Performance
Lugonia Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Lugonia Elementary in Redlands, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
15%
Met or exceeded the standard
2025
2%
Exceeded the standard
92
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 15% | 2% | 92 |
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 | 30% 284 tested | 20% 288 tested | 15% 92 tested |
| Gender | |||
| Female | 34% 149 tested | 17% 150 tested | 13% 47 tested |
| Male | 26% 135 tested | 25% 138 tested | 18% 45 tested |
| Race and ethnicity | |||
| Asian | 38% 16 tested | 56% 16 tested | - |
| Black or African American | 34% 29 tested | 10% 29 tested | 0% 13 tested |
| Hispanic or Latino | 26% 210 tested | 19% 213 tested | 15% 65 tested |
| White | 36% 11 tested | 18% 11 tested | - |
| Two or more races | 71% 14 tested | 27% 15 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 28% 243 tested | 20% 244 tested | 14% 81 tested |
| Not economically disadvantaged | 46% 41 tested | 25% 44 tested | 27% 11 tested |
| Homeless | 23% 13 tested | 15% 13 tested | - |
| English learners | |||
| English learners | 15% 47 tested | 16% 51 tested | 0% 11 tested |
| English learners, 12 months or more | 13% 46 tested | 15% 46 tested | 0% 11 tested |
| At risk of becoming a long term English learner | 6% 18 tested | 6% 18 tested | - |
| Initial fluent English proficient | 64% 11 tested | 45% 11 tested | - |
| Ever an English learner | 20% 55 tested | 22% 59 tested | 7% 14 tested |
| Never an English learner | 33% 229 tested | 20% 229 tested | 17% 78 tested |
| English only | 31% 218 tested | 19% 218 tested | 14% 73 tested |
| Disability | |||
| Students with disabilities | 8% 52 tested | 10% 52 tested | 5% 20 tested |
| No reported disability | 35% 232 tested | 23% 236 tested | 18% 72 tested |
| Parent education | |||
| Parent not a high school graduate | 10% 20 tested | 10% 20 tested | - |
| Parent high school graduate | 21% 80 tested | 16% 81 tested | 7% 28 tested |
| Parent some college | 36% 78 tested | 24% 78 tested | 12% 25 tested |
| Parent college graduate | 36% 45 tested | 23% 47 tested | 23% 13 tested |
| Parent graduate school | 59% 17 tested | 35% 17 tested | - |
View 10 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not migrant education | 30% 284 tested | 20% 288 tested | 15% 92 tested |
| Not armed forces family member | 30% 283 tested | 20% 287 tested | 15% 92 tested |
| Not foster youth | 31% 282 tested | 21% 286 tested | 15% 91 tested |
| Not homeless | 31% 271 tested | 21% 275 tested | 16% 85 tested |
| Fluent English proficient and English only | 33% 237 tested | 22% 237 tested | 17% 81 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 24% 182 tested | 18% 183 tested | 16% 58 tested |
| Parent education declined to state | 30% 44 tested | 18% 44 tested | 18% 17 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 39% 28 tested | 23% 30 tested | - |
| Black or African American (Econ. Disadvantaged) | 34% 29 tested | 10% 29 tested | 0% 13 tested |
| Asian (Econ. Disadvantaged) | 38% 13 tested | 62% 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
6%
Level 4, well developed
The level used towards reclassification
2025
51%
Level 3 or 4, moderately or well developed
85
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 14 | 7% | 21% | 64% | 7% | 71% |
| Grade 1 | 11 | 64% | 27% | 9% | 0% | 9% |
| Grade 2 | 9 | - | - | - | - | - |
| Grade 3 | 24 | 21% | 38% | 33% | 8% | 42% |
| Grade 4 | 15 | 20% | 27% | 47% | 7% | 53% |
| Grade 5 | 12 | 0% | 25% | 67% | 8% | 75% |
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 | 79 | 15% | 32% | 47% | 6% | 53% |
| ELs enrolled 12 months or more | 73 | 12% | 33% | 49% | 5% | 55% |
| No Special Education Services | 72 | 21% | 26% | 46% | 7% | 53% |
| Hispanic or Latino | 69 | 22% | 29% | 43% | 6% | 49% |
| Primary language: Spanish | 69 | 23% | 28% | 42% | 7% | 49% |
| Male | 47 | 21% | 34% | 38% | 6% | 45% |
| Female | 38 | 18% | 24% | 53% | 5% | 58% |
| At-Risk of LTEL | 18 | 6% | 33% | 50% | 11% | 61% |
| EL - 1 year in program | 18 | 28% | 22% | 50% | 0% | 50% |
| EL - 3 years in program | 18 | 0% | 56% | 39% | 6% | 44% |
| EL - 2 years in program | 15 | 27% | 33% | 40% | 0% | 40% |
| Asian | 14 | 7% | 36% | 57% | 0% | 57% |
| Special Education Services | 13 | 15% | 46% | 38% | 0% | 38% |
| EL - 5 years in program | 12 | 0% | 25% | 67% | 8% | 75% |
| ELs enrolled fewer than 12 months | 12 | 67% | 8% | 17% | 8% | 25% |
| EL - less than 1 year in program | 11 | 64% | 9% | 18% | 9% | 27% |
| Primary language: All remaining languages | 11 | 9% | 36% | 55% | 0% | 55% |
| EL - 4 years in program | 10 | - | - | - | - | - |
| Not Economically Disadvantaged | 6 | - | - | - | - | - |
| 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.