Temple City Unified has two ranked public elementary schools, one middle school and one high school. Longden Elementary is at the 83rd percentile, Emperor Elementary the 81st, Oak Avenue Intermediate the 93rd and Temple City High the 88th, each among the California schools we score at its level (spring 2026 tests; high schools, spring 2025).
Where does Temple City Unified’s money go, and what does it plan?
Temple City Unified spent $17,293 per student in the 2024–25 school year.
The typical California district spent $20,491. About 64 cents of every Temple City 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
Instruction64%
Instruction support10%
Student services7%
Administration8%
Buildings & maintenance10%
Other1%
Shares of the same spending total, by the report’s spending categories, rounded so they add up to 100. Names are simplified from the report’s own categories.
What the district plans
$48.5 million
planned in its 2026–27 plan for 44 funded actions in 3 goals. That’s 49% of its $98.3 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, 141 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.
Effective and Credentialed Teaching Staff $31.2 million
Facilities $2.8 million
Technology, Library, and Media Staff $1.6 million
41 other actions
Reading, math and catch-up help
8 of the plan’s 44 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 $0.4 million
Catch-up help $1.2 million
English learners $0.6 million
Largest of these
Chronic Absenteeism Interventions$480,000
TK-3 Reading Initiative$429,929
Multi-Tiered Intervention Supports$360,000
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 $9.0 million in extra services for English learners, low-income students and foster youth.
What changed
The total is $212,627 higher than in the 2025–26 plan. The biggest change in dollars is Effective and Credentialed Teaching Staff, which went from $30.5 million to $31.2 million.
Largest cuts
Chronic Absenteeism Interventions−$258,752
Technology and Software Supports−$200,000
Multi-Tiered Intervention Supports−$170,000
Largest increases
Effective and Credentialed Teaching Staff+$692,604
TK-3 Reading Initiative+$229,929
Common Core Materials+$150,000
Ask: What did Chronic Absenteeism Interventions pay for, and what changes now that the 2026–27 plan gives it $258,752 less?
What its goals measure
Read these state results for the district’s own schools as context for the goals they measure; results alone can’t show what the plan caused.
What its goals measure: state results, 2024–25 and 2025–26
Measure
2024–25
2025–26
Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1
69%
66%
down 3 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1
66%
65%
down 1 pt
Chronically absentCounted across all the district’s students, not averaged by schoolGoal 2
8 in 100
8 in 100
no change
Suspended at least onceGoal 3
1.2%
1.3%
up 0.1 pts
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
Effective and Credentialed Teaching Staff · $31,192,604
Facilities · $2,812,070
Technology, Library, and Media Staff · $1,609,813
The full plan3 goals, 41 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 ($48.5 million).
Where does the money go?
70% to Goal 2. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.
