Johnston Cooper Elementary — Academic Performance — Vallejo, California

Performance

Johnston Cooper Elementary — Academic Performance

Standardised assessments, graduation outcomes and college-readiness metrics for Johnston Cooper Elementary in Vallejo, California.

Headline Indicator

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Data not yet captured

Science (CAST)

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

CAASPP

13%

Met or exceeded the standard

2025

Exceeded the standard

Students tested

Grade	Met or exceeded	Exceeded	Tested
Grade 5	13%	2%	61

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	19% 194 tested	19% 193 tested	13% 61 tested
Gender
Female	19% 91 tested	14% 91 tested	4% 23 tested
Male	19% 103 tested	24% 102 tested	18% 38 tested
Race and ethnicity
Black or African American	17% 63 tested	16% 63 tested	6% 17 tested
Filipino	39% 18 tested	50% 18 tested	-
Hispanic or Latino	13% 91 tested	13% 91 tested	17% 29 tested
Two or more races	27% 11 tested	-	-
Socioeconomic status
Economically disadvantaged	19% 178 tested	17% 177 tested	14% 58 tested
Not economically disadvantaged	25% 16 tested	44% 16 tested	-
English learners
English learners	8% 49 tested	10% 49 tested	17% 12 tested
English learners, 12 months or more	9% 47 tested	11% 47 tested	17% 12 tested
At risk of becoming a long term English learner	19% 16 tested	13% 16 tested	-
Initial fluent English proficient	29% 14 tested	36% 14 tested	-
Ever an English learner	13% 54 tested	13% 54 tested	20% 15 tested
Never an English learner	21% 140 tested	22% 139 tested	11% 46 tested
English only	21% 126 tested	20% 125 tested	13% 40 tested
Disability
Students with disabilities	5% 40 tested	8% 40 tested	0% 12 tested
No reported disability	23% 154 tested	22% 153 tested	16% 49 tested
Parent education
Parent high school graduate	12% 66 tested	9% 66 tested	20% 20 tested
Parent some college	24% 21 tested	29% 21 tested	-
Parent college graduate	25% 12 tested	25% 12 tested	-

View 10 further student groups reported by the state

Student group	English Language Arts	Mathematics	Science
Not armed forces family member	19% 194 tested	19% 193 tested	13% 61 tested
Not migrant education	19% 194 tested	19% 193 tested	13% 61 tested
Not foster youth	19% 193 tested	19% 192 tested	13% 61 tested
Not homeless	19% 185 tested	20% 183 tested	14% 59 tested
Fluent English proficient and English only	23% 145 tested	22% 144 tested	12% 49 tested
Hispanic or Latino (Econ. Disadvantaged)	14% 85 tested	12% 85 tested	18% 28 tested
Parent education declined to state	24% 80 tested	20% 79 tested	9% 33 tested
Black or African American (Econ. Disadvantaged)	19% 59 tested	17% 59 tested	6% 16 tested
Filipino (Econ. Disadvantaged)	23% 13 tested	38% 13 tested	-
Two or more races (Econ. Disadvantaged)	27% 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

Level 4, well developed

The level used towards reclassification

2025

31%

Level 3 or 4, moderately or well developed

100

English learners tested

Grade	Tested	Level 1	Level 2	Level 3	Level 4	Level 3 or 4
Kindergarten	13	38%	38%	23%	0%	23%
Grade 1	13	77%	23%	0%	0%	0%
Grade 2	23	30%	35%	35%	0%	35%
Grade 3	21	24%	43%	29%	5%	33%
Grade 4	18	33%	33%	33%	0%	33%
Grade 5	12	25%	17%	33%	25%	58%

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	90	33%	36%	27%	4%	31%
Hispanic or Latino	89	37%	35%	25%	3%	28%
Primary language: Spanish	89	37%	35%	25%	3%	28%
ELs enrolled 12 months or more	87	34%	32%	29%	5%	33%
No Special Education Services	83	33%	33%	30%	5%	35%
Male	59	37%	27%	29%	7%	36%
Female	41	34%	41%	24%	0%	24%
EL - 1 year in program	26	65%	19%	12%	4%	15%
EL - 3 years in program	23	13%	52%	35%	0%	35%
At-Risk of LTEL	17	18%	29%	35%	18%	53%
EL - 2 years in program	17	41%	29%	29%	0%	29%
Special Education Services	17	53%	35%	12%	0%	12%
EL - less than 1 year in program	15	40%	40%	20%	0%	20%
ELs enrolled fewer than 12 months	13	46%	38%	15%	0%	15%
Not Economically Disadvantaged	10	-	-	-	-	-
EL - 4 years in program	9	-	-	-	-	-
EL - 5 years in program	9	-	-	-	-	-
Homeless	7	-	-	-	-	-
Filipino	6	-	-	-	-	-
Primary language: Filipino (Pilipino or Tagalog)	6	-	-	-	-	-
Primary language: All remaining languages	5	-	-	-	-	-
Asian	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.