School district · Los Angeles County

Whittier Union High schools

Whittier Union High runs high schools only. Its 5 public high schools run from the 58th to the 77th percentile among the 1,498 California high schools we score (spring 2025 tests). Elementary and middle school are run by other districts.

High · 5 schools

from 58th to 77th · among 1,498 California high schools we score · spring 2025 tests

  • La Serna High: 77th percentile, Strong
  • Santa Fe High: 73rd percentile, Solid
  • California High: 69th percentile, Solid
  • Whittier High: 60th percentile, Solid
  • Pioneer High: 58th percentile, Solid
0Needs Support
0Developing
4Solid
1Strong

One dot per school.

Elementary and middle school: other districts

Confirm the school for your address with the district.

  • 2 schools not ranked statewide

Schools around the Whittier Union High district

7 listed public schools with mapped locations.

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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.

High schools

Which high schools in the Whittier Union High district score highest?

La Serna High is highest, at the 77th percentile.

That’s higher than 77 in 100 California high schools we score (spring 2025 tests).

Highest in the Whittier Union High district

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

Show the other 2 high schools
Context

The average high school in the Whittier Union High district had 19 in 100 students chronically absent (missed 10% or more of school days) in 2025–26; the average California high school we score had 22 in 100. Both are averages of school rates, each school counted once.

2 high schools not ranked statewide

Alternative schools and continuation schools enroll students differently from a regular school, so each is compared only with schools of its kind.

The district

Where does Whittier Union High’s money go, and what does it plan?

The Whittier Union High district spent $24,145 per student in the 2024–25 school year.

The typical California district spent $20,491. About 56 cents of every Whittier Union High 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

  • Instruction56%
  • Instruction support11%
  • Student services13%
  • Administration7%
  • Buildings & maintenance11%
  • 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

$148.5 million

planned in its 2026–27 plan for 34 funded actions in 5 goals. That’s 63% of its $233.9 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, 153 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 88% of the money; their titles are below. The plan itself puts 97% of it toward staff.

Reading, math and catch-up help

7 of the plan’s 34 funded actions name reading, math, catch-up help or English learners in their titles.

Actions whose titles name catch-up help or English learners
  • Catch-up help $24.1 million
  • English learners $19.0 million

An action naming two of these appears under both.

Largest of these

  • Additional Intervention, Guided Study, Mentors, SDAIE, ELD and ALD Sections to Assist Students with Language Development and Academic Proficiency$18.5 million
  • Student Well-Being Program Provides School Counselors/​Social Workers to Provide SEL and Academic Support for EL, Low Income and Foster Students$3.7 million
  • Additional Intervention Counselors$955,581
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 $38.0 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $39.9 million and estimates it spent $39.4 million, $0.5 million (1%) less than planned (our arithmetic).

What changed

The total is $1.5 million (1%) higher than in the 2025–26 plan. The biggest change in dollars is Base level of staffing, which went from $104.4 million to $105.6 million.

Largest increases

  • Base level of staffing+⁠$1.2 million

New in the 2026–27 plan

  • Student Well-Being Program Provides School Counselors/​Social Workers to Provide SEL and Academic Support for EL, Low Income and Foster Students$3.7 million
  • Experiences, monitoring, supplies, and behavioral support for EL, low income and foster students through the Horizon's Office and the student support office at each comprehensive high school$2.8 million
  • Co-Taught Classes$962,000
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, 2, 3 and 465%67%up 2 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1, 2, 3 and 437%42%up 5 pts
Chronically absentCounted across all the district’s students, not averaged by schoolGoals 1, 2 and 424 in 10022 in 1002 fewer in 100
Suspended at least onceGoal 43.0%2.7%down 0.3 pts

Goal 5 isn’t shown because it tracks named schools.

