Performance
Hogan Middle — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Hogan Middle in Vallejo, 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
2%
Exceeded the standard
325
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 8 | 14% | 2% | 325 |
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 | 26% 750 tested | 16% 762 tested | 14% 325 tested |
| Gender | |||
| Female | 29% 356 tested | 16% 362 tested | 13% 159 tested |
| Male | 23% 394 tested | 16% 400 tested | 16% 166 tested |
| Race and ethnicity | |||
| Asian | 50% 24 tested | 38% 24 tested | 28% 18 tested |
| Black or African American | 16% 152 tested | 11% 152 tested | 11% 57 tested |
| Filipino | 49% 114 tested | 42% 115 tested | 30% 50 tested |
| Hispanic or Latino | 19% 379 tested | 10% 391 tested | 8% 162 tested |
| Native Hawaiian or Pacific Islander | 27% 15 tested | 13% 15 tested | - |
| White | 29% 34 tested | 9% 33 tested | 13% 15 tested |
| Two or more races | 45% 29 tested | 14% 29 tested | 27% 15 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 23% 651 tested | 14% 662 tested | 13% 284 tested |
| Not economically disadvantaged | 44% 99 tested | 25% 100 tested | 24% 41 tested |
| Homeless | 10% 21 tested | 0% 28 tested | - |
| English learners | |||
| English learners | 3% 174 tested | 2% 186 tested | 0% 76 tested |
| English learners, 12 months or more | 4% 168 tested | 2% 167 tested | 0% 72 tested |
| English learners, under 12 months | - | 0% 19 tested | - |
| Long term English learners | 2% 86 tested | 0% 85 tested | 0% 41 tested |
| Reclassified fluent English proficient | 45% 129 tested | 29% 129 tested | 22% 69 tested |
| Initial fluent English proficient | 39% 18 tested | 28% 18 tested | - |
| Ever an English learner | 21% 303 tested | 13% 315 tested | 10% 145 tested |
| Never an English learner | 29% 447 tested | 17% 447 tested | 17% 180 tested |
| English only | 28% 429 tested | 17% 429 tested | 17% 175 tested |
| Disability | |||
| Students with disabilities | 6% 110 tested | 4% 110 tested | 0% 41 tested |
| No reported disability | 29% 640 tested | 18% 652 tested | 16% 284 tested |
| Parent education | |||
| Parent not a high school graduate | 13% 46 tested | 7% 46 tested | 0% 17 tested |
| Parent high school graduate | 25% 240 tested | 15% 247 tested | 15% 131 tested |
| Parent some college | 31% 81 tested | 19% 84 tested | 18% 39 tested |
| Parent college graduate | 44% 55 tested | 27% 55 tested | 25% 20 tested |
View 16 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not migrant education | 26% 750 tested | 16% 762 tested | 14% 325 tested |
| Not foster youth | 26% 749 tested | 16% 761 tested | 14% 325 tested |
| Not armed forces family member | 26% 748 tested | 16% 760 tested | 14% 325 tested |
| Not homeless | 26% 729 tested | 16% 734 tested | 15% 317 tested |
| Fluent English proficient and English only | 32% 576 tested | 20% 576 tested | 18% 249 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 18% 351 tested | 10% 362 tested | 7% 150 tested |
| Parent education declined to state | 23% 315 tested | 15% 317 tested | 13% 114 tested |
| Black or African American (Econ. Disadvantaged) | 15% 137 tested | 10% 137 tested | 11% 54 tested |
| Filipino (Econ. Disadvantaged) | 47% 76 tested | 42% 77 tested | 30% 37 tested |
| Filipino (Not Econ. Disadvantaged) | 53% 38 tested | 42% 38 tested | 31% 13 tested |
| White (Econ. Disadvantaged) | 24% 29 tested | 7% 28 tested | 8% 12 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 39% 28 tested | 10% 29 tested | 17% 12 tested |
| Asian (Econ. Disadvantaged) | 52% 21 tested | 38% 21 tested | 27% 15 tested |
| Two or more races (Econ. Disadvantaged) | 40% 20 tested | 10% 20 tested | - |
| Black or African American (Not Econ. Disadvantaged) | 20% 15 tested | 13% 15 tested | - |
| Native Hawaiian or Pacific Islander (Econ. Disadvantaged) | 21% 14 tested | 14% 14 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
9%
Level 4, well developed
The level used towards reclassification
2025
37%
Level 3 or 4, moderately or well developed
195
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Grade 6 | 41 | 34% | 32% | 29% | 5% | 34% |
| Grade 7 | 74 | 42% | 27% | 20% | 11% | 31% |
| Grade 8 | 80 | 23% | 34% | 34% | 10% | 44% |
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 |
|---|---|---|---|---|---|---|
| Economically Disadvantaged | 181 | 33% | 31% | 27% | 9% | 35% |
| Primary language: Spanish | 180 | 34% | 31% | 27% | 8% | 36% |
| Hispanic or Latino | 179 | 34% | 31% | 27% | 8% | 36% |
| ELs enrolled 12 months or more | 175 | 26% | 34% | 30% | 10% | 41% |
| No Special Education Services | 167 | 32% | 27% | 30% | 11% | 41% |
| EL - 6+ years in program | 117 | 15% | 36% | 37% | 13% | 50% |
| Female | 100 | 27% | 32% | 33% | 8% | 41% |
| Male | 95 | 38% | 29% | 22% | 11% | 33% |
| LTEL | 90 | 18% | 38% | 36% | 9% | 44% |
| EL - 1 year in program | 28 | 75% | 11% | 7% | 7% | 14% |
| Special Education Services | 28 | 32% | 54% | 14% | 0% | 14% |
| ELs enrolled fewer than 12 months | 20 | 90% | 5% | 5% | 0% | 5% |
| Homeless | 17 | 88% | 0% | 12% | 0% | 12% |
| EL - less than 1 year in program | 15 | 100% | 0% | 0% | 0% | 0% |
| EL - 2 years in program | 14 | 43% | 36% | 14% | 7% | 21% |
| Not Economically Disadvantaged | 14 | 21% | 21% | 43% | 14% | 57% |
| EL - 3 years in program | 11 | 27% | 45% | 27% | 0% | 27% |
| EL - 5 years in program | 9 | - | - | - | - | - |
| At-Risk of LTEL | 8 | - | - | - | - | - |
| Primary language: Filipino (Pilipino or Tagalog) | 7 | - | - | - | - | - |
| Filipino | 6 | - | - | - | - | - |
| 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.