Performance
Turtleback Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Turtleback Elementary in San Diego, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
40%
Met or exceeded the standard
2025
15%
Exceeded the standard
85
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 40% | 15% | 85 |
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 | 61% 216 tested | 58% 218 tested | 40% 85 tested |
| Gender | |||
| Female | 60% 103 tested | 53% 103 tested | 36% 39 tested |
| Male | 62% 113 tested | 62% 115 tested | 43% 46 tested |
| Race and ethnicity | |||
| Asian | 66% 47 tested | 73% 48 tested | 48% 25 tested |
| Filipino | 67% 15 tested | 67% 15 tested | - |
| Hispanic or Latino | 57% 46 tested | 36% 47 tested | 16% 19 tested |
| White | 61% 72 tested | 64% 72 tested | 42% 26 tested |
| Two or more races | 68% 31 tested | 58% 31 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 50% 54 tested | 41% 54 tested | 18% 22 tested |
| Not economically disadvantaged | 65% 162 tested | 63% 164 tested | 48% 63 tested |
| English learners | |||
| English learners | 18% 17 tested | 39% 18 tested | - |
| English learners, 12 months or more | 18% 17 tested | 41% 17 tested | - |
| Reclassified fluent English proficient | 69% 13 tested | 69% 13 tested | - |
| Initial fluent English proficient | 86% 22 tested | 77% 22 tested | 69% 13 tested |
| Ever an English learner | 40% 30 tested | 52% 31 tested | 15% 13 tested |
| Never an English learner | 65% 186 tested | 59% 187 tested | 44% 72 tested |
| English only | 62% 164 tested | 56% 165 tested | 39% 59 tested |
| Disability | |||
| Students with disabilities | 37% 41 tested | 34% 41 tested | 21% 14 tested |
| No reported disability | 67% 175 tested | 63% 177 tested | 44% 71 tested |
| Parent education | |||
| Parent some college | 48% 25 tested | 44% 25 tested | - |
| Parent college graduate | 54% 83 tested | 52% 83 tested | 31% 29 tested |
| Parent graduate school | 72% 102 tested | 69% 104 tested | 50% 48 tested |
View 12 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not foster youth | 61% 216 tested | 58% 218 tested | 40% 85 tested |
| Not migrant education | 61% 216 tested | 58% 218 tested | 40% 85 tested |
| Not homeless | 61% 213 tested | 58% 215 tested | 40% 84 tested |
| Not armed forces family member | 62% 212 tested | 59% 213 tested | 40% 84 tested |
| Fluent English proficient and English only | 65% 199 tested | 60% 200 tested | 43% 76 tested |
| White (Not Econ. Disadvantaged) | 62% 52 tested | 67% 52 tested | 45% 20 tested |
| Asian (Not Econ. Disadvantaged) | 71% 41 tested | 76% 42 tested | 53% 19 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 54% 28 tested | 41% 29 tested | 27% 11 tested |
| Two or more races (Not Econ. Disadvantaged) | 77% 26 tested | 62% 26 tested | - |
| White (Econ. Disadvantaged) | 60% 20 tested | 55% 20 tested | - |
| Hispanic or Latino (Econ. Disadvantaged) | 61% 18 tested | 28% 18 tested | - |
| Filipino (Not Econ. Disadvantaged) | 64% 14 tested | 64% 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
21%
Level 4, well developed
The level used towards reclassification
2025
61%
Level 3 or 4, moderately or well developed
33
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 8 | - | - | - | - | - |
| Grade 2 | 5 | - | - | - | - | - |
| Grade 3 | 6 | - | - | - | - | - |
| Grade 5 | 9 | - | - | - | - | - |
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 |
|---|---|---|---|---|---|---|
| ELs enrolled 12 months or more | 28 | 0% | 39% | 39% | 21% | 61% |
| No Special Education Services | 26 | 0% | 38% | 38% | 23% | 62% |
| Male | 22 | 0% | 32% | 41% | 27% | 68% |
| Economically Disadvantaged | 17 | 0% | 53% | 29% | 18% | 47% |
| Not Economically Disadvantaged | 16 | 0% | 25% | 50% | 25% | 75% |
| White | 14 | 0% | 43% | 36% | 21% | 57% |
| Asian | 12 | 0% | 50% | 33% | 17% | 50% |
| EL - 1 year in program | 12 | 0% | 50% | 25% | 25% | 50% |
| Female | 11 | 0% | 55% | 36% | 9% | 45% |
| Primary language: Arabic | 9 | - | - | - | - | - |
| EL - 2 years in program | 8 | - | - | - | - | - |
| Primary language: All remaining languages | 8 | - | - | - | - | - |
| Primary language: Spanish | 8 | - | - | - | - | - |
| Hispanic or Latino | 7 | - | - | - | - | - |
| Special Education Services | 7 | - | - | - | - | - |
| At-Risk of LTEL | 5 | - | - | - | - | - |
| EL - less than 1 year in program | 5 | - | - | - | - | - |
| ELs enrolled fewer than 12 months | 5 | - | - | - | - | - |
| Primary language: Russian | 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.