Tustin Unified’s 18 public elementary schools run from the 16th to the 99th 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 · 18 schools
from 16th to 99th · among 5,726 California elementary schools we score · spring 2026 tests
Tustin Memorial Elementary: 99th percentile, Strong
Orchard Hills: 99th percentile, Strong
Peters Canyon Elementary: 96th percentile, Strong
Arroyo Elementary: 94th percentile, Strong
Red Hill Elementary: 94th percentile, Strong
Heritage Elementary: 94th percentile, Strong
Ladera Elementary: 94th percentile, Strong
Hicks Canyon Elementary: 93rd percentile, Strong
Myford Elementary: 83rd percentile, Strong
Loma Vista Elementary: 79th percentile, Strong
Guin Foss Elementary: 76th percentile, Strong
Benjamin F. Beswick Elementary: 69th percentile, Solid
Barbara Benson Elementary: 59th percentile, Solid
Tustin Ranch Elementary: 56th percentile, Solid
Sycamore Magnet Academy: 50th percentile, Solid
W. R. Nelson Elementary: 44th percentile, Developing
Robert Heideman Elementary: 40th percentile, Developing
Helen Estock Elementary: 16th percentile, Needs Support
1Needs Support
2Developing
4Solid
11Strong
← lower percentilehigher →
One dot per school.
Middle and high school pictures
Middle · 8 schools
from 18th to 98th · among 2,529 California middle schools we score · spring 2026 tests
Orchard Hills: 98th percentile, Strong
Legacy Magnet Academy: 96th percentile, Strong
Pioneer Middle: 94th percentile, Strong
Tustin Connect: 90th percentile, Strong
Hewes Middle: 70th percentile, Solid
Columbus Tustin Middle: 65th percentile, Solid
C. E. Utt Middle: 53rd percentile, Solid
Sycamore Magnet Academy: 18th percentile, Needs Support
1Needs Support
0Developing
3Solid
4Strong
High · 5 schools
from 53rd to 97th · among 1,498 California high schools we score · spring 2025 tests
Legacy Magnet Academy: 97th percentile, Strong
Arnold O. Beckman High: 94th percentile, Strong
Foothill High: 82nd percentile, Strong
Tustin Connect: 58th percentile, Solid
Tustin High: 53rd percentile, Solid
0Needs Support
0Developing
2Solid
3Strong
← lower percentilehigher →
One dot per school. Each stage is placed only among California schools at its own level. 4 of the 27 ranked schools teach two levels, so they appear in more than one picture.
The average elementary school in Tustin Unified had 10 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 Tustin Unified score highest?
Orchard Hills is highest, at the 98th percentile.
That’s higher than 98 in 100 of the 2,529 California middle schools we score (spring 2026 tests).
Highest in Tustin Unified
Each percentile compares a school with California schools at its own level. What patterns mean
The average middle school in Tustin Unified had 10 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 Tustin Unified score highest?
Legacy Magnet Academy is highest, at the 97th percentile.
That’s higher than 97 in 100 of the 1,498 California high schools we score (spring 2025 tests).
Highest in Tustin Unified
Each percentile compares a school with California schools at its own level. What patterns mean
Legacy Magnet AcademyTustin · Broad base · Magnet school. Check how it admits students.
The average high school in Tustin Unified had 10 in 100 students chronically absent in 2025–26; the average California high school we score had 22 in 100.
Where does Tustin Unified’s money go, and what does it plan?
Tustin Unified spent $16,539 per student in the 2024–25 school year.
The typical California district spent $20,491. About 61 cents of every Tustin 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 services11%
Administration7%
Buildings & maintenance9%
Other2%
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
$31.2 million
planned in its 2025–26 plan for 38 funded actions in 6 goals. That’s 8% of its $381.0 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, 217 pages), as posted to the California School Dashboard.
Where the money goes
Three actions take 42% of the money. The plan itself puts 97% of it toward staff.
Class Size Reduction $6.6 million
Highly Qualified Interventionist to Lead Intervention Programs and Strategies $3.9 million
Social Emotional Learning and Student Wellness $2.7 million
35 other actions
Reading, math and catch-up help
9 of the plan’s 38 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 $0.6 million
Math $0.6 million
Catch-up help $7.6 million
English learners $2.0 million
An action naming two of these appears under both.
Largest of these
Highly Qualified Interventionist to Lead Intervention Programs and Strategies$3.9 million
Curriculum, Instruction, and Intervention Teachers on Special Assignment$2.4 million
Newcomer Classes$983,443
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 $28.2 million in extra services for English learners, low-income students and foster youth. For 2024–25, it planned $26.8 million and estimates it spent $26.2 million, $0.6 million (2%) less than planned (our arithmetic).
