Performance
Winchell Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Winchell Elementary in Fresno, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
4%
Met or exceeded the standard
2025
1%
Exceeded the standard
74
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 4% | 1% | 74 |
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 | 30% 351 tested | 26% 359 tested | 4% 74 tested |
| Gender | |||
| Female | 37% 174 tested | 29% 176 tested | 9% 32 tested |
| Male | 23% 177 tested | 24% 183 tested | 0% 42 tested |
| Race and ethnicity | |||
| Asian | 42% 12 tested | 15% 13 tested | - |
| Hispanic or Latino | 30% 325 tested | 27% 332 tested | 3% 66 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 30% 339 tested | 27% 346 tested | 4% 71 tested |
| Not economically disadvantaged | 25% 12 tested | 15% 13 tested | - |
| English learners | |||
| English learners | 8% 102 tested | 19% 110 tested | 0% 18 tested |
| English learners, 12 months or more | 8% 102 tested | 21% 102 tested | 0% 17 tested |
| Long term English learners | 13% 15 tested | 7% 15 tested | - |
| At risk of becoming a long term English learner | 5% 37 tested | 16% 37 tested | 0% 12 tested |
| Reclassified fluent English proficient | 61% 62 tested | 52% 62 tested | 6% 16 tested |
| Initial fluent English proficient | 56% 27 tested | 30% 27 tested | - |
| Ever an English learner | 28% 164 tested | 31% 172 tested | 3% 34 tested |
| Never an English learner | 32% 187 tested | 22% 187 tested | 5% 40 tested |
| English only | 28% 160 tested | 21% 160 tested | 0% 32 tested |
| Disability | |||
| Students with disabilities | 10% 62 tested | 5% 62 tested | 0% 16 tested |
| No reported disability | 34% 289 tested | 31% 297 tested | 5% 58 tested |
| Parent education | |||
| Parent not a high school graduate | 29% 51 tested | 29% 55 tested | 7% 15 tested |
| Parent high school graduate | 27% 106 tested | 22% 106 tested | 5% 19 tested |
| Parent some college | 35% 51 tested | 31% 51 tested | - |
| Parent college graduate | 40% 20 tested | 35% 20 tested | - |
| Parent graduate school | 36% 22 tested | 21% 24 tested | - |
View 9 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 30% 351 tested | 26% 359 tested | 4% 74 tested |
| Not foster youth | 30% 351 tested | 26% 359 tested | 4% 74 tested |
| Not homeless | 30% 351 tested | 26% 359 tested | 4% 74 tested |
| Not migrant education | 30% 346 tested | 26% 350 tested | 4% 72 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 30% 313 tested | 27% 319 tested | 3% 63 tested |
| Fluent English proficient and English only | 39% 249 tested | 29% 249 tested | 5% 56 tested |
| Parent education declined to state | 27% 101 tested | 26% 103 tested | 5% 20 tested |
| Asian (Econ. Disadvantaged) | 42% 12 tested | 15% 13 tested | - |
| Hispanic or Latino (Not Econ. Disadvantaged) | 25% 12 tested | 15% 13 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
11%
Level 4, well developed
The level used towards reclassification
2025
39%
Level 3 or 4, moderately or well developed
257
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 48 | 35% | 23% | 29% | 13% | 42% |
| Grade 1 | 38 | 50% | 32% | 16% | 3% | 18% |
| Grade 2 | 41 | 34% | 41% | 22% | 2% | 24% |
| Grade 3 | 36 | 19% | 42% | 19% | 19% | 39% |
| Grade 4 | 41 | 24% | 24% | 37% | 15% | 51% |
| Grade 5 | 20 | 25% | 30% | 30% | 15% | 45% |
| Grade 6 | 33 | 12% | 30% | 42% | 15% | 58% |
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 | 244 | 29% | 32% | 27% | 11% | 39% |
| Hispanic or Latino | 244 | 28% | 31% | 29% | 12% | 41% |
| Primary language: Spanish | 244 | 28% | 31% | 29% | 12% | 41% |
| ELs enrolled 12 months or more | 222 | 26% | 33% | 29% | 12% | 41% |
| No Special Education Services | 215 | 25% | 33% | 31% | 12% | 42% |
| Male | 149 | 33% | 30% | 26% | 12% | 38% |
| Female | 108 | 25% | 34% | 31% | 10% | 41% |
| EL - 1 year in program | 53 | 42% | 26% | 23% | 9% | 32% |
| EL - 3 years in program | 42 | 19% | 48% | 21% | 12% | 33% |
| Special Education Services | 42 | 52% | 26% | 12% | 10% | 21% |
| EL - 2 years in program | 39 | 46% | 31% | 23% | 0% | 23% |
| At-Risk of LTEL | 37 | 22% | 35% | 27% | 16% | 43% |
| EL - less than 1 year in program | 36 | 50% | 25% | 19% | 6% | 25% |
| ELs enrolled fewer than 12 months | 35 | 51% | 23% | 20% | 6% | 26% |
| EL - 6+ years in program | 33 | 6% | 33% | 42% | 18% | 61% |
| EL - 4 years in program | 31 | 6% | 29% | 39% | 26% | 65% |
| EL - 5 years in program | 23 | 26% | 26% | 35% | 13% | 48% |
| LTEL | 15 | 7% | 53% | 40% | 0% | 40% |
| Migrant | 14 | 71% | 7% | 14% | 7% | 21% |
| Not Economically Disadvantaged | 13 | 38% | 15% | 31% | 15% | 46% |
| Primary language: Hmong | 13 | 54% | 38% | 8% | 0% | 8% |
| Asian | 10 | - | - | - | - | - |
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.