Performance
Taft Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Taft Elementary in Orange, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
26%
Met or exceeded the standard
2025
4%
Exceeded the standard
57
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 26% | 4% | 57 |
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 | 41% 220 tested | 43% 223 tested | 26% 57 tested |
| Gender | |||
| Female | 42% 116 tested | 37% 117 tested | 25% 32 tested |
| Male | 39% 104 tested | 49% 106 tested | 28% 25 tested |
| Race and ethnicity | |||
| Hispanic or Latino | 39% 200 tested | 42% 203 tested | 26% 53 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 39% 199 tested | 41% 202 tested | 20% 51 tested |
| Not economically disadvantaged | 57% 21 tested | 62% 21 tested | - |
| Homeless | 21% 14 tested | 13% 15 tested | - |
| English learners | |||
| English learners | 9% 80 tested | 24% 83 tested | 0% 17 tested |
| English learners, 12 months or more | 9% 80 tested | 25% 80 tested | 0% 15 tested |
| Long term English learners | 0% 11 tested | 9% 11 tested | - |
| At risk of becoming a long term English learner | 8% 24 tested | 29% 24 tested | - |
| Reclassified fluent English proficient | 69% 48 tested | 58% 48 tested | 20% 15 tested |
| Initial fluent English proficient | 63% 19 tested | 74% 19 tested | - |
| Ever an English learner | 31% 128 tested | 37% 131 tested | 9% 32 tested |
| Never an English learner | 54% 92 tested | 51% 92 tested | 48% 25 tested |
| English only | 52% 73 tested | 45% 73 tested | 33% 18 tested |
| Disability | |||
| Students with disabilities | 32% 22 tested | 41% 22 tested | - |
| No reported disability | 42% 198 tested | 43% 201 tested | 26% 54 tested |
| Parent education | |||
| Parent not a high school graduate | 25% 57 tested | 40% 57 tested | - |
| Parent high school graduate | 42% 83 tested | 38% 85 tested | 24% 25 tested |
| Parent some college | 54% 37 tested | 57% 37 tested | - |
| Parent college graduate | 58% 24 tested | 58% 24 tested | - |
View 8 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not migrant education | 41% 220 tested | 43% 223 tested | 26% 57 tested |
| Not foster youth | 41% 219 tested | 43% 222 tested | 27% 56 tested |
| Not armed forces family member | 41% 218 tested | 43% 221 tested | 26% 57 tested |
| Not homeless | 42% 206 tested | 45% 208 tested | 29% 51 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 38% 186 tested | 40% 189 tested | 20% 49 tested |
| Fluent English proficient and English only | 59% 140 tested | 54% 140 tested | 38% 40 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 50% 14 tested | 64% 14 tested | - |
| Parent education declined to state | 25% 12 tested | 15% 13 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
17%
Level 4, well developed
The level used towards reclassification
2025
49%
Level 3 or 4, moderately or well developed
157
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 25 | 20% | 48% | 28% | 4% | 32% |
| Grade 1 | 16 | 44% | 31% | 25% | 0% | 25% |
| Grade 2 | 34 | 32% | 29% | 32% | 6% | 38% |
| Grade 3 | 24 | 29% | 33% | 33% | 4% | 38% |
| Grade 4 | 23 | 9% | 26% | 30% | 35% | 65% |
| Grade 5 | 17 | 12% | 18% | 24% | 47% | 71% |
| Grade 6 | 18 | 0% | 11% | 56% | 33% | 89% |
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 |
|---|---|---|---|---|---|---|
| Hispanic or Latino | 156 | 22% | 29% | 32% | 17% | 49% |
| Primary language: Spanish | 156 | 22% | 29% | 32% | 17% | 49% |
| Economically Disadvantaged | 151 | 23% | 30% | 31% | 17% | 48% |
| No Special Education Services | 140 | 21% | 29% | 33% | 18% | 51% |
| ELs enrolled 12 months or more | 138 | 19% | 26% | 36% | 19% | 55% |
| Female | 80 | 26% | 28% | 29% | 18% | 46% |
| Male | 77 | 17% | 31% | 36% | 16% | 52% |
| EL - 1 year in program | 27 | 48% | 22% | 26% | 4% | 30% |
| EL - 3 years in program | 27 | 15% | 41% | 44% | 0% | 44% |
| EL - 2 years in program | 25 | 28% | 32% | 24% | 16% | 40% |
| At-Risk of LTEL | 23 | 9% | 30% | 48% | 13% | 61% |
| EL - 4 years in program | 23 | 9% | 26% | 39% | 26% | 65% |
| EL - 6+ years in program | 22 | 0% | 14% | 45% | 41% | 86% |
| Homeless | 21 | 43% | 14% | 29% | 14% | 43% |
| EL - less than 1 year in program | 19 | 42% | 53% | 5% | 0% | 5% |
| ELs enrolled fewer than 12 months | 19 | 42% | 53% | 5% | 0% | 5% |
| Special Education Services | 17 | 29% | 35% | 29% | 6% | 35% |
| EL - 5 years in program | 14 | 0% | 14% | 43% | 43% | 86% |
| LTEL | 10 | - | - | - | - | - |
| Not Economically Disadvantaged | 6 | - | - | - | - | - |
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.