Performance
Williams Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Williams Elementary in Bakersfield, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
6%
Met or exceeded the standard
2025
0%
Exceeded the standard
62
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 6% | 0% | 62 |
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 | 19% 258 tested | 10% 263 tested | 6% 62 tested |
| Gender | |||
| Female | 23% 126 tested | 5% 129 tested | 6% 32 tested |
| Male | 16% 132 tested | 13% 134 tested | 7% 30 tested |
| Race and ethnicity | |||
| Black or African American | 11% 19 tested | 5% 19 tested | - |
| Hispanic or Latino | 20% 233 tested | 9% 238 tested | 5% 58 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 20% 256 tested | 10% 258 tested | 7% 60 tested |
| Migrant education | 14% 21 tested | 9% 23 tested | - |
| English learners | |||
| English learners | 3% 91 tested | 4% 97 tested | 4% 25 tested |
| English learners, 12 months or more | 3% 90 tested | 3% 90 tested | 4% 23 tested |
| Long term English learners | 0% 11 tested | 0% 11 tested | - |
| At risk of becoming a long term English learner | 3% 32 tested | 3% 32 tested | 8% 13 tested |
| Reclassified fluent English proficient | 43% 46 tested | 17% 46 tested | 17% 12 tested |
| Ever an English learner | 17% 137 tested | 8% 143 tested | 8% 37 tested |
| Never an English learner | 22% 121 tested | 11% 120 tested | 4% 25 tested |
| English only | 22% 112 tested | 11% 111 tested | 4% 23 tested |
| Disability | |||
| Students with disabilities | 4% 26 tested | 15% 26 tested | - |
| No reported disability | 21% 232 tested | 9% 237 tested | 5% 55 tested |
| Parent education | |||
| Parent not a high school graduate | 19% 78 tested | 14% 78 tested | 13% 24 tested |
| Parent high school graduate | 19% 100 tested | 10% 102 tested | 7% 15 tested |
| Parent some college | 26% 19 tested | 11% 19 tested | - |
View 8 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 19% 258 tested | 10% 263 tested | 6% 62 tested |
| Not foster youth | 19% 258 tested | 10% 263 tested | 6% 62 tested |
| Not homeless | 20% 249 tested | 9% 254 tested | 6% 62 tested |
| Not migrant education | 20% 237 tested | 10% 240 tested | 5% 55 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 20% 231 tested | 9% 233 tested | 5% 56 tested |
| Fluent English proficient and English only | 28% 167 tested | 13% 166 tested | 8% 37 tested |
| Parent education declined to state | 17% 47 tested | 0% 50 tested | 0% 12 tested |
| Black or African American (Econ. Disadvantaged) | 11% 19 tested | 5% 19 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
7%
Level 4, well developed
The level used towards reclassification
2025
39%
Level 3 or 4, moderately or well developed
188
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 28 | 29% | 32% | 29% | 11% | 39% |
| Grade 1 | 39 | 33% | 44% | 21% | 3% | 23% |
| Grade 2 | 19 | 16% | 37% | 37% | 11% | 47% |
| Grade 3 | 26 | 23% | 54% | 23% | 0% | 23% |
| Grade 4 | 27 | 19% | 30% | 44% | 7% | 52% |
| Grade 5 | 27 | 15% | 26% | 52% | 7% | 59% |
| Grade 6 | 22 | 41% | 23% | 18% | 18% | 36% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (22 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Hispanic or Latino | 188 | 26% | 36% | 31% | 7% | 39% |
| Economically Disadvantaged | 184 | 24% | 36% | 32% | 8% | 40% |
| Primary language: Spanish | 184 | 24% | 36% | 32% | 8% | 40% |
| No Special Education Services | 168 | 27% | 33% | 33% | 8% | 40% |
| ELs enrolled 12 months or more | 150 | 18% | 39% | 36% | 7% | 43% |
| Male | 100 | 30% | 31% | 33% | 6% | 39% |
| Female | 88 | 20% | 41% | 30% | 9% | 39% |
| EL - 1 year in program | 40 | 43% | 35% | 20% | 3% | 23% |
| ELs enrolled fewer than 12 months | 38 | 55% | 24% | 13% | 8% | 21% |
| EL - less than 1 year in program | 34 | 50% | 26% | 15% | 9% | 24% |
| At-Risk of LTEL | 32 | 6% | 41% | 53% | 0% | 53% |
| Migrant | 32 | 59% | 22% | 16% | 3% | 19% |
| EL - 3 years in program | 29 | 14% | 52% | 31% | 3% | 34% |
| EL - 2 years in program | 23 | 17% | 43% | 35% | 4% | 39% |
| EL - 6+ years in program | 23 | 17% | 26% | 35% | 22% | 57% |
| EL - 5 years in program | 22 | 5% | 23% | 68% | 5% | 73% |
| Special Education Services | 20 | 15% | 60% | 20% | 5% | 25% |
| EL - 4 years in program | 17 | 6% | 47% | 35% | 12% | 47% |
| LTEL | 11 | 36% | 27% | 27% | 9% | 36% |
| Homeless | 5 | - | - | - | - | - |
| Not Economically Disadvantaged | 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.