Performance
Heights Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Heights Elementary in Pittsburg, 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
86
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 14% | 2% | 86 |
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 | 34% 241 tested | 30% 247 tested | 14% 86 tested |
| Gender | |||
| Female | 34% 109 tested | 24% 112 tested | 9% 43 tested |
| Male | 34% 132 tested | 34% 135 tested | 19% 43 tested |
| Race and ethnicity | |||
| Asian | 71% 14 tested | 67% 15 tested | - |
| Black or African American | 30% 23 tested | 22% 23 tested | - |
| Hispanic or Latino | 29% 180 tested | 26% 185 tested | 9% 67 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 31% 217 tested | 26% 223 tested | 13% 76 tested |
| Not economically disadvantaged | 63% 24 tested | 63% 24 tested | - |
| English learners | |||
| English learners | 13% 91 tested | 11% 97 tested | 3% 31 tested |
| English learners, 12 months or more | 13% 91 tested | 12% 91 tested | 3% 30 tested |
| At risk of becoming a long term English learner | 9% 32 tested | 6% 32 tested | 0% 14 tested |
| Reclassified fluent English proficient | 68% 25 tested | 56% 25 tested | - |
| Initial fluent English proficient | 65% 17 tested | 53% 17 tested | - |
| Ever an English learner | 25% 116 tested | 20% 122 tested | 5% 39 tested |
| Never an English learner | 42% 125 tested | 38% 125 tested | 21% 47 tested |
| English only | 39% 108 tested | 36% 108 tested | 18% 39 tested |
| Disability | |||
| Students with disabilities | 0% 25 tested | 8% 25 tested | - |
| No reported disability | 38% 216 tested | 32% 222 tested | 15% 80 tested |
| Parent education | |||
| Parent not a high school graduate | 22% 45 tested | 16% 49 tested | 0% 18 tested |
| Parent high school graduate | 29% 72 tested | 23% 74 tested | 8% 26 tested |
| Parent some college | 36% 53 tested | 30% 53 tested | 18% 17 tested |
| Parent college graduate | 39% 49 tested | 47% 49 tested | 29% 17 tested |
View 10 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not foster youth | 34% 241 tested | 30% 247 tested | 14% 86 tested |
| Not migrant education | 34% 241 tested | 30% 247 tested | 14% 86 tested |
| Not armed forces family member | 34% 238 tested | 29% 244 tested | 14% 86 tested |
| Not homeless | 35% 236 tested | 30% 241 tested | 14% 86 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 26% 163 tested | 23% 168 tested | 7% 59 tested |
| Fluent English proficient and English only | 47% 150 tested | 41% 150 tested | 20% 55 tested |
| Black or African American (Econ. Disadvantaged) | 29% 21 tested | 14% 21 tested | - |
| Hispanic or Latino (Not Econ. Disadvantaged) | 59% 17 tested | 53% 17 tested | - |
| Asian (Econ. Disadvantaged) | 75% 12 tested | 69% 13 tested | - |
| Parent education declined to state | 42% 12 tested | 17% 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
18%
Level 4, well developed
The level used towards reclassification
2025
51%
Level 3 or 4, moderately or well developed
186
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 24 | 4% | 25% | 25% | 46% | 71% |
| Grade 1 | 36 | 22% | 28% | 33% | 17% | 50% |
| Grade 2 | 29 | 24% | 28% | 38% | 10% | 48% |
| Grade 3 | 42 | 26% | 29% | 38% | 7% | 45% |
| Grade 4 | 24 | 21% | 29% | 33% | 17% | 50% |
| Grade 5 | 31 | 23% | 29% | 26% | 23% | 48% |
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 |
|---|---|---|---|---|---|---|
| Hispanic or Latino | 174 | 22% | 29% | 31% | 18% | 49% |
| Primary language: Spanish | 174 | 22% | 29% | 31% | 18% | 49% |
| Economically Disadvantaged | 172 | 23% | 28% | 31% | 18% | 49% |
| ELs enrolled 12 months or more | 162 | 18% | 29% | 35% | 18% | 53% |
| No Special Education Services | 162 | 19% | 27% | 33% | 20% | 54% |
| Male | 103 | 20% | 29% | 32% | 18% | 50% |
| Female | 83 | 22% | 27% | 34% | 18% | 52% |
| EL - 1 year in program | 52 | 27% | 25% | 27% | 21% | 48% |
| EL - 2 years in program | 36 | 19% | 28% | 42% | 11% | 53% |
| At-Risk of LTEL | 32 | 16% | 34% | 47% | 3% | 50% |
| EL - 3 years in program | 26 | 15% | 38% | 35% | 12% | 46% |
| EL - less than 1 year in program | 24 | 42% | 21% | 17% | 21% | 38% |
| ELs enrolled fewer than 12 months | 24 | 42% | 21% | 17% | 21% | 38% |
| Special Education Services | 24 | 33% | 33% | 29% | 4% | 33% |
| EL - 5 years in program | 23 | 13% | 30% | 39% | 17% | 57% |
| EL - 4 years in program | 19 | 5% | 26% | 47% | 21% | 68% |
| Not Economically Disadvantaged | 14 | 0% | 21% | 57% | 21% | 79% |
| Asian | 7 | - | - | - | - | - |
| Homeless | 7 | - | - | - | - | - |
| EL - 6+ years in program | 6 | - | - | - | - | - |
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.