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
  • Base level of staffing · $105,618,196
  • Additional Intervention, Guided Study, Mentors, SDAIE, ELD and ALD Sections to Assist Students with Language Development and Academic Proficiency · $18,549,670
  • Academic and career counseling, transition support and other services to students · $5,790,680
The full plan5 goals, 57 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 ($148.5 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

Change since the 2025–26 plan, same title

  • fell 25% or more
  • fell 10–25%
  • fell 2–10%
  • within 2%
  • grew 2–10%
  • grew 10–25%
  • grew 25% or more
  • new or renamed title
  • not compared: unconfirmed, or repeated across goals

Every goal, in the plan’s order

Goal 1ORGANIZATION Vision, Resources, Leadership, and Staff Schools will be staffed with an increasing percentage…$112.9 million76% of action budgets

“ORGANIZATION Vision, Resources, Leadership, and Staff Schools will be staffed with an increasing percentage of qualified teachers and administrators who make enlightened educational decisions based on data and effectively implement, support, and assess activities that focus on all students achieving high standards, ensuring that the district's mission, vision, beliefs, goals/​objectives and measurable targets are reviewed annually and serve to guide the operation of the district to meet the needs of students. In order for students to achieve at high levels, we believe the following must be in place: -A highly-qualified staff facilitates achievement of the academic standards and the school-wide learning outcomes through a system of preparation, induction, and ongoing professional development. -Leadership and staff are involved in ongoing research or data-based correlated professional learning that focuses on identified student learning needs. -All students have equal access to the school's entire program. -The human, material, physical, and financial resources are utilized effectively to support students in accomplishing the academic standards and school-wide learning outcomes. -The school is a safe, clean, and orderly place that nurtures learning and provides a focus on continuous school improvement. -Students, parents, and other members of the school and business community demonstrate understanding of and commitment to the vision, mission, school-wide learner outcomes, and the district LCAP” p. 17 ↗

8 funded actions · 2025–26 plan: $111.5 million (+⁠$1.4 million)

Largest funded actions

  1. Base level of staffing$105.6 millionaction 1.1 · p. 110 ↗
  2. Academic and career counseling, transition support and other services to students$5.8 millionaction 1.2 · p. 110 ↗ · marked as contributing to high-need services
  3. Reduce class sizes$0.8 millionaction 1.3 · p. 110 ↗ · marked as contributing to high-need services · of which $79,590 is state funding counted toward those services
  4. Professional Learning$0.4 millionaction 1.4 · p. 110 ↗ · marked as contributing to high-need services
  5. Provide the BTSA/ Induction/ PASS Support to Teachers$0.2 millionaction 1.5 · p. 110 ↗

3 more funded actions in this goal

  • Data Leads and Ed Tech Support Leads · action 1.7 · p. 110 ↗ · marked as contributing to high-need services$0.1 million
  • Leadership Development for Course Leads, Department Chairs, and Administrators · action 1.6 · p. 110 ↗ · marked as contributing to high-need servicesunder $0.1 million
  • District Librarian · action 1.8 · p. 110 ↗under $0.1 million

Changes from last year’s plan, same title

  1. Base level of staffing+⁠$1.2 million$104.4 million → $105.6 million · p. 110 ↗
  2. Academic and career counseling, transition support and other services to students+⁠$0.3 million$5.5 million → $5.8 million · p. 110 ↗
  3. Provide the BTSA/ Induction/ PASS Support to Teachers−⁠$89,231$265,876 → $176,645 · p. 110 ↗

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

  • Reduce class sizes · $818,348 → $779,590 · p. 110 ↗−⁠$38,758
  • Professional Learning · $432,323 · p. 110 ↗new or renamed
  • Data Leads and Ed Tech Support Leads · $77,237 → $76,668 · p. 110 ↗−⁠$569
  • Leadership Development for Course Leads, Department Chairs, and Administrators · $28,016 → $19,200 · p. 110 ↗−⁠$8,816
  • District Librarian · $5,843 → $6,257 · p. 110 ↗+⁠$414

A reworded title counts as new.

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. 17 ↗.

