Performance
William Collier Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for William Collier Elementary in Wildomar, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
22%
Met or exceeded the standard
2025
5%
Exceeded the standard
113
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 22% | 5% | 113 |
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 | 39% 310 tested | 32% 310 tested | 22% 113 tested |
| Gender | |||
| Female | 45% 150 tested | 30% 150 tested | 27% 55 tested |
| Male | 34% 160 tested | 34% 160 tested | 17% 58 tested |
| Race and ethnicity | |||
| Black or African American | 40% 20 tested | 30% 20 tested | - |
| Hispanic or Latino | 36% 191 tested | 27% 191 tested | 23% 71 tested |
| White | 39% 56 tested | 39% 56 tested | 11% 18 tested |
| Two or more races | 52% 21 tested | 48% 21 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 35% 257 tested | 30% 257 tested | 19% 94 tested |
| Not economically disadvantaged | 57% 53 tested | 43% 53 tested | 37% 19 tested |
| English learners | |||
| English learners | 4% 26 tested | 8% 26 tested | 0% 12 tested |
| English learners, 12 months or more | 5% 20 tested | 10% 20 tested | - |
| At risk of becoming a long term English learner | 7% 14 tested | 14% 14 tested | - |
| Reclassified fluent English proficient | 47% 36 tested | 47% 36 tested | 38% 13 tested |
| Ever an English learner | 29% 62 tested | 31% 62 tested | 20% 25 tested |
| Never an English learner | 42% 248 tested | 32% 248 tested | 23% 88 tested |
| English only | 40% 238 tested | 31% 238 tested | 21% 84 tested |
| Disability | |||
| Students with disabilities | 12% 51 tested | 18% 51 tested | 5% 19 tested |
| No reported disability | 44% 259 tested | 35% 259 tested | 26% 94 tested |
| Parent education | |||
| Parent not a high school graduate | 18% 22 tested | 18% 22 tested | - |
| Parent high school graduate | 31% 89 tested | 24% 89 tested | 13% 31 tested |
| Parent some college | 45% 86 tested | 35% 86 tested | 31% 39 tested |
| Parent college graduate | 37% 52 tested | 37% 52 tested | 29% 14 tested |
| Parent graduate school | 53% 53 tested | 43% 53 tested | 22% 18 tested |
View 11 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not migrant education | 39% 310 tested | 32% 310 tested | 22% 113 tested |
| Not foster youth | 39% 307 tested | 32% 307 tested | 23% 111 tested |
| Not armed forces family member | 38% 304 tested | 32% 304 tested | 22% 109 tested |
| Not homeless | 39% 300 tested | 32% 300 tested | 21% 110 tested |
| Fluent English proficient and English only | 42% 284 tested | 34% 284 tested | 25% 101 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 33% 170 tested | 25% 170 tested | 19% 63 tested |
| White (Econ. Disadvantaged) | 33% 36 tested | 36% 36 tested | 0% 12 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 62% 21 tested | 43% 21 tested | - |
| Two or more races (Econ. Disadvantaged) | 55% 20 tested | 50% 20 tested | - |
| White (Not Econ. Disadvantaged) | 50% 20 tested | 45% 20 tested | - |
| Black or African American (Econ. Disadvantaged) | 33% 15 tested | 33% 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
31%
Level 4, well developed
The level used towards reclassification
2025
67%
Level 3 or 4, moderately or well developed
78
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 15 | 7% | 7% | 20% | 67% | 87% |
| Grade 1 | 10 | - | - | - | - | - |
| Grade 2 | 19 | 0% | 37% | 37% | 26% | 63% |
| Grade 3 | 10 | - | - | - | - | - |
| Grade 4 | 11 | 27% | 0% | 64% | 9% | 73% |
| Grade 5 | 13 | 8% | 31% | 54% | 8% | 62% |
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 |
|---|---|---|---|---|---|---|
| Economically Disadvantaged | 72 | 10% | 22% | 38% | 31% | 68% |
| Primary language: Spanish | 72 | 11% | 24% | 36% | 29% | 65% |
| Hispanic or Latino | 71 | 11% | 24% | 35% | 30% | 65% |
| No Special Education Services | 66 | 9% | 20% | 36% | 35% | 71% |
| ELs enrolled 12 months or more | 65 | 8% | 22% | 40% | 31% | 71% |
| Male | 46 | 15% | 28% | 37% | 20% | 57% |
| Female | 32 | 6% | 13% | 34% | 47% | 81% |
| EL - 1 year in program | 20 | 25% | 20% | 20% | 35% | 55% |
| EL - 2 years in program | 17 | 0% | 41% | 41% | 18% | 59% |
| At-Risk of LTEL | 14 | 0% | 14% | 79% | 7% | 86% |
| EL - less than 1 year in program | 13 | 31% | 23% | 15% | 31% | 46% |
| ELs enrolled fewer than 12 months | 13 | 31% | 23% | 15% | 31% | 46% |
| EL - 3 years in program | 12 | 0% | 0% | 25% | 75% | 100% |
| Special Education Services | 12 | 25% | 33% | 33% | 8% | 42% |
| EL - 5 years in program | 8 | - | - | - | - | - |
| Homeless | 7 | - | - | - | - | - |
| EL - 4 years in program | 6 | - | - | - | - | - |
| Not Economically Disadvantaged | 6 | - | - | - | - | - |
| Asian | 4 | - | - | - | - | - |
| Primary language: All remaining languages | 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.