The top reported proficiency rate is 29% in English language arts. The lowest is 24% in Math.
Original Research by School Decision on Edward Kemble Elementary
Edward Kemble Elementary is a small public elementary school serving kindergarten through third grade in Sacramento. It enrolls about a dozen students per grade, with families drawn from a largely Hispanic and Asian student population. Almost all students qualify for free or reduced-price lunch, a proxy for economic stress in the school community.
The school's academic performance, measured by California's CAASPP assessment in 2024-25, shows proficiency rates in the lower range. In English language arts, roughly three in ten third-graders tested met the state's proficiency standard; in mathematics, about one in four did. Trend data spanning multiple years was not available, so it is not possible to tell whether these results represent a shift or a stable baseline. When compared against other schools in Sacramento County that serve similar grades and are tested on the same subjects, Edward Kemble's overall proficiency index places it below the midpoint of county schools. A parent may want to look into whether the school has recently launched or adjusted instructional practices in response to these results, and what support services are available to students working below grade level.
The school sits in the 95822 zip code, where housing values have remained moderate relative to the state and regional benchmarks. Rents in the area are modest, and the cost of shelter as a share of household income is lower than state norms, reflecting a community with lower average incomes. The neighborhood housing market has softened slightly year-over-year, and affordability remains a constraint for renters and buyers alike. Economic conditions in the broader Sacramento area show a stable but modest jobs market.
Special population data for English learners and students with disabilities was not reported for this school, a gap that may reflect the school's data systems or reporting practices rather than absence of need; a parent with a child requiring services should inquire directly about these programs and their availability.
The school's parent district, Sacramento City Unified, is navigating serious financial strain. The district approved a Fiscal Solvency Plan in late 2025 to avoid state or county takeover, after deficits ballooned significantly into 2026. In response, the district has cut administrative positions, issued layoff notices to classroom and support staff, delayed curriculum and technology purchases, and reduced instructional supplies. These pressures are felt directly in schools. Additionally, the district implemented early school starts in 2024 and 2025 to recover instructional time lost during a spring 2022 strike that closed schools for eight days. On the positive side, Sacramento voters approved Measure D, a school facilities bond, in November 2024, which will fund modernization, new construction, STEAM classrooms, and technology upgrades over time, though it imposes an ongoing property tax increase on homeowners and renters in the district.
For a family considering this school, the practical reality is one of limited near-term resources and serious budget pressures, alongside long-term capital improvements. The student body is economically diverse and linguistically diverse, reflecting Sacramento's composition. The school's current test results are a starting point for conversation with educators about instructional support and student pathways, particularly for students not yet meeting grade-level standards.
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