Goal 2CURRICULUM and INSTRUCTION$23.6 million16% of action budgets

“All students experience high-quality instruction that engages their interests while providing a rigorous, relevant, and coordinated curriculum that supports the achievement of the State Content Standards. In order for students to achieve at high levels, we believe the following must be in place: -All students are engaged in challenging learning experiences in the classroom that effectively help them learn the academic standards assessed on state and national assessments that prepare them for college and career after high school -All teachers will use a variety of strategies and resources, including technology and experiences beyond the textbook that actively engages students, emphasize higher-order thinking skills, and help them succeed at high academic levels -Teachers continue to develop personally and professionally, regularly articulating with teachers from partner middle schools and local colleges, reviewing the success of the graduates to learn about their own program and others, while also using educational research to strengthen the current instructional program so all students achieve at higher levels” p. 30 ↗

12 funded actions · 2025–26 plan: $23.1 million (+⁠$541,762)

Largest funded actions

  1. Additional Intervention, Guided Study, Mentors, SDAIE, ELD and ALD Sections to Assist Students with Language Development and Academic Proficiency$18.5 millionaction 2.5 · p. 111 ↗ · marked as contributing to high-need services
  2. Textbooks & Instructional Materials$1.1 millionaction 2.1 · p. 110 ↗
  3. College and Career Pathways$1.1 millionaction 2.9 · p. 111 ↗ · marked as contributing to high-need services
  4. Co-Taught Classes$1.0 millionaction 2.12 · p. 111 ↗
  5. Technology$0.7 millionaction 2.7 · p. 111 ↗

7 more funded actions in this goal

  • Open Media Center · action 2.6 · p. 111 ↗ · marked as contributing to high-need services$0.7 million
  • Summer School · action 2.3 · p. 110 ↗ · marked as contributing to high-need services$0.2 million
  • Ed. Tech. Help Desk Staff · action 2.11 · p. 111 ↗ · marked as contributing to high-need services$0.1 million
  • Visual and Performing Arts Pathways · action 2.10 · p. 111 ↗ · marked as contributing to high-need services$0.1 million
  • After-School and Parallel Sections · action 2.4 · p. 111 ↗ · marked as contributing to high-need services$0.1 million
  • Technological Teacher Support Tools · action 2.2 · p. 110 ↗$0.1 million
  • Support and Training of Academic Mentors · action 2.8 · p. 111 ↗ · marked as contributing to high-need servicesunder $0.1 million

Changes from last year’s plan, same title

  1. Open Media Center−⁠$288,875$954,442 → $665,567 · p. 111 ↗
  2. Additional Intervention, Guided Study, Mentors, SDAIE, ELD and ALD Sections to Assist Students with Language Development and Academic Proficiency−⁠$0.2 million$18.8 million → $18.5 million · p. 111 ↗
  3. Technology+⁠$176,732$516,583 → $693,315 · p. 111 ↗

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

  • Textbooks & Instructional Materials · $1.2 million → $1.1 million · p. 110 ↗−⁠$0.2 million
  • College and Career Pathways · $1.0 million → $1.1 million · p. 111 ↗+⁠$0.1 million
  • Co-Taught Classes · $962,000 · p. 111 ↗new or renamed
  • Summer School · $206,528 → $218,200 · p. 110 ↗+⁠$11,672
  • Ed. Tech. Help Desk Staff · $126,955 → $119,809 · p. 111 ↗−⁠$7,146
  • Visual and Performing Arts Pathways · $99,096 · p. 111 ↗new or renamed
  • After-School and Parallel Sections · $73,044 → $75,858 · p. 111 ↗+⁠$2,814
  • Technological Teacher Support Tools · $58,341 → $56,471 · p. 110 ↗−⁠$1,870
  • Support and Training of Academic Mentors · $38,910 → $38,265 · p. 111 ↗−⁠$645

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. 30 ↗.

Goal 3ASSESSMENT AND ACCOUNTABILITY$2.4 million2% of action budgets

“Provide instruction that utilizes interim and quarterly common assessments that result in the sharing of student data and the identification of Best Practices so that students learn challenging content and student performance is increased. In order for students to achieve at high levels, we believe the following must be in place: -The school effectively uses a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data. -Teachers employ the use of formative and summative assessments, along with a variety of assessment strategies to evaluate student learning. Students and teachers use these findings to provide feedback to students and to modify the teaching/​learning process for the enhancement of the educational progress of every student. -Each school uses an assessment and monitoring system to determine student progress toward achievement of the academic standards and college/​career readiness standards. -The assessment of student achievement in relation to standards drives the schools' program, its regular evaluation and improvement, and the allocation and usage of resources” p. 44 ↗

4 funded actions · 2025–26 plan: $2.3 million (+⁠$103,662)

