Performance
Gerald A. Smith Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Gerald A. Smith Elementary in Bloomington, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
18%
Met or exceeded the standard
2025
2%
Exceeded the standard
66
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 18% | 2% | 66 |
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% 312 tested | 28% 314 tested | 18% 66 tested |
| Gender | |||
| Female | 36% 148 tested | 19% 149 tested | 13% 30 tested |
| Male | 37% 164 tested | 36% 165 tested | 22% 36 tested |
| Race and ethnicity | |||
| Black or African American | 23% 13 tested | 15% 13 tested | - |
| Hispanic or Latino | 38% 293 tested | 28% 295 tested | 19% 64 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 36% 289 tested | 27% 289 tested | 19% 63 tested |
| Not economically disadvantaged | 43% 23 tested | 40% 25 tested | - |
| Homeless | 31% 29 tested | 17% 29 tested | - |
| English learners | |||
| English learners | 13% 72 tested | 8% 75 tested | 0% 13 tested |
| English learners, 12 months or more | 13% 72 tested | 5% 73 tested | 0% 13 tested |
| Long term English learners | 0% 15 tested | 0% 15 tested | - |
| At risk of becoming a long term English learner | 11% 19 tested | 11% 19 tested | - |
| Reclassified fluent English proficient | 64% 42 tested | 40% 42 tested | 42% 12 tested |
| Initial fluent English proficient | 52% 23 tested | 35% 23 tested | - |
| Ever an English learner | 32% 114 tested | 20% 117 tested | 20% 25 tested |
| Never an English learner | 40% 198 tested | 32% 197 tested | 17% 41 tested |
| English only | 38% 175 tested | 32% 174 tested | 17% 35 tested |
| Disability | |||
| Students with disabilities | 11% 46 tested | 9% 46 tested | 0% 12 tested |
| No reported disability | 41% 266 tested | 31% 268 tested | 22% 54 tested |
| Parent education | |||
| Parent not a high school graduate | 37% 59 tested | 25% 60 tested | 9% 11 tested |
| Parent high school graduate | 28% 128 tested | 25% 129 tested | 15% 26 tested |
| Parent some college | 49% 69 tested | 38% 69 tested | - |
| Parent college graduate | 47% 30 tested | 30% 30 tested | - |
| Parent graduate school | 53% 15 tested | 33% 15 tested | - |
View 8 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 37% 312 tested | 28% 314 tested | 18% 66 tested |
| Not foster youth | 37% 312 tested | 28% 314 tested | 18% 66 tested |
| Not migrant education | 37% 312 tested | 28% 314 tested | 18% 66 tested |
| Not homeless | 37% 283 tested | 29% 285 tested | 17% 64 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 38% 273 tested | 27% 273 tested | 20% 61 tested |
| Fluent English proficient and English only | 44% 240 tested | 34% 239 tested | 23% 53 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 40% 20 tested | 41% 22 tested | - |
| Parent education declined to state | 9% 11 tested | 0% 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
15%
Level 4, well developed
The level used towards reclassification
2025
52%
Level 3 or 4, moderately or well developed
149
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 18 | 11% | 50% | 28% | 11% | 39% |
| Grade 1 | 21 | 38% | 52% | 10% | 0% | 10% |
| Grade 2 | 18 | 17% | 39% | 33% | 11% | 44% |
| Grade 3 | 25 | 12% | 36% | 40% | 12% | 52% |
| Grade 4 | 24 | 13% | 13% | 54% | 21% | 75% |
| Grade 5 | 14 | 21% | 7% | 64% | 7% | 71% |
| Grade 6 | 29 | 0% | 31% | 38% | 31% | 69% |
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 | 148 | 15% | 33% | 38% | 14% | 52% |
| Primary language: Spanish | 147 | 14% | 33% | 38% | 14% | 52% |
| Economically Disadvantaged | 139 | 14% | 34% | 39% | 14% | 53% |
| ELs enrolled 12 months or more | 135 | 14% | 31% | 39% | 16% | 55% |
| No Special Education Services | 129 | 13% | 33% | 38% | 16% | 53% |
| Male | 83 | 17% | 29% | 34% | 20% | 54% |
| Female | 66 | 12% | 38% | 42% | 8% | 50% |
| EL - 1 year in program | 28 | 46% | 43% | 7% | 4% | 11% |
| EL - 6+ years in program | 28 | 0% | 25% | 46% | 29% | 75% |
| EL - 4 years in program | 25 | 8% | 24% | 48% | 20% | 68% |
| EL - 2 years in program | 24 | 17% | 38% | 33% | 13% | 46% |
| EL - 3 years in program | 23 | 4% | 35% | 52% | 9% | 61% |
| Homeless | 20 | 10% | 45% | 30% | 15% | 45% |
| Special Education Services | 20 | 25% | 30% | 35% | 10% | 45% |
| At-Risk of LTEL | 19 | 16% | 26% | 47% | 11% | 58% |
| LTEL | 15 | 0% | 33% | 47% | 20% | 67% |
| ELs enrolled fewer than 12 months | 14 | 21% | 50% | 21% | 7% | 29% |
| EL - less than 1 year in program | 13 | 15% | 54% | 23% | 8% | 31% |
| Not Economically Disadvantaged | 10 | - | - | - | - | - |
| EL - 5 years in program | 8 | - | - | - | - | - |
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.