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Acton, California - 3 schools
An equity score of 47/100 ranks Acton-Agua Dulce Unified #842 of 1517 districts in California (state average 50). Derived live from how evenly resources are distributed across the district's schools.
At $17,316 per pupil, Acton-Agua Dulce Unified ranks #483 of 1862 California districts by per-pupil spending (California districts). NCES F-33 finance data.
1,002
Total Enrollment
3
Schools
$17,316
Per-Pupil Spending
Elementary, High
School Types
District-Level NCES Analysis
Acton-Agua Dulce Unified operates 3 public schools serving 1,002 students, placing it among the smallest districts in California. The school portfolio breaks down into 2 elementary, 1 high schools, a small enough portfolio that most families will interact with nearly every campus in the district at some point. These enrollment and school figures come from the NCES Common Core of Data (CCD) 2024-25 release, and the district is based in Los Angeles County.
Per-pupil expenditure runs $17,316 according to the NCES F-33 School District Finance Survey, in the upper half of 1862 California districts by per-pupil spending. See how California compares in our national per-pupil spending analysis. The funding mix is 39.7% local, 50.0% state, and 10.3% federal, a state-revenue-heavy mix that insulates the district somewhat from local property-tax volatility, though it ties funding to state budget cycles. The district's equity score is 47/100, ranked #842 of 1517 in California against a state average of 50, in line with the typical spread seen across the state for how evenly funding reaches its schools.
Academic infrastructure includes 1 of 3 schools offering Advanced Placement (15 AP courses district-wide), a 329:1 student-counselor ratio, well above the ASCA benchmark though still under the roughly 408:1 national average, and 46.3% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 59.1% Hispanic or Latino, 35.0% White, 1.7% African American across the district's schools. Its most demographically mixed campus is Vasquez High, with a diversity index of 55.2/100.
Its largest campus is Vasquez High, enrolling 394 students (37% of the district's total enrollment).
Vasquez High accounts for 37.4% of all Acton-Agua Dulce Unified student enrollment
That dominant concentration means Acton-Agua Dulce Unified-wide averages can mask substantial variation outside the dominant entity. Grade band: high. A single dominant campus often anchors a district's program offerings and staffing patterns; the share helps explain why district-wide averages may not reflect the typical neighbourhood-school experience. When one entity dominates a region's footprint, its programmatic and budget decisions effectively set policy for a majority of the affected population.
Acton-Agua Dulce Unified has higher-than-average Title I eligibility — 52.5% of the population qualifies for free or reduced-price lunch
free or reduced-price lunch eligibility is the federal threshold for Title I funding allocations, established under the Every Student Succeeds Act (ESSA, 2015). Areas above 75% eligibility receive concentration grants on top of the basic Title I formula. Regions with eligibility this high typically draw a substantially larger federal funding share relative to their local tax base, which can either offset or reinforce existing gaps depending on allocation policy.
Acton-Agua Dulce Unified student-counselor ratio is 329:1 — near the typical range (US average ~408) — within the typical range for U.S. public districts
student-counselor ratio is the simplest comparative metric but it does not capture the full picture: the ratio counts FTE counselors against total enrollment, districts that contract intervention or social-emotional staff outside the counselor classification may be under-counted Variation between sub-units within Acton-Agua Dulce Unified is typically wider than the Acton-Agua Dulce Unified-aggregate figure suggests.
Acton-Agua Dulce Unified chronic absenteeism rate is 46.3% — well above typical (typically associated with unusually large scale or acute resource constraints)
chronic absenteeism rate is the simplest comparative metric but it does not capture the full picture: a student is chronically absent if they miss ≥10% of enrolled days for any reason, illness, family obligations, or disengagement Values this far above typical often signal acute resource constraints or a structurally different scale than most peers — worth reading alongside the underlying counts, not the ratio alone.