Largest funded actions

  1. Common Assessments and Collaboration and Analysis$1.2 millionaction 3.1 · p. 111 ↗ · marked as contributing to high-need services
  2. Course Leads Provide Leadership at Sites and During District Meetings$0.5 millionaction 3.3 · p. 112 ↗ · marked as contributing to high-need services
  3. Intervention Specialist Release Periods$0.4 millionaction 3.2 · p. 111 ↗ · marked as contributing to high-need services
  4. College Readiness for EL, Low Income and Foster Students$0.3 millionaction 3.4 · p. 112 ↗ · marked as contributing to high-need services

Changes from last year’s plan, same title

  1. Course Leads Provide Leadership at Sites and During District Meetings+⁠$32,723$460,677 → $493,400 · p. 112 ↗
  2. Intervention Specialist Release Periods+⁠$18,461$385,504 → $403,965 · p. 111 ↗
  3. Common Assessments and Collaboration and Analysis−⁠$5,171$1.2 million → $1.2 million · p. 111 ↗

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

  • College Readiness for EL, Low Income and Foster Students · $263,652 · p. 112 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 16 measures

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

Goal 4SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH Provide a comprehensive system of support…$8.9 million6% of action budgets

“SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH Provide a comprehensive system of support services to facilitate student success, both academically and personally. In order for students to achieve at high levels, we believe the following must be in place: -The school leadership employs a wide range of strategies to encourage parental and community involvement, especially in the teaching/​learning process -The school is a safe, clean, and orderly place that nurtures learning and maintains a culture characterized by trust, professionalism, and high expectations for all students -All students have access to a system of personal and equitable support and intervention services, activities, and opportunities at the school and within the community to help ensure school, college, and career success -The school ensures that there is a high level of student involvement in curricular and co-curricular activities that link to the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes” p. 55 ↗

5 funded actions · 2025–26 plan: $9.5 million (−⁠$558,417)

Largest funded actions

  1. Student Well-Being Program Provides School Counselors/​Social Workers to Provide SEL and Academic Support for EL, Low Income and Foster Students$3.7 millionaction 4.5 · p. 113 ↗ · marked as contributing to high-need services · of which $3.2 million is state funding counted toward those services
  2. Experiences, monitoring, supplies, and behavioral support for EL, low income and foster students through the Horizon's Office and the student support office at each comprehensive high school$2.8 millionaction 4.2 · p. 112 ↗ · marked as contributing to high-need services
  3. Support for the families of English Learners, Foster Youth, and Socioeconomically Disadvantaged students by the District Categorical Office$1.0 millionaction 4.1 · p. 112 ↗ · marked as contributing to high-need services
  4. Additional Intervention Counselors$1.0 millionaction 4.3 · p. 112 ↗ · marked as contributing to high-need services
  5. Bus for English Learners$0.4 millionaction 4.4 · p. 113 ↗ · marked as contributing to high-need services

Changes from last year’s plan, same title

  1. Additional Intervention Counselors+⁠$77,114$878,467 → $955,581 · p. 112 ↗
  2. Bus for English Learners+⁠$38,068$364,931 → $402,999 · p. 113 ↗
  3. Support for the families of English Learners, Foster Youth, and Socioeconomically Disadvantaged students by the District Categorical Office+⁠$17,215$1.0 million → $1.0 million · p. 112 ↗

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

  • Student Well-Being Program Provides School Counselors/​Social Workers to Provide SEL and Academic Support for EL, Low Income and Foster Students · $3.7 million · p. 113 ↗new or renamed
  • Experiences, monitoring, supplies, and behavioral support for EL, low income and foster students through the Horizon's Office and the student support office at each comprehensive high school · $2.8 million · p. 112 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 13 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 55 ↗.

