Performance
Longfellow Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Longfellow Elementary in Compton, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
17%
Met or exceeded the standard
2025
4%
Exceeded the standard
112
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 20% | 5% | 66 |
| Grade 8 | 13% | 4% | 46 |
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% 300 tested | 28% 299 tested | 17% 112 tested |
| Gender | |||
| Female | 48% 128 tested | 27% 128 tested | 22% 41 tested |
| Male | 37% 172 tested | 29% 171 tested | 14% 71 tested |
| Race and ethnicity | |||
| Black or African American | 36% 67 tested | 25% 67 tested | 11% 28 tested |
| Hispanic or Latino | 43% 227 tested | 29% 226 tested | 20% 82 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 41% 285 tested | 27% 284 tested | 16% 105 tested |
| Not economically disadvantaged | 53% 15 tested | 53% 15 tested | - |
| English learners | |||
| English learners | 16% 63 tested | 16% 64 tested | 4% 27 tested |
| English learners, 12 months or more | 16% 63 tested | 16% 63 tested | 4% 27 tested |
| Long term English learners | 0% 12 tested | 0% 12 tested | - |
| At risk of becoming a long term English learner | 0% 16 tested | 0% 16 tested | - |
| Reclassified fluent English proficient | 73% 45 tested | 53% 45 tested | 40% 15 tested |
| Ever an English learner | 40% 108 tested | 31% 109 tested | 17% 42 tested |
| Never an English learner | 42% 192 tested | 26% 190 tested | 17% 70 tested |
| English only | 42% 183 tested | 27% 181 tested | 14% 64 tested |
| Disability | |||
| Students with disabilities | 4% 48 tested | 4% 48 tested | 0% 16 tested |
| No reported disability | 48% 252 tested | 33% 251 tested | 20% 96 tested |
| Parent education | |||
| Parent not a high school graduate | 35% 83 tested | 25% 84 tested | 14% 29 tested |
| Parent high school graduate | 45% 98 tested | 31% 97 tested | 13% 38 tested |
| Parent some college | 44% 62 tested | 28% 61 tested | 26% 23 tested |
View 8 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 41% 300 tested | 28% 299 tested | 17% 112 tested |
| Not migrant education | 41% 300 tested | 28% 299 tested | 17% 112 tested |
| Not foster youth | 42% 295 tested | 28% 294 tested | 17% 111 tested |
| Not homeless | 41% 291 tested | 28% 290 tested | 17% 110 tested |
| Fluent English proficient and English only | 48% 237 tested | 31% 235 tested | 21% 85 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 42% 218 tested | 27% 217 tested | 19% 79 tested |
| Black or African American (Econ. Disadvantaged) | 36% 61 tested | 25% 61 tested | 8% 24 tested |
| Parent education declined to state | 36% 45 tested | 22% 45 tested | 20% 15 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
55%
Level 3 or 4, moderately or well developed
96
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 17 | 0% | 41% | 53% | 6% | 59% |
| Grade 1 | 10 | - | - | - | - | - |
| Grade 2 | 5 | - | - | - | - | - |
| Grade 3 | 11 | 18% | 64% | 9% | 9% | 18% |
| Grade 4 | 15 | 13% | 27% | 40% | 20% | 60% |
| Grade 5 | 17 | 12% | 18% | 53% | 18% | 71% |
| Grade 6 | 9 | - | - | - | - | - |
| Grade 8 | 10 | - | - | - | - | - |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (19 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Hispanic or Latino | 96 | 9% | 35% | 43% | 13% | 55% |
| Primary language: Spanish | 96 | 9% | 35% | 43% | 13% | 55% |
| Economically Disadvantaged | 92 | 10% | 36% | 42% | 12% | 54% |
| ELs enrolled 12 months or more | 87 | 8% | 33% | 45% | 14% | 59% |
| No Special Education Services | 74 | 3% | 32% | 49% | 16% | 65% |
| Male | 50 | 10% | 36% | 42% | 12% | 54% |
| Female | 46 | 9% | 35% | 43% | 13% | 57% |
| EL - 6+ years in program | 25 | 12% | 40% | 32% | 16% | 48% |
| Special Education Services | 22 | 32% | 45% | 23% | 0% | 23% |
| At-Risk of LTEL | 16 | 6% | 31% | 63% | 0% | 63% |
| EL - 1 year in program | 16 | 0% | 25% | 63% | 13% | 75% |
| EL - 3 years in program | 13 | 15% | 62% | 8% | 15% | 23% |
| EL - 4 years in program | 12 | 8% | 33% | 42% | 17% | 58% |
| EL - 5 years in program | 12 | 0% | 8% | 83% | 8% | 92% |
| LTEL | 12 | 8% | 67% | 25% | 0% | 25% |
| EL - 2 years in program | 9 | - | - | - | - | - |
| EL - less than 1 year in program | 9 | - | - | - | - | - |
| ELs enrolled fewer than 12 months | 9 | - | - | - | - | - |
| Not Economically Disadvantaged | 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.