Performance
James Madison Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for James Madison Elementary in Madera, 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
5%
Exceeded the standard
93
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 16% | 5% | 93 |
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% 430 tested | 20% 433 tested | 16% 93 tested |
| Gender | |||
| Female | 33% 201 tested | 18% 204 tested | 11% 45 tested |
| Male | 27% 229 tested | 22% 229 tested | 21% 48 tested |
| Race and ethnicity | |||
| Hispanic or Latino | 30% 407 tested | 20% 410 tested | 17% 90 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 26% 377 tested | 17% 381 tested | 10% 80 tested |
| Not economically disadvantaged | 57% 53 tested | 38% 52 tested | 54% 13 tested |
| Migrant education | - | 8% 12 tested | - |
| English learners | |||
| English learners | 14% 202 tested | 12% 208 tested | 2% 47 tested |
| English learners, 12 months or more | 14% 200 tested | 12% 200 tested | 2% 44 tested |
| Long term English learners | 7% 28 tested | 4% 28 tested | - |
| At risk of becoming a long term English learner | 8% 51 tested | 6% 51 tested | 0% 22 tested |
| Reclassified fluent English proficient | 58% 74 tested | 42% 74 tested | 44% 16 tested |
| Initial fluent English proficient | 61% 23 tested | 22% 23 tested | - |
| Ever an English learner | 26% 276 tested | 20% 282 tested | 13% 63 tested |
| Never an English learner | 37% 154 tested | 20% 151 tested | 23% 30 tested |
| English only | 33% 131 tested | 20% 128 tested | 25% 24 tested |
| Disability | |||
| Students with disabilities | 5% 20 tested | 5% 20 tested | - |
| No reported disability | 31% 410 tested | 21% 413 tested | 17% 89 tested |
| Parent education | |||
| Parent not a high school graduate | 28% 123 tested | 20% 125 tested | 12% 33 tested |
| Parent high school graduate | 12% 67 tested | 13% 68 tested | - |
| Parent some college | 36% 55 tested | 24% 54 tested | - |
| Parent college graduate | 40% 73 tested | 24% 71 tested | 24% 17 tested |
| Parent graduate school | 44% 34 tested | 32% 34 tested | - |
View 8 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not foster youth | 30% 430 tested | 20% 433 tested | 16% 93 tested |
| Not armed forces family member | 30% 428 tested | 20% 431 tested | 16% 92 tested |
| Not homeless | 30% 423 tested | 20% 424 tested | 16% 90 tested |
| Not migrant education | 31% 420 tested | 20% 421 tested | 17% 87 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 26% 365 tested | 17% 369 tested | 10% 79 tested |
| Fluent English proficient and English only | 44% 228 tested | 27% 225 tested | 30% 46 tested |
| Parent education declined to state | 28% 78 tested | 14% 81 tested | 5% 21 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 60% 42 tested | 44% 41 tested | 64% 11 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
43%
Level 3 or 4, moderately or well developed
353
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 45 | 13% | 53% | 29% | 4% | 33% |
| Grade 1 | 54 | 46% | 31% | 19% | 4% | 22% |
| Grade 2 | 46 | 39% | 28% | 33% | 0% | 33% |
| Grade 3 | 52 | 25% | 29% | 35% | 12% | 46% |
| Grade 4 | 46 | 26% | 24% | 35% | 15% | 50% |
| Grade 5 | 48 | 23% | 23% | 35% | 19% | 54% |
| Grade 6 | 31 | 13% | 35% | 32% | 19% | 52% |
| Grade 7 | 31 | 3% | 32% | 29% | 35% | 65% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (21 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Primary language: Spanish | 351 | 25% | 32% | 31% | 12% | 43% |
| Hispanic or Latino | 348 | 26% | 32% | 30% | 12% | 43% |
| Economically Disadvantaged | 334 | 26% | 32% | 31% | 12% | 43% |
| No Special Education Services | 330 | 23% | 32% | 32% | 13% | 45% |
| ELs enrolled 12 months or more | 311 | 25% | 30% | 32% | 13% | 45% |
| Male | 184 | 27% | 32% | 29% | 12% | 41% |
| Female | 169 | 24% | 31% | 33% | 12% | 45% |
| EL - 1 year in program | 72 | 51% | 26% | 19% | 3% | 22% |
| EL - 6+ years in program | 61 | 0% | 31% | 38% | 31% | 69% |
| EL - 2 years in program | 56 | 34% | 38% | 27% | 2% | 29% |
| At-Risk of LTEL | 51 | 20% | 39% | 35% | 6% | 41% |
| EL - 3 years in program | 50 | 28% | 24% | 36% | 12% | 48% |
| ELs enrolled fewer than 12 months | 42 | 29% | 43% | 24% | 5% | 29% |
| EL - less than 1 year in program | 41 | 27% | 44% | 24% | 5% | 29% |
| EL - 5 years in program | 37 | 8% | 27% | 38% | 27% | 65% |
| EL - 4 years in program | 36 | 17% | 36% | 39% | 8% | 47% |
| LTEL | 28 | 0% | 46% | 32% | 21% | 54% |
| Special Education Services | 23 | 57% | 26% | 13% | 4% | 17% |
| Not Economically Disadvantaged | 19 | 21% | 32% | 32% | 16% | 47% |
| Migrant | 17 | 47% | 41% | 6% | 6% | 12% |
| Homeless | 10 | - | - | - | - | - |
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.