Performance
Sequoia Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Sequoia Elementary in Westminster, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
23%
Met or exceeded the standard
2025
11%
Exceeded the standard
79
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 23% | 11% | 79 |
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 | 57% 249 tested | 54% 249 tested | 23% 79 tested |
| Gender | |||
| Female | 70% 120 tested | 53% 120 tested | 24% 46 tested |
| Male | 44% 129 tested | 55% 129 tested | 21% 33 tested |
| Race and ethnicity | |||
| Asian | 80% 60 tested | 82% 60 tested | 55% 20 tested |
| Hispanic or Latino | 41% 118 tested | 36% 118 tested | 3% 37 tested |
| White | 61% 38 tested | 50% 38 tested | 27% 11 tested |
| Two or more races | 76% 17 tested | 82% 17 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 48% 162 tested | 47% 162 tested | 17% 54 tested |
| Not economically disadvantaged | 74% 87 tested | 67% 87 tested | 36% 25 tested |
| Homeless | 44% 16 tested | 38% 16 tested | - |
| English learners | |||
| English learners | 14% 28 tested | 14% 28 tested | - |
| English learners, 12 months or more | 15% 27 tested | 11% 27 tested | - |
| Reclassified fluent English proficient | 73% 41 tested | 61% 41 tested | 28% 18 tested |
| Initial fluent English proficient | 80% 25 tested | 76% 25 tested | - |
| Ever an English learner | 49% 69 tested | 42% 69 tested | 18% 28 tested |
| Never an English learner | 59% 180 tested | 58% 180 tested | 25% 51 tested |
| English only | 56% 155 tested | 55% 155 tested | 21% 42 tested |
| Disability | |||
| Students with disabilities | 35% 20 tested | 30% 20 tested | - |
| No reported disability | 59% 229 tested | 56% 229 tested | 24% 70 tested |
| Parent education | |||
| Parent high school graduate | 40% 20 tested | 30% 20 tested | - |
| Parent some college | 42% 26 tested | 31% 26 tested | - |
| Parent college graduate | 58% 33 tested | 61% 33 tested | - |
| Parent graduate school | 70% 20 tested | 90% 20 tested | - |
View 13 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not foster youth | 57% 249 tested | 54% 249 tested | 23% 79 tested |
| Not migrant education | 57% 249 tested | 54% 249 tested | 23% 79 tested |
| Not armed forces family member | 57% 248 tested | 54% 248 tested | 23% 78 tested |
| Not homeless | 58% 233 tested | 55% 233 tested | 23% 75 tested |
| Fluent English proficient and English only | 62% 221 tested | 59% 221 tested | 26% 69 tested |
| Parent education declined to state | 60% 146 tested | 55% 146 tested | 27% 52 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 31% 90 tested | 30% 90 tested | 0% 30 tested |
| Asian (Econ. Disadvantaged) | 75% 36 tested | 83% 36 tested | 42% 12 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 71% 28 tested | 57% 28 tested | - |
| Asian (Not Econ. Disadvantaged) | 88% 24 tested | 79% 24 tested | - |
| White (Econ. Disadvantaged) | 63% 19 tested | 37% 19 tested | - |
| White (Not Econ. Disadvantaged) | 58% 19 tested | 63% 19 tested | - |
| Two or more races (Not Econ. Disadvantaged) | 83% 12 tested | 75% 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
17%
Level 4, well developed
The level used towards reclassification
2025
67%
Level 3 or 4, moderately or well developed
58
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 12 | 8% | 0% | 50% | 42% | 92% |
| Grade 1 | 10 | - | - | - | - | - |
| Grade 2 | 6 | - | - | - | - | - |
| Grade 3 | 7 | - | - | - | - | - |
| Grade 5 | 11 | 0% | 27% | 55% | 18% | 73% |
| Grade 6 | 9 | - | - | - | - | - |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (21 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| ELs enrolled 12 months or more | 55 | 2% | 29% | 51% | 18% | 69% |
| No Special Education Services | 53 | 2% | 28% | 51% | 19% | 70% |
| Economically Disadvantaged | 50 | 4% | 32% | 52% | 12% | 64% |
| Primary language: Spanish | 40 | 5% | 35% | 48% | 13% | 60% |
| Hispanic or Latino | 39 | 5% | 36% | 46% | 13% | 59% |
| Male | 30 | 3% | 40% | 43% | 13% | 57% |
| Female | 28 | 4% | 18% | 57% | 21% | 79% |
| Asian | 15 | 0% | 20% | 47% | 33% | 80% |
| Primary language: Vietnamese | 15 | 0% | 20% | 53% | 27% | 80% |
| EL - 1 year in program | 14 | 0% | 14% | 43% | 43% | 86% |
| EL - 2 years in program | 12 | 8% | 17% | 67% | 8% | 75% |
| EL - 5 years in program | 9 | - | - | - | - | - |
| At-Risk of LTEL | 8 | - | - | - | - | - |
| EL - 6+ years in program | 8 | - | - | - | - | - |
| Not Economically Disadvantaged | 8 | - | - | - | - | - |
| EL - 3 years in program | 6 | - | - | - | - | - |
| EL - 4 years in program | 5 | - | - | - | - | - |
| Homeless | 5 | - | - | - | - | - |
| Special Education Services | 5 | - | - | - | - | - |
| EL - less than 1 year in program | 4 | - | - | - | - | - |
| LTEL | 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.