Performance
Richman Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Richman Elementary in Fullerton, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
28%
Met or exceeded the standard
2025
12%
Exceeded the standard
58
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 28% | 12% | 58 |
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 | 41% 258 tested | 40% 258 tested | 28% 58 tested |
| Gender | |||
| Female | 47% 115 tested | 42% 115 tested | 27% 30 tested |
| Male | 37% 143 tested | 38% 143 tested | 29% 28 tested |
| Race and ethnicity | |||
| Asian | 64% 14 tested | 50% 14 tested | - |
| Hispanic or Latino | 37% 217 tested | 36% 217 tested | 21% 48 tested |
| White | 69% 13 tested | 69% 13 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 36% 206 tested | 35% 206 tested | 23% 43 tested |
| Not economically disadvantaged | 62% 52 tested | 56% 52 tested | 40% 15 tested |
| Homeless | 17% 12 tested | 17% 12 tested | - |
| English learners | |||
| English learners | 9% 64 tested | 9% 64 tested | 0% 17 tested |
| English learners, 12 months or more | 10% 59 tested | 10% 59 tested | 0% 17 tested |
| At risk of becoming a long term English learner | 0% 24 tested | 0% 24 tested | - |
| Reclassified fluent English proficient | 62% 52 tested | 54% 52 tested | - |
| Initial fluent English proficient | 62% 13 tested | 46% 13 tested | - |
| Ever an English learner | 33% 116 tested | 29% 116 tested | 12% 26 tested |
| Never an English learner | 49% 142 tested | 48% 142 tested | 41% 32 tested |
| English only | 47% 129 tested | 48% 129 tested | 42% 31 tested |
| Disability | |||
| Students with disabilities | 10% 48 tested | 8% 48 tested | 9% 11 tested |
| No reported disability | 49% 210 tested | 47% 210 tested | 32% 47 tested |
| Parent education | |||
| Parent not a high school graduate | 22% 36 tested | 22% 36 tested | - |
| Parent high school graduate | 38% 80 tested | 30% 80 tested | 5% 21 tested |
| Parent some college | 41% 51 tested | 41% 51 tested | - |
| Parent college graduate | 56% 48 tested | 63% 48 tested | 64% 11 tested |
| Parent graduate school | 78% 18 tested | 61% 18 tested | - |
View 8 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 41% 258 tested | 40% 258 tested | 28% 58 tested |
| Not migrant education | 41% 258 tested | 40% 258 tested | 28% 58 tested |
| Not foster youth | 41% 255 tested | 39% 255 tested | 28% 57 tested |
| Not homeless | 43% 246 tested | 41% 246 tested | 28% 57 tested |
| Fluent English proficient and English only | 52% 194 tested | 49% 194 tested | 39% 41 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 34% 181 tested | 33% 181 tested | 18% 38 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 56% 36 tested | 53% 36 tested | - |
| Parent education declined to state | 28% 25 tested | 32% 25 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
9%
Level 4, well developed
The level used towards reclassification
2025
41%
Level 3 or 4, moderately or well developed
107
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 11 | 27% | 36% | 36% | 0% | 36% |
| Grade 1 | 16 | 50% | 38% | 6% | 6% | 13% |
| Grade 2 | 16 | 25% | 25% | 44% | 6% | 50% |
| Grade 3 | 17 | 35% | 41% | 24% | 0% | 24% |
| Grade 4 | 22 | 14% | 27% | 32% | 27% | 59% |
| Grade 5 | 17 | 29% | 12% | 47% | 12% | 59% |
| Grade 6 | 8 | - | - | - | - | - |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (22 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Hispanic or Latino | 97 | 31% | 29% | 32% | 8% | 40% |
| Primary language: Spanish | 97 | 31% | 29% | 33% | 7% | 40% |
| ELs enrolled 12 months or more | 94 | 23% | 30% | 36% | 11% | 47% |
| No Special Education Services | 84 | 25% | 27% | 37% | 11% | 48% |
| Economically Disadvantaged | 76 | 32% | 32% | 30% | 7% | 37% |
| Male | 57 | 39% | 26% | 26% | 9% | 35% |
| Female | 50 | 20% | 32% | 38% | 10% | 48% |
| Not Economically Disadvantaged | 31 | 26% | 23% | 35% | 16% | 52% |
| At-Risk of LTEL | 24 | 25% | 42% | 33% | 0% | 33% |
| Special Education Services | 23 | 48% | 35% | 13% | 4% | 17% |
| EL - 2 years in program | 19 | 32% | 47% | 16% | 5% | 21% |
| EL - 4 years in program | 19 | 21% | 26% | 42% | 11% | 53% |
| EL - 1 year in program | 17 | 47% | 24% | 29% | 0% | 29% |
| EL - 3 years in program | 17 | 18% | 29% | 41% | 12% | 53% |
| EL - 5 years in program | 17 | 6% | 24% | 41% | 29% | 71% |
| ELs enrolled fewer than 12 months | 13 | 77% | 23% | 0% | 0% | 0% |
| EL - less than 1 year in program | 12 | 75% | 25% | 0% | 0% | 0% |
| Homeless | 8 | - | - | - | - | - |
| EL - 6+ years in program | 6 | - | - | - | - | - |
| Asian | 5 | - | - | - | - | - |
| Primary language: All remaining languages | 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.