Performance
Carmel Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Carmel Elementary in Hesperia, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
19%
Met or exceeded the standard
2025
6%
Exceeded the standard
114
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 19% | 6% | 114 |
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 | 28% 470 tested | 20% 474 tested | 19% 114 tested |
| Gender | |||
| Female | 31% 222 tested | 16% 223 tested | 8% 48 tested |
| Male | 25% 248 tested | 24% 251 tested | 27% 66 tested |
| Race and ethnicity | |||
| Hispanic or Latino | 25% 368 tested | 18% 372 tested | 19% 94 tested |
| White | 42% 83 tested | 29% 83 tested | 17% 18 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 26% 390 tested | 18% 393 tested | 19% 91 tested |
| Not economically disadvantaged | 36% 80 tested | 30% 81 tested | 22% 23 tested |
| Homeless | 26% 72 tested | 16% 73 tested | 12% 25 tested |
| English learners | |||
| English learners | 8% 96 tested | 6% 98 tested | 5% 20 tested |
| English learners, 12 months or more | 8% 96 tested | 6% 96 tested | 5% 20 tested |
| Long term English learners | 0% 21 tested | 0% 21 tested | - |
| At risk of becoming a long term English learner | 4% 28 tested | 0% 28 tested | - |
| Reclassified fluent English proficient | 54% 39 tested | 41% 39 tested | - |
| Ever an English learner | 21% 135 tested | 16% 137 tested | 21% 29 tested |
| Never an English learner | 30% 335 tested | 21% 337 tested | 19% 85 tested |
| English only | 30% 329 tested | 21% 331 tested | 19% 83 tested |
| Disability | |||
| Students with disabilities | 11% 71 tested | 7% 72 tested | 14% 14 tested |
| No reported disability | 31% 399 tested | 22% 402 tested | 20% 100 tested |
| Parent education | |||
| Parent not a high school graduate | 10% 42 tested | 16% 43 tested | - |
| Parent high school graduate | 28% 175 tested | 19% 176 tested | 19% 47 tested |
| Parent some college | 29% 134 tested | 19% 135 tested | 11% 28 tested |
| Parent college graduate | 26% 57 tested | 21% 57 tested | 19% 16 tested |
| Parent graduate school | 43% 46 tested | 30% 47 tested | 38% 13 tested |
View 10 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 28% 470 tested | 20% 474 tested | 19% 114 tested |
| Not migrant education | 28% 470 tested | 20% 474 tested | 19% 114 tested |
| Not foster youth | 28% 462 tested | 20% 466 tested | 19% 113 tested |
| Not homeless | 28% 398 tested | 20% 401 tested | 21% 89 tested |
| Fluent English proficient and English only | 33% 374 tested | 23% 376 tested | 22% 94 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 24% 313 tested | 17% 316 tested | 20% 79 tested |
| White (Econ. Disadvantaged) | 40% 63 tested | 25% 63 tested | 8% 12 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 27% 55 tested | 23% 56 tested | 13% 15 tested |
| White (Not Econ. Disadvantaged) | 50% 20 tested | 40% 20 tested | - |
| Parent education declined to state | 19% 16 tested | 19% 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
23%
Level 4, well developed
The level used towards reclassification
2025
60%
Level 3 or 4, moderately or well developed
154
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 17 | 12% | 24% | 24% | 41% | 65% |
| Grade 1 | 17 | 12% | 12% | 41% | 35% | 76% |
| Grade 2 | 23 | 13% | 17% | 43% | 26% | 70% |
| Grade 3 | 21 | 29% | 33% | 24% | 14% | 38% |
| Grade 4 | 24 | 4% | 29% | 42% | 25% | 67% |
| Grade 5 | 20 | 10% | 25% | 50% | 15% | 65% |
| Grade 6 | 32 | 9% | 41% | 38% | 13% | 50% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (20 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Primary language: Spanish | 154 | 12% | 27% | 38% | 23% | 60% |
| Hispanic or Latino | 151 | 13% | 27% | 37% | 23% | 60% |
| ELs enrolled 12 months or more | 139 | 9% | 27% | 42% | 23% | 65% |
| Economically Disadvantaged | 133 | 11% | 28% | 37% | 25% | 62% |
| No Special Education Services | 132 | 11% | 24% | 39% | 26% | 65% |
| Male | 83 | 14% | 29% | 37% | 19% | 57% |
| Female | 71 | 10% | 25% | 38% | 27% | 65% |
| EL - 6+ years in program | 32 | 6% | 31% | 47% | 16% | 63% |
| At-Risk of LTEL | 28 | 11% | 46% | 39% | 4% | 43% |
| EL - 1 year in program | 24 | 8% | 17% | 38% | 38% | 75% |
| EL - 4 years in program | 22 | 5% | 41% | 41% | 14% | 55% |
| Special Education Services | 22 | 23% | 45% | 27% | 5% | 32% |
| EL - 3 years in program | 21 | 24% | 29% | 29% | 19% | 48% |
| EL - 5 years in program | 21 | 10% | 29% | 43% | 19% | 62% |
| LTEL | 21 | 10% | 48% | 38% | 5% | 43% |
| Not Economically Disadvantaged | 21 | 24% | 24% | 43% | 10% | 52% |
| EL - 2 years in program | 19 | 0% | 11% | 53% | 37% | 89% |
| EL - less than 1 year in program | 15 | 47% | 33% | 0% | 20% | 20% |
| ELs enrolled fewer than 12 months | 15 | 47% | 33% | 0% | 20% | 20% |
| Homeless | 9 | - | - | - | - | - |
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.