Performance
Stephen M. White Middle — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Stephen M. White Middle in Carson, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
31%
Met or exceeded the standard
2025
11%
Exceeded the standard
486
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 8 | 31% | 11% | 486 |
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 | 51% 1,377 tested | 37% 1,373 tested | 31% 486 tested |
| Gender | |||
| Female | 57% 655 tested | 38% 653 tested | 29% 219 tested |
| Male | 45% 722 tested | 36% 720 tested | 33% 267 tested |
| Race and ethnicity | |||
| Asian | 71% 24 tested | 67% 24 tested | - |
| Black or African American | 54% 194 tested | 38% 193 tested | 33% 78 tested |
| Filipino | 73% 161 tested | 61% 161 tested | 42% 52 tested |
| Hispanic or Latino | 45% 870 tested | 31% 867 tested | 26% 289 tested |
| Native Hawaiian or Pacific Islander | 50% 42 tested | 31% 42 tested | 27% 22 tested |
| White | 63% 40 tested | 43% 40 tested | 38% 24 tested |
| Two or more races | 53% 45 tested | 38% 45 tested | 56% 16 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 47% 1,116 tested | 33% 1,113 tested | 28% 388 tested |
| Not economically disadvantaged | 66% 261 tested | 52% 260 tested | 44% 98 tested |
| Homeless | 8% 13 tested | 23% 13 tested | - |
| English learners | |||
| English learners | 2% 42 tested | 5% 42 tested | 5% 19 tested |
| English learners, 12 months or more | 0% 36 tested | 6% 36 tested | 0% 17 tested |
| Long term English learners | 0% 15 tested | 0% 15 tested | - |
| Reclassified fluent English proficient | 42% 348 tested | 26% 347 tested | 16% 114 tested |
| Initial fluent English proficient | 74% 100 tested | 53% 99 tested | 40% 43 tested |
| Ever an English learner | 37% 390 tested | 24% 389 tested | 14% 133 tested |
| Never an English learner | 56% 987 tested | 42% 984 tested | 37% 353 tested |
| English only | 54% 887 tested | 41% 885 tested | 37% 310 tested |
| Disability | |||
| Students with disabilities | 11% 181 tested | 4% 179 tested | 11% 56 tested |
| No reported disability | 57% 1,196 tested | 41% 1,194 tested | 34% 430 tested |
| Parent education | |||
| Parent not a high school graduate | 32% 136 tested | 16% 135 tested | 11% 47 tested |
| Parent high school graduate | 44% 408 tested | 29% 407 tested | 24% 138 tested |
| Parent some college | 58% 271 tested | 42% 271 tested | 42% 92 tested |
| Parent college graduate | 65% 246 tested | 50% 246 tested | 38% 91 tested |
| Parent graduate school | 63% 94 tested | 52% 92 tested | 45% 38 tested |
View 18 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 51% 1,377 tested | 37% 1,373 tested | 31% 486 tested |
| Not foster youth | 51% 1,373 tested | 37% 1,369 tested | 31% 484 tested |
| Not migrant education | 51% 1,373 tested | 37% 1,369 tested | 31% 484 tested |
| Not homeless | 51% 1,364 tested | 37% 1,360 tested | 31% 484 tested |
| Fluent English proficient and English only | 52% 1,335 tested | 38% 1,331 tested | 32% 467 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 43% 743 tested | 28% 740 tested | 23% 243 tested |
| Parent education declined to state | 47% 220 tested | 35% 220 tested | 28% 79 tested |
| Black or African American (Econ. Disadvantaged) | 49% 154 tested | 34% 154 tested | 31% 61 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 61% 127 tested | 46% 127 tested | 41% 46 tested |
| Filipino (Econ. Disadvantaged) | 72% 105 tested | 63% 105 tested | 41% 32 tested |
| Filipino (Not Econ. Disadvantaged) | 73% 56 tested | 59% 56 tested | 45% 20 tested |
| Black or African American (Not Econ. Disadvantaged) | 73% 40 tested | 51% 39 tested | 41% 17 tested |
| Native Hawaiian or Pacific Islander (Econ. Disadvantaged) | 49% 37 tested | 27% 37 tested | 30% 20 tested |
| Two or more races (Econ. Disadvantaged) | 47% 34 tested | 32% 34 tested | 50% 12 tested |
| White (Econ. Disadvantaged) | 63% 30 tested | 37% 30 tested | 32% 19 tested |
| Asian (Econ. Disadvantaged) | 75% 12 tested | 50% 12 tested | - |
| Asian (Not Econ. Disadvantaged) | 67% 12 tested | 83% 12 tested | - |
| Two or more races (Not Econ. Disadvantaged) | 73% 11 tested | 55% 11 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
36%
Level 4, well developed
The level used towards reclassification
2025
64%
Level 3 or 4, moderately or well developed
72
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Grade 6 | 18 | 11% | 28% | 33% | 28% | 61% |
| Grade 7 | 25 | 12% | 12% | 24% | 52% | 76% |
| Grade 8 | 29 | 21% | 24% | 28% | 28% | 55% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (19 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| No Special Education Services | 71 | 15% | 20% | 28% | 37% | 65% |
| ELs enrolled 12 months or more | 63 | 13% | 21% | 29% | 38% | 67% |
| Economically Disadvantaged | 63 | 13% | 24% | 25% | 38% | 64% |
| Primary language: Spanish | 59 | 15% | 22% | 32% | 31% | 63% |
| Hispanic or Latino | 56 | 14% | 23% | 32% | 30% | 63% |
| Female | 41 | 12% | 29% | 27% | 32% | 59% |
| EL - 6+ years in program | 34 | 0% | 21% | 26% | 53% | 79% |
| Male | 31 | 19% | 10% | 29% | 42% | 71% |
| LTEL | 15 | 0% | 33% | 33% | 33% | 67% |
| EL - 2 years in program | 11 | 27% | 27% | 36% | 9% | 45% |
| EL - 1 year in program | 10 | - | - | - | - | - |
| ELs enrolled fewer than 12 months | 9 | - | - | - | - | - |
| Not Economically Disadvantaged | 9 | - | - | - | - | - |
| EL - less than 1 year in program | 8 | - | - | - | - | - |
| Primary language: Filipino (Pilipino or Tagalog) | 8 | - | - | - | - | - |
| Filipino | 7 | - | - | - | - | - |
| Two or more races | 6 | - | - | - | - | - |
| EL - 4 years in program | 4 | - | - | - | - | - |
| Primary language: All remaining languages | 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.