Richman Elementary — Academic Performance — Fullerton, California

Performance

Richman Elementary — Academic Performance

Standardised assessments, graduation outcomes and college-readiness metrics for Richman Elementary in Fullerton, California.

Headline Indicator

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Data not yet captured

Science (CAST)

California Science Test, percentage meeting or exceeding the standard, 2025

CAASPP

28%

Met or exceeded the standard

2025

12%

Exceeded the standard

Students tested

Grade	Met or exceeded	Exceeded	Tested
Grade 5	28%	12%	58

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	41% 258 tested	40% 258 tested	28% 58 tested
Gender
Female	47% 115 tested	42% 115 tested	27% 30 tested
Male	37% 143 tested	38% 143 tested	29% 28 tested
Race and ethnicity
Asian	64% 14 tested	50% 14 tested	-
Hispanic or Latino	37% 217 tested	36% 217 tested	21% 48 tested
White	69% 13 tested	69% 13 tested	-
Socioeconomic status
Economically disadvantaged	36% 206 tested	35% 206 tested	23% 43 tested
Not economically disadvantaged	62% 52 tested	56% 52 tested	40% 15 tested
Homeless	17% 12 tested	17% 12 tested	-
English learners
English learners	9% 64 tested	9% 64 tested	0% 17 tested
English learners, 12 months or more	10% 59 tested	10% 59 tested	0% 17 tested
At risk of becoming a long term English learner	0% 24 tested	0% 24 tested	-
Reclassified fluent English proficient	62% 52 tested	54% 52 tested	-
Initial fluent English proficient	62% 13 tested	46% 13 tested	-
Ever an English learner	33% 116 tested	29% 116 tested	12% 26 tested
Never an English learner	49% 142 tested	48% 142 tested	41% 32 tested
English only	47% 129 tested	48% 129 tested	42% 31 tested
Disability
Students with disabilities	10% 48 tested	8% 48 tested	9% 11 tested
No reported disability	49% 210 tested	47% 210 tested	32% 47 tested
Parent education
Parent not a high school graduate	22% 36 tested	22% 36 tested	-
Parent high school graduate	38% 80 tested	30% 80 tested	5% 21 tested
Parent some college	41% 51 tested	41% 51 tested	-
Parent college graduate	56% 48 tested	63% 48 tested	64% 11 tested
Parent graduate school	78% 18 tested	61% 18 tested	-

View 8 further student groups reported by the state

Student group	English Language Arts	Mathematics	Science
Not armed forces family member	41% 258 tested	40% 258 tested	28% 58 tested
Not migrant education	41% 258 tested	40% 258 tested	28% 58 tested
Not foster youth	41% 255 tested	39% 255 tested	28% 57 tested
Not homeless	43% 246 tested	41% 246 tested	28% 57 tested
Fluent English proficient and English only	52% 194 tested	49% 194 tested	39% 41 tested
Hispanic or Latino (Econ. Disadvantaged)	34% 181 tested	33% 181 tested	18% 38 tested
Hispanic or Latino (Not Econ. Disadvantaged)	56% 36 tested	53% 36 tested	-
Parent education declined to state	28% 25 tested	32% 25 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

Level 4, well developed

The level used towards reclassification

2025

41%

Level 3 or 4, moderately or well developed

107

English learners tested

Grade	Tested	Level 1	Level 2	Level 3	Level 4	Level 3 or 4
Kindergarten	11	27%	36%	36%	0%	36%
Grade 1	16	50%	38%	6%	6%	13%
Grade 2	16	25%	25%	44%	6%	50%
Grade 3	17	35%	41%	24%	0%	24%
Grade 4	22	14%	27%	32%	27%	59%
Grade 5	17	29%	12%	47%	12%	59%
Grade 6	8	-	-	-	-	-

Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.

View ELPAC by student group (22 groups)

Student group	Tested	Level 1	Level 2	Level 3	Level 4	Level 3 or 4
Hispanic or Latino	97	31%	29%	32%	8%	40%
Primary language: Spanish	97	31%	29%	33%	7%	40%
ELs enrolled 12 months or more	94	23%	30%	36%	11%	47%
No Special Education Services	84	25%	27%	37%	11%	48%
Economically Disadvantaged	76	32%	32%	30%	7%	37%
Male	57	39%	26%	26%	9%	35%
Female	50	20%	32%	38%	10%	48%
Not Economically Disadvantaged	31	26%	23%	35%	16%	52%
At-Risk of LTEL	24	25%	42%	33%	0%	33%
Special Education Services	23	48%	35%	13%	4%	17%
EL - 2 years in program	19	32%	47%	16%	5%	21%
EL - 4 years in program	19	21%	26%	42%	11%	53%
EL - 1 year in program	17	47%	24%	29%	0%	29%
EL - 3 years in program	17	18%	29%	41%	12%	53%
EL - 5 years in program	17	6%	24%	41%	29%	71%
ELs enrolled fewer than 12 months	13	77%	23%	0%	0%	0%
EL - less than 1 year in program	12	75%	25%	0%	0%	0%
Homeless	8	-	-	-	-	-
EL - 6+ years in program	6	-	-	-	-	-
Asian	5	-	-	-	-	-
Primary language: All remaining languages	4	-	-	-	-	-
Primary language: Vietnamese	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.