Sequoia Elementary — Academic Performance — Sacramento, California

Performance

Sequoia Elementary — Academic Performance

Standardised assessments, graduation outcomes and college-readiness metrics for Sequoia Elementary in Sacramento, California.

Headline Indicator

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Data not yet captured

Science (CAST)

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

CAASPP

27%

Met or exceeded the standard

2025

10%

Exceeded the standard

Students tested

Grade	Met or exceeded	Exceeded	Tested
Grade 5	27%	10%	51

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	42% 206 tested	35% 213 tested	27% 51 tested
Gender
Female	40% 107 tested	24% 111 tested	32% 19 tested
Male	43% 99 tested	47% 102 tested	25% 32 tested
Race and ethnicity
Asian	-	17% 12 tested	-
Black or African American	38% 21 tested	19% 21 tested	-
Hispanic or Latino	40% 75 tested	41% 74 tested	14% 21 tested
White	51% 49 tested	40% 52 tested	-
Two or more races	45% 38 tested	39% 38 tested	-
Socioeconomic status
Economically disadvantaged	35% 142 tested	25% 148 tested	23% 31 tested
Not economically disadvantaged	58% 64 tested	58% 65 tested	35% 20 tested
English learners
English learners	17% 23 tested	16% 31 tested	8% 13 tested
English learners, 12 months or more	17% 23 tested	17% 23 tested	-
Ever an English learner	30% 30 tested	26% 38 tested	13% 15 tested
Never an English learner	44% 176 tested	37% 175 tested	33% 36 tested
English only	43% 172 tested	37% 171 tested	33% 36 tested
Disability
Students with disabilities	13% 32 tested	16% 32 tested	-
No reported disability	47% 174 tested	39% 181 tested	31% 45 tested
Parent education
Parent high school graduate	31% 62 tested	18% 65 tested	31% 16 tested
Parent some college	39% 57 tested	39% 57 tested	38% 13 tested
Parent college graduate	54% 46 tested	52% 46 tested	-
Parent graduate school	59% 22 tested	46% 24 tested	-

View 14 further student groups reported by the state

Student group	English Language Arts	Mathematics	Science
Not armed forces family member	42% 206 tested	35% 213 tested	27% 51 tested
Not foster youth	42% 206 tested	35% 213 tested	27% 51 tested
Not migrant education	42% 206 tested	35% 213 tested	27% 51 tested
Not homeless	43% 196 tested	37% 203 tested	27% 49 tested
Fluent English proficient and English only	45% 183 tested	38% 182 tested	34% 38 tested
Hispanic or Latino (Econ. Disadvantaged)	35% 49 tested	29% 49 tested	9% 11 tested
White (Econ. Disadvantaged)	44% 34 tested	32% 37 tested	-
Hispanic or Latino (Not Econ. Disadvantaged)	50% 26 tested	64% 25 tested	-
Two or more races (Econ. Disadvantaged)	30% 23 tested	22% 23 tested	-
Black or African American (Econ. Disadvantaged)	33% 18 tested	17% 18 tested	-
Two or more races (Not Econ. Disadvantaged)	67% 15 tested	67% 15 tested	-
White (Not Econ. Disadvantaged)	67% 15 tested	60% 15 tested	-
Asian (Econ. Disadvantaged)	-	18% 11 tested	-
Parent education declined to state	-	45% 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

45%

Level 3 or 4, moderately or well developed

English learners tested

Grade	Tested	Level 1	Level 2	Level 3	Level 4	Level 3 or 4
Grade 1	5	-	-	-	-	-
Grade 2	10	-	-	-	-	-
Grade 3	9	-	-	-	-	-
Grade 4	8	-	-	-	-	-
Grade 5	13	38%	15%	46%	0%	46%

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
No Special Education Services	47	28%	26%	40%	6%	47%
ELs enrolled 12 months or more	39	10%	31%	51%	8%	59%
Economically Disadvantaged	36	31%	28%	33%	8%	42%
Male	27	26%	19%	52%	4%	56%
Female	24	38%	29%	25%	8%	33%
Primary language: All remaining languages	21	48%	24%	24%	5%	29%
Primary language: Spanish	17	24%	29%	41%	6%	47%
Hispanic or Latino	16	25%	25%	44%	6%	50%
Not Economically Disadvantaged	15	33%	13%	53%	0%	53%
White	15	33%	20%	40%	7%	47%
Asian	13	46%	15%	31%	8%	38%
EL - less than 1 year in program	12	92%	0%	8%	0%	8%
ELs enrolled fewer than 12 months	12	100%	0%	0%	0%	0%
EL - 1 year in program	10	-	-	-	-	-
EL - 2 years in program	8	-	-	-	-	-
EL - 3 years in program	8	-	-	-	-	-
At-Risk of LTEL	6	-	-	-	-	-
EL - 4 years in program	6	-	-	-	-	-
EL - 5 years in program	6	-	-	-	-	-
Primary language: Russian	5	-	-	-	-	-
Special Education Services	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.