Performance
Enterprise High — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Enterprise High in Kerman, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
4%
Met or exceeded the standard
2025
0%
Exceeded the standard
25
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 11 | 4% | 0% | 25 |
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 | 21% 24 tested | 0% 25 tested | 4% 25 tested |
| Gender | |||
| Female | 36% 11 tested | 0% 11 tested | 0% 11 tested |
| Male | 8% 13 tested | 0% 14 tested | 7% 14 tested |
| Race and ethnicity | |||
| Hispanic or Latino | 17% 23 tested | 0% 24 tested | 0% 24 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 17% 23 tested | 0% 24 tested | 4% 24 tested |
| English learners | |||
| Reclassified fluent English proficient | 18% 11 tested | 0% 11 tested | 0% 11 tested |
| Ever an English learner | 14% 14 tested | 0% 14 tested | 0% 14 tested |
| Never an English learner | - | 0% 11 tested | 9% 11 tested |
| Disability | |||
| No reported disability | 22% 23 tested | 0% 24 tested | 4% 24 tested |
View 6 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 21% 24 tested | 0% 25 tested | 4% 25 tested |
| Not foster youth | 21% 24 tested | 0% 25 tested | 4% 25 tested |
| Not migrant education | 21% 24 tested | 0% 25 tested | 4% 25 tested |
| Not homeless | 22% 23 tested | 0% 24 tested | 4% 24 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 14% 22 tested | 0% 23 tested | 0% 23 tested |
| Fluent English proficient and English only | 24% 21 tested | 0% 22 tested | 5% 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
15%
Level 4, well developed
The level used towards reclassification
2025
77%
Level 3 or 4, moderately or well developed
13
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Grade 11 | 6 | - | - | - | - | - |
| Grade 12 | 4 | - | - | - | - | - |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (9 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| EL - 6+ years in program | 13 | 0% | 23% | 62% | 15% | 77% |
| ELs enrolled 12 months or more | 13 | 0% | 23% | 62% | 15% | 77% |
| Economically Disadvantaged | 13 | 0% | 23% | 62% | 15% | 77% |
| Hispanic or Latino | 13 | 0% | 23% | 62% | 15% | 77% |
| Primary language: Spanish | 13 | 0% | 23% | 62% | 15% | 77% |
| No Special Education Services | 12 | 0% | 25% | 58% | 17% | 75% |
| LTEL | 11 | 0% | 27% | 55% | 18% | 73% |
| Female | 7 | - | - | - | - | - |
| Male | 6 | - | - | - | - | - |
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.
Graduation Rate
High-school adjusted cohort graduation rates — most recent year
View graduation by subgroup (87 rows)
| Year | Cohort | Subgroup | Cohort Size | % Grad |
|---|---|---|---|---|
| 2025 | 4YR | All Students in School · All | 29 | 83% |
| 2025 | 4YR | Economically Disadvantaged · All | 29 | 83% |
| 2025 | 4YR | Female · All | 12 | 83% |
| 2025 | 4YR | Hispanic/Latino · All | 26 | 89% |
| 2025 | 4YR | Male · All | 17 | 82% |
| 2024 | — | All Students in School · All | 33 | 97% |
| 2023 | 4YR | All Students in School · All | 34 | 88% |
| 2023 | 4YR | Economically Disadvantaged · All | 32 | 88% |
| 2023 | 4YR | English Learner · All | 19 | 90% |
| 2023 | 4YR | Hispanic/Latino · All | 31 | 90% |
| 2023 | 4YR | Male · All | 25 | 88% |
| 2022 | 4YR | All Students in School · All | 31 | 100% |
| 2022 | 4YR | Children with disabilities · All | 13 | 100% |
| 2022 | 4YR | Economically Disadvantaged · All | 29 | 100% |
| 2022 | 4YR | English Learner · All | 11 | 100% |
| 2022 | 4YR | Hispanic/Latino · All | 29 | 100% |
| 2022 | 4YR | Male · All | 22 | 100% |
| 2021 | 4yr_ACGR | All Students · All Students in School | 54 | 75% |
| 2021 | 4YR | All Students in School · All | 54 | 75% |
| 2021 | 4YR | American Indian/Alaska Native/Native American · All | 0 | — |
| 2021 | 4YR | Asian/Pacific Islander · All | 2 | — |
| 2021 | 4YR | Black (not Hispanic) African American · All | 1 | — |
| 2021 | 4YR | Children with disabilities · All | 13 | — |
| 2021 | 4YR | Economically Disadvantaged · All | 52 | 75% |
| 2021 | 4YR | English Learner · All | 24 | 70% |
| 2021 | 4YR | Foster care students · All | 1 | — |
| 2021 | 4YR | Hispanic/Latino · All | 48 | 75% |
| 2021 | 4YR | Homeless · All | 4 | — |
| 2021 | 4YR | Multicultural/Multiethnic/Multiracial/other · All | 0 | — |
| 2021 | 4YR | White or Caucasian (not Hispanic) · All | 3 | — |
| 2020 | 4YR | All Students in School · All | 27 | 59% |
