Performance
Cope Middle — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Cope Middle in Redlands, California.
Headline Indicator
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Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
34%
Met or exceeded the standard
2025
17%
Exceeded the standard
366
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 8 | 34% | 17% | 366 |
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 | 48% 1,128 tested | 32% 1,117 tested | 34% 366 tested |
| Gender | |||
| Female | 55% 517 tested | 32% 511 tested | 33% 156 tested |
| Male | 43% 608 tested | 33% 603 tested | 35% 210 tested |
| Race and ethnicity | |||
| Asian | 67% 124 tested | 56% 123 tested | 59% 46 tested |
| Black or African American | 38% 86 tested | 13% 87 tested | 13% 32 tested |
| Filipino | 65% 26 tested | 50% 26 tested | - |
| Hispanic or Latino | 36% 585 tested | 21% 578 tested | 22% 180 tested |
| White | 70% 210 tested | 52% 207 tested | 54% 70 tested |
| Two or more races | 60% 87 tested | 38% 86 tested | 43% 28 tested |
| Socioeconomic status | |||
| Economically disadvantaged | 37% 733 tested | 21% 724 tested | 21% 233 tested |
| Not economically disadvantaged | 70% 395 tested | 54% 393 tested | 56% 133 tested |
| Homeless | 32% 47 tested | 24% 46 tested | 20% 15 tested |
| Military family | 44% 16 tested | 19% 16 tested | - |
| English learners | |||
| English learners | 6% 98 tested | 3% 97 tested | 0% 23 tested |
| English learners, 12 months or more | 7% 89 tested | 2% 88 tested | 0% 23 tested |
| Long term English learners | 5% 37 tested | 0% 37 tested | 0% 11 tested |
| Reclassified fluent English proficient | 62% 94 tested | 44% 94 tested | 45% 38 tested |
| Initial fluent English proficient | 77% 64 tested | 65% 65 tested | 71% 28 tested |
| Ever an English learner | 33% 192 tested | 23% 191 tested | 28% 61 tested |
| Never an English learner | 52% 936 tested | 34% 926 tested | 35% 305 tested |
| English only | 50% 872 tested | 32% 861 tested | 31% 277 tested |
| Disability | |||
| Students with disabilities | 10% 155 tested | 3% 153 tested | 2% 44 tested |
| No reported disability | 54% 973 tested | 37% 964 tested | 38% 322 tested |
| Parent education | |||
| Parent not a high school graduate | 30% 43 tested | 7% 42 tested | 18% 11 tested |
| Parent high school graduate | 26% 163 tested | 14% 159 tested | 15% 47 tested |
| Parent some college | 34% 270 tested | 20% 268 tested | 24% 93 tested |
| Parent college graduate | 56% 281 tested | 38% 278 tested | 43% 94 tested |
| Parent graduate school | 77% 253 tested | 62% 252 tested | 52% 87 tested |
View 17 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not migrant education | 48% 1,128 tested | 32% 1,117 tested | 34% 366 tested |
| Not foster youth | 49% 1,125 tested | 32% 1,115 tested | 34% 366 tested |
| Not armed forces family member | 48% 1,112 tested | 32% 1,101 tested | 34% 360 tested |
| Not homeless | 49% 1,081 tested | 33% 1,071 tested | 34% 351 tested |
| Fluent English proficient and English only | 52% 1,030 tested | 35% 1,020 tested | 36% 343 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 30% 437 tested | 15% 430 tested | 14% 131 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 53% 148 tested | 38% 148 tested | 43% 49 tested |
| White (Not Econ. Disadvantaged) | 83% 121 tested | 66% 120 tested | 59% 39 tested |
| Parent education declined to state | 37% 114 tested | 19% 114 tested | 24% 34 tested |
| White (Econ. Disadvantaged) | 53% 89 tested | 32% 87 tested | 48% 31 tested |
| Asian (Econ. Disadvantaged) | 55% 74 tested | 37% 73 tested | 29% 24 tested |
| Black or African American (Econ. Disadvantaged) | 36% 73 tested | 14% 74 tested | 12% 26 tested |
| Asian (Not Econ. Disadvantaged) | 84% 50 tested | 84% 50 tested | 91% 22 tested |
| Two or more races (Not Econ. Disadvantaged) | 78% 45 tested | 55% 44 tested | 67% 12 tested |
| Two or more races (Econ. Disadvantaged) | 40% 42 tested | 21% 42 tested | 25% 16 tested |
| Filipino (Not Econ. Disadvantaged) | 75% 16 tested | 50% 16 tested | - |
| Black or African American (Not Econ. Disadvantaged) | 54% 13 tested | 8% 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
24%
Level 4, well developed
The level used towards reclassification
2025
53%
Level 3 or 4, moderately or well developed
100
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Grade 6 | 30 | 27% | 27% | 33% | 13% | 47% |
| Grade 7 | 47 | 19% | 32% | 23% | 26% | 49% |
| Grade 8 | 23 | 13% | 17% | 35% | 35% | 70% |
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 | 90 | 16% | 29% | 29% | 27% | 56% |
| Economically Disadvantaged | 83 | 14% | 30% | 31% | 24% | 55% |
| No Special Education Services | 77 | 22% | 22% | 30% | 26% | 56% |
| Hispanic or Latino | 69 | 22% | 33% | 25% | 20% | 45% |
| Primary language: Spanish | 67 | 19% | 34% | 25% | 21% | 46% |
| Male | 66 | 20% | 29% | 35% | 17% | 52% |
| EL - 6+ years in program | 64 | 9% | 33% | 33% | 25% | 58% |
| LTEL | 36 | 14% | 44% | 28% | 14% | 42% |
| Female | 34 | 21% | 24% | 18% | 38% | 56% |
| Special Education Services | 23 | 13% | 43% | 26% | 17% | 43% |
| Primary language: All remaining languages | 20 | 30% | 10% | 40% | 20% | 60% |
| Not Economically Disadvantaged | 17 | 47% | 12% | 18% | 24% | 41% |
| Asian | 15 | 7% | 20% | 40% | 33% | 73% |
| EL - less than 1 year in program | 10 | - | - | - | - | - |
| ELs enrolled fewer than 12 months | 10 | - | - | - | - | - |
| EL - 1 year in program | 9 | - | - | - | - | - |
| EL - 2 years in program | 7 | - | - | - | - | - |
| White | 7 | - | - | - | - | - |
| Homeless | 6 | - | - | - | - | - |
| Two or more races | 6 | - | - | - | - | - |
| EL - 5 years in program | 4 | - | - | - | - | - |
| Primary language: Arabic | 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.