Performance
Temecula Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Temecula 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
26%
Met or exceeded the standard
2025
9%
Exceeded the standard
78
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 26% | 9% | 78 |
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 | 44% 230 tested | 35% 237 tested | 26% 78 tested |
| Gender | |||
| Female | 42% 103 tested | 28% 105 tested | 18% 40 tested |
| Male | 46% 127 tested | 42% 132 tested | 34% 38 tested |
| Race and ethnicity | |||
| Asian | - | 58% 12 tested | - |
| Black or African American | 29% 17 tested | 35% 17 tested | - |
| Filipino | 67% 15 tested | 47% 17 tested | - |
| Hispanic or Latino | 40% 134 tested | 33% 137 tested | 19% 43 tested |
| White | 50% 38 tested | 41% 37 tested | - |
| Two or more races | 29% 14 tested | 21% 14 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 38% 170 tested | 29% 175 tested | 25% 61 tested |
| Not economically disadvantaged | 62% 60 tested | 53% 62 tested | 29% 17 tested |
| English learners | |||
| English learners | 7% 30 tested | 13% 38 tested | - |
| English learners, 12 months or more | 4% 28 tested | 7% 30 tested | - |
| At risk of becoming a long term English learner | - | 0% 11 tested | - |
| Reclassified fluent English proficient | 66% 35 tested | 47% 36 tested | 19% 21 tested |
| Initial fluent English proficient | 83% 12 tested | 83% 12 tested | - |
| Ever an English learner | 38% 65 tested | 30% 74 tested | 14% 28 tested |
| Never an English learner | 46% 165 tested | 38% 163 tested | 32% 50 tested |
| English only | 44% 150 tested | 35% 150 tested | 30% 46 tested |
| Disability | |||
| Students with disabilities | 9% 65 tested | 11% 66 tested | 19% 16 tested |
| No reported disability | 58% 165 tested | 45% 171 tested | 27% 62 tested |
| Parent education | |||
| Parent not a high school graduate | 22% 18 tested | 13% 16 tested | - |
| Parent high school graduate | 37% 54 tested | 34% 56 tested | 10% 20 tested |
| Parent some college | 44% 62 tested | 33% 63 tested | 39% 23 tested |
| Parent college graduate | 55% 47 tested | 42% 50 tested | 29% 14 tested |
| Parent graduate school | 52% 33 tested | 44% 36 tested | 27% 11 tested |
View 13 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not migrant education | 44% 230 tested | 35% 237 tested | 26% 78 tested |
| Not foster youth | 44% 228 tested | 36% 235 tested | 26% 77 tested |
| Not homeless | 44% 227 tested | 36% 234 tested | 26% 77 tested |
| Not armed forces family member | 43% 224 tested | 35% 231 tested | 25% 76 tested |
| Fluent English proficient and English only | 50% 197 tested | 40% 198 tested | 28% 71 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 36% 103 tested | 29% 105 tested | 18% 34 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 52% 31 tested | 47% 32 tested | - |
| White (Econ. Disadvantaged) | 38% 26 tested | 24% 25 tested | - |
| Parent education declined to state | 44% 16 tested | 31% 16 tested | - |
| Black or African American (Econ. Disadvantaged) | 29% 14 tested | 36% 14 tested | - |
| White (Not Econ. Disadvantaged) | 75% 12 tested | 75% 12 tested | - |
| Two or more races (Econ. Disadvantaged) | 18% 11 tested | 9% 11 tested | - |
| Filipino (Econ. Disadvantaged) | - | 55% 11 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
23%
Level 4, well developed
The level used towards reclassification
2025
56%
Level 3 or 4, moderately or well developed
100
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 16 | 0% | 38% | 50% | 13% | 63% |
| Grade 1 | 11 | 18% | 27% | 55% | 0% | 55% |
| Grade 2 | 15 | 33% | 20% | 40% | 7% | 47% |
| Grade 3 | 19 | 11% | 32% | 32% | 26% | 58% |
| Grade 4 | 22 | 23% | 32% | 23% | 23% | 45% |
| Grade 5 | 17 | 24% | 6% | 12% | 59% | 71% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (24 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| No Special Education Services | 80 | 13% | 24% | 35% | 29% | 64% |
| Economically Disadvantaged | 79 | 20% | 29% | 32% | 19% | 51% |
| ELs enrolled 12 months or more | 76 | 17% | 26% | 32% | 25% | 57% |
| Hispanic or Latino | 63 | 22% | 30% | 27% | 21% | 48% |
| Primary language: Spanish | 62 | 23% | 31% | 26% | 21% | 47% |
| Male | 52 | 25% | 21% | 31% | 23% | 54% |
| Female | 48 | 10% | 31% | 35% | 23% | 58% |
| EL - less than 1 year in program | 26 | 23% | 23% | 38% | 15% | 54% |
| EL - 1 year in program | 25 | 16% | 32% | 40% | 12% | 52% |
| ELs enrolled fewer than 12 months | 24 | 21% | 25% | 38% | 17% | 54% |
| Not Economically Disadvantaged | 21 | 10% | 14% | 38% | 38% | 76% |
| Special Education Services | 20 | 40% | 35% | 25% | 0% | 25% |
| EL - 3 years in program | 18 | 11% | 33% | 33% | 22% | 56% |
| Primary language: All remaining languages | 17 | 12% | 24% | 35% | 29% | 65% |
| White | 14 | 21% | 21% | 29% | 29% | 57% |
| Asian | 11 | 9% | 9% | 45% | 36% | 82% |
| At-Risk of LTEL | 11 | 9% | 27% | 55% | 9% | 64% |
| EL - 4 years in program | 11 | 9% | 36% | 27% | 27% | 55% |
| Primary language: Filipino (Pilipino or Tagalog) | 10 | - | - | - | - | - |
| EL - 5 years in program | 9 | - | - | - | - | - |
| Filipino | 9 | - | - | - | - | - |
| EL - 2 years in program | 8 | - | - | - | - | - |
| Primary language: Arabic | 7 | - | - | - | - | - |
| Primary language: Russian | 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.