$26.2 million spent (estimated)$26.8 million planned
What changed
The total is $3.4 million (12%) higher than in the 2024–25 plan. The biggest change in dollars is Highly Qualified Interventionist to Lead Intervention Programs and Strategies, which went from $3.2 million to $3.9 million.
Largest cuts
Professional Development and Continuity of Learning Itinerant Roving Teachers−$282,316
Social Emotional Learning and Student Wellness−$235,767
Special Education Classified Support Staff−$206,415
Largest increases
Highly Qualified Interventionist to Lead Intervention Programs and Strategies+$734,390
Curriculum, Instruction, and Intervention Teachers on Special Assignment+$493,771
Newcomer Classes+$236,675
New in the 2025–26 plan
LREBG Action-Hire and Train Short Term Staff to Support within School Day Intervention Programs and Strategies for Students Experiencing Learning Loss in Reading or Mathematics in Grades TK-5$637,753
LREBG Action-Elementary and Middle School Counselors$554,613
LREBG Action-Additional School Nurses$423,790
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 2024–25Goals 1 and 4
62%
64%
up 2 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1 and 4
53%
56%
up 3 pts
Chronically absentCounted across all the district’s students, not averaged by schoolGoal 2
11 in 100
11 in 100
no change
Suspended at least onceGoal 2
1.7%
1.3%
down 0.4 pts
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25English learners · Goal 5 · Multilingual Learner Supports
12%
15%
up 3 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25English learners · Goal 5 · Multilingual Learner Supports
14%
16%
up 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
Class Size Reduction · $6,605,912
Highly Qualified Interventionist to Lead Intervention Programs and Strategies · $3,934,109
Social Emotional Learning and Student Wellness · $2,689,133
The full plan6 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 ($31.2 million).
Where does the money go?
33% 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.
not compared: unconfirmed, or repeated across goals
Every goal, in the plan’s order
Goal 1Pupil Outcomes - By graduation, all students, including those in diverse student groups, will demonstrate…$10.2 million33% of action budgets
“Pupil Outcomes - By graduation, all students, including those in diverse student groups, will demonstrate mastery of grade-level content and meet the College and Career Indicator. TUSD is committed to delivering a rigorous academic program that prepares every student for success in college and career opportunities” p. 29 ↗
12 funded actions · reworded since the 2024–25 plan
Largest funded actions
Highly Qualified Interventionist to Lead Intervention Programs and Strategies$3.9 millionaction 1.4 · p. 169 ↗ · marked as contributing to high-need services
Curriculum, Instruction, and Intervention Teachers on Special Assignment$2.4 millionaction 1.3 · p. 169 ↗ · marked as contributing to high-need services
Highly Effective Leaders, Teachers, and Staff Professional Learning Opportunities$1.2 millionaction 1.9 · p. 170 ↗ · marked as contributing to high-need services
Professional Development and Continuity of Learning Itinerant Roving Teachers$1.1 millionaction 1.8 · p. 170 ↗ · marked as contributing to high-need services
LREBG Action-Hire and Train Short Term Staff to Support within School Day Intervention Programs and Strategies for Students Experiencing Learning Loss in Reading or Mathematics in Grades TK-5$0.6 millionaction 1.11 · p. 170 ↗
7 more funded actions in this goal
LREBG Action-School-Based Intervention Supports for Students Experiencing Learning Loss in Grades 6-12 · action 1.12 · p. 170 ↗$0.3 million
Secondary Intervention Coordinator · action 1.5 · p. 169 ↗ · marked as contributing to high-need services$0.2 million
LREBG Action - Extended Learning for Middle School and High School Students · action 1.10 · p. 170 ↗$0.2 million
AVID TOSA · action 1.2 · p. 169 ↗ · marked as contributing to high-need services$0.2 million
Access to AP Test and Language Test for State Seal of Biliteracy · action 1.7 · p. 170 ↗ · marked as contributing to high-need services$0.1 million
AVID Program · action 1.1 · p. 169 ↗ · marked as contributing to high-need services$0.1 million
PSAT Assessments · action 1.6 · p. 169 ↗ · marked as contributing to high-need servicesunder $0.1 million
Changes from last year’s plan, same title
Highly Qualified Interventionist to Lead Intervention Programs and Strategies+$0.7 million$3.2 million → $3.9 million · p. 169 ↗
Curriculum, Instruction, and Intervention Teachers on Special Assignment+$0.5 million$1.9 million → $2.4 million · p. 169 ↗
Professional Development and Continuity of Learning Itinerant Roving Teachers−$0.3 million$1.4 million → $1.1 million · p. 170 ↗
Every other line in this goal, against last year’s plan
Highly Effective Leaders, Teachers, and Staff Professional Learning Opportunities · $1.1 million → $1.2 million · p. 170 ↗+$0.1 million
LREBG Action-Hire and Train Short Term Staff to Support within School Day Intervention Programs and Strategies for Students Experiencing Learning Loss in Reading or Mathematics in Grades TK-5 · $637,753 · p. 170 ↗new or renamed
LREBG Action-School-Based Intervention Supports for Students Experiencing Learning Loss in Grades 6-12 · $316,693 · p. 170 ↗new or renamed
LREBG Action - Extended Learning for Middle School and High School Students · $172,006 · p. 170 ↗new or renamed
AVID TOSA · $154,576 → $156,792 · p. 169 ↗+$2,216
Access to AP Test and Language Test for State Seal of Biliteracy · $75,000 → $75,000 · p. 170 ↗unchanged
AVID Program · $51,398 → $58,830 · p. 169 ↗+$7,432
PSAT Assessments · $30,000 → $30,000 · p. 169 ↗unchanged
A reworded title counts as new.
