Performance
Highlands Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Highlands Elementary in Concord, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
43%
Met or exceeded the standard
2025
20%
Exceeded the standard
82
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 43% | 20% | 82 |
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 | 45% 251 tested | 47% 248 tested | 43% 82 tested |
| Gender | |||
| Female | 50% 129 tested | 47% 129 tested | 53% 40 tested |
| Male | 40% 122 tested | 46% 119 tested | 33% 42 tested |
| Race and ethnicity | |||
| Asian | 43% 23 tested | 57% 23 tested | - |
| Filipino | 56% 16 tested | 67% 15 tested | - |
| Hispanic or Latino | 36% 72 tested | 31% 71 tested | 17% 23 tested |
| White | 47% 93 tested | 54% 93 tested | 55% 29 tested |
| Two or more races | 51% 43 tested | 48% 42 tested | 50% 16 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 26% 84 tested | 30% 82 tested | 21% 28 tested |
| Not economically disadvantaged | 54% 167 tested | 55% 166 tested | 54% 54 tested |
| English learners | |||
| English learners | 0% 16 tested | 6% 17 tested | - |
| English learners, 12 months or more | 0% 13 tested | 7% 14 tested | - |
| Reclassified fluent English proficient | 27% 11 tested | 55% 11 tested | - |
| Initial fluent English proficient | 55% 11 tested | 45% 11 tested | - |
| Ever an English learner | 11% 27 tested | 25% 28 tested | - |
| Never an English learner | 49% 224 tested | 50% 220 tested | 46% 72 tested |
| English only | 49% 213 tested | 50% 209 tested | 45% 71 tested |
| Disability | |||
| Students with disabilities | 26% 38 tested | 18% 38 tested | 9% 11 tested |
| No reported disability | 48% 213 tested | 52% 210 tested | 48% 71 tested |
| Parent education | |||
| Parent some college | 31% 36 tested | 31% 35 tested | - |
| Parent college graduate | 41% 96 tested | 43% 96 tested | 32% 37 tested |
| Parent graduate school | 67% 75 tested | 71% 73 tested | 68% 25 tested |
View 15 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 45% 251 tested | 47% 248 tested | 43% 82 tested |
| Not foster youth | 45% 251 tested | 47% 248 tested | 43% 82 tested |
| Not migrant education | 45% 251 tested | 47% 248 tested | 43% 82 tested |
| Not homeless | 45% 250 tested | 47% 247 tested | 43% 81 tested |
| Fluent English proficient and English only | 48% 235 tested | 50% 231 tested | 45% 77 tested |
| White (Not Econ. Disadvantaged) | 51% 77 tested | 56% 77 tested | 54% 26 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 18% 38 tested | 24% 38 tested | 13% 16 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 56% 34 tested | 39% 33 tested | - |
| Parent education declined to state | 27% 33 tested | 27% 33 tested | - |
| Two or more races (Not Econ. Disadvantaged) | 52% 31 tested | 52% 31 tested | 50% 12 tested |
| White (Econ. Disadvantaged) | 31% 16 tested | 44% 16 tested | - |
| Asian (Not Econ. Disadvantaged) | 75% 12 tested | 83% 12 tested | - |
| Two or more races (Econ. Disadvantaged) | 50% 12 tested | 36% 11 tested | - |
| Asian (Econ. Disadvantaged) | 9% 11 tested | 27% 11 tested | - |
| Filipino (Not Econ. Disadvantaged) | 64% 11 tested | 73% 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
31%
Level 4, well developed
The level used towards reclassification
2025
54%
Level 3 or 4, moderately or well developed
39
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 8 | - | - | - | - | - |
| Grade 1 | 7 | - | - | - | - | - |
| Grade 2 | 5 | - | - | - | - | - |
| Grade 3 | 7 | - | - | - | - | - |
| Grade 4 | 7 | - | - | - | - | - |
| Grade 5 | 5 | - | - | - | - | - |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (19 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| No Special Education Services | 34 | 18% | 26% | 24% | 32% | 56% |
| ELs enrolled 12 months or more | 32 | 9% | 28% | 25% | 38% | 63% |
| Economically Disadvantaged | 31 | 26% | 29% | 23% | 23% | 45% |
| Male | 24 | 21% | 17% | 33% | 29% | 63% |
| Primary language: All remaining languages | 18 | 28% | 28% | 22% | 22% | 44% |
| Female | 15 | 20% | 40% | 7% | 33% | 40% |
| Asian | 14 | 21% | 29% | 21% | 29% | 50% |
| Hispanic or Latino | 13 | 23% | 31% | 15% | 31% | 46% |
| Primary language: Spanish | 13 | 23% | 31% | 15% | 31% | 46% |
| EL - 1 year in program | 11 | 18% | 36% | 0% | 45% | 45% |
| EL - 2 years in program | 9 | - | - | - | - | - |
| White | 9 | - | - | - | - | - |
| At-Risk of LTEL | 8 | - | - | - | - | - |
| Not Economically Disadvantaged | 8 | - | - | - | - | - |
| ELs enrolled fewer than 12 months | 7 | - | - | - | - | - |
| EL - less than 1 year in program | 6 | - | - | - | - | - |
| EL - 3 years in program | 5 | - | - | - | - | - |
| Special Education Services | 5 | - | - | - | - | - |
| EL - 4 years in program | 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.