Performance
Centralia Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Centralia Elementary in Anaheim, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
22%
Met or exceeded the standard
2025
7%
Exceeded the standard
46
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 22% | 7% | 46 |
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 | 37% 210 tested | 33% 215 tested | 22% 46 tested |
| Gender | |||
| Female | 41% 103 tested | 30% 105 tested | 14% 28 tested |
| Male | 33% 107 tested | 37% 110 tested | 33% 18 tested |
| Race and ethnicity | |||
| Hispanic or Latino | 33% 169 tested | 31% 173 tested | 19% 36 tested |
| White | - | 36% 11 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 34% 157 tested | 33% 160 tested | 12% 33 tested |
| Not economically disadvantaged | 45% 53 tested | 36% 55 tested | 46% 13 tested |
| Homeless | 31% 16 tested | 29% 17 tested | - |
| English learners | |||
| English learners | 17% 69 tested | 19% 74 tested | 0% 16 tested |
| English learners, 12 months or more | 17% 69 tested | 20% 69 tested | 0% 14 tested |
| At risk of becoming a long term English learner | 12% 17 tested | 12% 17 tested | - |
| Reclassified fluent English proficient | 59% 29 tested | 55% 29 tested | - |
| Initial fluent English proficient | 67% 18 tested | 56% 18 tested | - |
| Ever an English learner | 30% 98 tested | 29% 103 tested | 5% 20 tested |
| Never an English learner | 43% 112 tested | 38% 112 tested | 35% 26 tested |
| English only | 38% 94 tested | 34% 94 tested | 27% 22 tested |
| Disability | |||
| Students with disabilities | 22% 36 tested | 25% 36 tested | - |
| No reported disability | 40% 174 tested | 35% 179 tested | 24% 42 tested |
| Parent education | |||
| Parent not a high school graduate | 26% 38 tested | 26% 39 tested | 17% 12 tested |
| Parent high school graduate | 28% 50 tested | 15% 52 tested | 9% 11 tested |
| Parent some college | 53% 32 tested | 44% 32 tested | - |
| Parent college graduate | 50% 20 tested | 48% 21 tested | - |
| Parent graduate school | - | 18% 11 tested | - |
View 8 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not migrant education | 37% 210 tested | 33% 215 tested | 22% 46 tested |
| Not foster youth | 37% 209 tested | 33% 214 tested | 22% 45 tested |
| Not armed forces family member | 38% 204 tested | 34% 209 tested | 22% 45 tested |
| Not homeless | 37% 194 tested | 34% 198 tested | 23% 44 tested |
| Fluent English proficient and English only | 46% 141 tested | 41% 141 tested | 33% 30 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 30% 131 tested | 28% 134 tested | 7% 27 tested |
| Parent education declined to state | 38% 60 tested | 47% 60 tested | 36% 11 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 45% 38 tested | 38% 39 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
16%
Level 4, well developed
The level used towards reclassification
2025
56%
Level 3 or 4, moderately or well developed
175
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 31 | 0% | 19% | 52% | 29% | 81% |
| Grade 1 | 31 | 26% | 48% | 23% | 3% | 26% |
| Grade 2 | 41 | 20% | 32% | 39% | 10% | 49% |
| Grade 3 | 27 | 11% | 44% | 33% | 11% | 44% |
| Grade 4 | 22 | 9% | 14% | 36% | 41% | 77% |
| Grade 5 | 16 | 13% | 25% | 56% | 6% | 63% |
| Grade 6 | 7 | - | - | - | - | - |
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 |
|---|---|---|---|---|---|---|
| Economically Disadvantaged | 165 | 12% | 31% | 40% | 17% | 57% |
| Primary language: Spanish | 163 | 12% | 33% | 40% | 16% | 56% |
| Hispanic or Latino | 159 | 11% | 33% | 40% | 16% | 55% |
| ELs enrolled 12 months or more | 153 | 10% | 31% | 42% | 17% | 59% |
| No Special Education Services | 149 | 10% | 31% | 44% | 15% | 59% |
| Male | 96 | 15% | 33% | 34% | 18% | 52% |
| Female | 79 | 13% | 27% | 47% | 14% | 61% |
| EL - 1 year in program | 47 | 9% | 40% | 34% | 17% | 51% |
| EL - 2 years in program | 40 | 18% | 35% | 38% | 10% | 48% |
| EL - 3 years in program | 32 | 13% | 38% | 38% | 13% | 50% |
| Special Education Services | 26 | 35% | 27% | 19% | 19% | 38% |
| Homeless | 24 | 21% | 29% | 25% | 25% | 50% |
| ELs enrolled fewer than 12 months | 22 | 36% | 27% | 27% | 9% | 36% |
| EL - less than 1 year in program | 20 | 40% | 20% | 30% | 10% | 40% |
| EL - 4 years in program | 15 | 0% | 13% | 40% | 47% | 87% |
| EL - 5 years in program | 14 | 7% | 7% | 71% | 14% | 86% |
| At-Risk of LTEL | 13 | 8% | 8% | 69% | 15% | 85% |
| Not Economically Disadvantaged | 10 | - | - | - | - | - |
| Asian | 9 | - | - | - | - | - |
| Military | 8 | - | - | - | - | - |
| EL - 6+ years in program | 7 | - | - | - | - | - |
| Primary language: All remaining languages | 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.