Performance
Suzanne Middle — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Suzanne Middle in Walnut, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
64%
Met or exceeded the standard
2025
33%
Exceeded the standard
415
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 8 | 64% | 33% | 415 |
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 | 73% 1,177 tested | 64% 1,198 tested | 64% 415 tested |
| Gender | |||
| Female | 77% 581 tested | 63% 588 tested | 63% 199 tested |
| Male | 70% 596 tested | 65% 610 tested | 64% 216 tested |
| Race and ethnicity | |||
| Asian | 80% 679 tested | 77% 695 tested | 72% 222 tested |
| Filipino | 85% 92 tested | 66% 92 tested | 63% 32 tested |
| Hispanic or Latino | 55% 287 tested | 37% 285 tested | 49% 118 tested |
| White | 60% 50 tested | 40% 50 tested | 72% 18 tested |
| Two or more races | 75% 60 tested | 58% 67 tested | 52% 21 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 60% 291 tested | 49% 294 tested | 51% 107 tested |
| Not economically disadvantaged | 78% 886 tested | 68% 904 tested | 68% 308 tested |
| Military family | 33% 21 tested | 45% 22 tested | - |
| English learners | |||
| English learners | 21% 129 tested | 36% 151 tested | 13% 39 tested |
| English learners, 12 months or more | 21% 126 tested | 35% 126 tested | 15% 34 tested |
| English learners, under 12 months | - | 44% 25 tested | - |
| Long term English learners | 12% 25 tested | 25% 24 tested | - |
| Reclassified fluent English proficient | 87% 241 tested | 78% 240 tested | 74% 78 tested |
| Initial fluent English proficient | 90% 184 tested | 86% 184 tested | 82% 61 tested |
| Ever an English learner | 64% 370 tested | 62% 391 tested | 54% 117 tested |
| Never an English learner | 78% 807 tested | 65% 807 tested | 67% 298 tested |
| English only | 74% 623 tested | 58% 623 tested | 64% 237 tested |
| Disability | |||
| Students with disabilities | 19% 80 tested | 13% 80 tested | 18% 28 tested |
| No reported disability | 77% 1,097 tested | 67% 1,118 tested | 67% 387 tested |
| Parent education | |||
| Parent not a high school graduate | 55% 11 tested | 27% 11 tested | - |
| Parent high school graduate | 39% 71 tested | 38% 71 tested | 19% 31 tested |
| Parent some college | 58% 104 tested | 42% 104 tested | 43% 51 tested |
| Parent college graduate | 73% 343 tested | 66% 355 tested | 72% 156 tested |
| Parent graduate school | 84% 222 tested | 75% 224 tested | 79% 112 tested |
View 15 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not foster youth | 73% 1,177 tested | 64% 1,198 tested | 64% 415 tested |
| Not migrant education | 73% 1,177 tested | 64% 1,198 tested | 64% 415 tested |
| Not homeless | 74% 1,170 tested | 64% 1,191 tested | 64% 412 tested |
| Not armed forces family member | 74% 1,156 tested | 64% 1,176 tested | 64% 410 tested |
| Fluent English proficient and English only | 80% 1,048 tested | 68% 1,047 tested | 69% 376 tested |
| Asian (Not Econ. Disadvantaged) | 84% 501 tested | 81% 513 tested | 75% 164 tested |
| Parent education declined to state | 78% 425 tested | 66% 425 tested | 59% 59 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 61% 210 tested | 44% 209 tested | 57% 84 tested |
| Asian (Econ. Disadvantaged) | 70% 178 tested | 65% 182 tested | 62% 58 tested |
| Filipino (Not Econ. Disadvantaged) | 87% 84 tested | 69% 84 tested | 66% 29 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 40% 77 tested | 20% 76 tested | 29% 34 tested |
| Two or more races (Not Econ. Disadvantaged) | 77% 48 tested | 60% 55 tested | 44% 16 tested |
| White (Not Econ. Disadvantaged) | 68% 37 tested | 46% 37 tested | 75% 12 tested |
| White (Econ. Disadvantaged) | 38% 13 tested | 23% 13 tested | - |
| Two or more races (Econ. Disadvantaged) | 67% 12 tested | 50% 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
33%
Level 4, well developed
The level used towards reclassification
2025
59%
Level 3 or 4, moderately or well developed
152
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Grade 6 | 56 | 32% | 13% | 34% | 21% | 55% |
| Grade 7 | 57 | 16% | 21% | 23% | 40% | 63% |
| Grade 8 | 39 | 23% | 21% | 18% | 38% | 56% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (26 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| No Special Education Services | 137 | 23% | 16% | 27% | 34% | 61% |
| Asian | 127 | 24% | 17% | 26% | 32% | 58% |
| ELs enrolled 12 months or more | 127 | 14% | 18% | 28% | 39% | 68% |
| Primary language: Mandarin (Putonghua) | 100 | 24% | 17% | 27% | 32% | 59% |
| Male | 89 | 28% | 15% | 22% | 35% | 57% |
| Not Economically Disadvantaged | 88 | 30% | 17% | 26% | 27% | 53% |
| Economically Disadvantaged | 64 | 16% | 19% | 25% | 41% | 66% |
| Female | 63 | 17% | 22% | 30% | 30% | 60% |
| EL - 6+ years in program | 54 | 6% | 11% | 26% | 57% | 83% |
| EL - 1 year in program | 32 | 34% | 28% | 19% | 19% | 38% |
| EL - less than 1 year in program | 26 | 73% | 15% | 12% | 0% | 12% |
| ELs enrolled fewer than 12 months | 25 | 72% | 16% | 12% | 0% | 12% |
| LTEL | 24 | 13% | 25% | 25% | 38% | 63% |
| Primary language: All remaining languages | 20 | 45% | 15% | 20% | 20% | 40% |
| Hispanic or Latino | 15 | 0% | 20% | 20% | 60% | 80% |
| Special Education Services | 15 | 33% | 33% | 13% | 20% | 33% |
| EL - 2 years in program | 14 | 7% | 36% | 50% | 7% | 57% |
| Primary language: Spanish | 14 | 0% | 21% | 14% | 64% | 79% |
| Military | 12 | 42% | 25% | 8% | 25% | 33% |
| Primary language: Cantonese | 12 | 25% | 17% | 25% | 33% | 58% |
| EL - 5 years in program | 11 | 0% | 9% | 27% | 64% | 91% |
| At-Risk of LTEL | 10 | - | - | - | - | - |
| EL - 4 years in program | 8 | - | - | - | - | - |
| Two or more races | 8 | - | - | - | - | - |
| EL - 3 years in program | 7 | - | - | - | - | - |
| Primary language: Vietnamese | 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.