Performance
Mary Deterding Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Mary Deterding Elementary in Carmichael, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
51%
Met or exceeded the standard
2025
25%
Exceeded the standard
113
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 51% | 25% | 113 |
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 | 59% 407 tested | 55% 418 tested | 51% 113 tested |
| Gender | |||
| Female | 63% 201 tested | 51% 209 tested | 42% 55 tested |
| Male | 56% 206 tested | 58% 209 tested | 60% 58 tested |
| Race and ethnicity | |||
| Asian | 54% 63 tested | 49% 69 tested | 29% 14 tested |
| Black or African American | 58% 12 tested | 58% 12 tested | - |
| Hispanic or Latino | 59% 70 tested | 42% 71 tested | 46% 28 tested |
| White | 59% 208 tested | 59% 212 tested | 56% 55 tested |
| Two or more races | 70% 50 tested | 54% 50 tested | 75% 12 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 48% 230 tested | 43% 240 tested | 43% 63 tested |
| Not economically disadvantaged | 75% 177 tested | 70% 178 tested | 62% 50 tested |
| Homeless | 45% 11 tested | 25% 12 tested | - |
| English learners | |||
| English learners | 9% 88 tested | 17% 99 tested | 5% 21 tested |
| English learners, 12 months or more | 10% 81 tested | 21% 81 tested | 6% 17 tested |
| English learners, under 12 months | - | 0% 18 tested | - |
| At risk of becoming a long term English learner | 8% 13 tested | 15% 13 tested | - |
| Reclassified fluent English proficient | 73% 41 tested | 71% 41 tested | 64% 14 tested |
| Initial fluent English proficient | 83% 24 tested | 75% 24 tested | - |
| Ever an English learner | 29% 129 tested | 33% 140 tested | 29% 35 tested |
| Never an English learner | 73% 278 tested | 65% 278 tested | 62% 78 tested |
| English only | 72% 254 tested | 65% 254 tested | 61% 70 tested |
| Disability | |||
| Students with disabilities | 44% 52 tested | 33% 52 tested | 21% 14 tested |
| No reported disability | 62% 355 tested | 58% 366 tested | 56% 99 tested |
| Parent education | |||
| Parent not a high school graduate | - | 17% 12 tested | - |
| Parent high school graduate | 48% 62 tested | 34% 68 tested | 32% 22 tested |
| Parent some college | 58% 76 tested | 47% 78 tested | 41% 22 tested |
| Parent college graduate | 59% 118 tested | 57% 119 tested | 50% 34 tested |
| Parent graduate school | 78% 116 tested | 77% 116 tested | 80% 30 tested |
View 14 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 59% 407 tested | 55% 418 tested | 51% 113 tested |
| Not foster youth | 59% 407 tested | 55% 418 tested | 51% 113 tested |
| Not migrant education | 59% 407 tested | 55% 418 tested | 51% 113 tested |
| Not homeless | 60% 396 tested | 55% 406 tested | 52% 110 tested |
| Fluent English proficient and English only | 73% 319 tested | 66% 319 tested | 62% 92 tested |
| White (Econ. Disadvantaged) | 45% 113 tested | 48% 117 tested | 41% 29 tested |
| White (Not Econ. Disadvantaged) | 75% 95 tested | 74% 95 tested | 73% 26 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 59% 44 tested | 36% 45 tested | 45% 20 tested |
| Asian (Econ. Disadvantaged) | 32% 38 tested | 30% 43 tested | - |
| Two or more races (Not Econ. Disadvantaged) | 78% 27 tested | 63% 27 tested | - |
| Hispanic or Latino (Not Econ. Disadvantaged) | 58% 26 tested | 54% 26 tested | - |
| Asian (Not Econ. Disadvantaged) | 88% 25 tested | 81% 26 tested | - |
| Parent education declined to state | 29% 24 tested | 38% 24 tested | - |
| Two or more races (Econ. Disadvantaged) | 61% 23 tested | 43% 23 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
11%
Level 4, well developed
The level used towards reclassification
2025
34%
Level 3 or 4, moderately or well developed
167
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 13 | 38% | 46% | 15% | 0% | 15% |
| Grade 1 | 20 | 30% | 40% | 30% | 0% | 30% |
| Grade 2 | 32 | 31% | 28% | 28% | 13% | 41% |
| Grade 3 | 29 | 28% | 31% | 31% | 10% | 41% |
| Grade 4 | 25 | 48% | 16% | 20% | 16% | 36% |
| Grade 5 | 22 | 32% | 36% | 14% | 18% | 32% |
| Grade 6 | 26 | 50% | 23% | 15% | 12% | 27% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (23 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| No Special Education Services | 155 | 37% | 29% | 23% | 10% | 34% |
| Economically Disadvantaged | 144 | 40% | 29% | 20% | 10% | 31% |
| ELs enrolled 12 months or more | 130 | 28% | 30% | 28% | 14% | 42% |
| Primary language: All remaining languages | 99 | 46% | 26% | 17% | 10% | 27% |
| White | 96 | 28% | 32% | 24% | 16% | 40% |
| Female | 84 | 32% | 37% | 20% | 11% | 31% |
| Male | 83 | 41% | 23% | 25% | 11% | 36% |
| EL - 1 year in program | 58 | 43% | 28% | 26% | 3% | 29% |
| Asian | 54 | 57% | 22% | 15% | 6% | 20% |
| Primary language: Russian | 43 | 23% | 33% | 28% | 16% | 44% |
| EL - less than 1 year in program | 37 | 68% | 30% | 3% | 0% | 3% |
| ELs enrolled fewer than 12 months | 37 | 68% | 30% | 3% | 0% | 3% |
| EL - 2 years in program | 32 | 6% | 34% | 31% | 28% | 59% |
| Not Economically Disadvantaged | 23 | 13% | 35% | 39% | 13% | 52% |
| EL - 3 years in program | 19 | 21% | 26% | 42% | 11% | 53% |
| Hispanic or Latino | 16 | 19% | 38% | 44% | 0% | 44% |
| At-Risk of LTEL | 15 | 40% | 27% | 13% | 20% | 33% |
| Primary language: Spanish | 15 | 13% | 40% | 47% | 0% | 47% |
| Special Education Services | 12 | 25% | 42% | 17% | 17% | 33% |
| EL - 4 years in program | 10 | - | - | - | - | - |
| Primary language: Arabic | 9 | - | - | - | - | - |
| EL - 5 years in program | 8 | - | - | - | - | - |
| Homeless | 7 | - | - | - | - | - |
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.