Performance
Three Rings Ranch Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Three Rings Ranch Elementary in Beaumont, 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
5%
Exceeded the standard
129
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 22% | 5% | 129 |
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 | 32% 339 tested | 34% 337 tested | 22% 129 tested |
| Gender | |||
| Female | 37% 164 tested | 33% 163 tested | 19% 62 tested |
| Male | 29% 175 tested | 34% 174 tested | 24% 67 tested |
| Race and ethnicity | |||
| Black or African American | 5% 19 tested | 21% 19 tested | - |
| Hispanic or Latino | 29% 208 tested | 28% 206 tested | 16% 74 tested |
| White | 45% 77 tested | 48% 77 tested | 26% 31 tested |
| Two or more races | 29% 17 tested | 41% 17 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 28% 259 tested | 30% 257 tested | 14% 94 tested |
| Not economically disadvantaged | 46% 80 tested | 44% 80 tested | 43% 35 tested |
| Military family | 23% 22 tested | 18% 22 tested | - |
| English learners | |||
| English learners | 7% 29 tested | 10% 29 tested | - |
| English learners, 12 months or more | 7% 28 tested | 11% 28 tested | - |
| At risk of becoming a long term English learner | 0% 13 tested | 0% 13 tested | - |
| Ever an English learner | 12% 34 tested | 18% 34 tested | 0% 11 tested |
| Never an English learner | 35% 305 tested | 35% 303 tested | 24% 118 tested |
| English only | 35% 300 tested | 35% 298 tested | 24% 117 tested |
| Disability | |||
| Students with disabilities | 8% 73 tested | 12% 73 tested | 9% 23 tested |
| No reported disability | 39% 266 tested | 39% 264 tested | 25% 106 tested |
| Parent education | |||
| Parent high school graduate | 24% 68 tested | 30% 66 tested | 16% 25 tested |
| Parent some college | 33% 106 tested | 32% 106 tested | 18% 38 tested |
| Parent college graduate | 35% 80 tested | 41% 80 tested | 27% 30 tested |
| Parent graduate school | 48% 58 tested | 41% 58 tested | 35% 26 tested |
View 12 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not migrant education | 32% 339 tested | 34% 337 tested | 22% 129 tested |
| Not foster youth | 33% 337 tested | 33% 335 tested | 22% 128 tested |
| Not homeless | 33% 330 tested | 34% 328 tested | 23% 124 tested |
| Not armed forces family member | 33% 317 tested | 35% 315 tested | 23% 120 tested |
| Fluent English proficient and English only | 35% 310 tested | 36% 308 tested | 23% 120 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 27% 171 tested | 27% 169 tested | 10% 58 tested |
| White (Econ. Disadvantaged) | 40% 48 tested | 46% 48 tested | 17% 18 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 38% 37 tested | 32% 37 tested | 38% 16 tested |
| White (Not Econ. Disadvantaged) | 55% 29 tested | 52% 29 tested | 38% 13 tested |
| Parent education declined to state | 17% 18 tested | 11% 18 tested | - |
| Black or African American (Econ. Disadvantaged) | 0% 15 tested | 7% 15 tested | - |
| Two or more races (Econ. Disadvantaged) | 23% 13 tested | 38% 13 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
6%
Level 4, well developed
The level used towards reclassification
2025
41%
Level 3 or 4, moderately or well developed
81
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 21 | 24% | 24% | 38% | 14% | 52% |
| Grade 1 | 11 | 27% | 45% | 27% | 0% | 27% |
| Grade 2 | 18 | 33% | 28% | 28% | 11% | 39% |
| Grade 3 | 7 | - | - | - | - | - |
| Grade 4 | 14 | 29% | 36% | 36% | 0% | 36% |
| Grade 5 | 10 | - | - | - | - | - |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (20 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| No Special Education Services | 72 | 22% | 32% | 39% | 7% | 46% |
| ELs enrolled 12 months or more | 70 | 24% | 36% | 34% | 6% | 40% |
| Economically Disadvantaged | 70 | 24% | 34% | 34% | 7% | 41% |
| Primary language: Spanish | 68 | 26% | 32% | 34% | 7% | 41% |
| Hispanic or Latino | 67 | 27% | 33% | 33% | 7% | 40% |
| Male | 41 | 27% | 32% | 37% | 5% | 41% |
| Female | 40 | 25% | 35% | 33% | 8% | 40% |
| EL - 1 year in program | 25 | 36% | 32% | 24% | 8% | 32% |
| EL - 2 years in program | 19 | 21% | 37% | 37% | 5% | 42% |
| At-Risk of LTEL | 13 | 15% | 54% | 31% | 0% | 31% |
| EL - less than 1 year in program | 11 | 36% | 18% | 36% | 9% | 45% |
| ELs enrolled fewer than 12 months | 11 | 36% | 18% | 36% | 9% | 45% |
| Not Economically Disadvantaged | 11 | 36% | 27% | 36% | 0% | 36% |
| Special Education Services | 9 | - | - | - | - | - |
| EL - 3 years in program | 8 | - | - | - | - | - |
| EL - 5 years in program | 8 | - | - | - | - | - |
| EL - 4 years in program | 7 | - | - | - | - | - |
| Asian | 5 | - | - | - | - | - |
| Homeless | 5 | - | - | - | - | - |
| Primary language: All remaining languages | 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.