Performance
Fremont Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Fremont Elementary in Bakersfield, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
11%
Met or exceeded the standard
2025
3%
Exceeded the standard
95
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 11% | 3% | 95 |
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 | 24% 395 tested | 12% 407 tested | 11% 95 tested |
| Gender | |||
| Female | 25% 198 tested | 9% 203 tested | 9% 54 tested |
| Male | 23% 197 tested | 14% 204 tested | 12% 41 tested |
| Race and ethnicity | |||
| Black or African American | 4% 23 tested | 9% 23 tested | - |
| Hispanic or Latino | 25% 363 tested | 12% 375 tested | 11% 91 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 24% 388 tested | 12% 398 tested | 11% 95 tested |
| Homeless | 11% 18 tested | 6% 18 tested | - |
| Migrant education | - | 7% 15 tested | - |
| English learners | |||
| English learners | 6% 121 tested | 2% 131 tested | 3% 31 tested |
| English learners, 12 months or more | 6% 121 tested | 2% 122 tested | 3% 29 tested |
| Long term English learners | 8% 24 tested | 0% 24 tested | - |
| At risk of becoming a long term English learner | 7% 46 tested | 4% 47 tested | 0% 25 tested |
| Reclassified fluent English proficient | 49% 104 tested | 29% 104 tested | 17% 24 tested |
| Initial fluent English proficient | 45% 11 tested | 27% 11 tested | - |
| Ever an English learner | 26% 225 tested | 14% 235 tested | 9% 55 tested |
| Never an English learner | 21% 170 tested | 9% 172 tested | 13% 40 tested |
| English only | 20% 159 tested | 7% 161 tested | 11% 36 tested |
| Disability | |||
| Students with disabilities | 0% 23 tested | 0% 23 tested | - |
| No reported disability | 25% 372 tested | 13% 384 tested | 11% 91 tested |
| Parent education | |||
| Parent not a high school graduate | 19% 75 tested | 12% 76 tested | 9% 22 tested |
| Parent high school graduate | 26% 110 tested | 13% 115 tested | 13% 31 tested |
| Parent some college | 18% 22 tested | 5% 22 tested | - |
| Parent college graduate | 35% 20 tested | 19% 21 tested | - |
View 8 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 24% 395 tested | 12% 407 tested | 11% 95 tested |
| Not foster youth | 24% 393 tested | 12% 405 tested | 11% 95 tested |
| Not migrant education | 24% 385 tested | 12% 392 tested | 10% 90 tested |
| Not homeless | 24% 377 tested | 12% 389 tested | 10% 91 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 25% 356 tested | 12% 366 tested | 11% 91 tested |
| Fluent English proficient and English only | 32% 274 tested | 16% 276 tested | 14% 64 tested |
| Parent education declined to state | 24% 160 tested | 12% 165 tested | 11% 28 tested |
| Black or African American (Econ. Disadvantaged) | 4% 23 tested | 9% 23 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
20%
Level 4, well developed
The level used towards reclassification
2025
51%
Level 3 or 4, moderately or well developed
306
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 47 | 21% | 43% | 21% | 15% | 36% |
| Grade 1 | 42 | 38% | 31% | 26% | 5% | 31% |
| Grade 2 | 44 | 9% | 27% | 43% | 20% | 64% |
| Grade 3 | 46 | 17% | 22% | 30% | 30% | 61% |
| Grade 4 | 36 | 28% | 22% | 22% | 28% | 50% |
| Grade 5 | 41 | 20% | 22% | 34% | 24% | 59% |
| Grade 6 | 50 | 20% | 26% | 38% | 16% | 54% |
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 |
|---|---|---|---|---|---|---|
| Hispanic or Latino | 304 | 22% | 27% | 31% | 20% | 51% |
| Primary language: Spanish | 300 | 21% | 28% | 32% | 20% | 51% |
| Economically Disadvantaged | 296 | 21% | 28% | 31% | 20% | 51% |
| No Special Education Services | 285 | 20% | 27% | 32% | 20% | 52% |
| ELs enrolled 12 months or more | 266 | 17% | 27% | 33% | 22% | 56% |
| Male | 154 | 27% | 26% | 27% | 20% | 47% |
| Female | 152 | 16% | 30% | 35% | 19% | 54% |
| EL - 1 year in program | 61 | 33% | 34% | 20% | 13% | 33% |
| EL - 2 years in program | 57 | 14% | 32% | 37% | 18% | 54% |
| EL - 3 years in program | 48 | 10% | 17% | 42% | 31% | 73% |
| At-Risk of LTEL | 45 | 22% | 27% | 29% | 22% | 51% |
| EL - 6+ years in program | 43 | 7% | 26% | 44% | 23% | 67% |
| EL - less than 1 year in program | 40 | 53% | 33% | 15% | 0% | 15% |
| ELs enrolled fewer than 12 months | 40 | 53% | 30% | 15% | 3% | 18% |
| Migrant | 32 | 53% | 16% | 19% | 13% | 31% |
| EL - 5 years in program | 30 | 10% | 30% | 27% | 33% | 60% |
| EL - 4 years in program | 27 | 22% | 19% | 33% | 26% | 59% |
| LTEL | 23 | 0% | 35% | 48% | 17% | 65% |
| Special Education Services | 21 | 38% | 33% | 14% | 14% | 29% |
| Not Economically Disadvantaged | 10 | - | - | - | - | - |
| Homeless | 5 | - | - | - | - | - |
| Primary language: All remaining languages | 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.