How the plan measures it · 17 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 29 ↗.
Goal 2Engagement - All students will demonstrate improved school engagement through increased attendance rates…$7.8 million25% of action budgets
“Engagement - All students will demonstrate improved school engagement through increased attendance rates, parental participation, and demonstration of appropriate behaviors. Improving school engagement is a crucial goal as it directly impacts students' academic success and overall well-being. By increasing attendance rates, encouraging parental participation, and promoting appropriate behaviors, students are more likely to feel connected to their school community. Engaged students are more motivated to learn, participate actively in class, and build positive relationships with both their peers and teachers. This not only improves academic outcomes but also fosters a supportive and inclusive school environment where every student feels valued and supported in their educational journey” p. 62 ↗
9 funded actions · reworded since the 2024–25 plan
Largest funded actions
Social Emotional Learning and Student Wellness$2.7 millionaction 2.2 · p. 170 ↗ · marked as contributing to high-need services
Positive Behavior Support Staff$1.5 millionaction 2.7 · p. 171 ↗ · marked as contributing to high-need services
Targeted Parent and Student Engagement (Community Liaisons)$0.7 millionaction 2.1 · p. 170 ↗ · marked as contributing to high-need services
Community School Specialists$0.7 millionaction 2.6 · p. 171 ↗ · marked as contributing to high-need services
Increased Counselors and Behaviors Supports$0.6 millionaction 2.3 · p. 171 ↗ · marked as contributing to high-need services
4 more funded actions in this goal
LREBG Action-Elementary and Middle School Counselors · action 2.8 · p. 171 ↗$0.6 million
Professional Development through Learning Series and Professional Learning Communities to Enhance Standards Implementation · action 2.4 · p. 171 ↗ · marked as contributing to high-need services$0.4 million
LREBG Action-Additional School Nurses · action 2.9 · p. 171 ↗$0.4 million
Alternative to Suspension · action 2.5 · p. 171 ↗ · marked as contributing to high-need services$0.2 million
Changes from last year’s plan, same title
Social Emotional Learning and Student Wellness−$0.2 million$2.9 million → $2.7 million · p. 170 ↗
Community School Specialists−$148,362$804,960 → $656,598 · p. 171 ↗
Targeted Parent and Student Engagement (Community Liaisons)+$59,716$620,139 → $679,855 · p. 170 ↗
Every other line in this goal, against last year’s plan
Positive Behavior Support Staff · $1.5 million → $1.5 million · p. 171 ↗+$4,816
Increased Counselors and Behaviors Supports · $557,301 → $569,650 · p. 171 ↗+$12,349
LREBG Action-Elementary and Middle School Counselors · $554,613 · p. 171 ↗new or renamed
Professional Development through Learning Series and Professional Learning Communities to Enhance Standards Implementation · $383,979 → $439,898 · p. 171 ↗+$55,919
LREBG Action-Additional School Nurses · $423,790 · p. 171 ↗new or renamed
Alternative to Suspension · $187,914 → $231,547 · p. 171 ↗+$43,633
A reworded title counts as new.
How the plan measures it · 12 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 62 ↗.
