Sutherland Elementary — Academic Performance — Stockton, California

Performance

Sutherland Elementary — Academic Performance

Standardised assessments, graduation outcomes and college-readiness metrics for Sutherland Elementary in Stockton, California.

Headline Indicator

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Data not yet captured

Science (CAST)

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

CAASPP

18%

Met or exceeded the standard

2025

Exceeded the standard

Students tested

Grade	Met or exceeded	Exceeded	Tested
Grade 5	18%	5%	44

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	32% 153 tested	25% 153 tested	18% 44 tested
Gender
Female	36% 76 tested	22% 76 tested	12% 25 tested
Male	29% 77 tested	29% 77 tested	26% 19 tested
Race and ethnicity
Asian	37% 54 tested	30% 54 tested	20% 15 tested
Black or African American	19% 21 tested	5% 21 tested	-
Hispanic or Latino	30% 44 tested	23% 44 tested	29% 14 tested
Two or more races	53% 15 tested	40% 15 tested	-
Socioeconomic status
Economically disadvantaged	30% 133 tested	23% 133 tested	19% 36 tested
Not economically disadvantaged	45% 20 tested	45% 20 tested	-
Military family	71% 14 tested	43% 14 tested	-
English learners
English learners	13% 38 tested	5% 38 tested	8% 12 tested
English learners, 12 months or more	15% 34 tested	6% 34 tested	9% 11 tested
At risk of becoming a long term English learner	0% 14 tested	0% 14 tested	-
Reclassified fluent English proficient	69% 16 tested	63% 16 tested	-
Ever an English learner	30% 54 tested	22% 54 tested	24% 17 tested
Never an English learner	33% 99 tested	27% 99 tested	15% 27 tested
English only	33% 94 tested	28% 94 tested	16% 25 tested
Disability
Students with disabilities	26% 23 tested	17% 23 tested	-
No reported disability	33% 130 tested	27% 130 tested	21% 39 tested
Parent education
Parent not a high school graduate	20% 15 tested	20% 15 tested	-
Parent high school graduate	27% 56 tested	21% 56 tested	19% 16 tested
Parent some college	32% 38 tested	32% 38 tested	9% 11 tested
Parent college graduate	60% 25 tested	40% 25 tested	-

View 10 further student groups reported by the state

Student group	English Language Arts	Mathematics	Science
Not homeless	32% 152 tested	26% 152 tested	18% 44 tested
Not migrant education	32% 152 tested	26% 152 tested	18% 44 tested
Not foster youth	32% 151 tested	26% 151 tested	18% 44 tested
Not armed forces family member	28% 139 tested	24% 139 tested	18% 40 tested
Fluent English proficient and English only	38% 115 tested	32% 115 tested	22% 32 tested
Asian (Econ. Disadvantaged)	34% 44 tested	23% 44 tested	17% 12 tested
Hispanic or Latino (Econ. Disadvantaged)	32% 41 tested	24% 41 tested	31% 13 tested
Black or African American (Econ. Disadvantaged)	17% 18 tested	6% 18 tested	-
Two or more races (Econ. Disadvantaged)	46% 13 tested	31% 13 tested	-
Parent education declined to state	8% 12 tested	0% 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

20%

Level 4, well developed

The level used towards reclassification

2025

55%

Level 3 or 4, moderately or well developed

English learners tested

Grade	Tested	Level 1	Level 2	Level 3	Level 4	Level 3 or 4
Kindergarten	14	14%	29%	29%	29%	57%
Grade 1	13	38%	15%	8%	38%	46%
Grade 2	15	13%	40%	47%	0%	47%
Grade 3	11	18%	36%	36%	9%	45%
Grade 4	11	18%	45%	36%	0%	36%
Grade 5	14	14%	14%	43%	29%	71%
Grade 6	6	-	-	-	-	-

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
Economically Disadvantaged	73	18%	26%	34%	22%	56%
ELs enrolled 12 months or more	67	13%	24%	39%	24%	63%
No Special Education Services	66	8%	29%	41%	23%	64%
Male	52	25%	31%	31%	13%	44%
Primary language: Spanish	44	25%	25%	34%	16%	50%
Hispanic or Latino	43	26%	23%	35%	16%	51%
Asian	35	9%	31%	34%	26%	60%
Female	32	6%	22%	41%	31%	72%
Primary language: All remaining languages	21	14%	24%	29%	33%	62%
EL - 1 year in program	18	28%	17%	17%	39%	56%
Special Education Services	18	56%	22%	11%	11%	22%
EL - less than 1 year in program	17	35%	41%	18%	6%	24%
ELs enrolled fewer than 12 months	17	35%	41%	18%	6%	24%
At-Risk of LTEL	14	7%	43%	43%	7%	50%
EL - 5 years in program	13	0%	31%	46%	23%	69%
EL - 2 years in program	12	8%	33%	50%	8%	58%
EL - 3 years in program	12	8%	25%	58%	8%	67%
Not Economically Disadvantaged	11	18%	36%	36%	9%	45%
Military	9	-	-	-	-	-
EL - 4 years in program	6	-	-	-	-	-
EL - 6+ years in program	6	-	-	-	-	-
Primary language: Arabic	5	-	-	-	-	-
Primary language: Hmong	5	-	-	-	-	-
Primary language: Punjabi	5	-	-	-	-	-

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.