Performance
Don Pedro Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Don Pedro Elementary in Ceres, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
11%
Met or exceeded the standard
2025
2%
Exceeded the standard
62
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 11% | 2% | 62 |
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 | 22% 249 tested | 13% 250 tested | 11% 62 tested |
| Gender | |||
| Female | 21% 133 tested | 8% 134 tested | 9% 32 tested |
| Male | 22% 116 tested | 19% 116 tested | 13% 30 tested |
| Race and ethnicity | |||
| Hispanic or Latino | 21% 209 tested | 13% 209 tested | 10% 50 tested |
| White | 30% 27 tested | 19% 27 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 21% 234 tested | 12% 234 tested | 11% 56 tested |
| Not economically disadvantaged | 27% 15 tested | 31% 16 tested | - |
| Migrant education | 17% 24 tested | 13% 24 tested | - |
| English learners | |||
| English learners | 8% 126 tested | 7% 127 tested | 3% 29 tested |
| English learners, 12 months or more | 8% 124 tested | 7% 124 tested | 4% 27 tested |
| Long term English learners | 8% 12 tested | 17% 12 tested | - |
| At risk of becoming a long term English learner | 7% 41 tested | 7% 41 tested | 8% 12 tested |
| Reclassified fluent English proficient | 67% 21 tested | 29% 21 tested | - |
| Initial fluent English proficient | 50% 14 tested | 29% 14 tested | - |
| Ever an English learner | 16% 147 tested | 10% 148 tested | 11% 36 tested |
| Never an English learner | 29% 102 tested | 18% 102 tested | 12% 26 tested |
| English only | 26% 88 tested | 16% 88 tested | 9% 23 tested |
| Disability | |||
| Students with disabilities | 5% 37 tested | 5% 37 tested | - |
| No reported disability | 25% 212 tested | 15% 213 tested | 11% 53 tested |
| Parent education | |||
| Parent not a high school graduate | 10% 61 tested | 7% 61 tested | 8% 12 tested |
| Parent high school graduate | 22% 97 tested | 12% 97 tested | 0% 25 tested |
| Parent some college | 32% 66 tested | 21% 66 tested | 22% 18 tested |
| Parent college graduate | 29% 17 tested | 18% 17 tested | - |
View 8 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 22% 249 tested | 13% 250 tested | 11% 62 tested |
| Not foster youth | 22% 249 tested | 13% 250 tested | 11% 62 tested |
| Not homeless | 22% 245 tested | 13% 246 tested | 11% 62 tested |
| Not migrant education | 22% 225 tested | 13% 226 tested | 11% 54 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 21% 197 tested | 13% 197 tested | 9% 44 tested |
| Fluent English proficient and English only | 36% 123 tested | 20% 123 tested | 18% 33 tested |
| White (Econ. Disadvantaged) | 25% 24 tested | 8% 24 tested | - |
| Hispanic or Latino (Not Econ. Disadvantaged) | 17% 12 tested | 17% 12 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
12%
Level 4, well developed
The level used towards reclassification
2025
47%
Level 3 or 4, moderately or well developed
204
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 30 | 27% | 27% | 30% | 17% | 47% |
| Grade 1 | 23 | 22% | 52% | 22% | 4% | 26% |
| Grade 2 | 19 | 21% | 47% | 32% | 0% | 32% |
| Grade 3 | 39 | 18% | 44% | 36% | 3% | 38% |
| Grade 4 | 33 | 15% | 27% | 45% | 12% | 58% |
| Grade 5 | 29 | 24% | 24% | 34% | 17% | 52% |
| Grade 6 | 31 | 13% | 19% | 39% | 29% | 68% |
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 |
|---|---|---|---|---|---|---|
| Economically Disadvantaged | 198 | 18% | 34% | 35% | 13% | 47% |
| Primary language: Spanish | 197 | 19% | 34% | 35% | 12% | 47% |
| Hispanic or Latino | 195 | 19% | 34% | 35% | 12% | 47% |
| ELs enrolled 12 months or more | 183 | 16% | 36% | 36% | 13% | 48% |
| No Special Education Services | 179 | 17% | 32% | 37% | 13% | 51% |
| Female | 107 | 17% | 36% | 35% | 13% | 48% |
| Male | 97 | 23% | 31% | 35% | 11% | 46% |
| At-Risk of LTEL | 42 | 7% | 38% | 50% | 5% | 55% |
| EL - 1 year in program | 42 | 43% | 31% | 17% | 10% | 26% |
| EL - 4 years in program | 34 | 6% | 29% | 53% | 12% | 65% |
| EL - 3 years in program | 29 | 10% | 48% | 41% | 0% | 41% |
| EL - 6+ years in program | 29 | 0% | 24% | 41% | 34% | 76% |
| EL - 2 years in program | 28 | 25% | 50% | 25% | 0% | 25% |
| Migrant | 25 | 16% | 24% | 32% | 28% | 60% |
| Special Education Services | 25 | 40% | 40% | 16% | 4% | 20% |
| EL - 5 years in program | 22 | 5% | 32% | 41% | 23% | 64% |
| ELs enrolled fewer than 12 months | 21 | 48% | 14% | 29% | 10% | 38% |
| EL - less than 1 year in program | 20 | 45% | 15% | 30% | 10% | 40% |
| LTEL | 14 | 0% | 29% | 50% | 21% | 71% |
| Not Economically Disadvantaged | 6 | - | - | - | - | - |
| Asian | 5 | - | - | - | - | - |
| Homeless | 4 | - | - | - | - | - |
| Primary language: Arabic | 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.