Performance
Lafayette Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Lafayette Elementary in Long Beach, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
16%
Met or exceeded the standard
2025
3%
Exceeded the standard
144
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 16% | 3% | 144 |
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 | 37% 430 tested | 41% 438 tested | 16% 144 tested |
| Gender | |||
| Female | 36% 206 tested | 35% 210 tested | 11% 56 tested |
| Male | 38% 224 tested | 47% 228 tested | 19% 88 tested |
| Race and ethnicity | |||
| Black or African American | 33% 52 tested | 25% 52 tested | 0% 21 tested |
| Hispanic or Latino | 36% 346 tested | 42% 352 tested | 17% 114 tested |
| Two or more races | 46% 13 tested | 54% 13 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 34% 351 tested | 38% 359 tested | 12% 123 tested |
| Not economically disadvantaged | 53% 79 tested | 57% 79 tested | 38% 21 tested |
| Homeless | 25% 16 tested | 32% 19 tested | - |
| English learners | |||
| English learners | 3% 80 tested | 9% 88 tested | 0% 27 tested |
| English learners, 12 months or more | 3% 80 tested | 9% 79 tested | 0% 26 tested |
| At risk of becoming a long term English learner | 0% 31 tested | 3% 31 tested | 0% 14 tested |
| Reclassified fluent English proficient | 56% 50 tested | 66% 50 tested | 25% 16 tested |
| Initial fluent English proficient | 73% 44 tested | 66% 44 tested | 35% 20 tested |
| Ever an English learner | 23% 130 tested | 30% 138 tested | 9% 43 tested |
| Never an English learner | 43% 300 tested | 47% 300 tested | 19% 101 tested |
| English only | 38% 256 tested | 43% 256 tested | 15% 81 tested |
| Disability | |||
| Students with disabilities | 14% 36 tested | 22% 36 tested | 0% 19 tested |
| No reported disability | 39% 394 tested | 43% 402 tested | 18% 125 tested |
| Parent education | |||
| Parent not a high school graduate | 27% 60 tested | 33% 63 tested | 13% 15 tested |
| Parent high school graduate | 29% 112 tested | 34% 116 tested | 10% 41 tested |
| Parent some college | 47% 96 tested | 44% 98 tested | 18% 34 tested |
| Parent college graduate | 45% 75 tested | 50% 74 tested | 25% 24 tested |
| Parent graduate school | 63% 35 tested | 69% 35 tested | - |
View 9 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 37% 430 tested | 41% 438 tested | 16% 144 tested |
| Not migrant education | 37% 429 tested | 41% 437 tested | 16% 144 tested |
| Not foster youth | 38% 425 tested | 42% 434 tested | 16% 142 tested |
| Not homeless | 38% 414 tested | 42% 419 tested | 16% 138 tested |
| Fluent English proficient and English only | 45% 350 tested | 49% 350 tested | 20% 117 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 33% 284 tested | 39% 290 tested | 15% 99 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 45% 62 tested | 53% 62 tested | 27% 15 tested |
| Parent education declined to state | 19% 52 tested | 31% 52 tested | 5% 21 tested |
| Black or African American (Econ. Disadvantaged) | 28% 46 tested | 24% 46 tested | 0% 19 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
6%
Level 4, well developed
The level used towards reclassification
2025
37%
Level 3 or 4, moderately or well developed
218
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 38 | 26% | 39% | 29% | 5% | 34% |
| Grade 1 | 31 | 48% | 39% | 13% | 0% | 13% |
| Grade 2 | 46 | 22% | 30% | 43% | 4% | 48% |
| Grade 3 | 33 | 30% | 33% | 27% | 9% | 36% |
| Grade 4 | 39 | 26% | 28% | 33% | 13% | 46% |
| Grade 5 | 31 | 32% | 32% | 32% | 3% | 35% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (19 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Hispanic or Latino | 215 | 29% | 34% | 31% | 6% | 37% |
| Primary language: Spanish | 215 | 29% | 34% | 31% | 6% | 37% |
| No Special Education Services | 200 | 28% | 34% | 33% | 7% | 39% |
| Economically Disadvantaged | 193 | 29% | 33% | 33% | 5% | 38% |
| ELs enrolled 12 months or more | 168 | 21% | 35% | 36% | 8% | 43% |
| Male | 118 | 33% | 35% | 27% | 5% | 32% |
| Female | 100 | 26% | 32% | 35% | 7% | 42% |
| EL - less than 1 year in program | 52 | 50% | 33% | 17% | 0% | 17% |
| ELs enrolled fewer than 12 months | 50 | 58% | 28% | 14% | 0% | 14% |
| EL - 2 years in program | 48 | 21% | 33% | 40% | 6% | 46% |
| EL - 1 year in program | 40 | 48% | 28% | 20% | 5% | 25% |
| At-Risk of LTEL | 31 | 16% | 45% | 35% | 3% | 39% |
| EL - 3 years in program | 28 | 14% | 43% | 36% | 7% | 43% |
| EL - 4 years in program | 25 | 12% | 36% | 36% | 16% | 52% |
| Not Economically Disadvantaged | 25 | 36% | 36% | 12% | 16% | 28% |
| EL - 5 years in program | 23 | 9% | 30% | 52% | 9% | 61% |
| Special Education Services | 18 | 56% | 33% | 11% | 0% | 11% |
| Homeless | 15 | 67% | 27% | 7% | 0% | 7% |
| Foster youth | 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.