Performance
Cypress Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Cypress Elementary in Tulare, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
14%
Met or exceeded the standard
2025
6%
Exceeded the standard
78
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 14% | 6% | 78 |
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 | 26% 303 tested | 23% 307 tested | 14% 78 tested |
| Gender | |||
| Female | 28% 147 tested | 19% 149 tested | 11% 37 tested |
| Male | 25% 156 tested | 28% 158 tested | 17% 41 tested |
| Race and ethnicity | |||
| Hispanic or Latino | 27% 264 tested | 24% 266 tested | 17% 66 tested |
| White | 28% 25 tested | 35% 26 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 24% 278 tested | 21% 282 tested | 11% 70 tested |
| Not economically disadvantaged | 52% 25 tested | 52% 25 tested | - |
| Homeless | 26% 19 tested | 20% 20 tested | - |
| English learners | |||
| English learners | 13% 85 tested | 13% 88 tested | 5% 22 tested |
| English learners, 12 months or more | 13% 85 tested | 13% 85 tested | 5% 22 tested |
| At risk of becoming a long term English learner | 6% 33 tested | 3% 33 tested | 0% 13 tested |
| Reclassified fluent English proficient | 55% 20 tested | 30% 20 tested | - |
| Ever an English learner | 21% 105 tested | 16% 108 tested | 12% 26 tested |
| Never an English learner | 29% 198 tested | 28% 199 tested | 15% 52 tested |
| English only | 28% 190 tested | 27% 191 tested | 15% 47 tested |
| Disability | |||
| Students with disabilities | 9% 33 tested | 3% 34 tested | - |
| No reported disability | 29% 270 tested | 26% 273 tested | 16% 69 tested |
| Parent education | |||
| Parent not a high school graduate | 14% 36 tested | 11% 37 tested | 8% 12 tested |
| Parent high school graduate | 20% 115 tested | 16% 116 tested | 7% 29 tested |
| Parent some college | 30% 70 tested | 30% 71 tested | 0% 17 tested |
| Parent college graduate | 42% 45 tested | 35% 46 tested | 42% 12 tested |
| Parent graduate school | 29% 17 tested | 35% 17 tested | - |
View 9 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 26% 302 tested | 24% 306 tested | 14% 78 tested |
| Not foster youth | 26% 301 tested | 23% 305 tested | 14% 78 tested |
| Not migrant education | 27% 298 tested | 23% 302 tested | 15% 75 tested |
| Not homeless | 26% 284 tested | 24% 287 tested | 15% 74 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 24% 245 tested | 21% 247 tested | 13% 60 tested |
| Fluent English proficient and English only | 32% 218 tested | 28% 219 tested | 18% 56 tested |
| White (Econ. Disadvantaged) | 29% 21 tested | 32% 22 tested | - |
| Parent education declined to state | 35% 20 tested | 35% 20 tested | - |
| Hispanic or Latino (Not Econ. Disadvantaged) | 58% 19 tested | 58% 19 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
7%
Level 4, well developed
The level used towards reclassification
2025
39%
Level 3 or 4, moderately or well developed
150
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 25 | 20% | 36% | 36% | 8% | 44% |
| Grade 1 | 19 | 32% | 37% | 32% | 0% | 32% |
| Grade 2 | 19 | 16% | 42% | 42% | 0% | 42% |
| Grade 3 | 24 | 25% | 46% | 21% | 8% | 29% |
| Grade 4 | 23 | 17% | 35% | 43% | 4% | 48% |
| Grade 5 | 21 | 14% | 48% | 14% | 24% | 38% |
| Grade 6 | 19 | 11% | 47% | 37% | 5% | 42% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (23 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Primary language: Spanish | 145 | 19% | 41% | 33% | 7% | 40% |
| Economically Disadvantaged | 143 | 20% | 41% | 32% | 6% | 38% |
| Hispanic or Latino | 142 | 20% | 40% | 34% | 6% | 40% |
| ELs enrolled 12 months or more | 132 | 16% | 45% | 32% | 8% | 39% |
| No Special Education Services | 129 | 14% | 43% | 36% | 8% | 43% |
| Male | 84 | 26% | 36% | 30% | 8% | 38% |
| Female | 66 | 11% | 48% | 35% | 6% | 41% |
| At-Risk of LTEL | 32 | 22% | 53% | 22% | 3% | 25% |
| EL - 1 year in program | 29 | 31% | 41% | 24% | 3% | 28% |
| EL - 4 years in program | 24 | 17% | 42% | 38% | 4% | 42% |
| EL - 3 years in program | 23 | 13% | 39% | 39% | 9% | 48% |
| Special Education Services | 21 | 52% | 33% | 10% | 5% | 14% |
| EL - 6+ years in program | 20 | 0% | 45% | 40% | 15% | 55% |
| EL - 2 years in program | 19 | 16% | 47% | 37% | 0% | 37% |
| EL - less than 1 year in program | 19 | 37% | 21% | 32% | 11% | 42% |
| ELs enrolled fewer than 12 months | 18 | 44% | 17% | 33% | 6% | 39% |
| EL - 5 years in program | 16 | 19% | 56% | 13% | 13% | 25% |
| Homeless | 8 | - | - | - | - | - |
| Migrant | 8 | - | - | - | - | - |
| Not Economically Disadvantaged | 7 | - | - | - | - | - |
| LTEL | 6 | - | - | - | - | - |
| White | 5 | - | - | - | - | - |
| 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.