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Email BoardNapa Valley Unified
Napa County school performance
Napa Valley Unified is underperforming.
Reading and math results average to the 49th percentile among California school districts.
Only 43.7% of students met California's reading standard, but it is trending up slightly.
Math is weaker: 31.5% of students met California's math standard, but it is slowly trending up.
| Current Reading Proficiency | 43.7% |
| Current Math Proficiency | 31.5% |
| District Reading Rank | 513 / 977 (48th percentile) |
| District Math Rank | 488 / 977 (50th percentile) |
| Student / Teacher Ratio | 22:1 |
| Spend per Student | $16,915 |
| Schools in District | 27 |
| Student Enrollment | 16,355 |
| Low-Income Students | 10,727 (66.6%) |
| English Learners | 3,692 (22.9%) |
District Website
Great Schools
Niche
Ed-Data
CAASPPTest score trends
Reading fell 1.0 points from last year and rose 3.0 points over the full period. Math rose 1.8 points from last year and rose 3.7 points over the full period.
•Math +3.7 percentage pointsBoard Members
| name | elected | up for re-election |
|---|---|---|
Lisa W. Chu, Ph.D. President; Area 2 [email protected] | N/A | N/A |
Elba Gonzalez-Mares Vice President; Area 6 [email protected] | 2022 | 2026This year! |
Julianna Villegas Hart Clerk; Area 7 [email protected] | 2024 | 2028 |
Cindy Watter Trustee; Area 3 [email protected] | N/A | N/A |
Eve Ryser Trustee; Area 4 [email protected] | 2024 | 2028 |
John Henry Martin Trustee; Area 5 [email protected] | 2024 | 2028 |
Robin Jankiewicz Trustee; Area 1 [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 29.9 points in reading. It narrowed slightly over the period shown.
•English Learners vs English Native
7.3% of English learners meet the reading standard, compared with 53.6% 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 28.3 points in math. It widened slightly over the period shown.
•English Learners vs English Native
7.9% of English learners meet the math standard, compared with 41.5% 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
-3.6%Understanding this district
How does Napa Valley Unified rank in California?
Napa Valley Unified ranks No. 513 of 977 in reading and No. 488 of 977 in math for 2026. These proficiency rankings compare districts across all district types.
How much do results vary between Napa Valley Unified’s schools?
Among the 14 schools serving K–5, proficiency ranges from 17.5% to 59.8% in reading and 13.6% to 63.4% in math.
See the district’s schoolsAre results improving across Napa Valley Unified’s schools?
Over 2024–2026, reading proficiency rose at 15 of 27 schools with results covering that full period; math rose at 20 of 27.
Compare school trendsHow do low-income students in Napa Valley Unified compare with other districts?
Low-income reading proficiency is 34.5%, compared with 35.1% at a typical California unified district. In math, it is 22.9%, compared with 23.6%.
See student-group resultsWhich districts should I compare with Napa Valley Unified?
Unified districts in Napa County. Peers have the closest enrollment sizes.
| District | Math | Reading |
|---|---|---|
| Napa Valley UnifiedThis district | 31.5% | 43.7% |
| Saint Helena Unified | 41.3% | 62.1% |
| Calistoga Joint Unified | 31.7% | 43.1% |
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.
