Performance
Cedarwood Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Cedarwood Elementary in Clovis, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
50%
Met or exceeded the standard
2025
21%
Exceeded the standard
121
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 50% | 21% | 121 |
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 | 66% 476 tested | 58% 476 tested | 50% 121 tested |
| Gender | |||
| Female | 70% 240 tested | 54% 240 tested | 44% 62 tested |
| Male | 62% 235 tested | 63% 235 tested | 58% 59 tested |
| Race and ethnicity | |||
| Asian | 57% 46 tested | 52% 46 tested | 42% 12 tested |
| Black or African American | 64% 11 tested | 55% 11 tested | - |
| Hispanic or Latino | 59% 181 tested | 51% 181 tested | 49% 47 tested |
| White | 75% 192 tested | 67% 192 tested | 56% 50 tested |
| Two or more races | 61% 31 tested | 55% 31 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 45% 154 tested | 42% 154 tested | 27% 30 tested |
| Not economically disadvantaged | 76% 322 tested | 66% 322 tested | 58% 91 tested |
| Military family | 53% 15 tested | 60% 15 tested | - |
| English learners | |||
| English learners | 13% 16 tested | 19% 16 tested | - |
| English learners, 12 months or more | 13% 16 tested | 19% 16 tested | - |
| Reclassified fluent English proficient | 92% 12 tested | 83% 12 tested | - |
| Ever an English learner | 46% 28 tested | 46% 28 tested | - |
| Never an English learner | 67% 448 tested | 59% 448 tested | 51% 117 tested |
| English only | 67% 441 tested | 59% 441 tested | 51% 115 tested |
| Disability | |||
| Students with disabilities | 25% 40 tested | 18% 40 tested | - |
| No reported disability | 70% 436 tested | 62% 436 tested | 54% 114 tested |
| Parent education | |||
| Parent high school graduate | 46% 41 tested | 46% 41 tested | - |
| Parent some college | 52% 101 tested | 51% 101 tested | 40% 30 tested |
| Parent college graduate | 70% 168 tested | 57% 168 tested | 51% 41 tested |
| Parent graduate school | 78% 146 tested | 71% 146 tested | 68% 37 tested |
View 14 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not foster youth | 66% 476 tested | 58% 476 tested | 50% 121 tested |
| Not homeless | 66% 476 tested | 58% 476 tested | 50% 121 tested |
| Not migrant education | 66% 472 tested | 58% 472 tested | 51% 120 tested |
| Not armed forces family member | 66% 461 tested | 58% 461 tested | 52% 116 tested |
| Fluent English proficient and English only | 68% 460 tested | 60% 460 tested | 51% 119 tested |
| White (Not Econ. Disadvantaged) | 79% 160 tested | 70% 160 tested | 59% 46 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 72% 107 tested | 62% 107 tested | 61% 31 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 39% 74 tested | 36% 74 tested | 25% 16 tested |
| White (Econ. Disadvantaged) | 53% 32 tested | 50% 32 tested | - |
| Asian (Not Econ. Disadvantaged) | 64% 25 tested | 60% 25 tested | - |
| Asian (Econ. Disadvantaged) | 48% 21 tested | 43% 21 tested | - |
| Two or more races (Not Econ. Disadvantaged) | 71% 17 tested | 65% 17 tested | - |
| Parent education declined to state | 64% 14 tested | 57% 14 tested | - |
| Two or more races (Econ. Disadvantaged) | 50% 14 tested | 43% 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
20%
Level 4, well developed
The level used towards reclassification
2025
63%
Level 3 or 4, moderately or well developed
30
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 4 | - | - | - | - | - |
| Grade 2 | 6 | - | - | - | - | - |
| Grade 3 | 7 | - | - | - | - | - |
| Grade 6 | 5 | - | - | - | - | - |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (16 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| No Special Education Services | 29 | 10% | 28% | 41% | 21% | 62% |
| ELs enrolled 12 months or more | 28 | 11% | 21% | 46% | 21% | 68% |
| Economically Disadvantaged | 23 | 13% | 22% | 48% | 17% | 65% |
| Female | 15 | 13% | 27% | 40% | 20% | 60% |
| Male | 15 | 7% | 27% | 47% | 20% | 67% |
| Primary language: Spanish | 13 | 23% | 8% | 54% | 15% | 69% |
| Hispanic or Latino | 12 | 25% | 8% | 50% | 17% | 67% |
| Asian | 10 | - | - | - | - | - |
| Primary language: All remaining languages | 10 | - | - | - | - | - |
| EL - 1 year in program | 8 | - | - | - | - | - |
| EL - 2 years in program | 8 | - | - | - | - | - |
| Not Economically Disadvantaged | 7 | - | - | - | - | - |
| At-Risk of LTEL | 5 | - | - | - | - | - |
| EL - 3 years in program | 5 | - | - | - | - | - |
| Primary language: Punjabi | 4 | - | - | - | - | - |
| White | 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.