Performance
Latimer — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Latimer in San Jose, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
30%
Met or exceeded the standard
2025
13%
Exceeded the standard
119
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 34% | 10% | 62 |
| Grade 8 | 26% | 16% | 57 |
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 | 59% 313 tested | 48% 322 tested | 30% 119 tested |
| Gender | |||
| Female | 64% 150 tested | 39% 155 tested | 37% 57 tested |
| Male | 55% 163 tested | 56% 167 tested | 24% 62 tested |
| Race and ethnicity | |||
| Asian | 83% 42 tested | 81% 48 tested | 45% 22 tested |
| Black or African American | 40% 15 tested | 38% 16 tested | - |
| Filipino | 82% 17 tested | 65% 17 tested | - |
| Hispanic or Latino | 42% 147 tested | 29% 148 tested | 15% 53 tested |
| White | 75% 55 tested | 61% 56 tested | 44% 18 tested |
| Two or more races | 80% 30 tested | 63% 30 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 40% 141 tested | 32% 146 tested | 13% 54 tested |
| Not economically disadvantaged | 75% 172 tested | 61% 176 tested | 45% 65 tested |
| English learners | |||
| English learners | 16% 64 tested | 23% 75 tested | 0% 33 tested |
| English learners, 12 months or more | 16% 64 tested | 22% 64 tested | 0% 26 tested |
| English learners, under 12 months | - | 27% 11 tested | - |
| At risk of becoming a long term English learner | 17% 12 tested | 25% 12 tested | - |
| Reclassified fluent English proficient | 74% 61 tested | 48% 60 tested | 27% 26 tested |
| Initial fluent English proficient | 72% 25 tested | 72% 25 tested | - |
| Ever an English learner | 44% 125 tested | 34% 135 tested | 12% 59 tested |
| Never an English learner | 70% 188 tested | 58% 187 tested | 48% 60 tested |
| English only | 69% 163 tested | 56% 162 tested | 51% 51 tested |
| Disability | |||
| Students with disabilities | 39% 54 tested | 37% 54 tested | 13% 16 tested |
| No reported disability | 64% 259 tested | 50% 268 tested | 33% 103 tested |
| Parent education | |||
| Parent not a high school graduate | 17% 12 tested | 17% 12 tested | - |
| Parent high school graduate | 33% 21 tested | 14% 21 tested | 8% 12 tested |
| Parent some college | 61% 28 tested | 50% 28 tested | - |
| Parent college graduate | 62% 42 tested | 43% 47 tested | 24% 17 tested |
| Parent graduate school | 68% 22 tested | 62% 26 tested | - |
View 14 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 59% 313 tested | 48% 322 tested | 30% 119 tested |
| Not foster youth | 59% 313 tested | 48% 322 tested | 30% 119 tested |
| Not migrant education | 59% 313 tested | 48% 322 tested | 30% 119 tested |
| Not homeless | 60% 308 tested | 48% 317 tested | 31% 118 tested |
| Fluent English proficient and English only | 71% 249 tested | 55% 247 tested | 42% 86 tested |
| Parent education declined to state | 63% 188 tested | 53% 188 tested | 36% 72 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 28% 89 tested | 24% 90 tested | 9% 32 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 62% 58 tested | 36% 58 tested | 24% 21 tested |
| White (Not Econ. Disadvantaged) | 86% 43 tested | 76% 42 tested | - |
| Asian (Not Econ. Disadvantaged) | 85% 34 tested | 79% 39 tested | 47% 19 tested |
| Two or more races (Not Econ. Disadvantaged) | 83% 18 tested | 72% 18 tested | - |
| White (Econ. Disadvantaged) | 33% 12 tested | 14% 14 tested | - |
| Two or more races (Econ. Disadvantaged) | 75% 12 tested | 50% 12 tested | - |
| Filipino (Econ. Disadvantaged) | 82% 11 tested | 55% 11 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
16%
Level 4, well developed
The level used towards reclassification
2025
53%
Level 3 or 4, moderately or well developed
133
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 24 | 21% | 33% | 29% | 17% | 46% |
| Grade 1 | 15 | 27% | 40% | 33% | 0% | 33% |
| Grade 2 | 15 | 13% | 27% | 47% | 13% | 60% |
| Grade 3 | 11 | 18% | 18% | 55% | 9% | 64% |
| Grade 4 | 14 | 29% | 7% | 50% | 14% | 64% |
| Grade 5 | 24 | 29% | 42% | 17% | 13% | 29% |
| Grade 6 | 11 | 9% | 18% | 45% | 27% | 73% |
| Grade 7 | 10 | - | - | - | - | - |
| Grade 8 | 9 | - | - | - | - | - |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (25 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| No Special Education Services | 110 | 21% | 26% | 36% | 16% | 53% |
| ELs enrolled 12 months or more | 104 | 10% | 29% | 43% | 18% | 62% |
| Primary language: Spanish | 98 | 16% | 30% | 39% | 15% | 54% |
| Hispanic or Latino | 90 | 14% | 29% | 40% | 17% | 57% |
| Economically Disadvantaged | 88 | 19% | 30% | 38% | 14% | 51% |
| Male | 67 | 13% | 33% | 36% | 18% | 54% |
| Female | 66 | 27% | 21% | 38% | 14% | 52% |
| Not Economically Disadvantaged | 45 | 22% | 22% | 36% | 20% | 56% |
| EL - less than 1 year in program | 31 | 55% | 26% | 13% | 6% | 19% |
| ELs enrolled fewer than 12 months | 29 | 59% | 21% | 14% | 7% | 21% |
| EL - 1 year in program | 23 | 26% | 26% | 35% | 13% | 48% |
| Special Education Services | 23 | 17% | 30% | 39% | 13% | 52% |
| Asian | 22 | 41% | 23% | 32% | 5% | 36% |
| EL - 3 years in program | 20 | 0% | 45% | 50% | 5% | 55% |
| Primary language: All remaining languages | 20 | 30% | 15% | 35% | 20% | 55% |
| EL - 2 years in program | 19 | 5% | 42% | 42% | 11% | 53% |
| EL - 6+ years in program | 18 | 6% | 0% | 44% | 50% | 94% |
| At-Risk of LTEL | 12 | 8% | 33% | 42% | 17% | 58% |
| EL - 5 years in program | 12 | 8% | 25% | 50% | 17% | 67% |
| EL - 4 years in program | 10 | - | - | - | - | - |
| LTEL | 9 | - | - | - | - | - |
| Two or more races | 9 | - | - | - | - | - |
| White | 9 | - | - | - | - | - |
| Primary language: Mandarin (Putonghua) | 6 | - | - | - | - | - |
| Primary language: Vietnamese | 6 | - | - | - | - | - |
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.