Stockton Collegiate International Elementary, Stockton CA

Original Research by School Decision on Stockton Collegiate International Elementary

Stockton Collegiate International Elementary is a charter school serving kindergarten through fifth grade in downtown Stockton. The school is tuition-free and draws students primarily from the surrounding area. Its enrollment sits at a small-to-mid size for an elementary school, with a majority of students qualifying for free or reduced-price lunch, reflecting the economic profile of its downtown Stockton neighborhood.

The school's academic performance on the 2024-25 California assessments reveals a pattern of low proficiency rates across tested grades and subjects. In mathematics, proficiency rates range from the low teens in third grade to around one-third by fifth grade, showing some growth across grade levels but still well below state expectations at each level. English language arts proficiency follows a similar pattern, starting around one-fifth in third grade and rising to just over one-third by fifth grade. Science proficiency in fifth grade is considerably lower, in the low teens. Across all tested subjects and grades, the school's overall proficiency index places it in the bottom quartile relative to districts in San Joaquin County, meaning performance is substantially below the median for the region.

The school's student body is predominantly Hispanic, with about seven out of ten students from that background. Asian students make up a modest share, followed by smaller populations of Black, multiracial, and white students. Data on English learner enrollment and students with disabilities was not available, but schools in this region typically serve a meaningful share of both populations. The substantial share of students on free or reduced-price lunch signals a student population facing economic pressure.

The school's name, Stockton Collegiate International Elementary, suggests an international or global studies emphasis, though specific curricular details and program documentation were not available to confirm the nature and scope of that focus. The school operates in downtown Stockton, a neighborhood that includes government buildings, a library, and other civic institutions, and sits within a city that has pursued pedestrian and transit improvements in recent years.

A parent considering this school should understand that the proficiency data shows students are not reaching grade-level standards in core subjects at rates the state expects. The school operates in a high-poverty area, and the low proficiency across grades suggests that academic support and intervention may be areas to discuss directly with school leadership. Parents may want to inquire about the international or collegiate focus the school's name implies, what that curriculum looks like in practice, and what additional support is available for students working below grade level.

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Academic performance

How students perform on state tests, by grade, set against the district.

Math

Grade 313%

School 13% · district not reported

▼ 30 pts below state median · ▼ 18 pts below county median

Grade 420%

School 20% · district not reported

▼ 17 pts below state median · ▼ 6 pts below county median

Grade 531%

School 31% · district not reported

even with state median · ▲ 11 pts above county median

English language arts

Grade 321%

School 21% · district not reported

▼ 19 pts below state median · ▼ 9 pts below county median

Grade 424%

School 24% · district not reported

▼ 18 pts below state median · ▼ 6 pts below county median

Grade 535%

School 35% · district not reported

▼ 11 pts below state median · ▲ 2 pts above county median

Science

Grade 513%

School 13% · district not reported

▼ 15 pts below state median · ▼ 5 pts below county median

This schoolDistrict average, same grade

Graduation rate (ACGR) reflects the federally published Adjusted Cohort Graduation Rate for the most recent year available. We refresh this data annually at the close of each academic year in June. The federal source publishes a banded rate (for example, "90-94%") instead of an exact number for cohorts small enough to risk identifying individual students. The state distribution chart, where shown, plots every school in the state with a published rate or band; schools whose rate is federally suppressed are excluded. Where the federal source publishes a band rather than an exact rate, the school is placed within its band using a stable, ID-derived offset, so its position is consistent across visits.

Proficiency by household income

English language arts

Grade 3Lower-income17%Higher-income30%13 pp gap

Grade 4Lower-income8%Higher-income45%38 pp gap

Grade 5Lower-income36%Higher-income33%2 pp gap

Mathematics

Grade 3Lower-income12%Higher-income15%3 pp gap

Grade 4Lower-income13%Higher-income29%16 pp gap

Grade 5Lower-income29%Higher-income33%5 pp gap