Is this your district? Email the board to prioritize reading!
Email BoardLoomis Union Elementary
Placer County school performance
Reading and math results average to the 91st percentile among California school districts.
70.0% of students met California's reading standard, but it is trending down slightly.
64.5% of students met California's math standard, it is holding steady.
| Current Reading Proficiency | 70.0% |
| Current Math Proficiency | 64.5% |
| District Reading Rank | 99 / 977 (90th percentile) |
| District Math Rank | 87 / 977 (91st percentile) |
| Student / Teacher Ratio | 19:1 |
| Spend per Student | $13,148 |
| Schools in District | 7 |
| Student Enrollment | 2,826 |
| Low-Income Students | 327 (14.1%) |
| English Learners | 72 (3.1%) |
District Website
Great Schools
Niche
Ed-Data
CAASPPTest score trends
Reading fell 0.9 points from last year and fell 0.6 points over the full period. Math rose 0.4 points from last year and rose 0.4 points over the full period.
•Math +0.4 percentage points
Board Members
| name | elected | up for re-election |
|---|---|---|
Darcie Stratton Trustee Area 3, Board President [email protected] | 2022 | 2026This year! |
Susan Wright Trustee Area 5, Board Clerk [email protected] | N/A | 2026This year! |
Coleman Jones Trustee Area 1 [email protected] | N/A | 2028 |
Larry Houghtby Trustee Area 2 [email protected] | N/A | 2028 |
Mendi Chadwick Trustee Area 4 [email protected] | 2022 | 2026This year! |
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 20.0 points in reading. It widened over the period shown.
•English Learners vs English Native
4.2% of English learners meet the reading standard, compared with 70.6% of English-only students. The gap widened as English-learner results fell and English-only results fell.
•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 23.0 points in math. It widened over the period shown.
•English Learners vs English Native
12.0% of English learners meet the math standard, compared with 64.9% of English-only students. The gap widened as English-learner results fell and English-only results rose.
•District School Map
Schools in this district, color-coded by reading proficiency.
Loading district map...
Hover over a school marker to see details
Schools
Understanding this district
How does Loomis Union Elementary rank in California?
Loomis Union Elementary ranks No. 99 of 977 in reading and No. 87 of 977 in math for 2026. These proficiency rankings compare districts across all district types.
How much do results vary between Loomis Union Elementary’s schools?
Among the 7 schools serving K–8, proficiency ranges from 61.4% to 80.3% in reading and 56.7% to 75.9% in math.
See the district’s schoolsAre results improving across Loomis Union Elementary’s schools?
Over 2024–2026, reading proficiency rose at 4 of 7 schools with results covering that full period; math rose at 3 of 7.
Compare school trendsHow do low-income students in Loomis Union Elementary compare with other districts?
Low-income reading proficiency is 52.8%, compared with 37.6% at a typical California elementary district. In math, it is 44.7%, compared with 28.2%.
See student-group resultsWhich districts should I compare with Loomis Union Elementary?
Elementary districts in Placer County. Peers have the closest enrollment sizes.
| District | Math | Reading |
|---|---|---|
| Loomis Union ElementaryThis district | 64.5% | 70.0% |
| Eureka Union | 70.7% | 72.1% |
| Newcastle Elementary | 64.6% | 75.6% |
How we compare low-income results
“Typical” is the median across 444 California elementary 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.
