Performance
Cherryland Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Cherryland Elementary in Hayward, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
15%
Met or exceeded the standard
2025
4%
Exceeded the standard
137
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 15% | 4% | 137 |
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 | 23% 475 tested | 11% 476 tested | 15% 137 tested |
| Gender | |||
| Female | 27% 222 tested | 8% 224 tested | 10% 68 tested |
| Male | 19% 253 tested | 14% 252 tested | 19% 69 tested |
| Race and ethnicity | |||
| Asian | 12% 17 tested | 6% 17 tested | - |
| Black or African American | 44% 27 tested | 7% 27 tested | - |
| Filipino | 54% 13 tested | 31% 13 tested | - |
| Hispanic or Latino | 20% 381 tested | 11% 381 tested | 14% 106 tested |
| Two or more races | 32% 19 tested | 15% 20 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 21% 408 tested | 10% 408 tested | 12% 115 tested |
| Not economically disadvantaged | 34% 67 tested | 19% 68 tested | 27% 22 tested |
| Migrant education | 8% 13 tested | 0% 13 tested | - |
| English learners | |||
| English learners | 4% 227 tested | 3% 232 tested | 4% 56 tested |
| English learners, 12 months or more | 4% 220 tested | 3% 220 tested | 4% 56 tested |
| English learners, under 12 months | - | 0% 12 tested | - |
| Long term English learners | 0% 14 tested | 7% 14 tested | - |
| At risk of becoming a long term English learner | 2% 89 tested | 2% 88 tested | 6% 32 tested |
| Reclassified fluent English proficient | 48% 86 tested | 26% 84 tested | 22% 32 tested |
| Initial fluent English proficient | 42% 19 tested | 21% 19 tested | - |
| Ever an English learner | 16% 313 tested | 9% 316 tested | 10% 88 tested |
| Never an English learner | 35% 162 tested | 16% 160 tested | 22% 49 tested |
| English only | 34% 142 tested | 14% 140 tested | 22% 45 tested |
| Disability | |||
| Students with disabilities | 7% 59 tested | 3% 59 tested | 6% 16 tested |
| No reported disability | 25% 416 tested | 12% 417 tested | 16% 121 tested |
| Parent education | |||
| Parent not a high school graduate | 18% 104 tested | 5% 104 tested | 8% 26 tested |
| Parent high school graduate | 18% 142 tested | 11% 141 tested | 12% 43 tested |
| Parent some college | 33% 93 tested | 17% 92 tested | 24% 29 tested |
| Parent college graduate | 37% 46 tested | 15% 46 tested | 16% 19 tested |
| Parent graduate school | 24% 37 tested | 16% 37 tested | - |
View 11 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 23% 475 tested | 11% 476 tested | 15% 137 tested |
| Not foster youth | 23% 475 tested | 11% 476 tested | 15% 137 tested |
| Not homeless | 23% 466 tested | 11% 467 tested | 15% 136 tested |
| Not migrant education | 23% 462 tested | 12% 463 tested | 15% 132 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 19% 337 tested | 10% 336 tested | 11% 90 tested |
| Fluent English proficient and English only | 39% 247 tested | 19% 243 tested | 22% 81 tested |
| Parent education declined to state | 12% 51 tested | 8% 53 tested | 9% 11 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 32% 44 tested | 22% 45 tested | 31% 16 tested |
| Black or African American (Econ. Disadvantaged) | 39% 23 tested | 9% 23 tested | - |
| Asian (Econ. Disadvantaged) | 13% 15 tested | 7% 15 tested | - |
| Two or more races (Econ. Disadvantaged) | 25% 12 tested | 8% 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
12%
Level 4, well developed
The level used towards reclassification
2025
31%
Level 3 or 4, moderately or well developed
450
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 74 | 45% | 34% | 18% | 4% | 22% |
| Grade 1 | 65 | 65% | 26% | 9% | 0% | 9% |
| Grade 2 | 77 | 49% | 27% | 18% | 5% | 23% |
| Grade 3 | 70 | 53% | 17% | 20% | 10% | 30% |
| Grade 4 | 67 | 28% | 25% | 27% | 19% | 46% |
| Grade 5 | 57 | 28% | 30% | 16% | 26% | 42% |
| Grade 6 | 40 | 23% | 20% | 33% | 25% | 58% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (26 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Hispanic or Latino | 431 | 43% | 26% | 19% | 11% | 30% |
| Primary language: Spanish | 431 | 43% | 26% | 19% | 11% | 30% |
| Economically Disadvantaged | 409 | 42% | 27% | 19% | 11% | 30% |
| No Special Education Services | 391 | 41% | 27% | 21% | 12% | 32% |
| ELs enrolled 12 months or more | 380 | 39% | 26% | 22% | 13% | 34% |
| Male | 243 | 43% | 25% | 20% | 12% | 33% |
| Female | 207 | 43% | 28% | 18% | 11% | 29% |
| EL - 1 year in program | 106 | 65% | 19% | 15% | 1% | 16% |
| At-Risk of LTEL | 91 | 19% | 34% | 29% | 19% | 47% |
| EL - 2 years in program | 79 | 49% | 34% | 11% | 5% | 16% |
| ELs enrolled fewer than 12 months | 70 | 63% | 26% | 6% | 6% | 11% |
| EL - less than 1 year in program | 69 | 61% | 28% | 6% | 6% | 12% |
| EL - 3 years in program | 68 | 38% | 21% | 32% | 9% | 41% |
| Special Education Services | 59 | 58% | 22% | 8% | 12% | 20% |
| EL - 5 years in program | 51 | 20% | 33% | 18% | 29% | 47% |
| EL - 4 years in program | 47 | 15% | 30% | 32% | 23% | 55% |
| Not Economically Disadvantaged | 41 | 51% | 12% | 20% | 17% | 37% |
| EL - 6+ years in program | 30 | 3% | 20% | 40% | 37% | 77% |
| Asian | 14 | 43% | 29% | 7% | 21% | 29% |
| LTEL | 14 | 7% | 29% | 29% | 36% | 64% |
| Homeless | 10 | - | - | - | - | - |
| Primary language: All remaining languages | 10 | - | - | - | - | - |
| Migrant | 9 | - | - | - | - | - |
| Filipino | 4 | - | - | - | - | - |
| Primary language: Filipino (Pilipino or Tagalog) | 4 | - | - | - | - | - |
| Primary language: Vietnamese | 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.