Willmore Elementary — Academic Performance — Westminster, California

Performance

Willmore Elementary — Academic Performance

Standardised assessments, graduation outcomes and college-readiness metrics for Willmore Elementary in Westminster, California.

Headline Indicator

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Data not yet captured

Science (CAST)

California Science Test, percentage meeting or exceeding the standard, 2025

CAASPP

28%

Met or exceeded the standard

2025

Exceeded the standard

Students tested

Grade	Met or exceeded	Exceeded	Tested
Grade 5	28%	6%	79

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	48% 224 tested	42% 230 tested	28% 79 tested
Gender
Female	50% 115 tested	42% 118 tested	26% 42 tested
Male	46% 109 tested	42% 112 tested	30% 37 tested
Race and ethnicity
Asian	77% 22 tested	46% 24 tested	-
Hispanic or Latino	41% 172 tested	40% 175 tested	26% 58 tested
White	73% 15 tested	73% 15 tested	-
Socioeconomic status
Economically disadvantaged	39% 164 tested	33% 170 tested	22% 63 tested
Not economically disadvantaged	72% 60 tested	68% 60 tested	50% 16 tested
Homeless	32% 19 tested	18% 22 tested	-
English learners
English learners	4% 51 tested	2% 57 tested	0% 16 tested
English learners, 12 months or more	4% 50 tested	2% 50 tested	0% 14 tested
At risk of becoming a long term English learner	4% 24 tested	4% 24 tested	-
Reclassified fluent English proficient	68% 47 tested	60% 47 tested	21% 19 tested
Initial fluent English proficient	48% 23 tested	65% 23 tested	-
Ever an English learner	35% 98 tested	28% 104 tested	11% 35 tested
Never an English learner	58% 126 tested	54% 126 tested	41% 44 tested
English only	60% 103 tested	51% 103 tested	40% 35 tested
Disability
Students with disabilities	14% 21 tested	10% 21 tested	-
No reported disability	51% 203 tested	45% 209 tested	28% 71 tested
Parent education
Parent high school graduate	17% 18 tested	10% 21 tested	-
Parent some college	56% 16 tested	59% 17 tested	-
Parent college graduate	50% 20 tested	48% 21 tested	-
Parent graduate school	79% 28 tested	71% 28 tested	-

View 9 further student groups reported by the state

Student group	English Language Arts	Mathematics	Science
Not migrant education	48% 224 tested	42% 230 tested	28% 79 tested
Not foster youth	48% 223 tested	42% 229 tested	28% 79 tested
Not armed forces family member	48% 218 tested	42% 224 tested	28% 76 tested
Not homeless	49% 205 tested	45% 208 tested	30% 74 tested
Fluent English proficient and English only	61% 173 tested	55% 173 tested	35% 63 tested
Parent education declined to state	45% 141 tested	39% 141 tested	30% 50 tested
Hispanic or Latino (Econ. Disadvantaged)	32% 132 tested	32% 135 tested	22% 50 tested
Hispanic or Latino (Not Econ. Disadvantaged)	70% 40 tested	68% 40 tested	-
Asian (Econ. Disadvantaged)	76% 17 tested	42% 19 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

12%

Level 4, well developed

The level used towards reclassification

2025

54%

Level 3 or 4, moderately or well developed

130

English learners tested

Grade	Tested	Level 1	Level 2	Level 3	Level 4	Level 3 or 4
Kindergarten	25	8%	28%	56%	8%	64%
Grade 1	25	16%	44%	36%	4%	40%
Grade 2	15	20%	47%	33%	0%	33%
Grade 3	17	12%	12%	47%	29%	76%
Grade 4	21	14%	38%	33%	14%	48%
Grade 5	16	19%	25%	50%	6%	56%
Grade 6	11	9%	27%	27%	36%	64%

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
Economically Disadvantaged	119	13%	34%	41%	12%	53%
ELs enrolled 12 months or more	118	9%	33%	44%	14%	58%
Primary language: Spanish	112	13%	33%	43%	12%	54%
No Special Education Services	109	14%	28%	44%	15%	59%
Hispanic or Latino	108	10%	33%	44%	12%	56%
Male	67	16%	36%	39%	9%	48%
Female	63	11%	29%	44%	16%	60%
EL - 1 year in program	34	18%	26%	44%	12%	56%
EL - 2 years in program	31	10%	42%	45%	3%	48%
At-Risk of LTEL	24	13%	38%	50%	0%	50%
Special Education Services	21	14%	57%	29%	0%	29%
Asian	16	25%	31%	25%	19%	44%
Primary language: Vietnamese	16	25%	25%	38%	13%	50%
EL - 4 years in program	15	0%	33%	53%	13%	67%
EL - 6+ years in program	15	0%	27%	40%	33%	73%
Homeless	15	20%	33%	20%	27%	47%
EL - 3 years in program	14	7%	29%	43%	21%	64%
EL - 5 years in program	11	18%	36%	36%	9%	45%
Not Economically Disadvantaged	11	18%	18%	45%	18%	64%
EL - less than 1 year in program	10	-	-	-	-	-
ELs enrolled fewer than 12 months	10	-	-	-	-	-
LTEL	7	-	-	-	-	-
Two or more races	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.