Performance
Dan Mini Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Dan Mini Elementary in Vallejo, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
22%
Met or exceeded the standard
2025
6%
Exceeded the standard
64
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 22% | 6% | 64 |
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 | 29% 202 tested | 23% 205 tested | 22% 64 tested |
| Gender | |||
| Female | 26% 112 tested | 16% 112 tested | 21% 29 tested |
| Male | 32% 90 tested | 32% 93 tested | 23% 35 tested |
| Race and ethnicity | |||
| Black or African American | 40% 20 tested | 30% 20 tested | 25% 12 tested |
| Filipino | 47% 15 tested | 38% 16 tested | - |
| Hispanic or Latino | 26% 136 tested | 20% 138 tested | 22% 37 tested |
| White | 25% 12 tested | 8% 12 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 29% 184 tested | 24% 186 tested | 22% 59 tested |
| Not economically disadvantaged | 22% 18 tested | 16% 19 tested | - |
| Homeless | - | 9% 11 tested | - |
| English learners | |||
| English learners | 17% 84 tested | 13% 87 tested | 0% 20 tested |
| English learners, 12 months or more | 17% 83 tested | 13% 83 tested | 0% 20 tested |
| At risk of becoming a long term English learner | 13% 31 tested | 10% 31 tested | - |
| Reclassified fluent English proficient | 56% 18 tested | 44% 18 tested | - |
| Ever an English learner | 24% 102 tested | 18% 105 tested | 10% 30 tested |
| Never an English learner | 34% 100 tested | 29% 100 tested | 32% 34 tested |
| English only | 31% 90 tested | 27% 90 tested | 29% 28 tested |
| Disability | |||
| Students with disabilities | 9% 32 tested | 9% 32 tested | - |
| No reported disability | 32% 170 tested | 26% 173 tested | 23% 60 tested |
| Parent education | |||
| Parent high school graduate | 28% 36 tested | 22% 36 tested | - |
| Parent some college | 38% 13 tested | 29% 14 tested | - |
| Parent college graduate | 27% 15 tested | 20% 15 tested | - |
View 11 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 29% 202 tested | 23% 205 tested | 22% 64 tested |
| Not foster youth | 29% 202 tested | 23% 205 tested | 22% 64 tested |
| Not migrant education | 29% 202 tested | 23% 205 tested | 22% 64 tested |
| Not homeless | 30% 192 tested | 24% 194 tested | 22% 59 tested |
| Parent education declined to state | 29% 129 tested | 24% 130 tested | 21% 43 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 26% 124 tested | 21% 126 tested | 24% 33 tested |
| Fluent English proficient and English only | 37% 118 tested | 31% 118 tested | 32% 44 tested |
| Black or African American (Econ. Disadvantaged) | 39% 18 tested | 22% 18 tested | 18% 11 tested |
| Filipino (Econ. Disadvantaged) | 58% 12 tested | 50% 12 tested | - |
| Hispanic or Latino (Not Econ. Disadvantaged) | 25% 12 tested | 8% 12 tested | - |
| White (Econ. Disadvantaged) | 25% 12 tested | 8% 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
13%
Level 4, well developed
The level used towards reclassification
2025
50%
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 | 21 | 19% | 29% | 43% | 10% | 52% |
| Grade 1 | 19 | 47% | 37% | 11% | 5% | 16% |
| Grade 2 | 27 | 15% | 37% | 44% | 4% | 48% |
| Grade 3 | 28 | 25% | 29% | 32% | 14% | 46% |
| Grade 4 | 41 | 24% | 24% | 39% | 12% | 51% |
| Grade 5 | 21 | 10% | 5% | 48% | 38% | 86% |
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 |
|---|---|---|---|---|---|---|
| Hispanic or Latino | 143 | 24% | 27% | 36% | 12% | 48% |
| Primary language: Spanish | 143 | 24% | 27% | 36% | 12% | 48% |
| Economically Disadvantaged | 142 | 24% | 27% | 35% | 13% | 49% |
| No Special Education Services | 138 | 22% | 24% | 39% | 15% | 54% |
| ELs enrolled 12 months or more | 135 | 18% | 27% | 40% | 15% | 55% |
| Male | 80 | 26% | 25% | 34% | 15% | 49% |
| Female | 77 | 19% | 29% | 40% | 12% | 52% |
| EL - 3 years in program | 35 | 20% | 31% | 37% | 11% | 49% |
| At-Risk of LTEL | 31 | 10% | 26% | 45% | 19% | 65% |
| EL - 4 years in program | 28 | 7% | 21% | 54% | 18% | 71% |
| EL - 2 years in program | 26 | 23% | 38% | 35% | 4% | 38% |
| EL - 1 year in program | 25 | 36% | 32% | 24% | 8% | 32% |
| EL - less than 1 year in program | 23 | 52% | 22% | 22% | 4% | 26% |
| ELs enrolled fewer than 12 months | 22 | 55% | 23% | 18% | 5% | 23% |
| Special Education Services | 19 | 32% | 47% | 21% | 0% | 21% |
| Not Economically Disadvantaged | 15 | 13% | 20% | 53% | 13% | 67% |
| EL - 5 years in program | 14 | 0% | 7% | 50% | 43% | 93% |
| Homeless | 13 | 54% | 8% | 23% | 15% | 38% |
| Filipino | 10 | - | - | - | - | - |
| Primary language: Filipino (Pilipino or Tagalog) | 9 | - | - | - | - | - |
| EL - 6+ years in program | 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.