Goal 5 · Equity Multiplier Focus GoalBy June 2027, Frontier High School will improve student outcomes in the following areas: English Learner…$682,236under 1% of action budgets

“By June 2027, Frontier High School will improve student outcomes in the following areas: English Learner Progress: EL will increase from 33.8% to 35.0% LTEL will increase from 34.9% to 35.0% Suspension rate: Homeless will decrease from 12.3% to 12.0% College-Career Indicator: All students will increase from 1.5% to 3.5% Hispanic will increase from 0.8% to 2.8% Homeless will increase from 0% to 2.0% SED will increase from 1.5% to 3.5% By June 2027, Sierra Vista High School will improve student outcomes in the following areas: Graduation Rate: All students will increase from 83.8% to 84.8% Hispanic will increase from 83.6% to 84.6% Homeless will increase from 84.9% to 85.9% SED will increase from 84.3% to 85.3% College-Career Indicator: All students will increase from 12.4% to 14.4% Hispanic will increase from 12.0% to 14.0% Homeless will increase from 8.9% to 11.9% SED will increase from: 10.6% to 12.6% Frontier and Sierra Vista High Schools are the only two schools in the district that meet the requirements for the Equity Multiplier Grant with non-stability rates of at least 25% and at least 70% of their student populations qualifying as socio-economically disadvantaged. Frontier's goal was chosen based on its red indicators from the 2025 California School Dashboard. Sierra Vista,” p. 69 ↗

5 funded actions · reworded since the 2025–26 plan

Largest funded actions

  1. Additional Staff to Support Students$283,535action 5.1 · p. 113 ↗
  2. Additional Support from Tutors$258,150action 5.4 · p. 113 ↗
  3. Additional Incentives and Rewards$93,292action 5.3 · p. 113 ↗
  4. Supplemental Instructional Technology$32,259action 5.2 · p. 113 ↗
  5. Professional Development$15,000action 5.5 · p. 113 ↗

Changes from last year’s plan, same title

  1. Additional Support from Tutors+⁠$178,150$80,000 → $258,150 · p. 113 ↗
  2. Additional Staff to Support Students−⁠$116,465$400,000 → $283,535 · p. 113 ↗
  3. Additional Incentives and Rewards+⁠$38,292$55,000 → $93,292 · p. 113 ↗

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

  • Supplemental Instructional Technology · $50,000 → $32,259 · p. 113 ↗−⁠$17,741
  • Professional Development · $15,000 · p. 113 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 5 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 69 ↗.

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, 9,846 students
1. Hispanic or Latino: 90%2. White: 6%3. Asian: 1%4. Filipino: <1%5. Black or African American: <1%6. Two or more races: <1%7. American Indian or Alaska Native: <1%8. Not reported: <1%9. Pacific Islander: <1%Student mix2024–25
  1. Hispanic or Latino90%
  2. White6%
  3. Asian1%
  4. Filipino<1%
  5. Black or African American<1%
  6. Two or more races<1%
  7. American Indian or Alaska Native<1%
  8. Not reported<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

76%

Across California, 63% of students qualify.

2024–25 · 7,429 of 9,798 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?

Whittier Union High 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, 33% of the district’s English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top (198 of 604 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

Frontier 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 (5)

Districts nearby

Common questions

Which public schools in the Whittier Union High district rank highest?

High: La Serna High, 77th percentile (Strong). Each percentile is among the California high schools we score. A rank doesn’t decide fit or whether a child can enroll.

Does living in the Whittier Union High 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 the Whittier Union High district good?

Whittier Union High’s 5 public high schools run from the 58th to the 77th percentile among the 1,498 California high schools we score (spring 2025 tests). By band: 1 Strong and 4 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 the Whittier Union High district compare with California?

The average high school in the Whittier Union High district had 19 in 100 students chronically absent (missed 10% or more of school days) in 2025–26; the average California high school we score had 22 in 100. Both are averages of school rates, each school counted once. These are averages of school rates: each school counts once, whatever its size.

How much does the Whittier Union High district spend per student?

The Whittier Union High district spent $24,145 per student in the 2024–25 school year. The typical California district spent $20,491. About 56 cents of every Whittier Union High 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 the Whittier Union High district’s 2026–27 spending plan?

The district’s 2026–27 spending plan puts $148.5 million into 34 funded actions in 5 goals, 63% of its $233.9 million general fund budget. Its largest goal holds $112.9 million, 76% of the action budgets. The 2026–27 plan, goal by goal.

Where do these results come from?

California’s state tests (CAASPP) from spring 2025 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 the Whittier Union High district, with the district’s spending and state accountability records.

Data source: California Department of Education · CAASPP 2024–25

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.