Performance
Alameda Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Alameda Elementary in Downey, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
24%
Met or exceeded the standard
2025
5%
Exceeded the standard
116
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 24% | 5% | 116 |
Source: test_scores, CAASPP science results for 2025. Percentages are of students with a reported score. Results for very small groups are suppressed by the state and show as -.
Results by Student Group
CAASPP 2025, percentage meeting or exceeding the standard for each reported student group
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| All students | 48% 357 tested | 43% 358 tested | 24% 116 tested |
| Gender | |||
| Female | 49% 161 tested | 40% 163 tested | 22% 50 tested |
| Male | 46% 196 tested | 45% 195 tested | 26% 66 tested |
| Race and ethnicity | |||
| Black or African American | 20% 15 tested | 33% 15 tested | - |
| Hispanic or Latino | 49% 321 tested | 44% 321 tested | 24% 103 tested |
| White | - | 18% 11 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 47% 308 tested | 42% 308 tested | 24% 99 tested |
| Not economically disadvantaged | 53% 49 tested | 50% 50 tested | 24% 17 tested |
| English learners | |||
| English learners | 20% 60 tested | 23% 62 tested | 5% 19 tested |
| English learners, 12 months or more | 21% 58 tested | 24% 58 tested | 6% 18 tested |
| At risk of becoming a long term English learner | 11% 19 tested | 26% 19 tested | - |
| Reclassified fluent English proficient | 57% 28 tested | 50% 28 tested | 27% 11 tested |
| Initial fluent English proficient | 61% 23 tested | 52% 23 tested | - |
| Ever an English learner | 32% 88 tested | 31% 90 tested | 13% 30 tested |
| Never an English learner | 53% 269 tested | 47% 268 tested | 28% 86 tested |
| English only | 52% 246 tested | 46% 245 tested | 29% 77 tested |
| Disability | |||
| Students with disabilities | 7% 56 tested | 14% 56 tested | 12% 17 tested |
| No reported disability | 55% 301 tested | 48% 302 tested | 26% 99 tested |
| Parent education | |||
| Parent not a high school graduate | 35% 31 tested | 38% 32 tested | 25% 12 tested |
| Parent high school graduate | 47% 113 tested | 39% 112 tested | 22% 36 tested |
| Parent some college | 54% 90 tested | 47% 90 tested | 29% 24 tested |
| Parent college graduate | 49% 88 tested | 44% 88 tested | 30% 33 tested |
| Parent graduate school | 40% 35 tested | 44% 36 tested | 0% 11 tested |
View 8 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not migrant education | 48% 357 tested | 43% 358 tested | 24% 116 tested |
| Not armed forces family member | 47% 354 tested | 43% 355 tested | 24% 114 tested |
| Not foster youth | 48% 353 tested | 43% 354 tested | 24% 115 tested |
| Not homeless | 48% 351 tested | 43% 352 tested | 25% 113 tested |
| Fluent English proficient and English only | 53% 297 tested | 47% 296 tested | 28% 97 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 48% 276 tested | 42% 276 tested | 24% 87 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 51% 45 tested | 53% 45 tested | 25% 16 tested |
| Black or African American (Econ. Disadvantaged) | 14% 14 tested | 29% 14 tested | - |
Source: test_scores, CAASPP 2025 student group breakdown. Groups the state suppresses for privacy, or that are too small to report, show as - rather than zero. Groups overlap, so the figures do not sum to the all students row.
English Learner Proficiency (ELPAC)
English Language Proficiency Assessments for California, summative overall performance, 2025
2025
7%
Level 4, well developed
The level used towards reclassification
2025
37%
Level 3 or 4, moderately or well developed
131
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 26 | 15% | 62% | 19% | 4% | 23% |
| Grade 1 | 19 | 42% | 37% | 11% | 11% | 21% |
| Grade 2 | 22 | 18% | 41% | 41% | 0% | 41% |
| Grade 3 | 32 | 25% | 41% | 31% | 3% | 34% |
| Grade 4 | 13 | 0% | 31% | 62% | 8% | 69% |
| Grade 5 | 19 | 16% | 32% | 32% | 21% | 53% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (22 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Primary language: Spanish | 121 | 21% | 44% | 29% | 7% | 36% |
| Economically Disadvantaged | 118 | 21% | 42% | 30% | 7% | 36% |
| Hispanic or Latino | 116 | 19% | 45% | 29% | 7% | 36% |
| ELs enrolled 12 months or more | 115 | 17% | 42% | 35% | 7% | 42% |
| No Special Education Services | 112 | 16% | 44% | 32% | 8% | 40% |
| Male | 77 | 19% | 44% | 30% | 6% | 36% |
| Female | 54 | 22% | 39% | 31% | 7% | 39% |
| EL - 1 year in program | 38 | 34% | 42% | 21% | 3% | 24% |
| EL - 3 years in program | 29 | 14% | 41% | 34% | 10% | 45% |
| At-Risk of LTEL | 19 | 11% | 47% | 42% | 0% | 42% |
| Special Education Services | 19 | 47% | 32% | 21% | 0% | 21% |
| EL - 2 years in program | 18 | 6% | 50% | 39% | 6% | 44% |
| EL - 4 years in program | 17 | 12% | 29% | 53% | 6% | 59% |
| ELs enrolled fewer than 12 months | 16 | 50% | 44% | 0% | 6% | 6% |
| EL - less than 1 year in program | 14 | 50% | 43% | 0% | 7% | 7% |
| EL - 5 years in program | 13 | 0% | 46% | 38% | 15% | 54% |
| Not Economically Disadvantaged | 13 | 15% | 38% | 38% | 8% | 46% |
| White | 8 | - | - | - | - | - |
| Asian | 5 | - | - | - | - | - |
| Homeless | 4 | - | - | - | - | - |
| Primary language: All remaining languages | 4 | - | - | - | - | - |
| Primary language: Arabic | 4 | - | - | - | - | - |
Source: school_elpac, California Department of Education summative ELPAC 2025. Percentages are of English learners with a reported overall performance level. Grades and groups too small to report are suppressed by the state and show as -, which is not the same as zero.
Sources: state assessment files (EDFacts), school_graduation_v2 (NCES adjusted-cohort), school_sat_act + CRDC SAT/ACT.