Performance
Glenview Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Glenview Elementary in Oakland, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
46%
Met or exceeded the standard
2025
31%
Exceeded the standard
71
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 46% | 31% | 71 |
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 | 63% 215 tested | 56% 213 tested | 46% 71 tested |
| Gender | |||
| Female | 65% 102 tested | 53% 101 tested | 50% 36 tested |
| Male | 61% 112 tested | 58% 111 tested | 43% 35 tested |
| Race and ethnicity | |||
| Asian | 47% 15 tested | 50% 14 tested | - |
| Black or African American | 28% 29 tested | 29% 28 tested | - |
| Hispanic or Latino | 50% 34 tested | 29% 34 tested | 21% 14 tested |
| White | 79% 96 tested | 71% 96 tested | 75% 32 tested |
| Two or more races | 67% 39 tested | 64% 39 tested | 33% 12 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 39% 82 tested | 36% 80 tested | 26% 27 tested |
| Not economically disadvantaged | 77% 133 tested | 68% 133 tested | 59% 44 tested |
| English learners | |||
| English learners | 7% 15 tested | 14% 14 tested | - |
| English learners, 12 months or more | 7% 15 tested | 14% 14 tested | - |
| Ever an English learner | 17% 23 tested | 27% 22 tested | - |
| Never an English learner | 68% 192 tested | 59% 191 tested | 53% 62 tested |
| English only | 68% 188 tested | 59% 187 tested | 52% 61 tested |
| Disability | |||
| Students with disabilities | 25% 36 tested | 24% 34 tested | - |
| No reported disability | 70% 179 tested | 62% 179 tested | 51% 61 tested |
| Parent education | |||
| Parent college graduate | 53% 19 tested | 47% 19 tested | - |
| Parent graduate school | 63% 32 tested | 53% 32 tested | 64% 14 tested |
View 14 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 63% 215 tested | 56% 213 tested | 46% 71 tested |
| Not migrant education | 63% 215 tested | 56% 213 tested | 46% 71 tested |
| Not foster youth | 63% 214 tested | 56% 212 tested | 46% 71 tested |
| Not homeless | 63% 210 tested | 56% 209 tested | 48% 69 tested |
| Fluent English proficient and English only | 67% 200 tested | 59% 199 tested | 50% 66 tested |
| Parent education declined to state | 69% 149 tested | 62% 148 tested | 52% 46 tested |
| White (Not Econ. Disadvantaged) | 84% 79 tested | 76% 79 tested | 77% 26 tested |
| Two or more races (Not Econ. Disadvantaged) | 70% 27 tested | 67% 27 tested | - |
| Black or African American (Econ. Disadvantaged) | 17% 23 tested | 27% 22 tested | - |
| Hispanic or Latino (Not Econ. Disadvantaged) | 67% 18 tested | 44% 18 tested | - |
| White (Econ. Disadvantaged) | 59% 17 tested | 47% 17 tested | - |
| Hispanic or Latino (Econ. Disadvantaged) | 31% 16 tested | 13% 16 tested | - |
| Asian (Econ. Disadvantaged) | 38% 13 tested | 42% 12 tested | - |
| Two or more races (Econ. Disadvantaged) | 58% 12 tested | 58% 12 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
25%
Level 3 or 4, moderately or well developed
40
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 10 | - | - | - | - | - |
| Grade 1 | 5 | - | - | - | - | - |
| Grade 2 | 8 | - | - | - | - | - |
| Grade 3 | 7 | - | - | - | - | - |
| Grade 4 | 5 | - | - | - | - | - |
| Grade 5 | 5 | - | - | - | - | - |
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 |
|---|---|---|---|---|---|---|
| Economically Disadvantaged | 35 | 40% | 37% | 20% | 3% | 23% |
| ELs enrolled 12 months or more | 33 | 45% | 30% | 21% | 3% | 24% |
| Hispanic or Latino | 25 | 24% | 40% | 28% | 8% | 36% |
| Primary language: Spanish | 24 | 25% | 38% | 29% | 8% | 38% |
| Male | 22 | 41% | 36% | 18% | 5% | 23% |
| No Special Education Services | 22 | 23% | 36% | 32% | 9% | 41% |
| Female | 18 | 33% | 39% | 22% | 6% | 28% |
| Special Education Services | 18 | 56% | 39% | 6% | 0% | 6% |
| EL - 2 years in program | 10 | - | - | - | - | - |
| EL - less than 1 year in program | 10 | - | - | - | - | - |
| Primary language: All remaining languages | 10 | - | - | - | - | - |
| Asian | 9 | - | - | - | - | - |
| At-Risk of LTEL | 7 | - | - | - | - | - |
| EL - 3 years in program | 7 | - | - | - | - | - |
| ELs enrolled fewer than 12 months | 7 | - | - | - | - | - |
| Black or African American | 5 | - | - | - | - | - |
| EL - 1 year in program | 5 | - | - | - | - | - |
| Not Economically Disadvantaged | 5 | - | - | - | - | - |
| EL - 4 years in program | 4 | - | - | - | - | - |
| Homeless | 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.