Performance
Benjamin Franklin Intermediate — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Benjamin Franklin Intermediate in Colma, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
15%
Met or exceeded the standard
2025
6%
Exceeded the standard
181
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 8 | 15% | 6% | 181 |
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 | 30% 470 tested | 24% 484 tested | 15% 181 tested |
| Gender | |||
| Female | 34% 235 tested | 25% 242 tested | 13% 87 tested |
| Male | 26% 235 tested | 24% 242 tested | 18% 94 tested |
| Race and ethnicity | |||
| Asian | 43% 47 tested | 47% 49 tested | 32% 19 tested |
| Filipino | 48% 143 tested | 31% 143 tested | 10% 49 tested |
| Hispanic or Latino | 16% 213 tested | 15% 226 tested | 16% 86 tested |
| White | 26% 38 tested | 24% 37 tested | 6% 16 tested |
| Two or more races | 18% 17 tested | 29% 17 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 24% 250 tested | 21% 257 tested | 11% 91 tested |
| Not economically disadvantaged | 36% 220 tested | 29% 227 tested | 20% 90 tested |
| English learners | |||
| English learners | 3% 150 tested | 7% 164 tested | 2% 56 tested |
| English learners, 12 months or more | 3% 146 tested | 7% 145 tested | 2% 46 tested |
| English learners, under 12 months | - | 5% 19 tested | - |
| Long term English learners | 0% 56 tested | 2% 55 tested | 0% 19 tested |
| At risk of becoming a long term English learner | 8% 12 tested | 17% 12 tested | - |
| Reclassified fluent English proficient | 41% 144 tested | 29% 144 tested | 22% 64 tested |
| Initial fluent English proficient | 50% 44 tested | 45% 44 tested | 33% 12 tested |
| Ever an English learner | 21% 294 tested | 17% 308 tested | 13% 120 tested |
| Never an English learner | 43% 176 tested | 37% 176 tested | 21% 61 tested |
| English only | 41% 132 tested | 34% 132 tested | 18% 49 tested |
| Disability | |||
| Students with disabilities | 2% 44 tested | 5% 44 tested | 0% 16 tested |
| No reported disability | 32% 426 tested | 26% 440 tested | 17% 165 tested |
| Parent education | |||
| Parent not a high school graduate | 10% 40 tested | 7% 41 tested | 13% 15 tested |
| Parent high school graduate | 25% 126 tested | 20% 129 tested | 8% 52 tested |
| Parent some college | 31% 93 tested | 22% 97 tested | 15% 41 tested |
| Parent college graduate | 44% 121 tested | 37% 122 tested | 25% 40 tested |
| Parent graduate school | 57% 23 tested | 48% 23 tested | - |
View 15 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 30% 470 tested | 24% 484 tested | 15% 181 tested |
| Not foster youth | 30% 470 tested | 24% 484 tested | 15% 181 tested |
| Not migrant education | 30% 470 tested | 24% 484 tested | 15% 181 tested |
| Not homeless | 30% 468 tested | 24% 482 tested | 16% 180 tested |
| Fluent English proficient and English only | 42% 320 tested | 33% 320 tested | 22% 125 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 14% 139 tested | 15% 145 tested | 17% 48 tested |
| Filipino (Not Econ. Disadvantaged) | 50% 90 tested | 33% 90 tested | 16% 31 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 19% 74 tested | 15% 81 tested | 16% 38 tested |
| Parent education declined to state | 12% 67 tested | 17% 72 tested | 8% 24 tested |
| Filipino (Econ. Disadvantaged) | 43% 53 tested | 28% 53 tested | 0% 18 tested |
| Asian (Econ. Disadvantaged) | 33% 24 tested | 35% 26 tested | - |
| White (Econ. Disadvantaged) | 21% 24 tested | 22% 23 tested | 0% 11 tested |
| Asian (Not Econ. Disadvantaged) | 52% 23 tested | 61% 23 tested | - |
| Two or more races (Not Econ. Disadvantaged) | 13% 15 tested | 33% 15 tested | - |
| White (Not Econ. Disadvantaged) | 36% 14 tested | 29% 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
22%
Level 4, well developed
The level used towards reclassification
2025
52%
Level 3 or 4, moderately or well developed
183
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Grade 6 | 64 | 27% | 19% | 38% | 17% | 55% |
| Grade 7 | 52 | 46% | 8% | 23% | 23% | 46% |
| Grade 8 | 67 | 27% | 19% | 28% | 25% | 54% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (24 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| No Special Education Services | 172 | 33% | 16% | 28% | 23% | 51% |
| ELs enrolled 12 months or more | 162 | 27% | 17% | 33% | 23% | 56% |
| Hispanic or Latino | 133 | 40% | 17% | 25% | 18% | 43% |
| Primary language: Spanish | 132 | 40% | 17% | 25% | 18% | 43% |
| Economically Disadvantaged | 124 | 31% | 19% | 27% | 23% | 49% |
| Female | 100 | 34% | 19% | 27% | 20% | 47% |
| Male | 83 | 30% | 12% | 34% | 24% | 58% |
| EL - 6+ years in program | 80 | 3% | 15% | 48% | 35% | 83% |
| Not Economically Disadvantaged | 59 | 34% | 8% | 37% | 20% | 58% |
| LTEL | 55 | 4% | 20% | 53% | 24% | 76% |
| EL - 1 year in program | 31 | 58% | 13% | 23% | 6% | 29% |
| EL - 2 years in program | 29 | 62% | 14% | 17% | 7% | 24% |
| Filipino | 26 | 0% | 8% | 50% | 42% | 92% |
| Primary language: Filipino (Pilipino or Tagalog) | 26 | 0% | 12% | 50% | 38% | 88% |
| ELs enrolled fewer than 12 months | 21 | 71% | 10% | 10% | 10% | 19% |
| EL - less than 1 year in program | 18 | 78% | 11% | 0% | 11% | 11% |
| EL - 3 years in program | 13 | 38% | 23% | 15% | 23% | 38% |
| Asian | 12 | 17% | 25% | 42% | 17% | 58% |
| At-Risk of LTEL | 11 | 27% | 45% | 9% | 18% | 27% |
| EL - 5 years in program | 11 | 18% | 27% | 27% | 27% | 55% |
| Primary language: Arabic | 11 | 36% | 9% | 27% | 27% | 55% |
| Special Education Services | 11 | 18% | 18% | 55% | 9% | 64% |
| White | 11 | 36% | 9% | 27% | 27% | 55% |
| Primary language: All remaining languages | 10 | - | - | - | - | - |
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.