Carson Elementary — Academic Performance — San Diego, California

Performance

Carson Elementary — Academic Performance

Standardised assessments, graduation outcomes and college-readiness metrics for Carson Elementary in San Diego, California.

Headline Indicator

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Data not yet captured

Science (CAST)

California Science Test, percentage meeting or exceeding the standard, 2025

CAASPP

19%

Met or exceeded the standard

2025

Exceeded the standard

Students tested

Grade	Met or exceeded	Exceeded	Tested
Grade 5	19%	9%	53

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	27% 150 tested	27% 149 tested	19% 53 tested
Gender
Female	30% 81 tested	24% 83 tested	14% 21 tested
Male	23% 69 tested	30% 66 tested	22% 32 tested
Race and ethnicity
Asian	33% 21 tested	50% 22 tested	-
Black or African American	33% 12 tested	17% 12 tested	-
Hispanic or Latino	20% 99 tested	18% 97 tested	11% 35 tested
Socioeconomic status
Economically disadvantaged	25% 138 tested	26% 137 tested	20% 49 tested
Not economically disadvantaged	50% 12 tested	42% 12 tested	-
Homeless	19% 21 tested	5% 19 tested	-
English learners
English learners	7% 74 tested	15% 74 tested	0% 28 tested
English learners, 12 months or more	7% 71 tested	15% 71 tested	0% 25 tested
At risk of becoming a long term English learner	3% 33 tested	16% 32 tested	0% 16 tested
Reclassified fluent English proficient	63% 16 tested	63% 16 tested	-
Ever an English learner	17% 90 tested	23% 90 tested	8% 36 tested
Never an English learner	42% 60 tested	32% 59 tested	41% 17 tested
English only	40% 52 tested	33% 51 tested	33% 12 tested
Disability
Students with disabilities	6% 31 tested	7% 29 tested	8% 12 tested
No reported disability	32% 119 tested	32% 120 tested	22% 41 tested
Parent education
Parent not a high school graduate	12% 25 tested	8% 25 tested	-
Parent high school graduate	20% 45 tested	18% 44 tested	14% 21 tested
Parent some college	43% 28 tested	39% 28 tested	-
Parent college graduate	44% 18 tested	53% 19 tested	-

View 9 further student groups reported by the state

Student group	English Language Arts	Mathematics	Science
Not foster youth	27% 149 tested	27% 148 tested	19% 53 tested
Not migrant education	27% 146 tested	26% 145 tested	20% 51 tested
Not armed forces family member	25% 142 tested	26% 141 tested	18% 51 tested
Not homeless	28% 129 tested	30% 130 tested	17% 46 tested
Hispanic or Latino (Econ. Disadvantaged)	19% 93 tested	19% 91 tested	13% 32 tested
Fluent English proficient and English only	46% 76 tested	39% 75 tested	40% 25 tested
Parent education declined to state	15% 27 tested	23% 26 tested	-
Asian (Econ. Disadvantaged)	32% 19 tested	45% 20 tested	-
Black or African American (Econ. Disadvantaged)	36% 11 tested	18% 11 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

Level 4, well developed

The level used towards reclassification

2025

35%

Level 3 or 4, moderately or well developed

137

English learners tested

Grade	Tested	Level 1	Level 2	Level 3	Level 4	Level 3 or 4
Kindergarten	16	56%	25%	13%	6%	19%
Grade 1	17	29%	41%	24%	6%	29%
Grade 2	27	37%	33%	26%	4%	30%
Grade 3	31	32%	42%	23%	3%	26%
Grade 4	18	11%	44%	33%	11%	44%
Grade 5	28	18%	25%	39%	18%	57%

Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.

View ELPAC by student group (23 groups)

Student group	Tested	Level 1	Level 2	Level 3	Level 4	Level 3 or 4
Economically Disadvantaged	130	28%	35%	28%	8%	36%
ELs enrolled 12 months or more	121	23%	37%	31%	9%	40%
Hispanic or Latino	118	31%	33%	28%	8%	36%
Primary language: Spanish	114	31%	33%	28%	8%	36%
No Special Education Services	108	31%	34%	27%	8%	35%
Male	73	34%	30%	26%	10%	36%
Female	64	25%	41%	28%	6%	34%
At-Risk of LTEL	33	9%	39%	39%	12%	52%
Special Education Services	29	28%	38%	28%	7%	34%
EL - 1 year in program	26	42%	35%	19%	4%	23%
EL - 3 years in program	25	28%	44%	28%	0%	28%
EL - 4 years in program	24	8%	38%	42%	13%	54%
EL - 2 years in program	22	27%	36%	27%	9%	36%
EL - 5 years in program	18	6%	39%	33%	22%	56%
EL - less than 1 year in program	17	82%	18%	0%	0%	0%
ELs enrolled fewer than 12 months	16	81%	19%	0%	0%	0%
Homeless	15	20%	33%	47%	0%	47%
Asian	12	17%	50%	17%	17%	33%
Primary language: All remaining languages	8	-	-	-	-	-
Not Economically Disadvantaged	7	-	-	-	-	-
EL - 6+ years in program	5	-	-	-	-	-
Primary language: Hmong	4	-	-	-	-	-
Primary language: Vietnamese	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.