Performance
Ocotillo Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Ocotillo Elementary in Palmdale, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
14%
Met or exceeded the standard
2025
3%
Exceeded the standard
98
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 14% | 3% | 98 |
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 | 32% 300 tested | 28% 302 tested | 14% 98 tested |
| Gender | |||
| Female | 32% 145 tested | 26% 147 tested | 15% 48 tested |
| Male | 33% 155 tested | 30% 155 tested | 14% 50 tested |
| Race and ethnicity | |||
| Black or African American | 33% 51 tested | 12% 51 tested | 0% 20 tested |
| Hispanic or Latino | 30% 215 tested | 29% 215 tested | 18% 67 tested |
| White | 48% 21 tested | 45% 22 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 29% 260 tested | 26% 262 tested | 16% 88 tested |
| Not economically disadvantaged | 55% 40 tested | 43% 40 tested | - |
| Homeless | 12% 17 tested | 0% 17 tested | - |
| Foster youth | 8% 13 tested | 15% 13 tested | - |
| English learners | |||
| English learners | 3% 37 tested | 10% 39 tested | 0% 12 tested |
| English learners, 12 months or more | 3% 37 tested | 8% 37 tested | 0% 12 tested |
| At risk of becoming a long term English learner | 0% 16 tested | 6% 16 tested | - |
| Reclassified fluent English proficient | 63% 19 tested | 58% 19 tested | - |
| Initial fluent English proficient | 73% 11 tested | 64% 11 tested | - |
| Ever an English learner | 23% 56 tested | 26% 58 tested | 19% 21 tested |
| Never an English learner | 34% 244 tested | 28% 244 tested | 13% 77 tested |
| English only | 33% 233 tested | 27% 233 tested | 13% 76 tested |
| Disability | |||
| Students with disabilities | 17% 59 tested | 17% 59 tested | 0% 18 tested |
| No reported disability | 36% 241 tested | 30% 243 tested | 18% 80 tested |
| Parent education | |||
| Parent not a high school graduate | 33% 21 tested | 18% 22 tested | - |
| Parent high school graduate | 15% 55 tested | 20% 55 tested | 11% 18 tested |
| Parent some college | 36% 59 tested | 27% 59 tested | 14% 21 tested |
| Parent college graduate | 43% 23 tested | 25% 24 tested | - |
View 10 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not migrant education | 32% 300 tested | 28% 302 tested | 14% 98 tested |
| Not armed forces family member | 32% 299 tested | 28% 301 tested | 14% 98 tested |
| Not foster youth | 33% 287 tested | 28% 289 tested | 14% 91 tested |
| Not homeless | 34% 283 tested | 29% 285 tested | 16% 90 tested |
| Fluent English proficient and English only | 37% 263 tested | 30% 263 tested | 16% 86 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 28% 193 tested | 28% 193 tested | 20% 60 tested |
| Parent education declined to state | 36% 137 tested | 33% 137 tested | 17% 41 tested |
| Black or African American (Econ. Disadvantaged) | 27% 45 tested | 7% 45 tested | 0% 20 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 50% 22 tested | 41% 22 tested | - |
| White (Econ. Disadvantaged) | 46% 13 tested | 43% 14 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
57%
Level 3 or 4, moderately or well developed
79
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 13 | 8% | 31% | 54% | 8% | 62% |
| Grade 1 | 8 | - | - | - | - | - |
| Grade 2 | 16 | 6% | 13% | 81% | 0% | 81% |
| Grade 3 | 10 | - | - | - | - | - |
| Grade 4 | 17 | 18% | 24% | 47% | 12% | 59% |
| Grade 5 | 15 | 7% | 53% | 27% | 13% | 40% |
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 |
|---|---|---|---|---|---|---|
| Economically Disadvantaged | 75 | 8% | 35% | 51% | 7% | 57% |
| Hispanic or Latino | 69 | 7% | 36% | 49% | 7% | 57% |
| Primary language: Spanish | 68 | 7% | 35% | 50% | 7% | 57% |
| ELs enrolled 12 months or more | 66 | 6% | 36% | 52% | 6% | 58% |
| No Special Education Services | 59 | 5% | 31% | 59% | 5% | 64% |
| Male | 45 | 13% | 36% | 40% | 11% | 51% |
| Female | 34 | 3% | 32% | 65% | 0% | 65% |
| Special Education Services | 20 | 20% | 45% | 25% | 10% | 35% |
| At-Risk of LTEL | 16 | 6% | 38% | 56% | 0% | 56% |
| EL - 2 years in program | 15 | 7% | 20% | 73% | 0% | 73% |
| EL - 3 years in program | 14 | 7% | 43% | 43% | 7% | 50% |
| EL - less than 1 year in program | 13 | 23% | 23% | 46% | 8% | 54% |
| ELs enrolled fewer than 12 months | 13 | 23% | 23% | 46% | 8% | 54% |
| EL - 4 years in program | 11 | 9% | 27% | 55% | 9% | 64% |
| EL - 5 years in program | 10 | - | - | - | - | - |
| EL - 1 year in program | 9 | - | - | - | - | - |
| EL - 6+ years in program | 7 | - | - | - | - | - |
| White | 5 | - | - | - | - | - |
| Not Economically Disadvantaged | 4 | - | - | - | - | - |
| 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.