Performance
Cesar E. Chavez Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Cesar E. Chavez Elementary in Oxnard, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
16%
Met or exceeded the standard
2025
2%
Exceeded the standard
186
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 19% | 2% | 90 |
| Grade 8 | 13% | 2% | 96 |
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 | 30% 506 tested | 14% 510 tested | 16% 186 tested |
| Gender | |||
| Female | 32% 248 tested | 10% 250 tested | 16% 85 tested |
| Male | 28% 257 tested | 19% 259 tested | 15% 101 tested |
| Race and ethnicity | |||
| Hispanic or Latino | 30% 495 tested | 14% 499 tested | 16% 177 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 30% 496 tested | 15% 500 tested | 15% 183 tested |
| Homeless | 26% 181 tested | 13% 182 tested | 19% 64 tested |
| Migrant education | 33% 15 tested | 13% 15 tested | - |
| English learners | |||
| English learners | 14% 244 tested | 7% 248 tested | 5% 77 tested |
| English learners, 12 months or more | 14% 244 tested | 7% 245 tested | 5% 75 tested |
| Long term English learners | 6% 64 tested | 2% 65 tested | 0% 17 tested |
| At risk of becoming a long term English learner | 7% 57 tested | 7% 57 tested | 3% 29 tested |
| Reclassified fluent English proficient | 48% 196 tested | 21% 196 tested | 21% 80 tested |
| Ever an English learner | 29% 440 tested | 13% 444 tested | 13% 157 tested |
| Never an English learner | 36% 66 tested | 21% 66 tested | 28% 29 tested |
| English only | 34% 56 tested | 20% 56 tested | 30% 23 tested |
| Disability | |||
| Students with disabilities | 8% 66 tested | 5% 66 tested | 4% 24 tested |
| No reported disability | 33% 440 tested | 16% 444 tested | 17% 162 tested |
| Parent education | |||
| Parent not a high school graduate | 28% 285 tested | 11% 286 tested | 14% 107 tested |
| Parent high school graduate | 28% 92 tested | 17% 93 tested | 18% 33 tested |
| Parent some college | 26% 47 tested | 21% 47 tested | 17% 23 tested |
| Parent college graduate | 69% 16 tested | 31% 16 tested | - |
View 7 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 30% 506 tested | 14% 510 tested | 16% 186 tested |
| Not foster youth | 30% 505 tested | 14% 509 tested | 16% 186 tested |
| Not migrant education | 30% 491 tested | 14% 495 tested | 15% 182 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 30% 485 tested | 15% 489 tested | 16% 174 tested |
| Not homeless | 32% 325 tested | 15% 328 tested | 14% 122 tested |
| Fluent English proficient and English only | 45% 262 tested | 21% 262 tested | 23% 109 tested |
| Parent education declined to state | 33% 63 tested | 14% 65 tested | 11% 18 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
17%
Level 4, well developed
The level used towards reclassification
2025
59%
Level 3 or 4, moderately or well developed
418
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 50 | 18% | 42% | 32% | 8% | 40% |
| Grade 1 | 60 | 15% | 40% | 33% | 12% | 45% |
| Grade 2 | 58 | 10% | 31% | 48% | 10% | 59% |
| Grade 3 | 53 | 11% | 28% | 45% | 15% | 60% |
| Grade 4 | 45 | 16% | 27% | 40% | 18% | 58% |
| Grade 5 | 48 | 13% | 15% | 40% | 33% | 73% |
| Grade 6 | 46 | 7% | 30% | 50% | 13% | 63% |
| Grade 7 | 27 | 19% | 22% | 41% | 19% | 59% |
| Grade 8 | 31 | 0% | 13% | 52% | 35% | 87% |
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 | 415 | 12% | 29% | 42% | 17% | 59% |
| Economically Disadvantaged | 413 | 12% | 29% | 42% | 17% | 59% |
| ELs enrolled 12 months or more | 375 | 9% | 28% | 44% | 18% | 63% |
| No Special Education Services | 368 | 10% | 29% | 43% | 18% | 61% |
| Primary language: Spanish | 361 | 11% | 27% | 43% | 19% | 62% |
| Male | 224 | 15% | 32% | 39% | 14% | 53% |
| Female | 194 | 9% | 25% | 45% | 20% | 65% |
| Homeless | 171 | 14% | 36% | 40% | 10% | 50% |
| EL - 6+ years in program | 97 | 3% | 19% | 55% | 24% | 78% |
| EL - 2 years in program | 82 | 15% | 37% | 38% | 11% | 49% |
| EL - 3 years in program | 60 | 12% | 30% | 45% | 13% | 58% |
| LTEL | 59 | 3% | 29% | 47% | 20% | 68% |
| Primary language: All remaining languages | 57 | 19% | 44% | 35% | 2% | 37% |
| EL - 1 year in program | 52 | 17% | 35% | 38% | 10% | 48% |
| At-Risk of LTEL | 51 | 10% | 31% | 37% | 22% | 59% |
| Special Education Services | 50 | 30% | 30% | 30% | 10% | 40% |
| EL - 5 years in program | 44 | 0% | 27% | 39% | 34% | 73% |
| ELs enrolled fewer than 12 months | 43 | 37% | 37% | 21% | 5% | 26% |
| EL - less than 1 year in program | 42 | 36% | 38% | 21% | 5% | 26% |
| EL - 4 years in program | 41 | 12% | 22% | 44% | 22% | 66% |
| Migrant | 14 | 50% | 14% | 29% | 7% | 36% |
| Not Economically Disadvantaged | 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.