Original Research by School Decision on Tree of Life International Charter District
Tree of Life International Charter District serves a single school in Anderson, in Shasta County. The district operates as a transitional kindergarten through eighth-grade dual immersion program, teaching in a 90/10 Spanish-English model where Spanish is the primary language of instruction.
The student body is diverse. A majority of students are Hispanic, with a substantial share of white students as well, and smaller numbers of students from other racial and ethnic backgrounds. The enrollment spans the full grade range, with the largest cohorts in the youngest grades and a narrower tail in middle school. The district serves a school-age population of roughly several hundred students.
The school has undergone significant recent growth and change. It completed a major campus expansion in October 2024, adding a new middle school wing with six classrooms and two STEM labs. This expansion was built to support enrollment growth and to enable expanded hands-on science offerings including coding and robotics instruction and drone science. The dual immersion model, which began with younger grades, now extends through eighth grade, meaning families can maintain their child in the same program from early childhood through middle school completion without changing schools.
State assessment data, a graduation rate, and proficiency comparisons were not available. This reflects the grade band served; state testing in California does not extend to the earlier grades in the K-8 span, and the district has no high school grades to report a graduation rate. What comparison information exists comes from district-level metrics. The district's chronic absenteeism rate sits above the midpoint among Shasta County's districts, meaning absenteeism is higher here than in many neighboring districts in the county. Per-pupil spending falls in the lower range for the county, meaning the district spends less per student than the county median.
Information on the share of students who qualify for free or reduced-price lunch, the specific count of students receiving special education services, and the count of English learners was not available. A parent interested in understanding whether the school has supports for economically vulnerable families, detailed special education capacity, or how the dual immersion model interacts with English learner services may want to contact the school directly, since these details do not appear in the available data.
The district's defining feature is the dual immersion pathway itself. Spanish and English instruction is not a standalone subject or add-on; it is the structure of the day and the curriculum. Families choosing this school are committing to a particular pedagogical approach and a bilingual learning environment. The recent expansion and enrollment growth suggest the program is attracting families and has room to serve them. Whether this model, the school's size, and its location in Anderson fit a family's needs is a choice only parents can make, but the data shows a district investing in capacity and sustaining a distinct instructional design across a full elementary and middle school span.
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