Performance
Cambridge Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Cambridge Elementary in Concord, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
7%
Met or exceeded the standard
2025
1%
Exceeded the standard
87
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 7% | 1% | 87 |
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 | 13% 241 tested | 10% 254 tested | 7% 87 tested |
| Gender | |||
| Female | 16% 112 tested | 7% 122 tested | 10% 42 tested |
| Male | 11% 129 tested | 14% 132 tested | 4% 45 tested |
| Race and ethnicity | |||
| Asian | 13% 15 tested | 21% 19 tested | - |
| Hispanic or Latino | 13% 201 tested | 9% 208 tested | 7% 73 tested |
| Two or more races | 8% 12 tested | 15% 13 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 13% 232 tested | 10% 242 tested | 7% 82 tested |
| Not economically disadvantaged | - | 8% 12 tested | - |
| English learners | |||
| English learners | 3% 149 tested | 4% 164 tested | 0% 44 tested |
| English learners, 12 months or more | 3% 146 tested | 5% 142 tested | 0% 39 tested |
| English learners, under 12 months | - | 0% 22 tested | - |
| At risk of becoming a long term English learner | 5% 66 tested | 0% 62 tested | 0% 24 tested |
| Reclassified fluent English proficient | 38% 50 tested | 28% 50 tested | 17% 23 tested |
| Initial fluent English proficient | 31% 16 tested | 13% 16 tested | - |
| Ever an English learner | 12% 199 tested | 10% 214 tested | 6% 67 tested |
| Never an English learner | 21% 42 tested | 13% 40 tested | 10% 20 tested |
| English only | 15% 26 tested | 13% 24 tested | - |
| Disability | |||
| Students with disabilities | 0% 21 tested | 0% 17 tested | - |
| No reported disability | 15% 220 tested | 11% 237 tested | 8% 78 tested |
| Parent education | |||
| Parent not a high school graduate | 13% 30 tested | 5% 38 tested | 11% 19 tested |
| Parent high school graduate | 5% 44 tested | 4% 50 tested | 0% 12 tested |
| Parent some college | 13% 15 tested | 13% 16 tested | - |
| Parent college graduate | 13% 15 tested | 25% 16 tested | - |
View 8 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 13% 241 tested | 10% 254 tested | 7% 87 tested |
| Not foster youth | 13% 241 tested | 10% 254 tested | 7% 87 tested |
| Not migrant education | 13% 241 tested | 10% 254 tested | 7% 87 tested |
| Not homeless | 13% 237 tested | 10% 250 tested | 7% 86 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 13% 194 tested | 9% 199 tested | 7% 71 tested |
| Parent education declined to state | 17% 133 tested | 12% 128 tested | 7% 45 tested |
| Fluent English proficient and English only | 30% 92 tested | 21% 90 tested | 14% 43 tested |
| Asian (Econ. Disadvantaged) | 13% 15 tested | 21% 19 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
7%
Level 4, well developed
The level used towards reclassification
2025
35%
Level 3 or 4, moderately or well developed
355
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 46 | 30% | 41% | 24% | 4% | 28% |
| Grade 1 | 58 | 48% | 28% | 19% | 5% | 24% |
| Grade 2 | 60 | 37% | 25% | 33% | 5% | 38% |
| Grade 3 | 72 | 38% | 24% | 32% | 7% | 39% |
| Grade 4 | 68 | 32% | 25% | 32% | 10% | 43% |
| Grade 5 | 51 | 47% | 16% | 27% | 10% | 37% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (25 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Economically Disadvantaged | 339 | 37% | 27% | 29% | 7% | 37% |
| No Special Education Services | 319 | 36% | 27% | 30% | 8% | 37% |
| Primary language: Spanish | 303 | 38% | 29% | 27% | 6% | 33% |
| Hispanic or Latino | 296 | 37% | 29% | 28% | 6% | 33% |
| ELs enrolled 12 months or more | 281 | 32% | 26% | 33% | 8% | 41% |
| Female | 178 | 35% | 29% | 29% | 7% | 36% |
| Male | 177 | 42% | 23% | 28% | 7% | 35% |
| EL - 1 year in program | 91 | 59% | 22% | 14% | 4% | 19% |
| ELs enrolled fewer than 12 months | 74 | 62% | 24% | 11% | 3% | 14% |
| EL - less than 1 year in program | 72 | 63% | 24% | 11% | 3% | 14% |
| At-Risk of LTEL | 70 | 17% | 31% | 41% | 10% | 51% |
| EL - 3 years in program | 55 | 15% | 27% | 49% | 9% | 58% |
| EL - 2 years in program | 53 | 30% | 32% | 34% | 4% | 38% |
| EL - 4 years in program | 51 | 18% | 29% | 43% | 10% | 53% |
| Primary language: All remaining languages | 45 | 42% | 11% | 33% | 13% | 47% |
| Special Education Services | 36 | 61% | 19% | 17% | 3% | 19% |
| EL - 5 years in program | 29 | 14% | 24% | 38% | 24% | 62% |
| Asian | 25 | 32% | 12% | 32% | 24% | 56% |
| Not Economically Disadvantaged | 16 | 75% | 13% | 13% | 0% | 13% |
| Two or more races | 16 | 75% | 6% | 19% | 0% | 19% |
| White | 11 | 18% | 0% | 64% | 18% | 82% |
| Homeless | 8 | - | - | - | - | - |
| Native Hawaiian or Pacific Islander | 6 | - | - | - | - | - |
| Primary language: Arabic | 5 | - | - | - | - | - |
| EL - 6+ years in program | 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.