Performance
Willard Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Willard Elementary in Long Beach, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
13%
Met or exceeded the standard
2025
2%
Exceeded the standard
89
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 13% | 2% | 89 |
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 | 33% 263 tested | 27% 262 tested | 13% 89 tested |
| Gender | |||
| Female | 38% 133 tested | 25% 132 tested | 18% 44 tested |
| Male | 29% 130 tested | 30% 130 tested | 9% 45 tested |
| Race and ethnicity | |||
| Asian | 48% 23 tested | 35% 23 tested | - |
| Black or African American | 20% 35 tested | 15% 34 tested | 0% 13 tested |
| Hispanic or Latino | 32% 190 tested | 28% 190 tested | 8% 61 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 32% 220 tested | 24% 219 tested | 14% 74 tested |
| Not economically disadvantaged | 42% 43 tested | 44% 43 tested | 13% 15 tested |
| Homeless | 6% 17 tested | 18% 17 tested | - |
| English learners | |||
| English learners | 16% 89 tested | 14% 88 tested | 3% 34 tested |
| English learners, 12 months or more | 16% 88 tested | 14% 87 tested | 3% 33 tested |
| At risk of becoming a long term English learner | 6% 35 tested | 3% 34 tested | 0% 15 tested |
| Reclassified fluent English proficient | 67% 12 tested | 50% 12 tested | - |
| Initial fluent English proficient | 79% 19 tested | 58% 19 tested | - |
| Ever an English learner | 22% 101 tested | 18% 100 tested | 5% 40 tested |
| Never an English learner | 41% 162 tested | 33% 162 tested | 20% 49 tested |
| English only | 36% 143 tested | 30% 143 tested | 18% 39 tested |
| Disability | |||
| Students with disabilities | 13% 31 tested | 20% 30 tested | - |
| No reported disability | 36% 232 tested | 28% 232 tested | 15% 79 tested |
| Parent education | |||
| Parent not a high school graduate | 14% 29 tested | 4% 28 tested | - |
| Parent high school graduate | 33% 81 tested | 33% 81 tested | 19% 21 tested |
| Parent some college | 37% 51 tested | 33% 51 tested | 11% 18 tested |
| Parent college graduate | 47% 38 tested | 34% 38 tested | 25% 16 tested |
View 10 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 33% 263 tested | 27% 262 tested | 13% 89 tested |
| Not foster youth | 34% 262 tested | 28% 261 tested | 13% 89 tested |
| Not migrant education | 34% 260 tested | 27% 259 tested | 14% 88 tested |
| Not homeless | 35% 246 tested | 28% 245 tested | 14% 84 tested |
| Fluent English proficient and English only | 43% 174 tested | 34% 174 tested | 20% 55 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 30% 161 tested | 25% 161 tested | 10% 52 tested |
| Parent education declined to state | 31% 55 tested | 20% 55 tested | 5% 22 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 45% 29 tested | 41% 29 tested | - |
| Black or African American (Econ. Disadvantaged) | 22% 27 tested | 8% 26 tested | 0% 11 tested |
| Asian (Econ. Disadvantaged) | 42% 19 tested | 26% 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
2%
Level 4, well developed
The level used towards reclassification
2025
23%
Level 3 or 4, moderately or well developed
184
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 42 | 81% | 14% | 5% | 0% | 5% |
| Grade 1 | 26 | 88% | 8% | 4% | 0% | 4% |
| Grade 2 | 28 | 50% | 14% | 36% | 0% | 36% |
| Grade 3 | 28 | 25% | 57% | 18% | 0% | 18% |
| Grade 4 | 26 | 12% | 35% | 46% | 8% | 54% |
| Grade 5 | 34 | 12% | 56% | 29% | 3% | 32% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (21 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Primary language: Spanish | 175 | 46% | 30% | 22% | 1% | 23% |
| Hispanic or Latino | 173 | 46% | 30% | 23% | 1% | 24% |
| No Special Education Services | 160 | 45% | 30% | 23% | 2% | 25% |
| ELs enrolled 12 months or more | 156 | 39% | 35% | 24% | 2% | 26% |
| Economically Disadvantaged | 138 | 44% | 31% | 22% | 2% | 25% |
| Female | 93 | 48% | 29% | 23% | 0% | 23% |
| Male | 91 | 44% | 32% | 21% | 3% | 24% |
| EL - 1 year in program | 46 | 78% | 20% | 2% | 0% | 2% |
| Not Economically Disadvantaged | 46 | 52% | 28% | 20% | 0% | 20% |
| At-Risk of LTEL | 34 | 21% | 53% | 26% | 0% | 26% |
| EL - 2 years in program | 33 | 48% | 30% | 21% | 0% | 21% |
| ELs enrolled fewer than 12 months | 28 | 86% | 7% | 7% | 0% | 7% |
| EL - 4 years in program | 27 | 15% | 30% | 52% | 4% | 56% |
| EL - 5 years in program | 25 | 12% | 52% | 32% | 4% | 36% |
| EL - less than 1 year in program | 25 | 84% | 8% | 8% | 0% | 8% |
| Special Education Services | 24 | 54% | 33% | 13% | 0% | 13% |
| EL - 3 years in program | 21 | 19% | 48% | 29% | 5% | 33% |
| Primary language: All remaining languages | 9 | - | - | - | - | - |
| Asian | 7 | - | - | - | - | - |
| EL - 6+ years in program | 7 | - | - | - | - | - |
| Homeless | 7 | - | - | - | - | - |
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.