Performance
Ayers Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Ayers Elementary in Concord, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
34%
Met or exceeded the standard
2025
10%
Exceeded the standard
68
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 34% | 10% | 68 |
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 | 51% 186 tested | 39% 186 tested | 34% 68 tested |
| Gender | |||
| Female | 54% 94 tested | 43% 94 tested | 38% 39 tested |
| Male | 48% 92 tested | 35% 92 tested | 28% 29 tested |
| Race and ethnicity | |||
| Asian | 47% 17 tested | 24% 17 tested | - |
| Hispanic or Latino | 39% 64 tested | 28% 64 tested | 31% 26 tested |
| White | 60% 67 tested | 45% 67 tested | 46% 24 tested |
| Two or more races | 60% 20 tested | 50% 20 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 39% 72 tested | 26% 72 tested | 24% 29 tested |
| Not economically disadvantaged | 59% 114 tested | 46% 114 tested | 41% 39 tested |
| English learners | |||
| English learners | 7% 27 tested | 4% 27 tested | - |
| English learners, 12 months or more | 7% 27 tested | 4% 27 tested | - |
| At risk of becoming a long term English learner | 0% 12 tested | 0% 12 tested | - |
| Reclassified fluent English proficient | 64% 11 tested | 36% 11 tested | - |
| Ever an English learner | 24% 38 tested | 13% 38 tested | 6% 16 tested |
| Never an English learner | 58% 148 tested | 45% 148 tested | 42% 52 tested |
| English only | 59% 140 tested | 46% 140 tested | 43% 49 tested |
| Disability | |||
| Students with disabilities | 16% 38 tested | 16% 38 tested | 7% 14 tested |
| No reported disability | 60% 148 tested | 45% 148 tested | 41% 54 tested |
| Parent education | |||
| Parent high school graduate | 17% 12 tested | 8% 12 tested | - |
| Parent some college | 43% 23 tested | 17% 23 tested | 36% 11 tested |
| Parent college graduate | 61% 51 tested | 59% 51 tested | 38% 16 tested |
| Parent graduate school | 56% 36 tested | 39% 36 tested | 50% 12 tested |
View 11 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 51% 186 tested | 39% 186 tested | 34% 68 tested |
| Not foster youth | 51% 186 tested | 39% 186 tested | 34% 68 tested |
| Not migrant education | 51% 186 tested | 39% 186 tested | 34% 68 tested |
| Not homeless | 51% 185 tested | 38% 185 tested | 34% 68 tested |
| Fluent English proficient and English only | 58% 159 tested | 45% 159 tested | 40% 58 tested |
| Parent education declined to state | 50% 60 tested | 35% 60 tested | 24% 21 tested |
| White (Not Econ. Disadvantaged) | 62% 45 tested | 51% 45 tested | 54% 13 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 45% 33 tested | 30% 33 tested | 36% 14 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 32% 31 tested | 26% 31 tested | 25% 12 tested |
| White (Econ. Disadvantaged) | 55% 22 tested | 32% 22 tested | 36% 11 tested |
| Two or more races (Not Econ. Disadvantaged) | 82% 11 tested | 73% 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
24%
Level 4, well developed
The level used towards reclassification
2025
51%
Level 3 or 4, moderately or well developed
55
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 9 | - | - | - | - | - |
| Grade 1 | 6 | - | - | - | - | - |
| Grade 2 | 13 | 54% | 23% | 8% | 15% | 23% |
| Grade 3 | 10 | - | - | - | - | - |
| Grade 4 | 7 | - | - | - | - | - |
| Grade 5 | 10 | - | - | - | - | - |
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 |
|---|---|---|---|---|---|---|
| ELs enrolled 12 months or more | 48 | 23% | 23% | 29% | 25% | 54% |
| Economically Disadvantaged | 37 | 30% | 22% | 22% | 27% | 49% |
| Male | 36 | 25% | 31% | 25% | 19% | 44% |
| No Special Education Services | 35 | 17% | 14% | 31% | 37% | 69% |
| Hispanic or Latino | 28 | 32% | 32% | 21% | 14% | 36% |
| Primary language: Spanish | 28 | 32% | 32% | 21% | 14% | 36% |
| Special Education Services | 20 | 40% | 40% | 20% | 0% | 20% |
| Female | 19 | 26% | 11% | 32% | 32% | 63% |
| Not Economically Disadvantaged | 18 | 17% | 28% | 39% | 17% | 56% |
| Primary language: All remaining languages | 17 | 18% | 12% | 29% | 41% | 71% |
| EL - 1 year in program | 15 | 33% | 20% | 20% | 27% | 47% |
| At-Risk of LTEL | 12 | 33% | 25% | 17% | 25% | 42% |
| EL - 3 years in program | 11 | 0% | 27% | 55% | 18% | 73% |
| White | 11 | 9% | 27% | 36% | 27% | 64% |
| Asian | 10 | - | - | - | - | - |
| EL - 2 years in program | 8 | - | - | - | - | - |
| EL - 5 years in program | 8 | - | - | - | - | - |
| ELs enrolled fewer than 12 months | 7 | - | - | - | - | - |
| Primary language: Arabic | 7 | - | - | - | - | - |
| EL - 4 years in program | 6 | - | - | - | - | - |
| EL - less than 1 year in program | 6 | - | - | - | - | - |
| Two or more races | 5 | - | - | - | - | - |
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.