Performance
Tamarisk Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Tamarisk Elementary in Palmdale, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
4%
Met or exceeded the standard
2025
3%
Exceeded the standard
119
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 4% | 3% | 119 |
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 | 13% 344 tested | 9% 346 tested | 4% 119 tested |
| Gender | |||
| Female | 11% 153 tested | 5% 154 tested | 2% 50 tested |
| Male | 14% 191 tested | 11% 192 tested | 6% 69 tested |
| Race and ethnicity | |||
| Black or African American | 7% 76 tested | 1% 76 tested | 0% 23 tested |
| Hispanic or Latino | 15% 234 tested | 11% 237 tested | 5% 85 tested |
| White | 21% 14 tested | 8% 13 tested | - |
| Two or more races | 0% 15 tested | 13% 15 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 13% 332 tested | 8% 332 tested | 4% 113 tested |
| Not economically disadvantaged | 8% 12 tested | 14% 14 tested | - |
| English learners | |||
| English learners | 2% 60 tested | 2% 63 tested | 0% 23 tested |
| English learners, 12 months or more | 2% 59 tested | 2% 59 tested | 0% 21 tested |
| At risk of becoming a long term English learner | 0% 34 tested | 3% 34 tested | 0% 15 tested |
| Reclassified fluent English proficient | 31% 16 tested | 31% 16 tested | - |
| Initial fluent English proficient | 55% 11 tested | 27% 11 tested | - |
| Ever an English learner | 8% 76 tested | 8% 79 tested | 6% 33 tested |
| Never an English learner | 14% 268 tested | 9% 267 tested | 3% 86 tested |
| English only | 12% 257 tested | 8% 256 tested | 1% 79 tested |
| Disability | |||
| Students with disabilities | 0% 68 tested | 3% 68 tested | 0% 19 tested |
| No reported disability | 16% 276 tested | 10% 278 tested | 5% 100 tested |
| Parent education | |||
| Parent not a high school graduate | 0% 47 tested | 4% 48 tested | 7% 15 tested |
| Parent high school graduate | 14% 90 tested | 8% 89 tested | 3% 29 tested |
| Parent some college | 13% 55 tested | 9% 55 tested | 0% 16 tested |
| Parent college graduate | - | 9% 11 tested | - |
View 11 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not migrant education | 13% 344 tested | 9% 346 tested | 4% 119 tested |
| Not armed forces family member | 13% 342 tested | 9% 344 tested | 3% 117 tested |
| Not foster youth | 13% 342 tested | 9% 344 tested | 4% 119 tested |
| Not homeless | 13% 336 tested | 9% 338 tested | 4% 118 tested |
| Fluent English proficient and English only | 15% 284 tested | 10% 283 tested | 5% 96 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 15% 225 tested | 11% 226 tested | 5% 80 tested |
| Parent education declined to state | 16% 139 tested | 11% 139 tested | 4% 54 tested |
| Black or African American (Econ. Disadvantaged) | 7% 75 tested | 1% 75 tested | 0% 22 tested |
| Two or more races (Econ. Disadvantaged) | 0% 14 tested | 7% 14 tested | - |
| White (Econ. Disadvantaged) | 21% 14 tested | 8% 13 tested | - |
| Hispanic or Latino (Not Econ. Disadvantaged) | - | 9% 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
5%
Level 4, well developed
The level used towards reclassification
2025
38%
Level 3 or 4, moderately or well developed
130
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 21 | 43% | 24% | 19% | 14% | 33% |
| Grade 1 | 16 | 44% | 31% | 25% | 0% | 25% |
| Grade 2 | 24 | 29% | 17% | 50% | 4% | 54% |
| Grade 3 | 22 | 18% | 41% | 41% | 0% | 41% |
| Grade 4 | 24 | 54% | 25% | 17% | 4% | 21% |
| Grade 5 | 23 | 13% | 39% | 39% | 9% | 48% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (18 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Primary language: Spanish | 129 | 33% | 29% | 33% | 5% | 38% |
| Hispanic or Latino | 127 | 33% | 28% | 33% | 6% | 39% |
| Economically Disadvantaged | 119 | 30% | 29% | 34% | 6% | 40% |
| ELs enrolled 12 months or more | 115 | 27% | 30% | 37% | 6% | 43% |
| No Special Education Services | 105 | 24% | 31% | 38% | 7% | 45% |
| Female | 66 | 27% | 30% | 35% | 8% | 42% |
| Male | 64 | 39% | 28% | 30% | 3% | 33% |
| At-Risk of LTEL | 36 | 25% | 39% | 33% | 3% | 36% |
| EL - 1 year in program | 28 | 43% | 21% | 25% | 11% | 36% |
| Special Education Services | 25 | 72% | 20% | 8% | 0% | 8% |
| EL - 2 years in program | 22 | 27% | 18% | 50% | 5% | 55% |
| EL - 5 years in program | 21 | 5% | 48% | 43% | 5% | 48% |
| EL - 3 years in program | 20 | 15% | 40% | 45% | 0% | 45% |
| EL - 4 years in program | 20 | 45% | 25% | 25% | 5% | 30% |
| EL - less than 1 year in program | 15 | 80% | 20% | 0% | 0% | 0% |
| ELs enrolled fewer than 12 months | 15 | 80% | 20% | 0% | 0% | 0% |
| Not Economically Disadvantaged | 11 | 64% | 27% | 9% | 0% | 9% |
| EL - 6+ years in program | 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.