not compared: unconfirmed, or repeated across goals
Every goal, in the plan’s order
Goal 1Support high-quality learning in the 21st century through the implementation of a tech-enriching, articulated…$9.4 million19% of action budgets
“Support high-quality learning in the 21st century through the implementation of a tech-enriching, articulated standards-based curriculum, instruction, and assessment to ensure multiple pathways to college and career readiness and life-long success for all students” p. 18 ↗
19 funded actions · 2025–26 plan: $9.7 million (−$324,126)
Largest funded actions
Technology, Library, and Media Staff$1.6 millionaction 1.9 · p. 97 ↗ · marked as contributing to high-need services
Technology and Software Supports$1.5 millionaction 1.8 · p. 97 ↗
Visual and Performing Arts$1.0 millionaction 1.14 · p. 98 ↗
Common Core Materials$0.8 millionaction 1.1 · p. 97 ↗
Career Pathway Programs$0.8 millionaction 1.12 · p. 98 ↗
14 more funded actions in this goal
Supplemental Educational Services Staff · action 1.11 · p. 97 ↗ · marked as contributing to high-need services$0.4 million
Instructional Technology Supports · action 1.5 · p. 97 ↗ · marked as contributing to high-need services · of which $200,799 is state funding counted toward those services$0.4 million
TK-3 Reading Initiative · action 1.3 · p. 97 ↗ · marked as contributing to high-need services$0.4 million
Common Core Supplemental Supports · action 1.2 · p. 97 ↗ · marked as contributing to high-need services · of which $333,326 is state funding counted toward those services$0.4 million
Multi-Tiered Intervention Supports · action 1.15 · p. 98 ↗ · marked as contributing to high-need services$0.4 million
Local Performance Assessments · action 1.6 · p. 97 ↗$0.4 million
English Learner Monitoring and Supports · action 1.10 · p. 97 ↗ · marked as contributing to high-need services$0.4 million
Advanced Placement Programs · action 1.19 · p. 98 ↗ · marked as contributing to high-need services$0.3 million
Multilingual Pathways · action 1.13 · p. 98 ↗ · marked as contributing to high-need services$0.2 million
Summer School · action 1.7 · p. 97 ↗ · marked as contributing to high-need services$0.2 million
Enrichment Offerings · action 1.16 · p. 98 ↗ · marked as contributing to high-need services$0.1 million
Advanced Placement Exam Fees · action 1.18 · p. 98 ↗ · marked as contributing to high-need servicesunder $0.1 million
Instructional Technology Supports for Students with Disabilities · action 1.4 · p. 97 ↗under $0.1 million
Career Exploration Opportunities · action 1.17 · p. 98 ↗under $0.1 million
Changes from last year’s plan, same title
TK-3 Reading Initiative+$229,929$200,000 → $429,929 · p. 97 ↗
Technology and Software Supports−$0.2 million$1.7 million → $1.5 million · p. 97 ↗
Multi-Tiered Intervention Supports−$170,000$530,000 → $360,000 · p. 98 ↗
Every other line in this goal, against last year’s plan
Technology, Library, and Media Staff · $1.7 million → $1.6 million · p. 97 ↗−$43,187
Visual and Performing Arts · $950,000 → $950,000 · p. 98 ↗unchanged
Common Core Materials · $700,000 → $850,000 · p. 97 ↗+$150,000
Career Pathway Programs · $883,339 → $821,054 · p. 98 ↗−$62,285
Instructional Technology Supports for Students with Disabilities · $50,000 → $30,000 · p. 97 ↗−$20,000
Career Exploration Opportunities · $8,000 → $6,000 · p. 98 ↗−$2,000
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. 18 ↗.
Goal 2Create equitable engagement opportunities for rigorous academic and social-emotional success for all students…$33.8 million70% of action budgets
“Create equitable engagement opportunities for rigorous academic and social-emotional success for all students through innovative, inclusive, and responsive instruction and support” p. 38 ↗
18 funded actions · 2025–26 plan: $33.4 million (+$427,253)
Largest funded actions
Effective and Credentialed Teaching Staff$31.2 millionaction 2.16 · p. 100 ↗
Chronic Absenteeism Interventions$0.5 millionaction 2.1 · p. 98 ↗ · marked as contributing to high-need services
Supplemental Student Engagement Staff$0.4 millionaction 2.2 · p. 98 ↗ · marked as contributing to high-need services
Alternative Programs Staff$0.3 millionaction 2.15 · p. 99 ↗ · marked as contributing to high-need services
Translation Supports$0.2 millionaction 2.13 · p. 99 ↗ · marked as contributing to high-need services
13 more funded actions in this goal
Communication and Marketing · action 2.3 · p. 99 ↗ · marked as contributing to high-need services$0.2 million
School to Home Connection · action 2.4 · p. 99 ↗$0.2 million
