Performance
Harder Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Harder Elementary in Hayward, 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
3%
Exceeded the standard
103
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 13% | 3% | 103 |
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 | 18% 355 tested | 11% 361 tested | 13% 103 tested |
| Gender | |||
| Female | 22% 170 tested | 8% 174 tested | 6% 47 tested |
| Male | 14% 185 tested | 14% 187 tested | 18% 56 tested |
| Race and ethnicity | |||
| Asian | 30% 27 tested | 22% 27 tested | - |
| Black or African American | 14% 22 tested | 14% 22 tested | - |
| Filipino | 54% 13 tested | 42% 12 tested | - |
| Hispanic or Latino | 14% 258 tested | 9% 264 tested | 5% 78 tested |
| Native Hawaiian or Pacific Islander | 24% 21 tested | 14% 22 tested | - |
| Two or more races | 27% 11 tested | 9% 11 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 17% 301 tested | 11% 303 tested | 12% 86 tested |
| Not economically disadvantaged | 24% 54 tested | 12% 58 tested | 18% 17 tested |
| Homeless | 0% 14 tested | 0% 15 tested | - |
| English learners | |||
| English learners | 1% 136 tested | 1% 142 tested | 0% 48 tested |
| English learners, 12 months or more | 1% 134 tested | 1% 132 tested | 0% 44 tested |
| Long term English learners | 0% 13 tested | 0% 13 tested | - |
| At risk of becoming a long term English learner | 2% 44 tested | 2% 44 tested | 0% 25 tested |
| Reclassified fluent English proficient | 33% 64 tested | 22% 64 tested | 25% 16 tested |
| Initial fluent English proficient | 56% 18 tested | 17% 18 tested | - |
| Ever an English learner | 11% 200 tested | 7% 206 tested | 6% 64 tested |
| Never an English learner | 26% 155 tested | 17% 155 tested | 23% 39 tested |
| English only | 23% 137 tested | 17% 137 tested | 25% 36 tested |
| Disability | |||
| Students with disabilities | 8% 50 tested | 8% 49 tested | 8% 12 tested |
| No reported disability | 19% 305 tested | 12% 312 tested | 13% 91 tested |
| Parent education | |||
| Parent not a high school graduate | 3% 66 tested | 3% 69 tested | 0% 20 tested |
| Parent high school graduate | 23% 110 tested | 12% 111 tested | 19% 26 tested |
| Parent some college | 23% 62 tested | 15% 62 tested | 10% 20 tested |
| Parent college graduate | 27% 49 tested | 16% 49 tested | 14% 14 tested |
| Parent graduate school | 24% 21 tested | 23% 22 tested | - |
View 11 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 18% 355 tested | 11% 361 tested | 13% 103 tested |
| Not foster youth | 18% 355 tested | 11% 361 tested | 13% 103 tested |
| Not migrant education | 18% 351 tested | 11% 357 tested | 13% 101 tested |
| Not homeless | 18% 341 tested | 12% 346 tested | 13% 97 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 13% 221 tested | 9% 223 tested | 3% 65 tested |
| Fluent English proficient and English only | 28% 219 tested | 18% 219 tested | 24% 55 tested |
| Parent education declined to state | 9% 47 tested | 8% 48 tested | 18% 17 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 16% 37 tested | 5% 41 tested | 15% 13 tested |
| Asian (Econ. Disadvantaged) | 29% 21 tested | 24% 21 tested | - |
| Native Hawaiian or Pacific Islander (Econ. Disadvantaged) | 25% 20 tested | 14% 21 tested | - |
| Black or African American (Econ. Disadvantaged) | 11% 19 tested | 11% 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
11%
Level 4, well developed
The level used towards reclassification
2025
30%
Level 3 or 4, moderately or well developed
280
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 49 | 51% | 18% | 14% | 16% | 31% |
| Grade 1 | 45 | 67% | 24% | 4% | 4% | 9% |
| Grade 2 | 38 | 18% | 37% | 39% | 5% | 45% |
| Grade 3 | 30 | 50% | 30% | 17% | 3% | 20% |
| Grade 4 | 35 | 46% | 29% | 17% | 9% | 26% |
| Grade 5 | 48 | 25% | 35% | 21% | 19% | 40% |
| Grade 6 | 35 | 40% | 20% | 26% | 14% | 40% |
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 |
|---|---|---|---|---|---|---|
| Hispanic or Latino | 244 | 42% | 30% | 19% | 9% | 28% |
| Primary language: Spanish | 244 | 42% | 30% | 19% | 9% | 28% |
| No Special Education Services | 240 | 40% | 30% | 20% | 10% | 30% |
| Economically Disadvantaged | 238 | 41% | 27% | 21% | 12% | 32% |
| ELs enrolled 12 months or more | 226 | 37% | 31% | 22% | 11% | 33% |
| Male | 144 | 42% | 28% | 18% | 12% | 30% |
| Female | 136 | 43% | 27% | 21% | 10% | 30% |
| EL - 1 year in program | 75 | 67% | 20% | 9% | 4% | 13% |
| EL - less than 1 year in program | 54 | 65% | 17% | 9% | 9% | 19% |
| ELs enrolled fewer than 12 months | 54 | 67% | 15% | 9% | 9% | 19% |
| EL - 2 years in program | 47 | 19% | 34% | 36% | 11% | 47% |
| At-Risk of LTEL | 45 | 20% | 40% | 18% | 22% | 40% |
| Not Economically Disadvantaged | 42 | 52% | 31% | 12% | 5% | 17% |
| Special Education Services | 40 | 58% | 15% | 15% | 13% | 28% |
| EL - 3 years in program | 37 | 32% | 41% | 22% | 5% | 27% |
| EL - 5 years in program | 31 | 13% | 32% | 23% | 32% | 55% |
| Asian | 29 | 48% | 14% | 21% | 17% | 38% |
| EL - 6+ years in program | 21 | 24% | 24% | 38% | 14% | 52% |
| Primary language: All remaining languages | 21 | 62% | 5% | 19% | 14% | 33% |
| EL - 4 years in program | 15 | 27% | 47% | 13% | 13% | 27% |
| LTEL | 14 | 36% | 14% | 36% | 14% | 50% |
| Homeless | 11 | 73% | 27% | 0% | 0% | 0% |
| Primary language: Vietnamese | 8 | - | - | - | - | - |
| Migrant | 7 | - | - | - | - | - |
| Primary language: Punjabi | 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.