Performance
Birney Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Birney Elementary in Long Beach, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
25%
Met or exceeded the standard
2025
8%
Exceeded the standard
76
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 25% | 8% | 76 |
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 | 44% 235 tested | 40% 236 tested | 25% 76 tested |
| Gender | |||
| Female | 46% 106 tested | 30% 106 tested | 22% 27 tested |
| Male | 43% 129 tested | 48% 130 tested | 27% 49 tested |
| Race and ethnicity | |||
| Asian | 50% 12 tested | 58% 12 tested | - |
| Black or African American | 32% 34 tested | 27% 33 tested | - |
| Filipino | 70% 23 tested | 70% 23 tested | - |
| Hispanic or Latino | 41% 142 tested | 34% 144 tested | 22% 50 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 40% 179 tested | 36% 179 tested | 21% 56 tested |
| Not economically disadvantaged | 59% 56 tested | 51% 57 tested | 35% 20 tested |
| English learners | |||
| English learners | 20% 35 tested | 11% 36 tested | 0% 13 tested |
| English learners, 12 months or more | 20% 35 tested | 11% 35 tested | 0% 13 tested |
| Reclassified fluent English proficient | 82% 11 tested | 91% 11 tested | - |
| Initial fluent English proficient | 63% 16 tested | 56% 16 tested | - |
| Ever an English learner | 35% 46 tested | 30% 47 tested | 12% 17 tested |
| Never an English learner | 47% 189 tested | 42% 189 tested | 29% 59 tested |
| English only | 45% 173 tested | 41% 173 tested | 25% 53 tested |
| Disability | |||
| Students with disabilities | 19% 42 tested | 21% 43 tested | 0% 15 tested |
| No reported disability | 50% 193 tested | 44% 193 tested | 31% 61 tested |
| Parent education | |||
| Parent not a high school graduate | 29% 14 tested | 29% 14 tested | - |
| Parent high school graduate | 41% 37 tested | 38% 37 tested | 36% 11 tested |
| Parent some college | 38% 65 tested | 34% 65 tested | 5% 22 tested |
| Parent college graduate | 49% 76 tested | 47% 75 tested | 41% 22 tested |
| Parent graduate school | 65% 23 tested | 58% 24 tested | - |
View 10 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 44% 235 tested | 40% 236 tested | 25% 76 tested |
| Not migrant education | 44% 235 tested | 40% 236 tested | 25% 76 tested |
| Not foster youth | 44% 232 tested | 40% 233 tested | 25% 76 tested |
| Not homeless | 45% 225 tested | 41% 226 tested | 26% 74 tested |
| Fluent English proficient and English only | 49% 200 tested | 45% 200 tested | 30% 63 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 38% 110 tested | 29% 111 tested | 15% 39 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 50% 32 tested | 52% 33 tested | 45% 11 tested |
| Black or African American (Econ. Disadvantaged) | 33% 30 tested | 28% 29 tested | - |
| Parent education declined to state | 40% 20 tested | 24% 21 tested | - |
| Filipino (Econ. Disadvantaged) | 64% 14 tested | 79% 14 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
4%
Level 4, well developed
The level used towards reclassification
2025
27%
Level 3 or 4, moderately or well developed
79
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 10 | - | - | - | - | - |
| Grade 1 | 14 | 29% | 43% | 21% | 7% | 29% |
| Grade 2 | 18 | 6% | 56% | 33% | 6% | 39% |
| Grade 3 | 10 | - | - | - | - | - |
| Grade 4 | 14 | 43% | 43% | 14% | 0% | 14% |
| Grade 5 | 13 | 46% | 31% | 23% | 0% | 23% |
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 |
|---|---|---|---|---|---|---|
| ELs enrolled 12 months or more | 71 | 27% | 48% | 21% | 4% | 25% |
| Economically Disadvantaged | 65 | 28% | 51% | 20% | 2% | 22% |
| Primary language: Spanish | 64 | 31% | 48% | 17% | 3% | 20% |
| Hispanic or Latino | 62 | 32% | 48% | 16% | 3% | 19% |
| No Special Education Services | 52 | 17% | 46% | 31% | 6% | 37% |
| Male | 42 | 33% | 36% | 29% | 2% | 31% |
| Female | 37 | 22% | 57% | 16% | 5% | 22% |
| Special Education Services | 27 | 48% | 44% | 7% | 0% | 7% |
| EL - 1 year in program | 19 | 32% | 42% | 16% | 11% | 26% |
| EL - 2 years in program | 18 | 11% | 56% | 33% | 0% | 33% |
| Not Economically Disadvantaged | 14 | 29% | 21% | 36% | 14% | 50% |
| EL - 3 years in program | 12 | 25% | 50% | 17% | 8% | 25% |
| At-Risk of LTEL | 10 | - | - | - | - | - |
| EL - 5 years in program | 10 | - | - | - | - | - |
| Primary language: All remaining languages | 10 | - | - | - | - | - |
| Asian | 9 | - | - | - | - | - |
| EL - less than 1 year in program | 8 | - | - | - | - | - |
| ELs enrolled fewer than 12 months | 8 | - | - | - | - | - |
| EL - 4 years in program | 7 | - | - | - | - | - |
| EL - 6+ years in program | 5 | - | - | - | - | - |
| Homeless | 5 | - | - | - | - | - |
| White | 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.