Performance
Good Hope Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Good Hope Elementary in Perris, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
7%
Met or exceeded the standard
2025
2%
Exceeded the standard
90
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 7% | 2% | 90 |
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% 316 tested | 12% 330 tested | 7% 90 tested |
| Gender | |||
| Female | 32% 152 tested | 14% 161 tested | 8% 36 tested |
| Male | 17% 164 tested | 11% 169 tested | 6% 54 tested |
| Race and ethnicity | |||
| Hispanic or Latino | 24% 303 tested | 12% 315 tested | 7% 87 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 23% 292 tested | 11% 304 tested | 7% 84 tested |
| Not economically disadvantaged | 38% 24 tested | 31% 26 tested | - |
| English learners | |||
| English learners | 8% 156 tested | 4% 170 tested | 0% 53 tested |
| English learners, 12 months or more | 8% 156 tested | 4% 157 tested | 0% 52 tested |
| English learners, under 12 months | - | 0% 13 tested | - |
| Long term English learners | 0% 12 tested | 0% 12 tested | - |
| At risk of becoming a long term English learner | 4% 54 tested | 0% 55 tested | 0% 25 tested |
| Reclassified fluent English proficient | 73% 45 tested | 40% 45 tested | - |
| Initial fluent English proficient | 44% 16 tested | 31% 16 tested | - |
| Ever an English learner | 22% 201 tested | 12% 215 tested | 5% 60 tested |
| Never an English learner | 27% 115 tested | 14% 115 tested | 10% 30 tested |
| English only | 24% 99 tested | 11% 99 tested | 8% 25 tested |
| Disability | |||
| Students with disabilities | 9% 58 tested | 3% 59 tested | 0% 22 tested |
| No reported disability | 28% 258 tested | 14% 271 tested | 9% 68 tested |
| Parent education | |||
| Parent not a high school graduate | 25% 80 tested | 14% 88 tested | 4% 23 tested |
| Parent high school graduate | 26% 115 tested | 10% 117 tested | 3% 36 tested |
| Parent some college | 17% 47 tested | 9% 47 tested | - |
| Parent college graduate | 29% 31 tested | 19% 31 tested | - |
| Parent graduate school | 27% 22 tested | 23% 22 tested | - |
View 8 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not migrant education | 24% 316 tested | 12% 330 tested | 7% 90 tested |
| Not armed forces family member | 24% 315 tested | 12% 329 tested | 7% 90 tested |
| Not foster youth | 24% 315 tested | 12% 329 tested | 7% 89 tested |
| Not homeless | 24% 307 tested | 13% 320 tested | 7% 89 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 24% 280 tested | 11% 292 tested | 7% 81 tested |
| Fluent English proficient and English only | 40% 160 tested | 21% 160 tested | 16% 37 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 35% 23 tested | 30% 23 tested | - |
| Parent education declined to state | 15% 20 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
6%
Level 4, well developed
The level used towards reclassification
2025
40%
Level 3 or 4, moderately or well developed
331
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 53 | 32% | 36% | 32% | 0% | 32% |
| Grade 1 | 49 | 22% | 43% | 31% | 4% | 35% |
| Grade 2 | 51 | 29% | 27% | 41% | 2% | 43% |
| Grade 3 | 51 | 35% | 45% | 20% | 0% | 20% |
| Grade 4 | 43 | 23% | 21% | 40% | 16% | 56% |
| Grade 5 | 57 | 19% | 28% | 39% | 14% | 53% |
| Grade 6 | 27 | 22% | 26% | 44% | 7% | 52% |
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 |
|---|---|---|---|---|---|---|
| Primary language: Spanish | 326 | 26% | 33% | 34% | 6% | 40% |
| Hispanic or Latino | 316 | 26% | 33% | 34% | 6% | 41% |
| No Special Education Services | 288 | 25% | 33% | 36% | 7% | 43% |
| Economically Disadvantaged | 287 | 24% | 34% | 36% | 6% | 42% |
| ELs enrolled 12 months or more | 267 | 20% | 34% | 38% | 7% | 46% |
| Male | 181 | 27% | 36% | 33% | 4% | 38% |
| Female | 150 | 27% | 29% | 36% | 8% | 44% |
| EL - less than 1 year in program | 65 | 55% | 25% | 20% | 0% | 20% |
| ELs enrolled fewer than 12 months | 64 | 55% | 27% | 19% | 0% | 19% |
| EL - 1 year in program | 57 | 40% | 32% | 25% | 4% | 28% |
| At-Risk of LTEL | 56 | 11% | 39% | 41% | 9% | 50% |
| EL - 2 years in program | 53 | 21% | 28% | 49% | 2% | 51% |
| EL - 3 years in program | 47 | 17% | 57% | 21% | 4% | 26% |
| Not Economically Disadvantaged | 44 | 43% | 25% | 27% | 5% | 32% |
| EL - 5 years in program | 43 | 7% | 35% | 49% | 9% | 58% |
| Special Education Services | 43 | 40% | 35% | 23% | 2% | 26% |
| EL - 4 years in program | 36 | 11% | 28% | 44% | 17% | 61% |
| EL - 6+ years in program | 30 | 10% | 27% | 47% | 17% | 63% |
| Homeless | 19 | 68% | 5% | 26% | 0% | 26% |
| LTEL | 13 | 15% | 31% | 38% | 15% | 54% |
| Two or more races | 6 | - | - | - | - | - |
| White | 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.