Performance
Coyle Avenue Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Coyle Avenue Elementary in Carmichael, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
8%
Met or exceeded the standard
2025
0%
Exceeded the standard
60
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 8% | 0% | 60 |
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 | 14% 173 tested | 16% 178 tested | 8% 60 tested |
| Gender | |||
| Female | 14% 80 tested | 12% 84 tested | 3% 29 tested |
| Male | 14% 93 tested | 19% 94 tested | 13% 31 tested |
| Race and ethnicity | |||
| Asian | - | 9% 11 tested | - |
| Hispanic or Latino | 18% 61 tested | 16% 61 tested | 10% 21 tested |
| White | 17% 70 tested | 15% 71 tested | 9% 23 tested |
| Two or more races | 6% 17 tested | 24% 17 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 12% 147 tested | 15% 150 tested | 6% 49 tested |
| Not economically disadvantaged | 23% 26 tested | 21% 28 tested | 18% 11 tested |
| Homeless | 7% 14 tested | 0% 16 tested | - |
| English learners | |||
| English learners | 3% 37 tested | 7% 43 tested | 0% 16 tested |
| English learners, 12 months or more | 3% 33 tested | 6% 33 tested | 0% 12 tested |
| At risk of becoming a long term English learner | 9% 11 tested | 9% 11 tested | - |
| Ever an English learner | 9% 43 tested | 10% 49 tested | 0% 20 tested |
| Never an English learner | 15% 130 tested | 18% 129 tested | 13% 40 tested |
| English only | 16% 127 tested | 17% 126 tested | 13% 40 tested |
| Disability | |||
| Students with disabilities | 8% 39 tested | 0% 38 tested | 8% 12 tested |
| No reported disability | 16% 134 tested | 20% 140 tested | 8% 48 tested |
| Parent education | |||
| Parent high school graduate | 11% 56 tested | 10% 59 tested | 5% 20 tested |
| Parent some college | 16% 51 tested | 30% 50 tested | 19% 16 tested |
| Parent college graduate | 14% 36 tested | 8% 37 tested | 8% 13 tested |
View 9 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 14% 173 tested | 16% 178 tested | 8% 60 tested |
| Not migrant education | 14% 173 tested | 16% 178 tested | 8% 60 tested |
| Not foster youth | 13% 172 tested | 15% 177 tested | 8% 60 tested |
| Not homeless | 14% 159 tested | 17% 162 tested | 9% 56 tested |
| Fluent English proficient and English only | 17% 136 tested | 19% 135 tested | 11% 44 tested |
| White (Econ. Disadvantaged) | 15% 61 tested | 13% 62 tested | 5% 22 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 16% 51 tested | 16% 51 tested | 13% 15 tested |
| Parent education declined to state | 15% 20 tested | 10% 21 tested | - |
| Two or more races (Econ. Disadvantaged) | 7% 15 tested | 20% 15 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
16%
Level 4, well developed
The level used towards reclassification
2025
43%
Level 3 or 4, moderately or well developed
86
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 13 | 31% | 23% | 23% | 23% | 46% |
| Grade 1 | 13 | 23% | 15% | 31% | 31% | 62% |
| Grade 2 | 15 | 27% | 20% | 13% | 40% | 53% |
| Grade 3 | 11 | 18% | 18% | 64% | 0% | 64% |
| Grade 4 | 18 | 50% | 28% | 17% | 6% | 22% |
| Grade 5 | 16 | 31% | 44% | 25% | 0% | 25% |
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 |
|---|---|---|---|---|---|---|
| No Special Education Services | 81 | 31% | 23% | 28% | 17% | 46% |
| Economically Disadvantaged | 77 | 31% | 29% | 23% | 17% | 40% |
| ELs enrolled 12 months or more | 52 | 19% | 31% | 35% | 15% | 50% |
| Male | 45 | 31% | 27% | 24% | 18% | 42% |
| Female | 41 | 32% | 24% | 29% | 15% | 44% |
| Primary language: All remaining languages | 40 | 35% | 28% | 20% | 18% | 38% |
| White | 37 | 27% | 35% | 24% | 14% | 38% |
| EL - less than 1 year in program | 34 | 50% | 18% | 15% | 18% | 32% |
| ELs enrolled fewer than 12 months | 34 | 50% | 18% | 15% | 18% | 32% |
| Hispanic or Latino | 26 | 23% | 23% | 38% | 15% | 54% |
| Primary language: Spanish | 26 | 23% | 23% | 38% | 15% | 54% |
| Asian | 22 | 45% | 14% | 18% | 23% | 41% |
| EL - 1 year in program | 19 | 32% | 26% | 21% | 21% | 42% |
| Primary language: Russian | 14 | 36% | 36% | 21% | 7% | 29% |
| At-Risk of LTEL | 12 | 17% | 50% | 33% | 0% | 33% |
| EL - 2 years in program | 12 | 8% | 25% | 42% | 25% | 67% |
| Homeless | 10 | - | - | - | - | - |
| Not Economically Disadvantaged | 9 | - | - | - | - | - |
| EL - 3 years in program | 8 | - | - | - | - | - |
| EL - 4 years in program | 6 | - | - | - | - | - |
| EL - 5 years in program | 6 | - | - | - | - | - |
| Special Education Services | 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.