Performance
Harding Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Harding Elementary in Bakersfield, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
18%
Met or exceeded the standard
2025
5%
Exceeded the standard
104
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 18% | 5% | 104 |
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% 327 tested | 21% 326 tested | 18% 104 tested |
| Gender | |||
| Female | 33% 175 tested | 20% 175 tested | 14% 58 tested |
| Male | 35% 152 tested | 23% 151 tested | 24% 46 tested |
| Race and ethnicity | |||
| Black or African American | 13% 15 tested | 7% 15 tested | - |
| Hispanic or Latino | 33% 262 tested | 19% 261 tested | 19% 84 tested |
| White | 38% 40 tested | 40% 40 tested | 25% 12 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 31% 271 tested | 20% 270 tested | 15% 86 tested |
| Not economically disadvantaged | 46% 56 tested | 27% 56 tested | 33% 18 tested |
| English learners | |||
| English learners | 9% 46 tested | 4% 46 tested | 0% 14 tested |
| English learners, 12 months or more | 9% 44 tested | 5% 44 tested | 0% 14 tested |
| At risk of becoming a long term English learner | 8% 13 tested | 0% 13 tested | - |
| Reclassified fluent English proficient | 56% 25 tested | 32% 25 tested | - |
| Ever an English learner | 25% 71 tested | 14% 71 tested | 13% 23 tested |
| Never an English learner | 36% 256 tested | 24% 255 tested | 20% 81 tested |
| English only | 36% 248 tested | 23% 247 tested | 19% 79 tested |
| Disability | |||
| Students with disabilities | 13% 31 tested | 6% 31 tested | - |
| No reported disability | 36% 296 tested | 23% 295 tested | 19% 98 tested |
| Parent education | |||
| Parent not a high school graduate | 41% 29 tested | 17% 29 tested | - |
| Parent high school graduate | 30% 135 tested | 20% 135 tested | 13% 45 tested |
| Parent some college | 38% 71 tested | 24% 70 tested | 20% 20 tested |
| Parent college graduate | 37% 59 tested | 24% 59 tested | 33% 21 tested |
| Parent graduate school | 56% 16 tested | 38% 16 tested | - |
View 11 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 34% 327 tested | 21% 326 tested | 18% 104 tested |
| Not foster youth | 34% 326 tested | 22% 325 tested | 18% 103 tested |
| Not migrant education | 35% 321 tested | 22% 320 tested | 18% 104 tested |
| Not homeless | 35% 319 tested | 22% 318 tested | 19% 101 tested |
| Fluent English proficient and English only | 38% 281 tested | 24% 280 tested | 21% 90 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 31% 224 tested | 19% 223 tested | 14% 70 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 45% 38 tested | 18% 38 tested | 43% 14 tested |
| White (Econ. Disadvantaged) | 35% 26 tested | 42% 26 tested | - |
| Parent education declined to state | 6% 17 tested | 6% 17 tested | - |
| Black or African American (Econ. Disadvantaged) | 7% 14 tested | 0% 14 tested | - |
| White (Not Econ. Disadvantaged) | 43% 14 tested | 36% 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
10%
Level 4, well developed
The level used towards reclassification
2025
43%
Level 3 or 4, moderately or well developed
80
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 10 | - | - | - | - | - |
| Grade 1 | 11 | 27% | 55% | 18% | 0% | 18% |
| Grade 2 | 7 | - | - | - | - | - |
| Grade 3 | 17 | 12% | 35% | 35% | 18% | 53% |
| Grade 4 | 5 | - | - | - | - | - |
| Grade 5 | 16 | 13% | 38% | 44% | 6% | 50% |
| Grade 6 | 14 | 7% | 64% | 14% | 14% | 29% |
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 |
|---|---|---|---|---|---|---|
| ELs enrolled 12 months or more | 74 | 14% | 42% | 34% | 11% | 45% |
| Hispanic or Latino | 73 | 18% | 38% | 33% | 11% | 44% |
| Primary language: Spanish | 73 | 18% | 38% | 33% | 11% | 44% |
| No Special Education Services | 72 | 17% | 36% | 36% | 11% | 47% |
| Economically Disadvantaged | 71 | 18% | 39% | 34% | 8% | 42% |
| Female | 47 | 21% | 40% | 32% | 6% | 38% |
| Male | 33 | 12% | 39% | 33% | 15% | 48% |
| EL - 1 year in program | 21 | 33% | 33% | 29% | 5% | 33% |
| EL - 3 years in program | 16 | 0% | 50% | 38% | 13% | 50% |
| At-Risk of LTEL | 13 | 15% | 31% | 38% | 15% | 54% |
| EL - 6+ years in program | 12 | 0% | 58% | 25% | 17% | 42% |
| EL - 5 years in program | 11 | 0% | 36% | 55% | 9% | 64% |
| Not Economically Disadvantaged | 9 | - | - | - | - | - |
| EL - 2 years in program | 8 | - | - | - | - | - |
| Special Education Services | 8 | - | - | - | - | - |
| Migrant | 7 | - | - | - | - | - |
| EL - 4 years in program | 6 | - | - | - | - | - |
| EL - less than 1 year in program | 6 | - | - | - | - | - |
| ELs enrolled fewer than 12 months | 6 | - | - | - | - | - |
| Primary language: Arabic | 5 | - | - | - | - | - |
| Homeless | 4 | - | - | - | - | - |
| White | 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.