Performance
Anna Kyle Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Anna Kyle Elementary in Fairfield, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
1%
Met or exceeded the standard
2025
0%
Exceeded the standard
77
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 1% | 0% | 77 |
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 | 14% 270 tested | 9% 270 tested | 1% 77 tested |
| Gender | |||
| Female | 14% 138 tested | 10% 136 tested | 0% 28 tested |
| Male | 15% 132 tested | 8% 134 tested | 2% 49 tested |
| Race and ethnicity | |||
| Black or African American | 5% 22 tested | 9% 22 tested | - |
| Hispanic or Latino | 14% 217 tested | 8% 216 tested | 2% 58 tested |
| Two or more races | 8% 13 tested | 0% 14 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 14% 258 tested | 8% 257 tested | 1% 72 tested |
| Not economically disadvantaged | 25% 12 tested | 23% 13 tested | - |
| Homeless | 0% 20 tested | 0% 20 tested | - |
| Migrant education | 0% 15 tested | 8% 13 tested | - |
| English learners | |||
| English learners | 5% 136 tested | 4% 136 tested | 0% 28 tested |
| English learners, 12 months or more | 5% 134 tested | 4% 131 tested | 0% 27 tested |
| At risk of becoming a long term English learner | 7% 58 tested | 4% 56 tested | 0% 19 tested |
| Reclassified fluent English proficient | 42% 31 tested | 16% 31 tested | 6% 18 tested |
| Initial fluent English proficient | 33% 15 tested | 43% 14 tested | - |
| Ever an English learner | 12% 167 tested | 6% 167 tested | 2% 46 tested |
| Never an English learner | 18% 103 tested | 14% 103 tested | 0% 31 tested |
| English only | 16% 88 tested | 9% 89 tested | 0% 29 tested |
| Disability | |||
| Students with disabilities | 3% 39 tested | 5% 39 tested | - |
| No reported disability | 16% 231 tested | 10% 231 tested | 1% 68 tested |
| Parent education | |||
| Parent not a high school graduate | 13% 75 tested | 7% 74 tested | 5% 22 tested |
| Parent high school graduate | 16% 112 tested | 9% 114 tested | 0% 34 tested |
| Parent some college | 16% 43 tested | 12% 43 tested | - |
| Parent college graduate | 27% 15 tested | 14% 14 tested | - |
View 9 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not foster youth | 14% 270 tested | 9% 270 tested | 1% 77 tested |
| Not armed forces family member | 15% 269 tested | 9% 269 tested | 1% 77 tested |
| Not migrant education | 15% 255 tested | 9% 257 tested | 1% 73 tested |
| Not homeless | 16% 250 tested | 10% 250 tested | 1% 72 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 14% 210 tested | 8% 208 tested | 2% 55 tested |
| Fluent English proficient and English only | 24% 134 tested | 14% 134 tested | 2% 49 tested |
| Parent education declined to state | 0% 22 tested | 9% 22 tested | - |
| Black or African American (Econ. Disadvantaged) | 5% 19 tested | 11% 19 tested | - |
| Two or more races (Econ. Disadvantaged) | 8% 13 tested | 0% 14 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
7%
Level 4, well developed
The level used towards reclassification
2025
31%
Level 3 or 4, moderately or well developed
321
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 53 | 55% | 26% | 15% | 4% | 19% |
| Grade 1 | 69 | 67% | 19% | 12% | 3% | 14% |
| Grade 2 | 52 | 38% | 27% | 29% | 6% | 35% |
| Grade 3 | 52 | 33% | 31% | 37% | 0% | 37% |
| Grade 4 | 59 | 32% | 29% | 31% | 8% | 39% |
| Grade 5 | 36 | 42% | 8% | 25% | 25% | 50% |
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 |
|---|---|---|---|---|---|---|
| Hispanic or Latino | 313 | 46% | 24% | 23% | 6% | 30% |
| Economically Disadvantaged | 311 | 45% | 24% | 24% | 6% | 31% |
| Primary language: Spanish | 302 | 45% | 24% | 24% | 7% | 31% |
| No Special Education Services | 289 | 45% | 24% | 24% | 7% | 31% |
| ELs enrolled 12 months or more | 267 | 40% | 24% | 28% | 8% | 36% |
| Female | 168 | 49% | 26% | 21% | 4% | 25% |
| Male | 153 | 42% | 22% | 27% | 9% | 37% |
| EL - 1 year in program | 97 | 70% | 13% | 12% | 4% | 16% |
| At-Risk of LTEL | 57 | 21% | 28% | 35% | 16% | 51% |
| EL - less than 1 year in program | 54 | 70% | 24% | 6% | 0% | 6% |
| ELs enrolled fewer than 12 months | 54 | 70% | 24% | 6% | 0% | 6% |
| EL - 3 years in program | 52 | 17% | 38% | 38% | 6% | 44% |
| EL - 4 years in program | 48 | 15% | 35% | 44% | 6% | 50% |
| EL - 2 years in program | 45 | 42% | 27% | 29% | 2% | 31% |
| Homeless | 34 | 74% | 9% | 15% | 3% | 18% |
| Special Education Services | 32 | 47% | 25% | 22% | 6% | 28% |
| Migrant | 22 | 55% | 14% | 23% | 9% | 32% |
| EL - 5 years in program | 20 | 25% | 10% | 25% | 40% | 65% |
| Primary language: All remaining languages | 16 | 63% | 25% | 6% | 6% | 13% |
| Not Economically Disadvantaged | 10 | - | - | - | - | - |
| Asian | 5 | - | - | - | - | - |
| EL - 6+ years in program | 5 | - | - | - | - | - |
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.