Performance
Crowell Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Crowell Elementary in Turlock, 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
92
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 13% | 3% | 92 |
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 | 27% 390 tested | 17% 406 tested | 13% 92 tested |
| Gender | |||
| Female | 30% 181 tested | 15% 192 tested | 8% 50 tested |
| Male | 24% 209 tested | 19% 214 tested | 19% 42 tested |
| Race and ethnicity | |||
| Asian | 24% 29 tested | 14% 29 tested | - |
| Black or African American | 33% 15 tested | 7% 15 tested | - |
| Hispanic or Latino | 24% 221 tested | 15% 223 tested | 9% 43 tested |
| White | 37% 91 tested | 28% 96 tested | 41% 17 tested |
| Two or more races | 15% 27 tested | 6% 36 tested | 0% 16 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 26% 319 tested | 16% 333 tested | 12% 78 tested |
| Not economically disadvantaged | 31% 71 tested | 19% 73 tested | 21% 14 tested |
| Homeless | - | 15% 13 tested | - |
| English learners | |||
| English learners | 17% 142 tested | 9% 159 tested | 6% 35 tested |
| English learners, 12 months or more | 16% 138 tested | 9% 139 tested | 4% 28 tested |
| English learners, under 12 months | - | 10% 20 tested | - |
| Long term English learners | 13% 16 tested | 0% 16 tested | - |
| At risk of becoming a long term English learner | 10% 41 tested | 0% 41 tested | 0% 12 tested |
| Reclassified fluent English proficient | 68% 19 tested | 32% 19 tested | - |
| Initial fluent English proficient | 33% 12 tested | 25% 12 tested | - |
| Ever an English learner | 23% 161 tested | 11% 178 tested | 10% 39 tested |
| Never an English learner | 30% 227 tested | 21% 226 tested | 15% 53 tested |
| English only | 29% 215 tested | 21% 214 tested | 13% 48 tested |
| Disability | |||
| Students with disabilities | 8% 74 tested | 8% 74 tested | 19% 16 tested |
| No reported disability | 31% 316 tested | 19% 332 tested | 12% 76 tested |
| Parent education | |||
| Parent not a high school graduate | 12% 42 tested | 9% 45 tested | - |
| Parent high school graduate | 25% 149 tested | 11% 150 tested | 9% 32 tested |
| Parent some college | 28% 72 tested | 24% 75 tested | 15% 13 tested |
| Parent college graduate | 46% 35 tested | 26% 35 tested | 27% 11 tested |
| Parent graduate school | 42% 12 tested | 33% 12 tested | - |
View 13 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 27% 390 tested | 17% 406 tested | 13% 92 tested |
| Not foster youth | 27% 390 tested | 17% 406 tested | 13% 92 tested |
| Not migrant education | 27% 385 tested | 17% 401 tested | 13% 91 tested |
| Not homeless | 27% 381 tested | 17% 393 tested | 13% 88 tested |
| Fluent English proficient and English only | 33% 246 tested | 22% 245 tested | 18% 57 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 21% 179 tested | 14% 181 tested | 6% 35 tested |
| White (Econ. Disadvantaged) | 39% 71 tested | 30% 76 tested | 40% 15 tested |
| Parent education declined to state | 29% 66 tested | 23% 66 tested | 20% 15 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 33% 42 tested | 19% 42 tested | - |
| Two or more races (Econ. Disadvantaged) | 17% 24 tested | 6% 31 tested | 0% 13 tested |
| Asian (Econ. Disadvantaged) | 28% 25 tested | 12% 25 tested | - |
| White (Not Econ. Disadvantaged) | 30% 20 tested | 20% 20 tested | - |
| Black or African American (Econ. Disadvantaged) | 23% 13 tested | 0% 13 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
8%
Level 4, well developed
The level used towards reclassification
2025
36%
Level 3 or 4, moderately or well developed
286
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 45 | 24% | 44% | 29% | 2% | 31% |
| Grade 1 | 48 | 29% | 35% | 33% | 2% | 35% |
| Grade 2 | 35 | 14% | 57% | 29% | 0% | 29% |
| Grade 3 | 40 | 33% | 38% | 20% | 10% | 30% |
| Grade 4 | 44 | 32% | 25% | 34% | 9% | 43% |
| Grade 5 | 35 | 31% | 26% | 26% | 17% | 43% |
| Grade 6 | 39 | 33% | 23% | 28% | 15% | 44% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (26 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Economically Disadvantaged | 245 | 28% | 37% | 27% | 8% | 35% |
| No Special Education Services | 245 | 26% | 36% | 30% | 8% | 38% |
| ELs enrolled 12 months or more | 240 | 22% | 38% | 32% | 9% | 41% |
| Primary language: Spanish | 174 | 24% | 38% | 31% | 7% | 39% |
| Hispanic or Latino | 165 | 22% | 38% | 32% | 8% | 39% |
| Male | 151 | 26% | 34% | 34% | 5% | 40% |
| Female | 135 | 30% | 37% | 22% | 10% | 33% |
| EL - 1 year in program | 91 | 40% | 31% | 25% | 4% | 30% |
| Primary language: All remaining languages | 81 | 42% | 26% | 22% | 10% | 32% |
| White | 54 | 37% | 33% | 20% | 9% | 30% |
| EL - 2 years in program | 46 | 9% | 54% | 37% | 0% | 37% |
| ELs enrolled fewer than 12 months | 46 | 63% | 24% | 11% | 2% | 13% |
| At-Risk of LTEL | 41 | 24% | 39% | 32% | 5% | 37% |
| Not Economically Disadvantaged | 41 | 29% | 24% | 39% | 7% | 46% |
| Special Education Services | 41 | 41% | 32% | 22% | 5% | 27% |
| EL - less than 1 year in program | 39 | 62% | 31% | 8% | 0% | 8% |
| EL - 3 years in program | 38 | 16% | 39% | 32% | 13% | 45% |
| Asian | 34 | 15% | 35% | 41% | 9% | 50% |
| Two or more races | 32 | 59% | 22% | 16% | 3% | 19% |
| EL - 4 years in program | 29 | 21% | 34% | 38% | 7% | 45% |
| EL - 6+ years in program | 23 | 13% | 22% | 35% | 30% | 65% |
| EL - 5 years in program | 20 | 10% | 30% | 40% | 20% | 60% |
| Primary language: Arabic | 17 | 24% | 47% | 29% | 0% | 29% |
| LTEL | 15 | 13% | 20% | 40% | 27% | 67% |
| Homeless | 12 | 67% | 8% | 8% | 17% | 25% |
| Primary language: Punjabi | 12 | 17% | 42% | 33% | 8% | 42% |
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.