Performance
Triple Crown Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Triple Crown Elementary in Perris, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
34%
Met or exceeded the standard
2025
11%
Exceeded the standard
177
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 34% | 11% | 177 |
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 | 54% 514 tested | 42% 519 tested | 34% 177 tested |
| Gender | |||
| Female | 56% 271 tested | 39% 275 tested | 28% 88 tested |
| Male | 51% 243 tested | 45% 244 tested | 39% 89 tested |
| Race and ethnicity | |||
| Black or African American | 50% 26 tested | 35% 26 tested | 42% 12 tested |
| Hispanic or Latino | 54% 458 tested | 42% 462 tested | 34% 156 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 52% 431 tested | 38% 436 tested | 33% 157 tested |
| Not economically disadvantaged | 60% 83 tested | 61% 83 tested | 40% 20 tested |
| Homeless | 32% 19 tested | 18% 22 tested | - |
| English learners | |||
| English learners | 32% 123 tested | 28% 127 tested | 10% 39 tested |
| English learners, 12 months or more | 32% 123 tested | 28% 123 tested | 11% 37 tested |
| At risk of becoming a long term English learner | 15% 33 tested | 9% 33 tested | 6% 17 tested |
| Reclassified fluent English proficient | 80% 66 tested | 61% 66 tested | 61% 28 tested |
| Initial fluent English proficient | 88% 34 tested | 71% 34 tested | 50% 12 tested |
| Ever an English learner | 49% 189 tested | 39% 193 tested | 31% 67 tested |
| Never an English learner | 57% 325 tested | 44% 326 tested | 35% 110 tested |
| English only | 53% 291 tested | 41% 292 tested | 34% 98 tested |
| Disability | |||
| Students with disabilities | 14% 49 tested | 14% 49 tested | 6% 17 tested |
| No reported disability | 58% 465 tested | 45% 470 tested | 37% 160 tested |
| Parent education | |||
| Parent not a high school graduate | 36% 50 tested | 18% 51 tested | 30% 23 tested |
| Parent high school graduate | 44% 128 tested | 34% 130 tested | 19% 52 tested |
| Parent some college | 63% 125 tested | 47% 126 tested | 46% 39 tested |
| Parent college graduate | 61% 134 tested | 48% 135 tested | 37% 43 tested |
| Parent graduate school | 53% 62 tested | 55% 62 tested | 31% 13 tested |
View 9 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not migrant education | 54% 514 tested | 42% 519 tested | 34% 177 tested |
| Not foster youth | 54% 512 tested | 42% 517 tested | 34% 176 tested |
| Not armed forces family member | 54% 510 tested | 42% 515 tested | 34% 176 tested |
| Not homeless | 55% 495 tested | 43% 497 tested | 34% 170 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 53% 395 tested | 38% 399 tested | 33% 141 tested |
| Fluent English proficient and English only | 61% 391 tested | 47% 392 tested | 41% 138 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 59% 63 tested | 63% 63 tested | 47% 15 tested |
| Black or African American (Econ. Disadvantaged) | 47% 17 tested | 35% 17 tested | - |
| Parent education declined to state | 53% 15 tested | 47% 15 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
57%
Level 3 or 4, moderately or well developed
258
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 33 | 12% | 45% | 39% | 3% | 42% |
| Grade 1 | 39 | 18% | 38% | 36% | 8% | 44% |
| Grade 2 | 58 | 16% | 24% | 52% | 9% | 60% |
| Grade 3 | 44 | 16% | 18% | 43% | 23% | 66% |
| Grade 4 | 45 | 13% | 16% | 40% | 31% | 71% |
| Grade 5 | 39 | 21% | 31% | 33% | 15% | 49% |
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 |
|---|---|---|---|---|---|---|
| Primary language: Spanish | 252 | 16% | 28% | 40% | 15% | 56% |
| Hispanic or Latino | 251 | 16% | 28% | 40% | 16% | 56% |
| Economically Disadvantaged | 238 | 16% | 29% | 42% | 14% | 56% |
| ELs enrolled 12 months or more | 231 | 15% | 26% | 43% | 16% | 59% |
| No Special Education Services | 224 | 12% | 26% | 45% | 17% | 62% |
| Female | 134 | 10% | 28% | 46% | 16% | 63% |
| Male | 124 | 23% | 27% | 36% | 14% | 50% |
| EL - 2 years in program | 54 | 19% | 31% | 41% | 9% | 50% |
| EL - 1 year in program | 49 | 22% | 33% | 39% | 6% | 45% |
| EL - 3 years in program | 47 | 9% | 17% | 55% | 19% | 74% |
| EL - 4 years in program | 37 | 3% | 16% | 49% | 32% | 81% |
| Special Education Services | 34 | 41% | 35% | 21% | 3% | 24% |
| At-Risk of LTEL | 33 | 15% | 33% | 45% | 6% | 52% |
| EL - 5 years in program | 32 | 13% | 22% | 38% | 28% | 66% |
| EL - less than 1 year in program | 32 | 34% | 38% | 25% | 3% | 28% |
| ELs enrolled fewer than 12 months | 27 | 26% | 41% | 30% | 4% | 33% |
| Homeless | 27 | 33% | 37% | 22% | 7% | 30% |
| Not Economically Disadvantaged | 20 | 20% | 15% | 40% | 25% | 65% |
| EL - 6+ years in program | 7 | - | - | - | - | - |
| Asian | 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.