Performance
Addams Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Addams Elementary in Long Beach, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
20%
Met or exceeded the standard
2025
4%
Exceeded the standard
122
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 20% | 4% | 122 |
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 | 33% 361 tested | 27% 360 tested | 20% 122 tested |
| Gender | |||
| Female | 35% 170 tested | 24% 169 tested | 20% 54 tested |
| Male | 32% 191 tested | 30% 191 tested | 19% 68 tested |
| Race and ethnicity | |||
| Asian | 57% 14 tested | 64% 14 tested | - |
| Black or African American | 18% 49 tested | 12% 49 tested | 19% 16 tested |
| Hispanic or Latino | 34% 279 tested | 27% 278 tested | 18% 95 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 32% 314 tested | 25% 313 tested | 18% 103 tested |
| Not economically disadvantaged | 43% 47 tested | 43% 47 tested | 26% 19 tested |
| Homeless | 32% 22 tested | 23% 22 tested | - |
| English learners | |||
| English learners | 13% 101 tested | 12% 100 tested | 0% 28 tested |
| English learners, 12 months or more | 13% 100 tested | 12% 100 tested | 0% 28 tested |
| At risk of becoming a long term English learner | 17% 47 tested | 13% 47 tested | 0% 18 tested |
| Reclassified fluent English proficient | 67% 42 tested | 62% 42 tested | 31% 16 tested |
| Initial fluent English proficient | 55% 20 tested | 50% 20 tested | - |
| Ever an English learner | 29% 143 tested | 27% 142 tested | 11% 44 tested |
| Never an English learner | 36% 218 tested | 28% 218 tested | 24% 78 tested |
| English only | 34% 198 tested | 25% 198 tested | 22% 68 tested |
| Disability | |||
| Students with disabilities | 13% 48 tested | 6% 48 tested | 0% 12 tested |
| No reported disability | 36% 313 tested | 30% 312 tested | 22% 110 tested |
| Parent education | |||
| Parent not a high school graduate | 32% 66 tested | 30% 66 tested | 17% 18 tested |
| Parent high school graduate | 22% 108 tested | 16% 108 tested | 11% 38 tested |
| Parent some college | 43% 67 tested | 37% 67 tested | 29% 24 tested |
| Parent college graduate | 39% 46 tested | 35% 46 tested | 43% 14 tested |
| Parent graduate school | 35% 17 tested | 24% 17 tested | - |
View 10 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 33% 361 tested | 27% 360 tested | 20% 122 tested |
| Not foster youth | 33% 361 tested | 27% 360 tested | 20% 122 tested |
| Not migrant education | 33% 358 tested | 27% 357 tested | 20% 122 tested |
| Not homeless | 33% 339 tested | 28% 338 tested | 20% 116 tested |
| Fluent English proficient and English only | 41% 260 tested | 33% 260 tested | 26% 94 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 33% 240 tested | 26% 239 tested | 18% 80 tested |
| Parent education declined to state | 39% 57 tested | 29% 56 tested | 17% 24 tested |
| Black or African American (Econ. Disadvantaged) | 19% 47 tested | 13% 47 tested | 21% 14 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 38% 39 tested | 36% 39 tested | 20% 15 tested |
| Asian (Econ. Disadvantaged) | 55% 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
6%
Level 4, well developed
The level used towards reclassification
2025
37%
Level 3 or 4, moderately or well developed
199
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 30 | 37% | 37% | 27% | 0% | 27% |
| Grade 1 | 33 | 48% | 30% | 18% | 3% | 21% |
| Grade 2 | 33 | 36% | 27% | 36% | 0% | 36% |
| Grade 3 | 38 | 34% | 29% | 34% | 3% | 37% |
| Grade 4 | 36 | 22% | 33% | 39% | 6% | 44% |
| Grade 5 | 29 | 17% | 24% | 31% | 28% | 59% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (18 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Primary language: Spanish | 196 | 33% | 30% | 31% | 6% | 37% |
| Hispanic or Latino | 195 | 33% | 30% | 31% | 6% | 37% |
| ELs enrolled 12 months or more | 176 | 30% | 30% | 33% | 7% | 40% |
| Economically Disadvantaged | 170 | 32% | 31% | 31% | 6% | 36% |
| No Special Education Services | 156 | 24% | 34% | 34% | 8% | 42% |
| Male | 115 | 35% | 31% | 31% | 3% | 34% |
| Female | 84 | 30% | 29% | 31% | 11% | 42% |
| EL - 1 year in program | 49 | 51% | 29% | 20% | 0% | 20% |
| At-Risk of LTEL | 47 | 11% | 32% | 38% | 19% | 57% |
| Special Education Services | 43 | 63% | 16% | 21% | 0% | 21% |
| EL - 2 years in program | 35 | 37% | 31% | 29% | 3% | 31% |
| EL - 4 years in program | 33 | 12% | 30% | 48% | 9% | 58% |
| EL - 3 years in program | 32 | 31% | 31% | 38% | 0% | 38% |
| Not Economically Disadvantaged | 29 | 34% | 24% | 34% | 7% | 41% |
| EL - 5 years in program | 24 | 0% | 29% | 38% | 33% | 71% |
| EL - less than 1 year in program | 23 | 52% | 30% | 17% | 0% | 17% |
| ELs enrolled fewer than 12 months | 23 | 52% | 30% | 17% | 0% | 17% |
| Homeless | 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.