Performance
Heritage Intermediate — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Heritage Intermediate in Fontana, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
41%
Met or exceeded the standard
2025
13%
Exceeded the standard
398
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 8 | 41% | 13% | 398 |
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 | 67% 1,140 tested | 44% 1,149 tested | 41% 398 tested |
| Gender | |||
| Female | 73% 595 tested | 43% 598 tested | 39% 213 tested |
| Male | 60% 545 tested | 46% 551 tested | 43% 185 tested |
| Race and ethnicity | |||
| Asian | 79% 126 tested | 72% 134 tested | 62% 42 tested |
| Black or African American | 52% 131 tested | 27% 131 tested | 31% 36 tested |
| Filipino | 88% 43 tested | 70% 43 tested | 74% 23 tested |
| Hispanic or Latino | 63% 605 tested | 38% 604 tested | 34% 214 tested |
| White | 76% 133 tested | 54% 134 tested | 47% 47 tested |
| Two or more races | 73% 98 tested | 46% 99 tested | 37% 35 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 57% 397 tested | 30% 402 tested | 29% 129 tested |
| Not economically disadvantaged | 72% 743 tested | 52% 747 tested | 46% 269 tested |
| Military family | 73% 15 tested | 53% 15 tested | - |
| English learners | |||
| English learners | 14% 57 tested | 12% 67 tested | 0% 17 tested |
| English learners, 12 months or more | 14% 57 tested | 11% 57 tested | 0% 15 tested |
| Long term English learners | 15% 20 tested | 10% 20 tested | - |
| Reclassified fluent English proficient | 84% 138 tested | 64% 138 tested | 52% 58 tested |
| Initial fluent English proficient | 86% 43 tested | 70% 43 tested | 36% 22 tested |
| Ever an English learner | 64% 195 tested | 47% 205 tested | 40% 75 tested |
| Never an English learner | 68% 944 tested | 44% 943 tested | 41% 323 tested |
| English only | 67% 901 tested | 43% 900 tested | 41% 301 tested |
| Disability | |||
| Students with disabilities | 28% 127 tested | 14% 127 tested | 3% 33 tested |
| No reported disability | 72% 1,013 tested | 48% 1,022 tested | 44% 365 tested |
| Parent education | |||
| Parent not a high school graduate | 37% 19 tested | 21% 19 tested | - |
| Parent high school graduate | 60% 164 tested | 31% 164 tested | 28% 54 tested |
| Parent some college | 62% 286 tested | 33% 284 tested | 25% 106 tested |
| Parent college graduate | 70% 468 tested | 51% 476 tested | 51% 164 tested |
| Parent graduate school | 78% 177 tested | 63% 179 tested | 57% 54 tested |
View 17 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not migrant education | 67% 1,140 tested | 44% 1,149 tested | 41% 398 tested |
| Not foster youth | 67% 1,135 tested | 44% 1,144 tested | 41% 396 tested |
| Not homeless | 67% 1,135 tested | 45% 1,144 tested | 41% 397 tested |
| Not armed forces family member | 67% 1,125 tested | 44% 1,134 tested | 41% 388 tested |
| Fluent English proficient and English only | 70% 1,082 tested | 46% 1,081 tested | 43% 381 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 68% 395 tested | 45% 394 tested | 38% 143 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 54% 210 tested | 23% 210 tested | 25% 71 tested |
| White (Not Econ. Disadvantaged) | 78% 96 tested | 61% 96 tested | 53% 34 tested |
| Asian (Not Econ. Disadvantaged) | 82% 77 tested | 75% 81 tested | 62% 29 tested |
| Two or more races (Not Econ. Disadvantaged) | 79% 68 tested | 55% 69 tested | 54% 24 tested |
| Black or African American (Econ. Disadvantaged) | 46% 68 tested | 18% 68 tested | 30% 20 tested |
| Black or African American (Not Econ. Disadvantaged) | 59% 63 tested | 38% 63 tested | 31% 16 tested |
| Asian (Econ. Disadvantaged) | 76% 49 tested | 68% 53 tested | 62% 13 tested |
| Filipino (Not Econ. Disadvantaged) | 88% 41 tested | 68% 41 tested | 73% 22 tested |
| White (Econ. Disadvantaged) | 70% 37 tested | 37% 38 tested | 31% 13 tested |
| Two or more races (Econ. Disadvantaged) | 60% 30 tested | 27% 30 tested | 0% 11 tested |
| Parent education declined to state | 45% 22 tested | 27% 22 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
25%
Level 4, well developed
The level used towards reclassification
2025
58%
Level 3 or 4, moderately or well developed
72
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Grade 6 | 38 | 26% | 32% | 29% | 13% | 42% |
| Grade 7 | 15 | 7% | 13% | 33% | 47% | 80% |
| Grade 8 | 19 | 11% | 16% | 42% | 32% | 74% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (21 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| No Special Education Services | 63 | 17% | 21% | 35% | 27% | 62% |
| ELs enrolled 12 months or more | 62 | 11% | 23% | 37% | 29% | 66% |
| EL - 6+ years in program | 45 | 2% | 27% | 42% | 29% | 71% |
| Economically Disadvantaged | 45 | 16% | 33% | 31% | 20% | 51% |
| Male | 43 | 21% | 28% | 30% | 21% | 51% |
| Primary language: Spanish | 41 | 7% | 27% | 41% | 24% | 66% |
| Hispanic or Latino | 37 | 5% | 30% | 38% | 27% | 65% |
| Female | 29 | 14% | 17% | 38% | 31% | 69% |
| Not Economically Disadvantaged | 27 | 22% | 7% | 37% | 33% | 70% |
| LTEL | 24 | 4% | 29% | 38% | 29% | 67% |
| Asian | 23 | 39% | 17% | 17% | 26% | 43% |
| Primary language: Mandarin (Putonghua) | 17 | 41% | 18% | 18% | 24% | 41% |
| EL - less than 1 year in program | 10 | - | - | - | - | - |
| ELs enrolled fewer than 12 months | 10 | - | - | - | - | - |
| Special Education Services | 9 | - | - | - | - | - |
| White | 7 | - | - | - | - | - |
| EL - 2 years in program | 6 | - | - | - | - | - |
| Primary language: Arabic | 6 | - | - | - | - | - |
| Two or more races | 5 | - | - | - | - | - |
| EL - 1 year in program | 4 | - | - | - | - | - |
| Primary language: All remaining languages | 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.