Performance
Harada Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Harada Elementary in Eastvale, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
40%
Met or exceeded the standard
2025
14%
Exceeded the standard
168
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 40% | 14% | 168 |
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 | 58% 634 tested | 53% 638 tested | 40% 168 tested |
| Gender | |||
| Female | 60% 299 tested | 48% 302 tested | 45% 76 tested |
| Male | 56% 335 tested | 56% 336 tested | 36% 92 tested |
| Race and ethnicity | |||
| Asian | 66% 131 tested | 67% 136 tested | 55% 33 tested |
| Black or African American | 44% 43 tested | 40% 43 tested | - |
| Filipino | 71% 34 tested | 65% 34 tested | - |
| Hispanic or Latino | 53% 345 tested | 45% 345 tested | 33% 98 tested |
| White | 63% 57 tested | 60% 57 tested | 50% 12 tested |
| Two or more races | 73% 22 tested | 71% 21 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 49% 413 tested | 44% 416 tested | 32% 117 tested |
| Not economically disadvantaged | 75% 221 tested | 69% 222 tested | 59% 51 tested |
| English learners | |||
| English learners | 13% 90 tested | 26% 93 tested | 4% 25 tested |
| English learners, 12 months or more | 13% 90 tested | 26% 90 tested | 4% 24 tested |
| At risk of becoming a long term English learner | 11% 28 tested | 14% 28 tested | - |
| Reclassified fluent English proficient | 76% 71 tested | 66% 71 tested | 35% 20 tested |
| Initial fluent English proficient | 82% 62 tested | 78% 63 tested | 79% 14 tested |
| Ever an English learner | 41% 161 tested | 43% 164 tested | 18% 45 tested |
| Never an English learner | 64% 473 tested | 56% 474 tested | 48% 123 tested |
| English only | 61% 411 tested | 52% 411 tested | 44% 109 tested |
| Disability | |||
| Students with disabilities | 25% 96 tested | 21% 95 tested | 11% 27 tested |
| No reported disability | 64% 538 tested | 58% 543 tested | 45% 141 tested |
| Parent education | |||
| Parent not a high school graduate | 40% 15 tested | 33% 15 tested | - |
| Parent high school graduate | 34% 91 tested | 29% 91 tested | 16% 19 tested |
| Parent some college | 48% 128 tested | 39% 127 tested | 38% 32 tested |
| Parent college graduate | 65% 242 tested | 62% 245 tested | 44% 63 tested |
| Parent graduate school | 73% 140 tested | 67% 141 tested | 51% 43 tested |
View 17 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 58% 634 tested | 53% 638 tested | 40% 168 tested |
| Not foster youth | 58% 634 tested | 53% 638 tested | 40% 168 tested |
| Not migrant education | 58% 634 tested | 53% 638 tested | 40% 168 tested |
| Not homeless | 58% 630 tested | 53% 634 tested | 41% 165 tested |
| Fluent English proficient and English only | 65% 544 tested | 57% 545 tested | 46% 143 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 45% 244 tested | 37% 244 tested | 23% 70 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 71% 101 tested | 62% 101 tested | 57% 28 tested |
| Asian (Econ. Disadvantaged) | 55% 85 tested | 62% 89 tested | 48% 21 tested |
| Asian (Not Econ. Disadvantaged) | 87% 46 tested | 77% 47 tested | 67% 12 tested |
| White (Not Econ. Disadvantaged) | 71% 31 tested | 71% 31 tested | - |
| Black or African American (Econ. Disadvantaged) | 37% 30 tested | 27% 30 tested | - |
| White (Econ. Disadvantaged) | 54% 26 tested | 46% 26 tested | - |
| Filipino (Econ. Disadvantaged) | 63% 19 tested | 58% 19 tested | - |
| Parent education declined to state | 50% 18 tested | 42% 19 tested | - |
| Filipino (Not Econ. Disadvantaged) | 80% 15 tested | 73% 15 tested | - |
| Black or African American (Not Econ. Disadvantaged) | 62% 13 tested | 69% 13 tested | - |
| Two or more races (Not Econ. Disadvantaged) | 77% 13 tested | 77% 13 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
21%
Level 4, well developed
The level used towards reclassification
2025
57%
Level 3 or 4, moderately or well developed
177
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 21 | 0% | 24% | 43% | 33% | 76% |
| Grade 1 | 25 | 16% | 32% | 32% | 20% | 52% |
| Grade 2 | 37 | 11% | 32% | 38% | 19% | 57% |
| Grade 3 | 31 | 29% | 35% | 29% | 6% | 35% |
| Grade 4 | 27 | 19% | 19% | 52% | 11% | 63% |
| Grade 5 | 26 | 0% | 31% | 31% | 38% | 69% |
| Grade 6 | 10 | - | - | - | - | - |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (24 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| ELs enrolled 12 months or more | 157 | 13% | 28% | 37% | 22% | 59% |
| No Special Education Services | 151 | 10% | 30% | 38% | 23% | 60% |
| Economically Disadvantaged | 148 | 17% | 28% | 36% | 19% | 55% |
| Male | 101 | 17% | 31% | 30% | 23% | 52% |
| Primary language: Spanish | 95 | 8% | 36% | 40% | 16% | 56% |
| Hispanic or Latino | 90 | 9% | 36% | 41% | 14% | 56% |
| Asian | 81 | 21% | 21% | 31% | 27% | 58% |
| Female | 76 | 11% | 26% | 45% | 18% | 63% |
| Primary language: Mandarin (Putonghua) | 57 | 25% | 26% | 28% | 21% | 49% |
| EL - 2 years in program | 38 | 5% | 42% | 29% | 24% | 53% |
| EL - 1 year in program | 37 | 24% | 27% | 32% | 16% | 49% |
| Not Economically Disadvantaged | 29 | 0% | 34% | 34% | 31% | 66% |
| At-Risk of LTEL | 28 | 14% | 14% | 54% | 18% | 71% |
| EL - 3 years in program | 28 | 14% | 32% | 39% | 14% | 54% |
| Special Education Services | 26 | 38% | 23% | 27% | 12% | 38% |
| EL - less than 1 year in program | 22 | 18% | 32% | 27% | 23% | 50% |
| EL - 4 years in program | 20 | 20% | 15% | 55% | 10% | 65% |
| EL - 5 years in program | 20 | 0% | 10% | 45% | 45% | 90% |
| ELs enrolled fewer than 12 months | 20 | 20% | 35% | 30% | 15% | 45% |
| EL - 6+ years in program | 12 | 17% | 33% | 33% | 17% | 50% |
| Primary language: All remaining languages | 11 | 27% | 9% | 36% | 27% | 64% |
| Primary language: Vietnamese | 7 | - | - | - | - | - |
| LTEL | 5 | - | - | - | - | - |
| White | 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.