Scores updated for 2026!

Galt Joint Union High

Sacramento County school performance

Summary

Reading and math results average to the 64th percentile among California school districts.

62.0% of students met California's reading standard, and it is trending up.Trending up

Math is weaker: 29.0% of students met California's math standard, but it is trending up slightly.Trending up

Proficiency Stats
Current Reading Proficiency62.0%
Current Math Proficiency29.0%
District Reading Rank171 / 977 (83rd percentile)
District Math Rank537 / 977 (45th percentile)
Other Stats
Student / Teacher Ratio22:1
Spend per Student$18,570
Schools in District3
Student Enrollment1,934
Low-Income Students982 (50.5%)
English Learners137 (7.1%)

Test score trends

2024 - 2026

Reading fell 2.3 points from last year and rose 8.6 points over the full period. Math fell 0.3 points from last year and rose 0.6 points over the full period.

Reading +8.6 percentage pointsTrend up•Math +0.6 percentage pointsTrend up
Changes shown: Reading 2024–2026; Math 2024–2026.

Board Members

nameelectedup for re-election

Terry Parker

Board President (Area 5)

N/A2028

Melissa Neuburger

Board Clerk (Area 4)

N/A2026This year!

Dennis Richardson

Board Member (Area 2)

N/A2026This year!

Karol Messersmith

Board Member (Area 3)

20242028

Mark Beck

Board Member (Area 1)

N/A2026This year!

Board website

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 17.3 points in reading. It narrowed slightly over the period shown.

Low-Income
Non-Low-Income
Low-Income +10.0 percentage pointsTrend up•
Non-Low-Income +8.0 percentage pointsTrend up

English Learners vs English Native

4.2% of English learners meet the reading standard, compared with 68.9% of English-only students. The gap widened as English-learner results fell and English-only results rose.

English Learners
English Native
English Learners -5.1 percentage pointsTrend down•
English Native +8.2 percentage pointsTrend up

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 23.5 points in math. It widened over the period shown.

Low-Income
Non-Low-Income
Low-Income -1.5 percentage pointsTrend down•
Non-Low-Income +4.3 percentage pointsTrend up

English Learners vs English Native

3.9% of English learners meet the math standard, compared with 31.5% of English-only students. The gap narrowed as English-learner results rose and English-only results fell.

English Learners
English Native
English Learners +1.5 percentage pointsTrend up•
English Native -4.9 percentage pointsTrend down

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

Understanding this district

How does Galt Joint Union High rank in California?

Galt Joint Union High ranks No. 171 of 977 in reading and No. 537 of 977 in math for 2026. These proficiency rankings compare districts across all district types.

How much do results vary between Galt Joint Union High’s schools?

Among the 2 schools serving 9–12, proficiency ranges from 66.0% to 69.8% in reading and 26.6% to 36.6% in math.

See the district’s schools

Are results improving across Galt Joint Union High’s schools?

Over 2024–2026, reading proficiency rose at 1 of 3 schools with results covering that full period; math rose at 1 of 3.

Compare school trends

How do low-income students in Galt Joint Union High compare with other districts?

Low-income reading proficiency is 54.3%, compared with 45.3% at a typical California high district. In math, it is 18.5%, compared with 19.5%.

See student-group results
How we compare low-income results

“Typical” is the median across 74 California high 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.