Performance
Stonebrae Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Stonebrae Elementary in Hayward, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
31%
Met or exceeded the standard
2025
10%
Exceeded the standard
77
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 31% | 10% | 77 |
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 | 48% 316 tested | 44% 315 tested | 31% 77 tested |
| Gender | |||
| Female | 54% 157 tested | 44% 158 tested | 27% 37 tested |
| Male | 43% 159 tested | 45% 157 tested | 35% 40 tested |
| Race and ethnicity | |||
| Asian | 61% 76 tested | 61% 77 tested | 50% 16 tested |
| Black or African American | 37% 19 tested | 37% 19 tested | - |
| Filipino | 73% 15 tested | 47% 15 tested | - |
| Hispanic or Latino | 28% 125 tested | 21% 122 tested | 12% 33 tested |
| White | 69% 26 tested | 61% 28 tested | - |
| Two or more races | 65% 49 tested | 67% 48 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 33% 184 tested | 31% 187 tested | 24% 45 tested |
| Not economically disadvantaged | 70% 132 tested | 64% 128 tested | 41% 32 tested |
| English learners | |||
| English learners | 9% 58 tested | 20% 60 tested | 15% 13 tested |
| English learners, 12 months or more | 9% 58 tested | 21% 56 tested | 17% 12 tested |
| At risk of becoming a long term English learner | 0% 17 tested | 13% 16 tested | - |
| Reclassified fluent English proficient | 69% 39 tested | 65% 37 tested | - |
| Initial fluent English proficient | 59% 22 tested | 59% 22 tested | - |
| Ever an English learner | 33% 97 tested | 37% 97 tested | 36% 22 tested |
| Never an English learner | 55% 219 tested | 48% 218 tested | 29% 55 tested |
| English only | 55% 197 tested | 46% 196 tested | 29% 49 tested |
| Disability | |||
| Students with disabilities | 30% 40 tested | 23% 39 tested | 33% 15 tested |
| No reported disability | 51% 276 tested | 47% 276 tested | 31% 62 tested |
| Parent education | |||
| Parent not a high school graduate | 13% 15 tested | 7% 15 tested | - |
| Parent high school graduate | 24% 41 tested | 20% 41 tested | 33% 12 tested |
| Parent some college | 42% 66 tested | 35% 65 tested | 17% 12 tested |
| Parent college graduate | 56% 93 tested | 60% 92 tested | 43% 23 tested |
| Parent graduate school | 68% 76 tested | 60% 77 tested | 35% 20 tested |
View 15 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 48% 316 tested | 44% 315 tested | 31% 77 tested |
| Not migrant education | 48% 316 tested | 44% 315 tested | 31% 77 tested |
| Not foster youth | 48% 315 tested | 45% 314 tested | 32% 76 tested |
| Not homeless | 49% 313 tested | 45% 312 tested | 32% 75 tested |
| Fluent English proficient and English only | 57% 258 tested | 50% 255 tested | 34% 64 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 21% 90 tested | 18% 90 tested | 9% 23 tested |
| Asian (Econ. Disadvantaged) | 46% 39 tested | 46% 41 tested | - |
| Asian (Not Econ. Disadvantaged) | 76% 37 tested | 78% 36 tested | - |
| Hispanic or Latino (Not Econ. Disadvantaged) | 46% 35 tested | 31% 32 tested | - |
| Two or more races (Not Econ. Disadvantaged) | 83% 29 tested | 79% 28 tested | - |
| Parent education declined to state | 36% 25 tested | 28% 25 tested | - |
| Two or more races (Econ. Disadvantaged) | 40% 20 tested | 50% 20 tested | - |
| White (Econ. Disadvantaged) | 50% 14 tested | 40% 15 tested | - |
| Black or African American (Econ. Disadvantaged) | 31% 13 tested | 31% 13 tested | - |
| White (Not Econ. Disadvantaged) | 92% 12 tested | 85% 13 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
9%
Level 4, well developed
The level used towards reclassification
2025
48%
Level 3 or 4, moderately or well developed
116
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 17 | 6% | 29% | 47% | 18% | 65% |
| Grade 1 | 19 | 26% | 26% | 42% | 5% | 47% |
| Grade 2 | 15 | 7% | 33% | 60% | 0% | 60% |
| Grade 3 | 16 | 38% | 19% | 31% | 13% | 44% |
| Grade 4 | 25 | 36% | 28% | 28% | 8% | 36% |
| Grade 5 | 14 | 21% | 36% | 29% | 14% | 43% |
| Grade 6 | 10 | - | - | - | - | - |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (26 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| No Special Education Services | 100 | 22% | 29% | 39% | 10% | 49% |
| ELs enrolled 12 months or more | 96 | 19% | 30% | 42% | 9% | 51% |
| Economically Disadvantaged | 88 | 23% | 30% | 41% | 7% | 48% |
| Hispanic or Latino | 64 | 27% | 38% | 33% | 3% | 36% |
| Male | 64 | 25% | 28% | 38% | 9% | 47% |
| Primary language: Spanish | 64 | 27% | 38% | 33% | 3% | 36% |
| Female | 52 | 19% | 31% | 40% | 10% | 50% |
| EL - 1 year in program | 41 | 32% | 32% | 32% | 5% | 37% |
| Asian | 37 | 19% | 24% | 35% | 22% | 57% |
| Not Economically Disadvantaged | 28 | 21% | 29% | 32% | 18% | 50% |
| Primary language: All remaining languages | 28 | 11% | 18% | 57% | 14% | 71% |
| ELs enrolled fewer than 12 months | 20 | 40% | 25% | 25% | 10% | 35% |
| EL - less than 1 year in program | 19 | 37% | 21% | 32% | 11% | 42% |
| At-Risk of LTEL | 18 | 17% | 33% | 50% | 0% | 50% |
| EL - 3 years in program | 16 | 19% | 25% | 44% | 13% | 56% |
| Special Education Services | 16 | 25% | 31% | 38% | 6% | 44% |
| EL - 4 years in program | 13 | 15% | 23% | 54% | 8% | 62% |
| EL - 2 years in program | 10 | - | - | - | - | - |
| EL - 5 years in program | 9 | - | - | - | - | - |
| Primary language: Cantonese | 9 | - | - | - | - | - |
| Primary language: Mandarin (Putonghua) | 9 | - | - | - | - | - |
| White | 9 | - | - | - | - | - |
| EL - 6+ years in program | 8 | - | - | - | - | - |
| Primary language: Punjabi | 5 | - | - | - | - | - |
| LTEL | 4 | - | - | - | - | - |
| Two or more races | 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.