Goal 3Conditions of Learning - All students will participate in a broad course of study through a standards…$8.7 million28% of action budgets
“Conditions of Learning - All students will participate in a broad course of study through a standards- aligned curriculum taught by highly qualified teachers in safe conditions of learning. Increasing access to a broad course of study is vital for future college and career achievement for all students. By ensuring that every student participates in a standards-aligned curriculum taught by highly qualified teachers in safe learning environments, we provide them with the essential foundation they need to succeed. Access to a diverse range of subjects and experiences not only cultivates well-rounded individuals but also equips students with the knowledge, skills, and critical thinking abilities necessary for success in higher education, the workforce, and beyond. This goal guarantees that all students have the opportunity to reach their full potential through increased access to standards-aligned teaching and learning” p. 89 ↗
6 funded actions · reworded since the 2024–25 plan
Largest funded actions
Class Size Reduction$6.6 millionaction 3.2 · p. 172 ↗ · marked as contributing to high-need services
Kindergarten Para Professionals$1.1 millionaction 3.3 · p. 172 ↗ · marked as contributing to high-need services
Elementary Music Program focused on Intro to Music in Second Grade$0.5 millionaction 3.6 · p. 172 ↗ · marked as contributing to high-need services
Elementary Teacher PLC Model through Physical Education Program$0.2 millionaction 3.5 · p. 172 ↗ · marked as contributing to high-need services
Increased Access to School Library and Texts$0.2 millionaction 3.1 · p. 172 ↗ · marked as contributing to high-need services
1 more funded action in this goal
LEA Attendance Secretary · action 3.4 · p. 172 ↗ · marked as contributing to high-need services$0.1 million
Changes from last year’s plan, same title
Kindergarten Para Professionals−$0.2 million$1.3 million → $1.1 million · p. 172 ↗
Elementary Music Program focused on Intro to Music in Second Grade+$161,708$379,956 → $541,664 · p. 172 ↗
Class Size Reduction−$0.1 million$6.7 million → $6.6 million · p. 172 ↗
Every other line in this goal, against last year’s plan
Elementary Teacher PLC Model through Physical Education Program · $191,921 → $214,382 · p. 172 ↗+$22,461
Increased Access to School Library and Texts · $150,002 → $150,000 · p. 172 ↗−$2
Maintain or reduce the total number of teacher Misassignments by .5% annually.
6 more measures in the plan’s table.
Goal 4 · Focus GoalImproved Pupil Outcomes for Students with Disabilities (SWD) TUSD will continue to provide a rigorous and…$778,3522% of action budgets
“Improved Pupil Outcomes for Students with Disabilities (SWD) TUSD will continue to provide a rigorous and appropriate academic program for all students with disabilities to prepare them for college and career opportunities. By 2026-27, the TUSD SWD student group will: Increase proficiency in English by 3% annually as measured by local assessments Increase students making growth annually in grades 3-8, and 11 in ELA, MATH, and SCIENCE on the CAASPP and CAA by 3% annually Increase the CA Dashboard Grad Rate of the SWD Student Group by 1% annually” p. 98 ↗
4 funded actions · reworded since the 2024–25 plan
Largest funded actions
Instructional Teacher on Special Assignment in Support of Tier 1, UDL, and Inclusive Practices$359,893action 4.5 · p. 172 ↗ · marked as contributing to high-need services
Special Education Support Certificated Staff$241,405action 4.1 · p. 172 ↗
Special Education Classified Support Staff$127,054action 4.2 · p. 172 ↗
Professional Learning for Certificated and Classified Staff$50,000action 4.4 · p. 172 ↗
Changes from last year’s plan, same title
Special Education Classified Support Staff−$206,415$333,469 → $127,054 · p. 172 ↗
Instructional Teacher on Special Assignment in Support of Tier 1, UDL, and Inclusive Practices+$204,005$155,888 → $359,893 · p. 172 ↗
Special Education Support Certificated Staff+$3,242$238,163 → $241,405 · p. 172 ↗
Every other line in this goal, against last year’s plan
Professional Learning for Certificated and Classified Staff · $50,000 → $50,000 · p. 172 ↗unchanged
How the plan measures it · 10 measures
None of these has an all-students line we can quote; the plan’s table lists them from p. 98 ↗.
