Performance
James Dougherty Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for James Dougherty Elementary in Dublin, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
61%
Met or exceeded the standard
2025
32%
Exceeded the standard
100
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 61% | 32% | 100 |
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 | 75% 362 tested | 76% 362 tested | 61% 100 tested |
| Gender | |||
| Female | 74% 186 tested | 72% 186 tested | 54% 50 tested |
| Male | 77% 176 tested | 80% 176 tested | 68% 50 tested |
| Race and ethnicity | |||
| Asian | 83% 245 tested | 86% 245 tested | 77% 57 tested |
| Hispanic or Latino | 45% 38 tested | 39% 38 tested | 38% 13 tested |
| White | 61% 36 tested | 50% 36 tested | 33% 15 tested |
| Two or more races | 69% 26 tested | 77% 26 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 53% 68 tested | 50% 68 tested | 32% 19 tested |
| Not economically disadvantaged | 81% 294 tested | 82% 294 tested | 68% 81 tested |
| English learners | |||
| English learners | 34% 29 tested | 38% 29 tested | - |
| English learners, 12 months or more | 33% 27 tested | 33% 27 tested | - |
| Reclassified fluent English proficient | 83% 52 tested | 87% 52 tested | 71% 21 tested |
| Initial fluent English proficient | 89% 80 tested | 93% 80 tested | 94% 17 tested |
| Ever an English learner | 65% 81 tested | 69% 81 tested | 59% 27 tested |
| Never an English learner | 78% 281 tested | 78% 281 tested | 62% 73 tested |
| English only | 74% 201 tested | 72% 201 tested | 52% 56 tested |
| Disability | |||
| Students with disabilities | 32% 38 tested | 34% 38 tested | 8% 13 tested |
| No reported disability | 81% 324 tested | 81% 324 tested | 69% 87 tested |
| Parent education | |||
| Parent some college | 50% 26 tested | 35% 26 tested | - |
| Parent college graduate | 64% 59 tested | 71% 59 tested | 59% 17 tested |
| Parent graduate school | 84% 258 tested | 84% 258 tested | 70% 66 tested |
View 11 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 75% 362 tested | 76% 362 tested | 61% 100 tested |
| Not foster youth | 75% 362 tested | 76% 362 tested | 61% 100 tested |
| Not homeless | 75% 362 tested | 76% 362 tested | 61% 100 tested |
| Not migrant education | 75% 362 tested | 76% 362 tested | 61% 100 tested |
| Fluent English proficient and English only | 79% 333 tested | 79% 333 tested | 64% 94 tested |
| Asian (Not Econ. Disadvantaged) | 86% 208 tested | 89% 208 tested | 82% 49 tested |
| Asian (Econ. Disadvantaged) | 65% 37 tested | 65% 37 tested | - |
| Hispanic or Latino (Not Econ. Disadvantaged) | 50% 28 tested | 46% 28 tested | 45% 11 tested |
| White (Not Econ. Disadvantaged) | 72% 25 tested | 60% 25 tested | - |
| Two or more races (Not Econ. Disadvantaged) | 74% 19 tested | 84% 19 tested | - |
| White (Econ. Disadvantaged) | 36% 11 tested | 27% 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
40%
Level 4, well developed
The level used towards reclassification
2025
65%
Level 3 or 4, moderately or well developed
55
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 12 | 17% | 8% | 25% | 50% | 75% |
| Grade 1 | 9 | - | - | - | - | - |
| Grade 2 | 5 | - | - | - | - | - |
| Grade 3 | 7 | - | - | - | - | - |
| Grade 4 | 16 | 6% | 25% | 25% | 44% | 69% |
| Grade 5 | 6 | - | - | - | - | - |
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 |
|---|---|---|---|---|---|---|
| No Special Education Services | 48 | 15% | 17% | 27% | 42% | 69% |
| ELs enrolled 12 months or more | 47 | 13% | 23% | 23% | 40% | 64% |
| Asian | 35 | 9% | 20% | 29% | 43% | 71% |
| Not Economically Disadvantaged | 33 | 12% | 9% | 33% | 45% | 79% |
| Male | 28 | 11% | 18% | 32% | 39% | 71% |
| Female | 27 | 15% | 26% | 19% | 41% | 59% |
| Primary language: All remaining languages | 27 | 7% | 19% | 26% | 48% | 74% |
| Economically Disadvantaged | 22 | 14% | 41% | 14% | 32% | 45% |
| EL - 1 year in program | 20 | 25% | 15% | 20% | 40% | 60% |
| Hispanic or Latino | 10 | - | - | - | - | - |
| White | 10 | - | - | - | - | - |
| EL - 4 years in program | 9 | - | - | - | - | - |
| Primary language: Spanish | 9 | - | - | - | - | - |
| At-Risk of LTEL | 8 | - | - | - | - | - |
| EL - 2 years in program | 8 | - | - | - | - | - |
| EL - less than 1 year in program | 8 | - | - | - | - | - |
| ELs enrolled fewer than 12 months | 8 | - | - | - | - | - |
| Special Education Services | 7 | - | - | - | - | - |
| Primary language: Russian | 6 | - | - | - | - | - |
| Primary language: Korean | 5 | - | - | - | - | - |
| EL - 3 years in program | 4 | - | - | - | - | - |
| EL - 5 years in program | 4 | - | - | - | - | - |
| Primary language: Mandarin (Putonghua) | 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.