Performance
Bethany Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Bethany Elementary in Mountain House, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
67%
Met or exceeded the standard
2025
31%
Exceeded the standard
192
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 56% | 23% | 95 |
| Grade 8 | 78% | 38% | 97 |
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 | 70% 551 tested | 68% 552 tested | 67% 192 tested |
| Gender | |||
| Female | 72% 265 tested | 67% 264 tested | 65% 99 tested |
| Male | 69% 286 tested | 70% 288 tested | 70% 93 tested |
| Race and ethnicity | |||
| Asian | 82% 232 tested | 84% 232 tested | 79% 81 tested |
| Black or African American | 32% 22 tested | 36% 22 tested | - |
| Filipino | 74% 38 tested | 79% 38 tested | 79% 14 tested |
| Hispanic or Latino | 49% 99 tested | 46% 100 tested | 39% 36 tested |
| White | 77% 96 tested | 69% 96 tested | 73% 33 tested |
| Two or more races | 57% 60 tested | 52% 60 tested | 61% 18 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 47% 90 tested | 48% 90 tested | 40% 30 tested |
| Not economically disadvantaged | 75% 461 tested | 73% 462 tested | 72% 162 tested |
| English learners | |||
| English learners | 3% 29 tested | 17% 30 tested | - |
| English learners, 12 months or more | 4% 28 tested | 19% 27 tested | - |
| Reclassified fluent English proficient | 84% 109 tested | 84% 109 tested | 87% 47 tested |
| Initial fluent English proficient | 91% 77 tested | 84% 77 tested | 75% 20 tested |
| Ever an English learner | 67% 138 tested | 70% 139 tested | 73% 56 tested |
| Never an English learner | 71% 413 tested | 68% 413 tested | 65% 136 tested |
| English only | 66% 336 tested | 64% 336 tested | 63% 116 tested |
| Disability | |||
| Students with disabilities | 18% 33 tested | 15% 33 tested | 36% 11 tested |
| No reported disability | 73% 518 tested | 72% 519 tested | 69% 181 tested |
| Parent education | |||
| Parent high school graduate | 44% 25 tested | 42% 26 tested | 42% 12 tested |
| Parent some college | 57% 96 tested | 46% 96 tested | 48% 29 tested |
| Parent college graduate | 72% 197 tested | 70% 198 tested | 71% 68 tested |
| Parent graduate school | 80% 206 tested | 82% 205 tested | 78% 74 tested |
View 16 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not foster youth | 70% 551 tested | 68% 552 tested | 67% 192 tested |
| Not migrant education | 70% 551 tested | 68% 552 tested | 67% 192 tested |
| Not homeless | 70% 550 tested | 68% 551 tested | 67% 192 tested |
| Not armed forces family member | 70% 547 tested | 69% 548 tested | 67% 190 tested |
| Fluent English proficient and English only | 74% 522 tested | 71% 522 tested | 70% 183 tested |
| Asian (Not Econ. Disadvantaged) | 86% 211 tested | 87% 211 tested | 81% 74 tested |
| White (Not Econ. Disadvantaged) | 78% 81 tested | 69% 81 tested | 75% 28 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 55% 71 tested | 49% 72 tested | 40% 25 tested |
| Two or more races (Not Econ. Disadvantaged) | 57% 47 tested | 51% 47 tested | 73% 15 tested |
| Filipino (Not Econ. Disadvantaged) | 76% 34 tested | 79% 34 tested | 85% 13 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 36% 28 tested | 39% 28 tested | 36% 11 tested |
| Parent education declined to state | 54% 26 tested | 58% 26 tested | - |
| Asian (Econ. Disadvantaged) | 43% 21 tested | 48% 21 tested | - |
| Black or African American (Not Econ. Disadvantaged) | 40% 15 tested | 53% 15 tested | - |
| White (Econ. Disadvantaged) | 73% 15 tested | 67% 15 tested | - |
| Two or more races (Econ. Disadvantaged) | 54% 13 tested | 54% 13 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
26%
Level 4, well developed
The level used towards reclassification
2025
70%
Level 3 or 4, moderately or well developed
66
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 13 | 0% | 8% | 15% | 77% | 92% |
| Grade 1 | 5 | - | - | - | - | - |
| Grade 2 | 12 | 0% | 17% | 75% | 8% | 83% |
| Grade 3 | 11 | 0% | 82% | 18% | 0% | 18% |
| Grade 4 | 7 | - | - | - | - | - |
| Grade 5 | 9 | - | - | - | - | - |
| Grade 6 | 4 | - | - | - | - | - |
| Grade 7 | 5 | - | - | - | - | - |
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 |
|---|---|---|---|---|---|---|
| No Special Education Services | 62 | 5% | 21% | 47% | 27% | 74% |
| ELs enrolled 12 months or more | 58 | 0% | 29% | 48% | 22% | 71% |
| Not Economically Disadvantaged | 45 | 7% | 18% | 49% | 27% | 76% |
| Asian | 43 | 2% | 23% | 47% | 28% | 74% |
| Primary language: All remaining languages | 41 | 7% | 24% | 39% | 29% | 68% |
| Male | 40 | 5% | 28% | 45% | 23% | 68% |
| Female | 26 | 4% | 23% | 42% | 31% | 73% |
| Economically Disadvantaged | 21 | 0% | 43% | 33% | 24% | 57% |
| EL - 1 year in program | 20 | 10% | 15% | 45% | 30% | 75% |
| EL - 3 years in program | 14 | 0% | 64% | 29% | 7% | 36% |
| Hispanic or Latino | 12 | 17% | 33% | 42% | 8% | 50% |
| EL - 6+ years in program | 10 | - | - | - | - | - |
| ELs enrolled fewer than 12 months | 8 | - | - | - | - | - |
| Primary language: Spanish | 8 | - | - | - | - | - |
| EL - 2 years in program | 7 | - | - | - | - | - |
| EL - 5 years in program | 6 | - | - | - | - | - |
| EL - less than 1 year in program | 6 | - | - | - | - | - |
| Filipino | 5 | - | - | - | - | - |
| Primary language: Filipino (Pilipino or Tagalog) | 5 | - | - | - | - | - |
| At-Risk of LTEL | 4 | - | - | - | - | - |
| Primary language: Mandarin (Putonghua) | 4 | - | - | - | - | - |
| Special Education Services | 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.