Scores updated for 2026!

Tulare Joint Union High

Tulare County school performance

Summary

Tulare Joint Union High is underperforming.

Reading and math results average to the 53rd percentile among California school districts.

56.5% of students met California's reading standard, and it is trending up slightly.Trending up

Math is weaker: 24.4% of students met California's math standard, but it is trending up.Trending up

Proficiency Stats
Current Reading Proficiency56.5%
Current Math Proficiency24.4%
District Reading Rank257 / 977 (74th percentile)
District Math Rank660 / 977 (33rd percentile)
Other Stats
Student / Teacher Ratio21:1
Spend per Student$19,867
Schools in District6
Student Enrollment5,598
Low-Income Students3,947 (74.8%)
English Learners615 (11.6%)

Test score trends

2024 - 2026

Reading rose 2.4 points from last year and rose 3.0 points over the full period. Math rose 1.9 points from last year and rose 6.1 points over the full period.

Reading +3.0 percentage pointsTrend up•Math +6.1 percentage pointsTrend up
Changes shown: Reading 2024–2026; Math 2024–2026.

Board Members

nameelectedup for re-election

Craig Hamilton

Board President

N/AN/A

Kelley Nicholson

Board Vice President

N/AN/A

Laura Fonseca

Board Clerk

N/AN/A

Cathy Mederos

Board of Trustee

N/AN/A

Tyler Ribeiro

Board of Trustee

N/AN/A

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 19.3 points in reading. It widened over the period shown.

Low-Income
Non-Low-Income
Low-Income +1.4 percentage pointsTrend up•
Non-Low-Income +6.2 percentage pointsTrend up

English Learners vs English Native

7.5% of English learners meet the reading standard, compared with 61.6% of English-only students. The gap widened as English-learner results fell and English-only results rose.

English Learners
English Native
English Learners -1.8 percentage pointsTrend down•
English Native +4.3 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 22.7 points in math. It widened over the period shown.

Low-Income
Non-Low-Income
Low-Income +4.1 percentage pointsTrend up•
Non-Low-Income +11.1 percentage pointsTrend up

English Learners vs English Native

2.0% of English learners meet the math standard, compared with 27.3% of English-only students. The gap widened as English-learner results rose and English-only results rose.

English Learners
English Native
English Learners +1.2 percentage pointsTrend up•
English Native +5.1 percentage pointsTrend up

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 Tulare Joint Union High rank in California?

Tulare Joint Union High ranks No. 257 of 977 in reading and No. 660 of 977 in math for 2026. These proficiency rankings compare districts across all district types.

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

Among the 5 schools serving 9–12, proficiency ranges from 9.1% to 65.8% in reading and 0.0% to 32.2% in math.

See the district’s schools

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

Over 2024–2026, reading proficiency rose at 2 of 6 schools with results covering that full period; math rose at 4 of 6.

Compare school trends

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

Low-income reading proficiency is 52.6%, compared with 45.3% at a typical California high district. In math, it is 19.9%, 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.