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Email BoardCoalinga-Huron Unified
Fresno County school performance
Coalinga-Huron Unified is badly underperforming.
Reading and math results average to the 13th percentile among California school districts.
Only 24.9% of students met California's reading standard, but it is slowly trending up.
Math is weaker: 17.6% of students met California's math standard, but it is trending up.
| Current Reading Proficiency | 24.9% |
| Current Math Proficiency | 17.6% |
| District Reading Rank | 877 / 977 (10th percentile) |
| District Math Rank | 822 / 977 (16th percentile) |
| Student / Teacher Ratio | 19:1 |
| Spend per Student | $23,247 |
| Schools in District | 8 |
| Student Enrollment | 4,406 |
| Low-Income Students | 3,695 (83.7%) |
| English Learners | 1,556 (35.3%) |
District Website
Great Schools
Niche
Ed-Data
CAASPPTest score trends
Reading rose 1.4 points from last year and rose 4.9 points over the full period. Math rose 2.3 points from last year and rose 5.8 points over the full period.
•Math +5.8 percentage pointsBoard Members
| name | elected | up for re-election |
|---|---|---|
Francisco Chavez President (Trustee Area H1) [email protected] | N/A | 2028 |
Tom Crawford Vice President (Trustee Area C1) [email protected] | N/A | 2026This year! |
Jose Cruz Diaz Clerk (Trustee Area H2) [email protected] | 2022 | 2026This year! |
Roger Campbell Member (Trustee Area C3) [email protected] | N/A | 2028 |
Spencer Davison Member (Trustee Area C2) [email protected] | 2024 | 2028 |
Expand for details on low-income and english learner performance
Reading Proficiency Scores
Comparison of low-income and English learner groups using district-level CAASPP proficiency data.
Low-Income vs Non-Low-Income
Low-income students trail other students by 22.7 points in reading. It widened over the period shown.
•English Learners vs English Native
3.9% of English learners meet the reading standard, compared with 30.4% of English-only students. The gap widened as English-learner results rose and English-only results rose.
•Math Proficiency Scores
Comparison of low-income and English learner groups using district-level CAASPP proficiency data.
Low-Income vs Non-Low-Income
Low-income students trail other students by 8.0 points in math. It narrowed slightly over the period shown.
•English Learners vs English Native
7.2% of English learners meet the math standard, compared with 18.7% of English-only students. The gap widened as English-learner results rose and English-only results rose.
•District School Map
Schools in this district, color-coded by reading proficiency.
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Hover over a school marker to see details
Schools
-5.3%Understanding this district
How does Coalinga-Huron Unified rank in California?
Coalinga-Huron Unified ranks No. 877 of 977 in reading and No. 822 of 977 in math for 2026. These proficiency rankings compare districts across all district types.
How much do results vary between Coalinga-Huron Unified’s schools?
Among the 2 schools serving 11–12, proficiency ranges from 2.4% to 10.5% in reading and 0.0% to 5.3% in math.
See the district’s schoolsAre results improving across Coalinga-Huron Unified’s schools?
Over 2024–2026, reading proficiency rose at 5 of 8 schools with results covering that full period; math rose at 7 of 8.
Compare school trendsHow do low-income students in Coalinga-Huron Unified compare with other districts?
Low-income reading proficiency is 20.9%, compared with 35.1% at a typical California unified district. In math, it is 16.2%, compared with 23.6%.
See student-group resultsWhich districts should I compare with Coalinga-Huron Unified?
Unified districts in Fresno County. Peers have the closest enrollment sizes.
| District | Math | Reading |
|---|---|---|
| Coalinga-Huron UnifiedThis district | 17.6% | 24.9% |
| Mendota Unified | 28.5% | 37.8% |
| Kerman Unified | 29.4% | 44.2% |
How we compare low-income results
“Typical” is the median across 339 California unified districts with 2026 results, a reported low-income population, and at least 20 low-income tested students in each subject. Each district counts once. This compares proficiency for low-income students, rather than the gap between income groups.
