Vail Elementary — Academic Performance — Temecula, California

Performance

Vail Elementary — Academic Performance

Standardised assessments, graduation outcomes and college-readiness metrics for Vail Elementary in Temecula, California.

Headline Indicator

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Data not yet captured

Science (CAST)

California Science Test, percentage meeting or exceeding the standard, 2025

CAASPP

37%

Met or exceeded the standard

2025

12%

Exceeded the standard

Students tested

Grade	Met or exceeded	Exceeded	Tested
Grade 5	37%	12%	84

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	47% 240 tested	29% 241 tested	37% 84 tested
Gender
Female	47% 118 tested	21% 118 tested	42% 43 tested
Male	48% 122 tested	36% 123 tested	32% 41 tested
Race and ethnicity
Black or African American	33% 12 tested	8% 12 tested	-
Hispanic or Latino	41% 134 tested	27% 134 tested	26% 43 tested
White	60% 57 tested	38% 58 tested	50% 18 tested
Two or more races	44% 18 tested	22% 18 tested	-
Socioeconomic status
Economically disadvantaged	43% 168 tested	25% 169 tested	40% 58 tested
Not economically disadvantaged	56% 72 tested	38% 72 tested	31% 26 tested
English learners
English learners	13% 38 tested	8% 39 tested	0% 11 tested
English learners, 12 months or more	11% 35 tested	6% 35 tested	0% 11 tested
At risk of becoming a long term English learner	6% 16 tested	0% 16 tested	-
Reclassified fluent English proficient	77% 13 tested	54% 13 tested	-
Initial fluent English proficient	69% 13 tested	62% 13 tested	-
Ever an English learner	29% 51 tested	19% 52 tested	30% 20 tested
Never an English learner	52% 189 tested	31% 189 tested	39% 64 tested
English only	51% 176 tested	29% 176 tested	36% 59 tested
Disability
Students with disabilities	13% 60 tested	5% 60 tested	0% 17 tested
No reported disability	58% 180 tested	36% 181 tested	46% 67 tested
Parent education
Parent not a high school graduate	18% 11 tested	18% 11 tested	-
Parent high school graduate	43% 40 tested	32% 41 tested	28% 18 tested
Parent some college	51% 88 tested	30% 88 tested	41% 29 tested
Parent college graduate	44% 57 tested	26% 57 tested	40% 20 tested
Parent graduate school	56% 39 tested	31% 39 tested	42% 12 tested

View 10 further student groups reported by the state

Student group	English Language Arts	Mathematics	Science
Not foster youth	47% 240 tested	29% 241 tested	37% 84 tested
Not migrant education	47% 240 tested	29% 241 tested	37% 84 tested
Not homeless	47% 235 tested	29% 236 tested	38% 82 tested
Not armed forces family member	48% 231 tested	28% 232 tested	38% 81 tested
Fluent English proficient and English only	53% 202 tested	33% 202 tested	42% 73 tested
Hispanic or Latino (Econ. Disadvantaged)	41% 105 tested	25% 105 tested	33% 33 tested
White (Econ. Disadvantaged)	52% 31 tested	38% 32 tested	45% 11 tested
Hispanic or Latino (Not Econ. Disadvantaged)	41% 29 tested	34% 29 tested	-
White (Not Econ. Disadvantaged)	69% 26 tested	38% 26 tested	-
Black or African American (Econ. Disadvantaged)	33% 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

Level 4, well developed

The level used towards reclassification

2025

47%

Level 3 or 4, moderately or well developed

English learners tested

Grade	Tested	Level 1	Level 2	Level 3	Level 4	Level 3 or 4
Kindergarten	15	33%	20%	40%	7%	47%
Grade 1	9	-	-	-	-	-
Grade 2	12	17%	50%	17%	17%	33%
Grade 3	13	31%	31%	31%	8%	38%
Grade 4	15	27%	27%	40%	7%	47%
Grade 5	13	0%	38%	46%	15%	62%

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
Economically Disadvantaged	64	23%	36%	34%	6%	41%
ELs enrolled 12 months or more	60	17%	33%	40%	10%	50%
No Special Education Services	53	17%	25%	47%	11%	58%
Hispanic or Latino	52	23%	31%	35%	12%	46%
Primary language: Spanish	51	25%	31%	33%	10%	43%
Male	41	17%	39%	34%	10%	44%
Female	36	25%	25%	42%	8%	50%
Special Education Services	24	29%	50%	17%	4%	21%
EL - 1 year in program	17	18%	24%	41%	18%	59%
ELs enrolled fewer than 12 months	17	35%	29%	29%	6%	35%
At-Risk of LTEL	16	13%	38%	44%	6%	50%
EL - less than 1 year in program	15	40%	33%	27%	0%	27%
EL - 2 years in program	14	14%	43%	36%	7%	43%
Primary language: All remaining languages	14	21%	21%	57%	0%	57%
Not Economically Disadvantaged	13	8%	15%	54%	23%	77%
EL - 3 years in program	12	25%	33%	33%	8%	42%
White	12	25%	17%	58%	0%	58%
EL - 4 years in program	9	-	-	-	-	-
EL - 5 years in program	9	-	-	-	-	-
Primary language: Filipino (Pilipino or Tagalog)	7	-	-	-	-	-
Filipino	6	-	-	-	-	-
Primary language: Arabic	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.