Performance
Foothill Middle — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Foothill Middle in Walnut Creek, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
56%
Met or exceeded the standard
2025
26%
Exceeded the standard
345
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 8 | 56% | 26% | 345 |
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 | 73% 984 tested | 64% 982 tested | 56% 345 tested |
| Gender | |||
| Female | 77% 483 tested | 62% 481 tested | 59% 175 tested |
| Male | 68% 501 tested | 66% 501 tested | 54% 170 tested |
| Race and ethnicity | |||
| Asian | 83% 156 tested | 79% 156 tested | 70% 56 tested |
| Filipino | 88% 43 tested | 77% 43 tested | 67% 18 tested |
| Hispanic or Latino | 60% 163 tested | 43% 161 tested | 36% 56 tested |
| White | 71% 436 tested | 65% 436 tested | 54% 147 tested |
| Two or more races | 77% 173 tested | 68% 173 tested | 65% 65 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 46% 95 tested | 33% 94 tested | 41% 34 tested |
| Not economically disadvantaged | 75% 889 tested | 68% 888 tested | 58% 311 tested |
| English learners | |||
| English learners | 13% 23 tested | 17% 24 tested | - |
| English learners, 12 months or more | 12% 17 tested | 6% 18 tested | - |
| Reclassified fluent English proficient | 77% 111 tested | 60% 110 tested | 51% 37 tested |
| Initial fluent English proficient | 79% 103 tested | 75% 102 tested | 71% 31 tested |
| Ever an English learner | 66% 134 tested | 52% 134 tested | 44% 43 tested |
| Never an English learner | 74% 850 tested | 66% 848 tested | 58% 302 tested |
| English only | 73% 747 tested | 65% 746 tested | 56% 271 tested |
| Disability | |||
| Students with disabilities | 26% 91 tested | 19% 90 tested | 13% 40 tested |
| No reported disability | 77% 893 tested | 69% 892 tested | 62% 305 tested |
| Parent education | |||
| Parent some college | 45% 31 tested | 32% 31 tested | - |
| Parent college graduate | 71% 263 tested | 65% 263 tested | 54% 83 tested |
| Parent graduate school | 80% 325 tested | 71% 323 tested | 61% 114 tested |
View 15 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not foster youth | 73% 984 tested | 64% 982 tested | 56% 345 tested |
| Not migrant education | 73% 984 tested | 64% 982 tested | 56% 345 tested |
| Not homeless | 73% 983 tested | 64% 981 tested | 56% 345 tested |
| Not armed forces family member | 73% 979 tested | 64% 977 tested | 57% 342 tested |
| Fluent English proficient and English only | 74% 961 tested | 65% 958 tested | 57% 339 tested |
| White (Not Econ. Disadvantaged) | 73% 396 tested | 68% 396 tested | 54% 136 tested |
| Parent education declined to state | 71% 353 tested | 62% 353 tested | 56% 133 tested |
| Two or more races (Not Econ. Disadvantaged) | 79% 160 tested | 71% 160 tested | 68% 59 tested |
| Asian (Not Econ. Disadvantaged) | 88% 140 tested | 82% 140 tested | 76% 49 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 64% 139 tested | 49% 138 tested | 38% 47 tested |
| Filipino (Not Econ. Disadvantaged) | 88% 42 tested | 76% 42 tested | 65% 17 tested |
| White (Econ. Disadvantaged) | 53% 40 tested | 35% 40 tested | 64% 11 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 33% 24 tested | 13% 23 tested | - |
| Asian (Econ. Disadvantaged) | 44% 16 tested | 50% 16 tested | - |
| Two or more races (Econ. Disadvantaged) | 54% 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
17%
Level 4, well developed
The level used towards reclassification
2025
46%
Level 3 or 4, moderately or well developed
24
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Grade 6 | 8 | - | - | - | - | - |
| Grade 7 | 10 | - | - | - | - | - |
| Grade 8 | 6 | - | - | - | - | - |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (18 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| ELs enrolled 12 months or more | 18 | 17% | 33% | 33% | 17% | 50% |
| No Special Education Services | 16 | 13% | 38% | 31% | 19% | 50% |
| Not Economically Disadvantaged | 16 | 19% | 38% | 19% | 25% | 44% |
| Male | 14 | 21% | 43% | 21% | 14% | 36% |
| EL - 6+ years in program | 12 | 25% | 25% | 33% | 17% | 50% |
| Asian | 11 | 9% | 45% | 27% | 18% | 45% |
| Female | 10 | - | - | - | - | - |
| Economically Disadvantaged | 8 | - | - | - | - | - |
| LTEL | 8 | - | - | - | - | - |
| Special Education Services | 8 | - | - | - | - | - |
| Hispanic or Latino | 7 | - | - | - | - | - |
| Primary language: All remaining languages | 7 | - | - | - | - | - |
| Primary language: Spanish | 7 | - | - | - | - | - |
| EL - less than 1 year in program | 6 | - | - | - | - | - |
| ELs enrolled fewer than 12 months | 6 | - | - | - | - | - |
| Primary language: Mandarin (Putonghua) | 5 | - | - | - | - | - |
| EL - 2 years in program | 4 | - | - | - | - | - |
| White | 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.