, CSI, CCEIS)$0.7 millionaction 5.1 · p. 101 ↗ · marked as contributing to high-need services · of which $500 is state funding counted toward those services
  4. Provide additional allocation via LCFF Supplemental allocation to school sites to support English Learners, Foster youth, and low income students in order to meet their academic, behavioral and socio-emotional needs$0.6 millionaction 5.8 · p. 103 ↗ · marked as contributing to high-need services
  5. Provide additional support to decrease the number of students that are chronically absent$0.3 millionaction 5.7 · p. 102 ↗ · marked as contributing to high-need services

3 more funded actions in this goal

  • Provide additional allocation via LCFF Supplemental allocation to school sites to support our EL students in order to meet their academic, behavioral and socio-emotional needs · action 5.9 · p. 103 ↗ · marked as contributing to high-need services$0.2 million
  • Ensure the continuation of essential services, programs, and relevant support personnel to assist students with disabilities · action 5.4 · p. 102 ↗$0.2 million
  • Provide assistance to homeless, foster, English Learners, Low income; students, and their families, including support with transportation and provisions for basic supplies and needs · action 5.5 · p. 102 ↗ · marked as contributing to high-need services$0.1 million

Changes from last year’s plan, same title

  1. Ensure the continuation of essential services, programs, and relevant support personnel to assist students with disabilities−⁠$1.0 million$1.2 million → $0.2 million · p. 102 ↗
  2. Fund additional sections to support school and district goals by increasing student access to courses, programs−⁠$0.6 million$2.9 million → $2.2 million · p. 102 ↗
  3. Continue to provide students additional learning opportunities and instructional learning time in order to provide intervention support, enrichment and/​or to meet other student learning needs−⁠$0.6 million$1.6 million → $1.0 million · p. 102 ↗

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

  • SSFUSD will implement all actions for English Learners, Foster Youth, and Low income students as required by state/​federal plans as required (ATSI, CSI, CCEIS) · $653,541 · p. 101 ↗new or renamed
  • Provide additional allocation via LCFF Supplemental allocation to school sites to support English Learners, Foster youth, and low income students in order to meet their academic, behavioral and socio-emotional needs · $584,154 · p. 103 ↗new or renamed
  • Provide additional support to decrease the number of students that are chronically absent · $283,900 → $304,392 · p. 102 ↗+⁠$20,492
  • Provide additional allocation via LCFF Supplemental allocation to school sites to support our EL students in order to meet their academic, behavioral and socio-emotional needs · $200,000 → $199,000 · p. 103 ↗−⁠$1,000
  • Provide assistance to homeless, foster, English Learners, Low income; students, and their families, including support with transportation and provisions for basic supplies and needs · $100,814 · p. 102 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 14 measures

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

Goal 6 · Equity Multiplier Focus Goal(NEW GOAL in 2025-2026) By June 2027, Baden High School and Community Day School will increase pupil…$170,462under 1% of action budgets

“(NEW GOAL in 2025-2026) By June 2027, Baden High School and Community Day School will increase pupil engagement and student academic outcomes as measured by an increase in students reporting a sense of belonging and credits earned toward meeting graduation requirements. 2022-23 4 Year Graduation Rate Student Group Graduation Rate All Students 51.6% Socioeconomically Disadvantaged 46% Hispanic 48% 2023-24 5 Year Graduation Rate Student Group Graduation Rate All Students 61.3% Socioeconomically Disadvantaged 58% Hispanic 61% 2023-24 College and Career Readiness Student Group College & Career Preparedness All Students 1.5% Socioeconomically Disadvantaged 1.9% Hispanic 1.9%” p. 77 ↗

3 funded actions · reworded since the 2025–26 plan

Largest funded actions

  1. School climate and community building programming to support student belonging$68,765action 6.1 · p. 103 ↗
  2. [NEW for 26-27] Preventative program for at-risk youth$51,697action 6.3 · p. 103 ↗
  3. Academic support and skill building$50,000action 6.2 · p. 103 ↗

Changes from last year’s plan, same title

  1. Academic support and skill building−⁠$40,000$90,000 → $50,000 · p. 103 ↗
  2. School climate and community building programming to support student belonging+⁠$18,765$50,000 → $68,765 · p. 103 ↗

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

  • [NEW for 26-27] Preventative program for at-risk youth · $51,697 · p. 103 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 6 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 77 ↗.

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, 7,664 students
1. Hispanic or Latino: 49%2. Filipino: 20%3. Asian: 15%4. Two or more races: 7%5. White: 6%6. Pacific Islander: 1%7. Black or African American: <1%8. American Indian or Alaska Native: <1%9. Not reported: <1%Student mix2024–25
  1. Hispanic or Latino49%
  2. Filipino20%
  3. Asian15%
  4. Two or more races7%
  5. White6%
  6. Pacific Islander1%
  7. Black or African American<1%
  8. American Indian or Alaska Native<1%
  9. Not reported<1%
Shares use the district's own October enrollment counts from the CDE, including its charter schools.

Free or reduced-price meals

40%

Across California, 63% of students qualify.

2024–25 · 3,061 of 7,644 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 South San Francisco 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, 54% of the district’s English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top (703 of 1,314 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

Baden High (Continuation) (Most intensive support, graduation rate)

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 (6)

Districts nearby

Common questions

Which public schools in South San Francisco Unified rank highest?

Elementary: Monte Verde Elementary, 94th percentile (Strong). Middle: Alta Loma Middle, 69th percentile (Solid). High: El Camino High, 79th percentile (Strong). 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 South San Francisco 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 South San Francisco Unified good?

South San Francisco Unified’s 9 public elementary schools run from the 2nd to the 94th percentile among the 5,726 California elementary schools we score (spring 2026 tests). By band: 3 Strong, 2 Solid, 1 Developing and 3 Needs Support. South San Francisco Unified’s 3 public middle schools run from the 16th to the 69th percentile among the 2,529 California middle schools we score (spring 2026 tests). By band: 2 Solid and 1 Needs Support. South San Francisco Unified’s 2 public high schools run from the 52nd to the 79th percentile among the 1,498 California high schools we score (spring 2025 tests). By band: 1 Strong and 1 Solid. A percentile compares a school with California public schools at the same level that we score. How we score schools.

How does chronic absence in South San Francisco Unified compare with California?

The average elementary school in South San Francisco Unified had 14 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 South San Francisco Unified had 13 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 South San Francisco Unified spend per student?

South San Francisco Unified spent $23,037 per student in the 2024–25 school year. The typical California district spent $20,491. About 58 cents of every South San Francisco 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 South San Francisco Unified’s 2026–27 spending plan?

The district’s 2026–27 spending plan puts $90.8 million into 28 funded actions in 6 goals, 46% of its $195.4 million general fund budget. Its largest goal holds $69.3 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 South San Francisco 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.