Performance
Davis Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Davis Elementary in Stockton, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
10%
Met or exceeded the standard
2025
3%
Exceeded the standard
63
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 10% | 3% | 63 |
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 | 19% 208 tested | 19% 208 tested | 10% 63 tested |
| Gender | |||
| Female | 25% 89 tested | 15% 89 tested | 8% 26 tested |
| Male | 15% 119 tested | 23% 119 tested | 11% 37 tested |
| Race and ethnicity | |||
| Asian | 7% 41 tested | 15% 41 tested | - |
| Hispanic or Latino | 22% 122 tested | 20% 122 tested | 12% 41 tested |
| White | 25% 24 tested | 21% 24 tested | - |
| Two or more races | 17% 12 tested | 25% 12 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 15% 168 tested | 15% 168 tested | 12% 50 tested |
| Not economically disadvantaged | 35% 40 tested | 35% 40 tested | 0% 13 tested |
| Military family | 12% 17 tested | 12% 17 tested | - |
| English learners | |||
| English learners | 7% 57 tested | 5% 57 tested | 0% 22 tested |
| English learners, 12 months or more | 7% 55 tested | 5% 55 tested | 0% 20 tested |
| At risk of becoming a long term English learner | 11% 19 tested | 5% 19 tested | 0% 11 tested |
| Reclassified fluent English proficient | 30% 20 tested | 35% 20 tested | - |
| Ever an English learner | 13% 77 tested | 13% 77 tested | 12% 26 tested |
| Never an English learner | 23% 131 tested | 23% 131 tested | 8% 37 tested |
| English only | 22% 125 tested | 22% 125 tested | 6% 34 tested |
| Disability | |||
| Students with disabilities | 2% 45 tested | 9% 45 tested | 0% 11 tested |
| No reported disability | 24% 163 tested | 22% 163 tested | 12% 52 tested |
| Parent education | |||
| Parent not a high school graduate | 7% 44 tested | 7% 44 tested | 0% 15 tested |
| Parent high school graduate | 23% 43 tested | 23% 43 tested | 23% 13 tested |
| Parent some college | 27% 26 tested | 19% 26 tested | - |
| Parent college graduate | 19% 32 tested | 28% 32 tested | - |
View 10 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not foster youth | 19% 207 tested | 19% 207 tested | 10% 63 tested |
| Not homeless | 19% 207 tested | 19% 207 tested | 10% 62 tested |
| Not migrant education | 19% 206 tested | 19% 206 tested | 10% 62 tested |
| Not armed forces family member | 20% 191 tested | 20% 191 tested | 10% 59 tested |
| Fluent English proficient and English only | 24% 151 tested | 25% 151 tested | 15% 41 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 17% 100 tested | 17% 100 tested | 14% 35 tested |
| Parent education declined to state | 22% 54 tested | 20% 54 tested | 6% 18 tested |
| Asian (Econ. Disadvantaged) | 6% 35 tested | 14% 35 tested | - |
| Hispanic or Latino (Not Econ. Disadvantaged) | 45% 22 tested | 32% 22 tested | - |
| White (Econ. Disadvantaged) | 25% 16 tested | 13% 16 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
14%
Level 4, well developed
The level used towards reclassification
2025
38%
Level 3 or 4, moderately or well developed
91
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 11 | 36% | 27% | 27% | 9% | 36% |
| Grade 1 | 14 | 64% | 21% | 0% | 14% | 14% |
| Grade 2 | 11 | 27% | 27% | 27% | 18% | 45% |
| Grade 3 | 17 | 24% | 47% | 29% | 0% | 29% |
| Grade 4 | 13 | 23% | 46% | 31% | 0% | 31% |
| Grade 5 | 21 | 19% | 19% | 29% | 33% | 62% |
| Grade 6 | 4 | - | - | - | - | - |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (21 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Hispanic or Latino | 82 | 29% | 30% | 26% | 15% | 40% |
| ELs enrolled 12 months or more | 81 | 27% | 32% | 25% | 16% | 41% |
| Primary language: Spanish | 81 | 30% | 31% | 26% | 14% | 40% |
| Economically Disadvantaged | 75 | 25% | 33% | 27% | 15% | 41% |
| No Special Education Services | 74 | 28% | 32% | 24% | 15% | 39% |
| Male | 52 | 33% | 27% | 25% | 15% | 40% |
| Female | 39 | 26% | 38% | 23% | 13% | 36% |
| EL - 1 year in program | 23 | 74% | 13% | 4% | 9% | 13% |
| At-Risk of LTEL | 20 | 5% | 45% | 35% | 15% | 50% |
| Special Education Services | 17 | 35% | 29% | 24% | 12% | 35% |
| EL - 3 years in program | 16 | 6% | 56% | 38% | 0% | 38% |
| Not Economically Disadvantaged | 16 | 50% | 25% | 13% | 13% | 25% |
| EL - 5 years in program | 14 | 0% | 29% | 36% | 36% | 71% |
| EL - 2 years in program | 12 | 33% | 25% | 17% | 25% | 42% |
| EL - 4 years in program | 10 | - | - | - | - | - |
| ELs enrolled fewer than 12 months | 10 | - | - | - | - | - |
| EL - less than 1 year in program | 9 | - | - | - | - | - |
| Asian | 8 | - | - | - | - | - |
| Military | 8 | - | - | - | - | - |
| Primary language: All remaining languages | 8 | - | - | - | - | - |
| EL - 6+ years in program | 7 | - | - | - | - | - |
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.