Performance
Phil D. Swing Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Phil D. Swing Elementary in Brawley, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
14%
Met or exceeded the standard
2025
5%
Exceeded the standard
129
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 14% | 5% | 129 |
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 | 33% 369 tested | 30% 372 tested | 14% 129 tested |
| Gender | |||
| Female | 33% 189 tested | 30% 189 tested | 13% 64 tested |
| Male | 33% 180 tested | 31% 183 tested | 15% 65 tested |
| Race and ethnicity | |||
| Hispanic or Latino | 32% 345 tested | 30% 348 tested | 12% 118 tested |
| White | 36% 14 tested | 21% 14 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 30% 334 tested | 28% 337 tested | 11% 116 tested |
| Not economically disadvantaged | 63% 35 tested | 51% 35 tested | 38% 13 tested |
| Migrant education | 29% 35 tested | 26% 35 tested | 27% 11 tested |
| English learners | |||
| English learners | 18% 153 tested | 20% 156 tested | 4% 51 tested |
| English learners, 12 months or more | 18% 153 tested | 20% 153 tested | 4% 49 tested |
| At risk of becoming a long term English learner | 10% 59 tested | 15% 59 tested | 0% 19 tested |
| Reclassified fluent English proficient | 61% 38 tested | 61% 38 tested | 36% 14 tested |
| Initial fluent English proficient | 75% 12 tested | 42% 12 tested | - |
| Ever an English learner | 27% 191 tested | 28% 194 tested | 11% 65 tested |
| Never an English learner | 39% 178 tested | 33% 178 tested | 17% 64 tested |
| English only | 37% 166 tested | 33% 166 tested | 19% 58 tested |
| Disability | |||
| Students with disabilities | 9% 66 tested | 8% 66 tested | 0% 17 tested |
| No reported disability | 38% 303 tested | 35% 306 tested | 16% 112 tested |
| Parent education | |||
| Parent not a high school graduate | 18% 45 tested | 18% 45 tested | 13% 15 tested |
| Parent high school graduate | 29% 154 tested | 26% 156 tested | 4% 46 tested |
| Parent some college | 36% 92 tested | 33% 92 tested | 16% 37 tested |
| Parent college graduate | 37% 41 tested | 34% 41 tested | 28% 18 tested |
| Parent graduate school | 53% 36 tested | 56% 36 tested | 25% 12 tested |
View 8 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 33% 368 tested | 30% 371 tested | 13% 128 tested |
| Not foster youth | 33% 368 tested | 30% 371 tested | 14% 129 tested |
| Not homeless | 33% 365 tested | 30% 368 tested | 13% 127 tested |
| Not migrant education | 33% 334 tested | 31% 337 tested | 13% 118 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 30% 314 tested | 29% 317 tested | 10% 109 tested |
| Fluent English proficient and English only | 43% 216 tested | 38% 216 tested | 21% 78 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 58% 31 tested | 45% 31 tested | - |
| White (Econ. Disadvantaged) | 25% 12 tested | 8% 12 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
10%
Level 4, well developed
The level used towards reclassification
2025
47%
Level 3 or 4, moderately or well developed
293
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 44 | 36% | 25% | 32% | 7% | 39% |
| Grade 1 | 50 | 28% | 32% | 38% | 2% | 40% |
| Grade 2 | 44 | 18% | 39% | 34% | 9% | 43% |
| Grade 3 | 54 | 15% | 35% | 41% | 9% | 50% |
| Grade 4 | 50 | 14% | 22% | 46% | 18% | 64% |
| Grade 5 | 51 | 27% | 29% | 31% | 12% | 43% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (20 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Primary language: Spanish | 292 | 23% | 30% | 37% | 10% | 47% |
| Hispanic or Latino | 284 | 23% | 31% | 37% | 10% | 46% |
| Economically Disadvantaged | 275 | 23% | 31% | 37% | 9% | 46% |
| ELs enrolled 12 months or more | 256 | 18% | 32% | 39% | 11% | 50% |
| No Special Education Services | 232 | 16% | 30% | 44% | 10% | 55% |
| Female | 154 | 20% | 30% | 41% | 9% | 50% |
| Male | 139 | 26% | 31% | 33% | 10% | 43% |
| Special Education Services | 61 | 51% | 33% | 10% | 7% | 16% |
| At-Risk of LTEL | 58 | 16% | 38% | 40% | 7% | 47% |
| EL - 2 years in program | 57 | 14% | 35% | 42% | 9% | 51% |
| EL - 1 year in program | 55 | 31% | 35% | 31% | 4% | 35% |
| EL - 4 years in program | 47 | 11% | 26% | 45% | 19% | 64% |
| EL - 3 years in program | 46 | 17% | 35% | 41% | 7% | 48% |
| EL - 5 years in program | 39 | 13% | 31% | 44% | 13% | 56% |
| Migrant | 39 | 26% | 44% | 23% | 8% | 31% |
| EL - less than 1 year in program | 37 | 54% | 19% | 24% | 3% | 27% |
| ELs enrolled fewer than 12 months | 36 | 56% | 17% | 25% | 3% | 28% |
| Not Economically Disadvantaged | 18 | 17% | 28% | 39% | 17% | 56% |
| EL - 6+ years in program | 12 | 33% | 25% | 17% | 25% | 42% |
| White | 9 | - | - | - | - | - |
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.