Performance
Wells Middle — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Wells Middle in Dublin, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
40%
Met or exceeded the standard
2025
17%
Exceeded the standard
314
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 8 | 40% | 17% | 314 |
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 | 66% 1,010 tested | 57% 1,012 tested | 40% 314 tested |
| Gender | |||
| Female | 73% 507 tested | 56% 508 tested | 41% 147 tested |
| Male | 59% 502 tested | 58% 503 tested | 40% 166 tested |
| Race and ethnicity | |||
| Asian | 80% 419 tested | 74% 419 tested | 51% 123 tested |
| Black or African American | 23% 43 tested | 12% 43 tested | 8% 13 tested |
| Filipino | 68% 50 tested | 64% 50 tested | 36% 14 tested |
| Hispanic or Latino | 48% 176 tested | 31% 176 tested | 22% 51 tested |
| White | 61% 210 tested | 51% 212 tested | 39% 74 tested |
| Two or more races | 66% 106 tested | 56% 106 tested | 46% 35 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 45% 232 tested | 39% 233 tested | 21% 73 tested |
| Not economically disadvantaged | 72% 778 tested | 62% 779 tested | 46% 241 tested |
| Military family | 52% 25 tested | 40% 25 tested | - |
| English learners | |||
| English learners | 5% 43 tested | 12% 43 tested | 0% 17 tested |
| English learners, 12 months or more | 6% 34 tested | 6% 34 tested | 0% 15 tested |
| Long term English learners | 14% 14 tested | 0% 14 tested | - |
| Reclassified fluent English proficient | 70% 173 tested | 57% 173 tested | 47% 57 tested |
| Initial fluent English proficient | 88% 134 tested | 79% 134 tested | 59% 37 tested |
| Ever an English learner | 57% 216 tested | 48% 216 tested | 36% 74 tested |
| Never an English learner | 69% 794 tested | 59% 796 tested | 42% 240 tested |
| English only | 65% 660 tested | 55% 662 tested | 38% 203 tested |
| Disability | |||
| Students with disabilities | 18% 85 tested | 10% 86 tested | 18% 22 tested |
| No reported disability | 71% 925 tested | 61% 926 tested | 42% 292 tested |
| Parent education | |||
| Parent high school graduate | 36% 66 tested | 21% 66 tested | 16% 19 tested |
| Parent some college | 43% 114 tested | 30% 115 tested | 21% 29 tested |
| Parent college graduate | 60% 291 tested | 50% 291 tested | 35% 86 tested |
| Parent graduate school | 80% 518 tested | 72% 519 tested | 51% 172 tested |
View 16 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not foster youth | 66% 1,010 tested | 57% 1,012 tested | 40% 314 tested |
| Not migrant education | 66% 1,010 tested | 57% 1,012 tested | 40% 314 tested |
| Not homeless | 66% 1,004 tested | 57% 1,006 tested | 41% 313 tested |
| Not armed forces family member | 67% 985 tested | 57% 987 tested | 41% 306 tested |
| Fluent English proficient and English only | 69% 967 tested | 59% 969 tested | 43% 297 tested |
| Asian (Not Econ. Disadvantaged) | 85% 320 tested | 80% 320 tested | 55% 94 tested |
| White (Not Econ. Disadvantaged) | 63% 186 tested | 53% 187 tested | 42% 66 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 58% 118 tested | 36% 118 tested | 33% 33 tested |
| Asian (Econ. Disadvantaged) | 64% 99 tested | 58% 99 tested | 38% 29 tested |
| Two or more races (Not Econ. Disadvantaged) | 71% 87 tested | 59% 87 tested | 50% 28 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 29% 58 tested | 21% 58 tested | 0% 18 tested |
| Filipino (Not Econ. Disadvantaged) | 74% 42 tested | 69% 42 tested | 45% 11 tested |
| White (Econ. Disadvantaged) | 42% 24 tested | 36% 25 tested | - |
| Black or African American (Econ. Disadvantaged) | 9% 22 tested | 0% 22 tested | - |
| Black or African American (Not Econ. Disadvantaged) | 38% 21 tested | 24% 21 tested | - |
| Two or more races (Econ. Disadvantaged) | 42% 19 tested | 42% 19 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
63%
Level 3 or 4, moderately or well developed
49
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Grade 6 | 18 | 33% | 6% | 44% | 17% | 61% |
| Grade 7 | 13 | 23% | 8% | 46% | 23% | 69% |
| Grade 8 | 18 | 11% | 28% | 39% | 22% | 61% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (19 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| ELs enrolled 12 months or more | 38 | 11% | 18% | 50% | 21% | 71% |
| No Special Education Services | 36 | 31% | 14% | 33% | 22% | 56% |
| Economically Disadvantaged | 33 | 21% | 15% | 48% | 15% | 64% |
| Male | 30 | 27% | 23% | 43% | 7% | 50% |
| Asian | 25 | 40% | 0% | 40% | 20% | 60% |
| EL - 6+ years in program | 23 | 0% | 17% | 61% | 22% | 83% |
| Female | 19 | 16% | 0% | 42% | 42% | 84% |
| Primary language: All remaining languages | 17 | 18% | 12% | 65% | 6% | 71% |
| Hispanic or Latino | 16 | 6% | 31% | 38% | 25% | 63% |
| Not Economically Disadvantaged | 16 | 25% | 13% | 31% | 31% | 63% |
| Primary language: Spanish | 16 | 6% | 31% | 38% | 25% | 63% |
| Special Education Services | 13 | 0% | 15% | 69% | 15% | 85% |
| EL - less than 1 year in program | 11 | 64% | 0% | 18% | 18% | 36% |
| ELs enrolled fewer than 12 months | 11 | 64% | 0% | 18% | 18% | 36% |
| LTEL | 11 | 0% | 18% | 73% | 9% | 82% |
| EL - 2 years in program | 7 | - | - | - | - | - |
| Primary language: Mandarin (Putonghua) | 7 | - | - | - | - | - |
| White | 6 | - | - | - | - | - |
| EL - 1 year in program | 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.