| 2020 | 4YR | Economically Disadvantaged · All | 27 | 59% |
| 2020 | 4YR | English Learner · All | 12 | 67% |
| 2020 | 4YR | Female · All | 12 | 75% |
| 2020 | 4YR | Hispanic/Latino · All | 24 | 58% |
| 2020 | 4YR | Male · All | 15 | 47% |
| 2019 | 4YR | All Students in School · All | 27 | 49% |
| 2019 | 4YR | Children with disabilities · All | 8 | 75% |
| 2019 | 4YR | Economically Disadvantaged · All | 27 | 49% |
| 2019 | 4YR | English Learner · All | 12 | 75% |
| 2019 | 4YR | Foster care students · All | 1 | — |
| 2019 | 4YR | Hispanic/Latino · All | 24 | 49% |
| 2019 | 4YR | White or Caucasian (not Hispanic) · All | 3 | — |
| 2018 | 4YR | All Students in School · All | 54 | 74% |
| 2018 | 4YR | American Indian/Alaska Native/Native American · All | — | — |
| 2018 | 4YR | Asian · All | 1 | — |
| 2018 | 4YR | Black (not Hispanic) African American · All | — | — |
| 2018 | 4YR | Children with disabilities · All | 17 | 90% |
| 2018 | 4YR | Economically Disadvantaged · All | 52 | 74% |
| 2018 | 4YR | English Learner · All | 22 | 90% |
| 2018 | 4YR | Foster care students · All | 2 | — |
| 2018 | 4YR | Hispanic/Latino · All | 50 | 74% |
| 2018 | 4YR | Homeless · All | 5 | — |
| 2018 | 4YR | Multicultural/Multiethnic/Multiracial/other · All | — | — |
| 2018 | 4YR | White or Caucasian (not Hispanic) · All | 3 | — |
| 2017 | 4YR | All Students in School · All | 35 | 34% |
| 2017 | 4YR | American Indian/Alaska Native/Native American · All | 2 | — |
| 2017 | 4YR | Asian · All | 1 | — |
| 2017 | 4YR | Black (not Hispanic) African American · All | 2 | — |
| 2017 | 4YR | Children with disabilities · All | 4 | — |
| 2017 | 4YR | Economically Disadvantaged · All | 33 | 34% |
| 2017 | 4YR | English Learner · All | 12 | 24% |
| 2017 | 4YR | Foster care students · All | 2 | — |
| 2017 | 4YR | Hispanic/Latino · All | 27 | 30% |
| 2017 | 4YR | Homeless · All | 2 | — |
| 2017 | 4YR | Multicultural/Multiethnic/Multiracial/other · All | — | — |
| 2017 | 4YR | White or Caucasian (not Hispanic) · All | 3 | — |
| 2016 | 4YR | All Students in School · All | 39 | 74% |
| 2016 | 4YR | American Indian/Alaska Native/Native American · All | 1 | — |
| 2016 | 4YR | Asian · All | — | — |
| 2016 | 4YR | Black (not Hispanic) African American · All | — | — |
| 2016 | 4YR | Children with disabilities · All | 9 | 75% |
| 2016 | 4YR | Economically Disadvantaged · All | 37 | 74% |
| 2016 | 4YR | English Learner · All | 13 | 75% |
| 2016 | 4YR | Hispanic/Latino · All | 32 | 74% |
| 2016 | 4YR | Multicultural/Multiethnic/Multiracial/other · All | — | — |
| 2016 | 4YR | White or Caucasian (not Hispanic) · All | 6 | 75% |
| 2015 | 4YR | All Students in School · All | 35 | 84% |
| 2015 | 4YR | American Indian/Alaska Native/Native American · All | 2 | — |
| 2015 | 4YR | Asian · All | 1 | — |
University Eligibility and Diploma Seals
A to G course completion and diploma seals for the 2025 four year adjusted cohort
2025
0%
Met UC and CSU entrance requirements (A to G)
Eligible to apply to a UC or CSU campus
2025
4%
State Seal of Biliteracy
2025
0%
Golden State Seal Merit Diploma
2025
17%
Cohort dropout rate
Cohort of 29 students. 83% graduated (CDE cohort measure, 2025). 0% still enrolled.
View A to G completion by student group (5 groups)
| Student group | Cohort | Graduated | A to G | Biliteracy | Dropout |
|---|---|---|---|---|---|
| All Students in School | 29 | 83% | 0% | 4% | 17% |
| Economically Disadvantaged | 29 | 83% | 0% | 4% | 17% |
| Hispanic/Latino | 26 | 89% | 0% | 4% | 12% |
| Male | 17 | 82% | 0% | 7% | 18% |
| Female | 12 | 83% | 0% | 0% | 17% |
View earlier cohorts (3 years)
| Cohort year | Cohort | Graduated | A to G | Biliteracy | Golden State Seal | Dropout |
|---|---|---|---|---|---|---|
| 2023 | 34 | 88% | 0% | 0% | 23% | 9% |
| 2022 | 31 | 100% | 3% | 0% | 0% | 0% |
| 2020 | 27 | 59% | 0% | 0% | 0% | 4% |
Source: school_grad_outcomes, California Department of Education four year adjusted cohort outcomes for 2025. A to G refers to the subject requirements a student must complete to be eligible to apply to the University of California and California State University systems. Rates the department suppresses for small cohorts show as -.
SAT / ACT Participation
College-readiness exams from CRDC and state files
CRDC 2021
0
CRDC: total SAT/ACT takers
Sources: state assessment files (EDFacts), school_graduation_v2 (NCES adjusted-cohort), school_sat_act + CRDC SAT/ACT.