Performance
Franklin Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Franklin Elementary in Modesto, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
11%
Met or exceeded the standard
2025
2%
Exceeded the standard
85
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 11% | 2% | 85 |
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 | 32% 432 tested | 22% 435 tested | 11% 85 tested |
| Gender | |||
| Female | 33% 230 tested | 21% 232 tested | 11% 44 tested |
| Male | 30% 202 tested | 23% 203 tested | 10% 41 tested |
| Race and ethnicity | |||
| Asian | 47% 17 tested | 18% 17 tested | - |
| Black or African American | 7% 15 tested | 7% 15 tested | - |
| Hispanic or Latino | 31% 351 tested | 22% 353 tested | 14% 66 tested |
| White | 33% 18 tested | 17% 18 tested | - |
| Two or more races | 43% 28 tested | 31% 29 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 31% 414 tested | 22% 416 tested | 11% 81 tested |
| Not economically disadvantaged | 44% 18 tested | 16% 19 tested | - |
| English learners | |||
| English learners | 15% 184 tested | 11% 187 tested | 0% 39 tested |
| English learners, 12 months or more | 15% 180 tested | 11% 180 tested | 0% 38 tested |
| Long term English learners | 0% 18 tested | 6% 18 tested | - |
| At risk of becoming a long term English learner | 5% 57 tested | 4% 56 tested | 0% 19 tested |
| Reclassified fluent English proficient | 79% 48 tested | 52% 48 tested | - |
| Initial fluent English proficient | 47% 19 tested | 32% 19 tested | - |
| Ever an English learner | 28% 232 tested | 19% 235 tested | 9% 47 tested |
| Never an English learner | 36% 200 tested | 25% 200 tested | 13% 38 tested |
| English only | 35% 181 tested | 24% 181 tested | 9% 33 tested |
| Disability | |||
| Students with disabilities | 4% 53 tested | 8% 52 tested | 0% 13 tested |
| No reported disability | 36% 379 tested | 24% 383 tested | 13% 72 tested |
| Parent education | |||
| Parent not a high school graduate | 12% 43 tested | 7% 43 tested | - |
| Parent high school graduate | 28% 68 tested | 19% 69 tested | - |
| Parent some college | 55% 20 tested | 60% 20 tested | - |
View 12 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not armed forces family member | 32% 432 tested | 22% 435 tested | 11% 85 tested |
| Not foster youth | 32% 431 tested | 22% 434 tested | 11% 84 tested |
| Not migrant education | 32% 429 tested | 22% 432 tested | 11% 84 tested |
| Not homeless | 32% 427 tested | 22% 430 tested | 11% 82 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 31% 338 tested | 22% 340 tested | 14% 63 tested |
| Parent education declined to state | 34% 295 tested | 22% 295 tested | 8% 65 tested |
| Fluent English proficient and English only | 44% 248 tested | 30% 248 tested | 20% 46 tested |
| Two or more races (Econ. Disadvantaged) | 42% 26 tested | 31% 26 tested | - |
| White (Econ. Disadvantaged) | 33% 18 tested | 17% 18 tested | - |
| Asian (Econ. Disadvantaged) | 47% 15 tested | 20% 15 tested | - |
| Black or African American (Econ. Disadvantaged) | 7% 15 tested | 7% 15 tested | - |
| Hispanic or Latino (Not Econ. Disadvantaged) | 38% 13 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
8%
Level 4, well developed
The level used towards reclassification
2025
38%
Level 3 or 4, moderately or well developed
330
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 44 | 25% | 30% | 32% | 14% | 45% |
| Grade 1 | 42 | 40% | 43% | 12% | 5% | 17% |
| Grade 2 | 49 | 24% | 45% | 29% | 2% | 31% |
| Grade 3 | 56 | 29% | 34% | 34% | 4% | 38% |
| Grade 4 | 54 | 35% | 22% | 28% | 15% | 43% |
| Grade 5 | 40 | 18% | 28% | 48% | 8% | 55% |
| Grade 6 | 45 | 33% | 29% | 31% | 7% | 38% |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (26 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Primary language: Spanish | 311 | 31% | 32% | 29% | 8% | 37% |
| Economically Disadvantaged | 305 | 29% | 33% | 32% | 7% | 38% |
| Hispanic or Latino | 300 | 30% | 33% | 29% | 8% | 37% |
| ELs enrolled 12 months or more | 286 | 26% | 33% | 33% | 8% | 41% |
| No Special Education Services | 285 | 26% | 32% | 34% | 8% | 42% |
| Male | 178 | 29% | 37% | 29% | 6% | 35% |
| Female | 152 | 30% | 28% | 32% | 9% | 41% |
| EL - 1 year in program | 66 | 50% | 24% | 18% | 8% | 26% |
| At-Risk of LTEL | 60 | 30% | 38% | 32% | 0% | 32% |
| EL - 2 years in program | 57 | 18% | 49% | 30% | 4% | 33% |
| EL - 3 years in program | 52 | 21% | 35% | 38% | 6% | 44% |
| Special Education Services | 45 | 49% | 40% | 9% | 2% | 11% |
| EL - 4 years in program | 41 | 32% | 20% | 29% | 20% | 49% |
| EL - 5 years in program | 41 | 12% | 32% | 51% | 5% | 56% |
| ELs enrolled fewer than 12 months | 41 | 54% | 27% | 15% | 5% | 20% |
| EL - less than 1 year in program | 40 | 48% | 33% | 15% | 5% | 20% |
| EL - 6+ years in program | 33 | 18% | 36% | 36% | 9% | 45% |
| Not Economically Disadvantaged | 25 | 40% | 28% | 12% | 20% | 32% |
| LTEL | 18 | 28% | 33% | 33% | 6% | 39% |
| Two or more races | 16 | 25% | 13% | 50% | 13% | 63% |
| Primary language: Arabic | 11 | 9% | 27% | 55% | 9% | 64% |
| Asian | 8 | - | - | - | - | - |
| Migrant | 8 | - | - | - | - | - |
| Homeless | 7 | - | - | - | - | - |
| Primary language: All remaining languages | 5 | - | - | - | - | - |
| White | 5 | - | - | - | - | - |
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.