Performance
Centerville Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Centerville Elementary in Sanger, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
24%
Met or exceeded the standard
2025
7%
Exceeded the standard
67
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 25% | 8% | 48 |
| Grade 8 | 21% | 5% | 19 |
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 | 37% 224 tested | 35% 229 tested | 24% 67 tested |
| Gender | |||
| Female | 44% 105 tested | 34% 107 tested | 21% 38 tested |
| Male | 31% 119 tested | 37% 122 tested | 28% 29 tested |
| Race and ethnicity | |||
| Hispanic or Latino | 34% 194 tested | 32% 199 tested | 22% 59 tested |
| White | 62% 26 tested | 58% 26 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 24% 134 tested | 25% 139 tested | 8% 36 tested |
| Not economically disadvantaged | 57% 90 tested | 51% 90 tested | 42% 31 tested |
| English learners | |||
| English learners | 3% 38 tested | 10% 41 tested | - |
| English learners, 12 months or more | 3% 37 tested | 8% 38 tested | - |
| At risk of becoming a long term English learner | 8% 13 tested | 8% 13 tested | - |
| Reclassified fluent English proficient | 39% 41 tested | 39% 41 tested | 8% 12 tested |
| Initial fluent English proficient | 50% 24 tested | 50% 24 tested | - |
| Ever an English learner | 22% 79 tested | 24% 82 tested | 5% 20 tested |
| Never an English learner | 46% 145 tested | 42% 147 tested | 32% 47 tested |
| English only | 45% 121 tested | 40% 123 tested | 27% 37 tested |
| Disability | |||
| Students with disabilities | 5% 22 tested | 5% 22 tested | - |
| No reported disability | 41% 202 tested | 39% 207 tested | 28% 58 tested |
| Parent education | |||
| Parent not a high school graduate | 15% 20 tested | 18% 22 tested | - |
| Parent high school graduate | 26% 35 tested | 19% 37 tested | 18% 11 tested |
| Parent some college | 38% 37 tested | 41% 37 tested | 38% 13 tested |
| Parent college graduate | 29% 82 tested | 29% 83 tested | 17% 23 tested |
| Parent graduate school | 66% 47 tested | 60% 47 tested | 36% 14 tested |
View 8 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not foster youth | 37% 224 tested | 35% 229 tested | 24% 67 tested |
| Not armed forces family member | 37% 223 tested | 36% 228 tested | 24% 66 tested |
| Not homeless | 37% 221 tested | 36% 226 tested | 24% 66 tested |
| Not migrant education | 38% 220 tested | 36% 223 tested | 24% 66 tested |
| Fluent English proficient and English only | 44% 186 tested | 41% 188 tested | 27% 59 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 25% 129 tested | 25% 134 tested | 9% 34 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 52% 65 tested | 46% 65 tested | 40% 25 tested |
| White (Not Econ. Disadvantaged) | 73% 22 tested | 68% 22 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
14%
Level 4, well developed
The level used towards reclassification
2025
48%
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 | 11 | 55% | 18% | 27% | 0% | 27% |
| Grade 1 | 16 | 25% | 31% | 25% | 19% | 44% |
| Grade 2 | 11 | 9% | 9% | 82% | 0% | 82% |
| Grade 3 | 12 | 25% | 42% | 17% | 17% | 33% |
| Grade 4 | 9 | - | - | - | - | - |
| Grade 5 | 6 | - | - | - | - | - |
| Grade 6 | 9 | - | - | - | - | - |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (20 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Hispanic or Latino | 79 | 27% | 25% | 34% | 14% | 48% |
| Primary language: Spanish | 79 | 27% | 25% | 34% | 14% | 48% |
| Economically Disadvantaged | 73 | 29% | 23% | 34% | 14% | 48% |
| No Special Education Services | 69 | 22% | 25% | 38% | 16% | 54% |
| ELs enrolled 12 months or more | 66 | 17% | 29% | 38% | 17% | 55% |
| Male | 46 | 28% | 26% | 30% | 15% | 46% |
| Female | 33 | 24% | 24% | 39% | 12% | 52% |
| EL - 2 years in program | 18 | 6% | 11% | 61% | 22% | 83% |
| EL - 1 year in program | 15 | 53% | 27% | 13% | 7% | 20% |
| At-Risk of LTEL | 13 | 8% | 31% | 23% | 38% | 62% |
| EL - less than 1 year in program | 13 | 69% | 15% | 15% | 0% | 15% |
| ELs enrolled fewer than 12 months | 11 | 91% | 0% | 9% | 0% | 9% |
| EL - 6+ years in program | 10 | - | - | - | - | - |
| Special Education Services | 10 | - | - | - | - | - |
| EL - 3 years in program | 9 | - | - | - | - | - |
| EL - 4 years in program | 7 | - | - | - | - | - |
| EL - 5 years in program | 7 | - | - | - | - | - |
| LTEL | 7 | - | - | - | - | - |
| Not Economically Disadvantaged | 6 | - | - | - | - | - |
| Migrant | 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.