Performance
Wildomar Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Wildomar Elementary in Wildomar, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
17%
Met or exceeded the standard
2025
1%
Exceeded the standard
109
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 17% | 1% | 109 |
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 | 31% 307 tested | 24% 306 tested | 17% 109 tested |
| Gender | |||
| Female | 30% 158 tested | 18% 158 tested | 9% 54 tested |
| Male | 33% 149 tested | 30% 148 tested | 24% 55 tested |
| Race and ethnicity | |||
| Hispanic or Latino | 27% 251 tested | 20% 250 tested | 15% 91 tested |
| White | 50% 46 tested | 39% 46 tested | 14% 14 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 28% 276 tested | 21% 275 tested | 13% 98 tested |
| Not economically disadvantaged | 58% 31 tested | 48% 31 tested | 45% 11 tested |
| Homeless | 31% 26 tested | 24% 25 tested | - |
| English learners | |||
| English learners | 12% 66 tested | 8% 65 tested | 0% 22 tested |
| English learners, 12 months or more | 12% 65 tested | 8% 64 tested | 0% 22 tested |
| At risk of becoming a long term English learner | 6% 34 tested | 3% 33 tested | 0% 16 tested |
| Reclassified fluent English proficient | 56% 32 tested | 38% 32 tested | 12% 17 tested |
| Initial fluent English proficient | 40% 15 tested | 47% 15 tested | - |
| Ever an English learner | 27% 98 tested | 18% 97 tested | 5% 39 tested |
| Never an English learner | 33% 209 tested | 26% 209 tested | 23% 70 tested |
| English only | 33% 194 tested | 25% 194 tested | 23% 65 tested |
| Disability | |||
| Students with disabilities | 16% 32 tested | 6% 32 tested | 20% 15 tested |
| No reported disability | 33% 275 tested | 26% 274 tested | 16% 94 tested |
| Parent education | |||
| Parent not a high school graduate | 21% 47 tested | 17% 47 tested | 6% 17 tested |
| Parent high school graduate | 29% 86 tested | 19% 85 tested | 20% 30 tested |
| Parent some college | 35% 78 tested | 28% 78 tested | 27% 22 tested |
| Parent college graduate | 32% 37 tested | 19% 37 tested | 6% 16 tested |
| Parent graduate school | 42% 38 tested | 34% 38 tested | 22% 18 tested |
View 10 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not migrant education | 31% 307 tested | 24% 306 tested | 17% 109 tested |
| Not armed forces family member | 31% 306 tested | 23% 305 tested | 17% 109 tested |
| Not foster youth | 31% 306 tested | 23% 305 tested | 16% 108 tested |
| Not homeless | 31% 281 tested | 23% 281 tested | 17% 103 tested |
| Fluent English proficient and English only | 37% 241 tested | 28% 241 tested | 21% 87 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 26% 234 tested | 19% 233 tested | 14% 85 tested |
| White (Econ. Disadvantaged) | 44% 34 tested | 32% 34 tested | 9% 11 tested |
| Parent education declined to state | 29% 21 tested | 29% 21 tested | - |
| Hispanic or Latino (Not Econ. Disadvantaged) | 47% 17 tested | 35% 17 tested | - |
| White (Not Econ. Disadvantaged) | 67% 12 tested | 58% 12 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
53%
Level 3 or 4, moderately or well developed
150
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 30 | 20% | 30% | 27% | 23% | 50% |
| Grade 1 | 27 | 19% | 44% | 33% | 4% | 37% |
| Grade 2 | 18 | 11% | 33% | 50% | 6% | 56% |
| Grade 3 | 22 | 23% | 41% | 36% | 0% | 36% |
| Grade 4 | 24 | 8% | 25% | 33% | 33% | 67% |
| Grade 5 | 29 | 10% | 21% | 48% | 21% | 69% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (18 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Primary language: Spanish | 148 | 16% | 32% | 38% | 14% | 52% |
| Hispanic or Latino | 147 | 16% | 33% | 37% | 14% | 52% |
| Economically Disadvantaged | 146 | 15% | 31% | 38% | 16% | 54% |
| ELs enrolled 12 months or more | 135 | 13% | 31% | 40% | 16% | 56% |
| No Special Education Services | 132 | 14% | 32% | 38% | 17% | 55% |
| Female | 76 | 14% | 30% | 42% | 13% | 55% |
| Male | 74 | 16% | 34% | 32% | 18% | 50% |
| EL - 1 year in program | 40 | 23% | 33% | 30% | 15% | 45% |
| At-Risk of LTEL | 33 | 9% | 36% | 36% | 18% | 55% |
| Homeless | 30 | 27% | 30% | 37% | 7% | 43% |
| EL - 5 years in program | 28 | 7% | 25% | 43% | 25% | 68% |
| EL - 2 years in program | 24 | 4% | 42% | 50% | 4% | 54% |
| EL - 3 years in program | 20 | 20% | 30% | 45% | 5% | 50% |
| EL - less than 1 year in program | 18 | 33% | 39% | 17% | 11% | 28% |
| Special Education Services | 18 | 28% | 33% | 33% | 6% | 39% |
| EL - 4 years in program | 17 | 6% | 29% | 29% | 35% | 65% |
| ELs enrolled fewer than 12 months | 15 | 40% | 40% | 13% | 7% | 20% |
| Not Economically Disadvantaged | 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.