Performance
Stephens Middle — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Stephens Middle in Long Beach, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
20%
Met or exceeded the standard
2025
5%
Exceeded the standard
205
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 8 | 20% | 5% | 205 |
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 | 53% 621 tested | 35% 627 tested | 20% 205 tested |
| Gender | |||
| Female | 58% 302 tested | 35% 306 tested | 22% 107 tested |
| Male | 49% 319 tested | 35% 321 tested | 17% 98 tested |
| Race and ethnicity | |||
| Asian | 62% 21 tested | 64% 22 tested | - |
| Black or African American | 39% 71 tested | 18% 71 tested | 4% 23 tested |
| Filipino | 81% 70 tested | 51% 71 tested | 30% 27 tested |
| Hispanic or Latino | 49% 416 tested | 33% 420 tested | 17% 130 tested |
| Native Hawaiian or Pacific Islander | 63% 19 tested | 37% 19 tested | - |
| Two or more races | 76% 17 tested | 53% 17 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 51% 499 tested | 33% 504 tested | 16% 152 tested |
| Not economically disadvantaged | 65% 122 tested | 44% 123 tested | 30% 53 tested |
| Homeless | 44% 34 tested | 27% 33 tested | - |
| English learners | |||
| English learners | 24% 129 tested | 14% 133 tested | 3% 32 tested |
| English learners, 12 months or more | 25% 126 tested | 14% 126 tested | 3% 30 tested |
| Long term English learners | 12% 51 tested | 8% 51 tested | - |
| Reclassified fluent English proficient | 77% 136 tested | 53% 137 tested | 25% 60 tested |
| Initial fluent English proficient | 73% 26 tested | 46% 26 tested | - |
| Ever an English learner | 51% 265 tested | 33% 270 tested | 17% 92 tested |
| Never an English learner | 55% 356 tested | 36% 357 tested | 21% 113 tested |
| English only | 53% 330 tested | 35% 331 tested | 19% 107 tested |
| Disability | |||
| Students with disabilities | 15% 89 tested | 8% 89 tested | 3% 33 tested |
| No reported disability | 60% 532 tested | 39% 538 tested | 23% 172 tested |
| Parent education | |||
| Parent not a high school graduate | 33% 85 tested | 22% 85 tested | 9% 32 tested |
| Parent high school graduate | 47% 188 tested | 30% 191 tested | 23% 62 tested |
| Parent some college | 58% 127 tested | 41% 128 tested | 17% 41 tested |
| Parent college graduate | 68% 110 tested | 44% 111 tested | 30% 27 tested |
| Parent graduate school | 64% 22 tested | 50% 22 tested | 18% 11 tested |
View 15 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 53% 621 tested | 35% 627 tested | 20% 205 tested |
| Not foster youth | 53% 621 tested | 35% 627 tested | 20% 205 tested |
| Not migrant education | 53% 619 tested | 35% 625 tested | 20% 205 tested |
| Not homeless | 54% 587 tested | 35% 594 tested | 20% 198 tested |
| Fluent English proficient and English only | 61% 492 tested | 40% 494 tested | 23% 173 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 48% 344 tested | 33% 347 tested | 15% 97 tested |
| Parent education declined to state | 57% 89 tested | 32% 90 tested | 19% 32 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 54% 72 tested | 32% 73 tested | 21% 33 tested |
| Black or African American (Econ. Disadvantaged) | 37% 60 tested | 15% 60 tested | 5% 20 tested |
| Filipino (Econ. Disadvantaged) | 76% 42 tested | 40% 43 tested | 25% 16 tested |
| Filipino (Not Econ. Disadvantaged) | 89% 28 tested | 68% 28 tested | 36% 11 tested |
| Native Hawaiian or Pacific Islander (Econ. Disadvantaged) | 65% 17 tested | 35% 17 tested | - |
| Asian (Econ. Disadvantaged) | 53% 15 tested | 50% 16 tested | - |
| Two or more races (Econ. Disadvantaged) | 71% 14 tested | 57% 14 tested | - |
| Black or African American (Not Econ. Disadvantaged) | 55% 11 tested | 36% 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
5%
Level 4, well developed
The level used towards reclassification
2025
33%
Level 3 or 4, moderately or well developed
129
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Grade 6 | 59 | 17% | 42% | 37% | 3% | 41% |
| Grade 7 | 41 | 29% | 41% | 20% | 10% | 29% |
| Grade 8 | 29 | 31% | 45% | 21% | 3% | 24% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (21 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| ELs enrolled 12 months or more | 121 | 22% | 42% | 30% | 6% | 36% |
| Hispanic or Latino | 115 | 24% | 41% | 29% | 6% | 35% |
| Primary language: Spanish | 115 | 24% | 41% | 29% | 6% | 35% |
| Economically Disadvantaged | 103 | 20% | 45% | 29% | 6% | 35% |
| EL - 6+ years in program | 101 | 16% | 47% | 32% | 6% | 38% |
| No Special Education Services | 95 | 21% | 41% | 33% | 5% | 38% |
| Male | 66 | 30% | 44% | 21% | 5% | 26% |
| Female | 63 | 17% | 41% | 35% | 6% | 41% |
| LTEL | 48 | 27% | 52% | 21% | 0% | 21% |
| Special Education Services | 34 | 32% | 47% | 15% | 6% | 21% |
| Not Economically Disadvantaged | 26 | 38% | 35% | 23% | 4% | 27% |
| Homeless | 14 | 14% | 43% | 29% | 14% | 43% |
| Filipino | 9 | - | - | - | - | - |
| EL - 1 year in program | 8 | - | - | - | - | - |
| EL - less than 1 year in program | 8 | - | - | - | - | - |
| ELs enrolled fewer than 12 months | 8 | - | - | - | - | - |
| Primary language: Filipino (Pilipino or Tagalog) | 8 | - | - | - | - | - |
| Asian | 5 | - | - | - | - | - |
| EL - 2 years in program | 5 | - | - | - | - | - |
| Primary language: All remaining languages | 5 | - | - | - | - | - |
| EL - 3 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.