Performance
Roeding Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Roeding Elementary in Fresno, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
13%
Met or exceeded the standard
2025
2%
Exceeded the standard
82
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 13% | 2% | 82 |
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 | 33% 356 tested | 29% 357 tested | 13% 82 tested |
| Gender | |||
| Female | 33% 201 tested | 28% 201 tested | 12% 41 tested |
| Male | 34% 155 tested | 31% 156 tested | 15% 41 tested |
| Race and ethnicity | |||
| Black or African American | 14% 28 tested | 25% 28 tested | - |
| Hispanic or Latino | 35% 288 tested | 30% 289 tested | 9% 64 tested |
| White | 35% 17 tested | 24% 17 tested | - |
| Two or more races | 36% 11 tested | 27% 11 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 33% 329 tested | 29% 329 tested | 11% 75 tested |
| Not economically disadvantaged | 44% 27 tested | 36% 28 tested | - |
| English learners | |||
| English learners | 9% 53 tested | 15% 54 tested | 0% 14 tested |
| English learners, 12 months or more | 9% 53 tested | 15% 53 tested | 0% 14 tested |
| At risk of becoming a long term English learner | 13% 24 tested | 13% 24 tested | - |
| Reclassified fluent English proficient | 73% 26 tested | 69% 26 tested | - |
| Initial fluent English proficient | 52% 25 tested | 36% 25 tested | - |
| Ever an English learner | 30% 79 tested | 33% 80 tested | 16% 19 tested |
| Never an English learner | 34% 277 tested | 28% 277 tested | 13% 63 tested |
| English only | 33% 252 tested | 27% 252 tested | 14% 57 tested |
| Disability | |||
| Students with disabilities | 12% 67 tested | 10% 67 tested | 0% 14 tested |
| No reported disability | 38% 289 tested | 33% 290 tested | 16% 68 tested |
| Parent education | |||
| Parent not a high school graduate | 16% 32 tested | 19% 32 tested | - |
| Parent high school graduate | 33% 84 tested | 24% 84 tested | 15% 20 tested |
| Parent some college | 38% 50 tested | 32% 50 tested | - |
| Parent college graduate | 47% 19 tested | 47% 19 tested | - |
| Parent graduate school | 44% 25 tested | 40% 25 tested | - |
View 11 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 33% 356 tested | 29% 357 tested | 13% 82 tested |
| Not migrant education | 34% 355 tested | 29% 356 tested | 14% 81 tested |
| Not foster youth | 34% 353 tested | 29% 354 tested | 14% 81 tested |
| Not homeless | 34% 351 tested | 30% 352 tested | 13% 82 tested |
| Fluent English proficient and English only | 38% 303 tested | 32% 303 tested | 16% 68 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 34% 267 tested | 30% 267 tested | 7% 58 tested |
| Parent education declined to state | 32% 146 tested | 29% 147 tested | 12% 41 tested |
| Black or African American (Econ. Disadvantaged) | 8% 24 tested | 21% 24 tested | - |
| Hispanic or Latino (Not Econ. Disadvantaged) | 43% 21 tested | 32% 22 tested | - |
| White (Econ. Disadvantaged) | 33% 15 tested | 20% 15 tested | - |
| Two or more races (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
6%
Level 4, well developed
The level used towards reclassification
2025
41%
Level 3 or 4, moderately or well developed
150
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 32 | 22% | 41% | 31% | 6% | 38% |
| Grade 1 | 22 | 45% | 23% | 32% | 0% | 32% |
| Grade 2 | 31 | 19% | 29% | 52% | 0% | 52% |
| Grade 3 | 23 | 17% | 48% | 30% | 4% | 35% |
| Grade 4 | 16 | 0% | 63% | 25% | 13% | 38% |
| Grade 5 | 18 | 22% | 33% | 39% | 6% | 44% |
| Grade 6 | 8 | - | - | - | - | - |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (19 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Primary language: Spanish | 150 | 22% | 37% | 35% | 6% | 41% |
| Hispanic or Latino | 146 | 23% | 36% | 35% | 6% | 41% |
| Economically Disadvantaged | 132 | 20% | 39% | 34% | 7% | 41% |
| ELs enrolled 12 months or more | 128 | 19% | 38% | 36% | 7% | 43% |
| No Special Education Services | 123 | 15% | 39% | 38% | 7% | 46% |
| Male | 78 | 26% | 37% | 33% | 4% | 37% |
| Female | 72 | 18% | 38% | 36% | 8% | 44% |
| EL - 2 years in program | 32 | 22% | 34% | 44% | 0% | 44% |
| EL - 3 years in program | 27 | 15% | 41% | 37% | 7% | 44% |
| Special Education Services | 27 | 52% | 30% | 19% | 0% | 19% |
| EL - 1 year in program | 26 | 31% | 31% | 31% | 8% | 38% |
| At-Risk of LTEL | 24 | 4% | 54% | 42% | 0% | 42% |
| EL - less than 1 year in program | 22 | 41% | 32% | 27% | 0% | 27% |
| ELs enrolled fewer than 12 months | 22 | 41% | 32% | 27% | 0% | 27% |
| Not Economically Disadvantaged | 18 | 39% | 22% | 39% | 0% | 39% |
| EL - 4 years in program | 17 | 6% | 59% | 29% | 6% | 35% |
| EL - 5 years in program | 15 | 13% | 40% | 47% | 0% | 47% |
| EL - 6+ years in program | 11 | 18% | 27% | 18% | 36% | 55% |
| LTEL | 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.