Language Acquisition and ELD Professional Development · action 2.11 · p. 99 ↗ · marked as contributing to high-need services$0.1 million
Professional Development to Support Collaborations · action 2.9 · p. 99 ↗$0.1 million
Professional Development and Language Acquisition Supports for LTELs · action 2.18 · p. 100 ↗ · marked as contributing to high-need services$0.1 million
Healthy Schools · action 2.17 · p. 100 ↗ · marked as contributing to high-need services$0.1 million
Professional Development to support MTSS and Common Core Implementation · action 2.7 · p. 99 ↗ · marked as contributing to high-need services$0.1 million
New Teacher Induction · action 2.10 · p. 99 ↗$0.1 million
Homeless and Foster Youth Support · action 2.14 · p. 99 ↗ · marked as contributing to high-need services · of which $10,000 is state funding counted toward those servicesunder $0.1 million
Family Engagement · action 2.6 · p. 99 ↗ · marked as contributing to high-need services · of which $20,000 is state funding counted toward those servicesunder $0.1 million
Professional Learning Opportunities · action 2.8 · p. 99 ↗under $0.1 million
Educational Partner Engagement · action 2.5 · p. 99 ↗under $0.1 million
Inclusion Focused Collaboration for Teachers of Students with Disabilities · action 2.12 · p. 99 ↗under $0.1 million
Changes from last year’s plan, same title
Effective and Credentialed Teaching Staff+$0.7 million$30.5 million → $31.2 million · p. 100 ↗
Chronic Absenteeism Interventions−$258,752$738,752 → $480,000 · p. 98 ↗
School to Home Connection−$50,000$200,000 → $150,000 · p. 99 ↗
Every other line in this goal, against last year’s plan
Temple City Virtual Academy Chronic Absence Rate (California Dashboard)p. 42 ↗
Baseline
31.1% and scored in red on the 2023 California Dashboard.
Target for year 3
10%
11 more measures in the plan’s table.
Goal 3Create innovative learning environments that are safe, healthy, positive, welcoming, and attractive for all…$5.3 million11% of action budgets
“Create innovative learning environments that are safe, healthy, positive, welcoming, and attractive for all learners that fosters a sense of belonging and accessibility for the entire school and community” p. 51 ↗
7 funded actions · 2025–26 plan: $5.2 million (+$109,500)
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, 5,298 students
1Asian65%
2Hispanic or Latino23%
3White4%
4Two or more races4%
5Filipino2%
6Black or African American<1%
7Not reported<1%
8Pacific Islander<1%
9American Indian or Alaska Native<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 · 2,109 of 5,269 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?
Temple City 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, 51% of the district’s English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top (396 of 776 students). California: 47%. It counts students moving up the test’s levels, so a student can count here before becoming fluent.
Which public schools in Temple City Unified rank highest?
Elementary: Longden Elementary, 83rd percentile (Strong). Middle: Oak Avenue Intermediate, 93rd percentile (Strong). High: Temple City High, 88th 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 Temple City 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 (4)
Are the public schools in Temple City Unified good?
Temple City Unified’s 2 public elementary schools run from the 81st to the 83rd percentile among the 5,726 California elementary schools we score (spring 2026 tests). By band: 2 Strong. Temple City Unified has one public middle school we score, Oak Avenue Intermediate, at the 93rd percentile among the 2,529 California middle schools we score (spring 2026 tests). By band: 1 Strong. Temple City Unified has one public high school we score, Temple City High, at the 88th percentile among the 1,498 California high schools we score (spring 2025 tests). By band: 1 Strong. A percentile compares a school with California public schools at the same level that we score. How we score schools.
How much does Temple City Unified spend per student?
Temple City Unified spent $17,293 per student in the 2024–25 school year. The typical California district spent $20,491. About 64 cents of every Temple City 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 Temple City Unified’s 2026–27 spending plan?
The district’s 2026–27 spending plan puts $48.5 million into 44 funded actions in 3 goals, 49% of its $98.3 million general fund budget. Its largest goal holds $33.8 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 Temple City 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.