“Supporting the growth and development of multilingual learners is crucial for creating an inclusive and equitable educational environment. By developing programs and support systems that increase access to quality education for multilingual learners, we ensure that all students have the opportunity to succeed. These increased and supplemental supports not only focus on language acquisition but also on providing culturally responsive instruction and support services that address the unique needs of multilingual learners. By doing so, we promote academic achievement while celebrating linguistic and cultural diversity, preparing students to thrive in an increasingly interconnected world. Providing adequate support for multilingual learners is essential for closing achievement gaps and fostering a learning environment where every student feels valued and empowered to reach their full potential. By 2026-27 English learner (EL) students in grades K–12: • Increase proficiency in Reading by 3% annually as measured by local assessments By 2026-27 English learner (EL) students in grades 3-8, and–11: • Decrease Distance from Standards for EL student group by 3% annually • Increase the percent of English learner students in grades 3–8 and 11 meeting or exceeding standard in ELA by 3%” p. 114 ↗
5 funded actions · 2024–25 plan: $2.9 million (+$428,557)
Largest funded actions
Increase District and Site Supports and Services for Unduplicated students, English Learners and Redesignated English Learners$1.2 millionaction 5.3 · p. 173 ↗ · marked as contributing to high-need services
Newcomer Classes$1.0 millionaction 5.1 · p. 173 ↗ · marked as contributing to high-need services
Services and Supports for English Learners$0.9 millionaction 5.2 · p. 173 ↗ · marked as contributing to high-need services
Multilingual Learner Teachers on Special Assignment$0.2 millionaction 5.7 · p. 173 ↗ · marked as contributing to high-need services
English Learner Support Site Leads$0.1 millionaction 5.6 · p. 173 ↗
Changes from last year’s plan, same title
Newcomer Classes+$236,675$746,768 → $983,443 · p. 173 ↗
Services and Supports for English Learners+$173,948$756,767 → $930,715 · p. 173 ↗
Multilingual Learner Teachers on Special Assignment+$9,304$172,391 → $181,695 · p. 173 ↗
Every other line in this goal, against last year’s plan
Increase District and Site Supports and Services for Unduplicated students, English Learners and Redesignated English Learners · $1.2 million → $1.2 million · p. 173 ↗+$8,630
English Learner Support Site Leads · $70,000 → $70,000 · p. 173 ↗unchanged
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. 114 ↗.
“The Equity Multiplier goal for Hillview Continuation School is that all student groups whose performance is in the red: All students, Hispanic, English Learners and SED, will improve by the 2026-27 school year through the implementation of the actions identified within the Equity Multiplier focus goal. Within 3 years Hillview Continuation High School will: • Reduce chronic absenteeism by 3% annually by implementing actions that promote relationships and student connectedness • Increase Graduation Rate by 1% annually by increasing supports and services that engage students in strategies to meet graduation requirements • Increase the percentage of participation for families of English learners, low-income students, foster youth, and students experiencing homelessness in school-wide engagement activities and events that promote student access to resources and supports needed to succeed academically. • Increase the percentage of students making growth by 1 performance level in reading as measured by Local Assessments” p. 130 ↗
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, 21,342 students
1Hispanic or Latino46%
2Asian23%
3White19%
4Two or more races7%
5Filipino2%
6Black or African American1%
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. Rounded labels may not total 100%; segments use the original shares.
Free or reduced-price meals
53%
Across California, 63% of students qualify.
2024–25 · 11,283 of 21,220 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 Tustin 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, 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 (1,159 of 2,270 students). California: 47%. It counts students moving up the test’s levels, so a student can count here before becoming fluent.
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.
Which public schools in Tustin Unified rank highest?
Elementary: 2 schools at the 99th percentile (Strong): Tustin Memorial Elementary and Orchard Hills. Middle: Orchard Hills, 98th percentile (Strong). High: Legacy Magnet Academy, 97th 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 Tustin 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 Tustin Unified good?
Tustin Unified’s 18 public elementary schools run from the 16th to the 99th percentile among the 5,726 California elementary schools we score (spring 2026 tests). By band: 11 Strong, 4 Solid, 2 Developing and 1 Needs Support. Tustin Unified’s 8 public middle schools run from the 18th to the 98th percentile among the 2,529 California middle schools we score (spring 2026 tests). By band: 4 Strong, 3 Solid and 1 Needs Support. Tustin Unified’s 5 public high schools run from the 53rd to the 97th percentile among the 1,498 California high schools we score (spring 2025 tests). By band: 3 Strong and 2 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 Tustin Unified compare with California?
The average elementary school in Tustin Unified had 10 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 Tustin Unified had 10 in 100 students chronically absent in 2025–26; the average California middle school we score had 18 in 100. The average high school in Tustin Unified had 10 in 100 students chronically absent in 2025–26; the average California high school we score had 22 in 100. These are averages of school rates: each school counts once, whatever its size.
How much does Tustin Unified spend per student?
Tustin Unified spent $16,539 per student in the 2024–25 school year. The typical California district spent $20,491. About 61 cents of every Tustin 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 Tustin Unified’s 2025–26 spending plan?
The district’s 2025–26 spending plan puts $31.2 million into 38 funded actions in 6 goals, 8% of its $381.0 million general fund budget. Its largest goal holds $10.2 million, 33% of the action budgets. The 2025–26 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 Tustin 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.