Performance
Ivey Ranch Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Ivey Ranch Elementary in Oceanside, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
41%
Met or exceeded the standard
2025
15%
Exceeded the standard
111
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 41% | 15% | 111 |
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 | 60% 342 tested | 56% 341 tested | 41% 111 tested |
| Gender | |||
| Female | 65% 177 tested | 56% 177 tested | 38% 58 tested |
| Male | 55% 164 tested | 56% 163 tested | 44% 52 tested |
| Race and ethnicity | |||
| Asian | 67% 15 tested | 73% 15 tested | - |
| Black or African American | 43% 14 tested | 29% 14 tested | - |
| Hispanic or Latino | 52% 137 tested | 42% 137 tested | 33% 49 tested |
| Native Hawaiian or Pacific Islander | 36% 11 tested | 45% 11 tested | - |
| White | 71% 103 tested | 75% 102 tested | 50% 30 tested |
| Two or more races | 66% 53 tested | 58% 53 tested | 47% 17 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 44% 159 tested | 37% 158 tested | 30% 56 tested |
| Not economically disadvantaged | 74% 183 tested | 72% 183 tested | 51% 55 tested |
| Military family | 76% 33 tested | 76% 33 tested | 53% 15 tested |
| English learners | |||
| English learners | 0% 21 tested | 14% 21 tested | - |
| English learners, 12 months or more | 0% 19 tested | 16% 19 tested | - |
| Reclassified fluent English proficient | 81% 16 tested | 75% 16 tested | - |
| Ever an English learner | 35% 37 tested | 41% 37 tested | 47% 15 tested |
| Never an English learner | 63% 305 tested | 58% 304 tested | 40% 96 tested |
| English only | 63% 296 tested | 58% 295 tested | 39% 92 tested |
| Disability | |||
| Students with disabilities | 28% 40 tested | 18% 40 tested | 14% 14 tested |
| No reported disability | 64% 302 tested | 61% 301 tested | 44% 97 tested |
| Parent education | |||
| Parent high school graduate | 26% 35 tested | 23% 35 tested | 19% 16 tested |
| Parent some college | 49% 63 tested | 27% 63 tested | 27% 22 tested |
| Parent college graduate | 68% 135 tested | 66% 134 tested | 49% 41 tested |
| Parent graduate school | 73% 95 tested | 76% 95 tested | 58% 26 tested |
View 11 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not foster youth | 60% 342 tested | 56% 341 tested | 41% 111 tested |
| Not migrant education | 60% 342 tested | 56% 341 tested | 41% 111 tested |
| Not homeless | 60% 339 tested | 56% 338 tested | 41% 109 tested |
| Fluent English proficient and English only | 64% 321 tested | 58% 320 tested | 43% 104 tested |
| Not armed forces family member | 58% 309 tested | 54% 308 tested | 39% 96 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 44% 85 tested | 36% 85 tested | 30% 33 tested |
| White (Not Econ. Disadvantaged) | 76% 79 tested | 81% 79 tested | 54% 24 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 65% 52 tested | 52% 52 tested | 38% 16 tested |
| Two or more races (Not Econ. Disadvantaged) | 79% 33 tested | 82% 33 tested | - |
| White (Econ. Disadvantaged) | 54% 24 tested | 52% 23 tested | - |
| Two or more races (Econ. Disadvantaged) | 45% 20 tested | 20% 20 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
17%
Level 4, well developed
The level used towards reclassification
2025
39%
Level 3 or 4, moderately or well developed
36
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 6 | - | - | - | - | - |
| Grade 1 | 4 | - | - | - | - | - |
| Grade 3 | 9 | - | - | - | - | - |
| Grade 4 | 7 | - | - | - | - | - |
| Grade 5 | 7 | - | - | - | - | - |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (21 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| ELs enrolled 12 months or more | 31 | 23% | 42% | 26% | 10% | 35% |
| Male | 28 | 29% | 36% | 25% | 11% | 36% |
| No Special Education Services | 28 | 21% | 36% | 21% | 21% | 43% |
| Economically Disadvantaged | 24 | 29% | 42% | 21% | 8% | 29% |
| Primary language: Spanish | 15 | 33% | 47% | 20% | 0% | 20% |
| Hispanic or Latino | 14 | 29% | 57% | 14% | 0% | 14% |
| Not Economically Disadvantaged | 12 | 17% | 25% | 25% | 33% | 58% |
| Asian | 11 | 36% | 18% | 9% | 36% | 45% |
| Primary language: All remaining languages | 11 | 9% | 36% | 36% | 18% | 55% |
| At-Risk of LTEL | 9 | - | - | - | - | - |
| Female | 8 | - | - | - | - | - |
| Special Education Services | 8 | - | - | - | - | - |
| EL - 1 year in program | 7 | - | - | - | - | - |
| EL - 4 years in program | 7 | - | - | - | - | - |
| EL - less than 1 year in program | 6 | - | - | - | - | - |
| Primary language: Vietnamese | 6 | - | - | - | - | - |
| White | 6 | - | - | - | - | - |
| EL - 3 years in program | 5 | - | - | - | - | - |
| ELs enrolled fewer than 12 months | 5 | - | - | - | - | - |
| EL - 2 years in program | 4 | - | - | - | - | - |
| EL - 5 years in program | 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.