Alicante Avenue Elementary: The scores are below where anyone wants them. Here's what they don't tell you.
Alicante Avenue posts low test scores — and suspensions run below the state rate (0.5% vs 1.6%). If this is your zoned school, the numbers below are where to start a conversation, not where to end one.
| Scope | % Exceeded | % Met+ | Growth (2023 G3 → 2025 G5) | Absence | Suspension | |
|---|---|---|---|---|---|---|
| This school | 19 | 7% | 19% | Weak · p28 | 9.7% | 0.5% |
| CA average · Elementary School | 39 | 21% | 43% | Average · p50 | 17.9% | 1.6% |
Alicante Avenue Elementary scores 19 of 100 on SchoolScope's Scope Score — the 9th percentile of 5,744 California elementary schools (CDE CAASPP 2025).
Measures test performance, attendance, and climate — not arts, community, or your kid. How we score →
🤝 Culture First — Ask whether the low absenteeism and suspension numbers come from what the school does or from the community it serves — both can produce the same numbers, and only a visit tells you which.
Most rating sites would stop at “19% proficient” and call it done. Alicante Avenue deserves a closer read. The school sits in Lamont, where four in five students qualify for free or reduced lunch — and reading the numbers without that context misreads the school.
The headline number: 9.7% chronic absenteeism — versus 17.9% statewide. Attendance is the quietest strong signal a school can post.
The seven-year arc
Slipped from the 20th to the 9th percentile since 2019.
This school hasn't fully recovered from the pandemic: 19% meet the standard today, versus 24% in 2019 — a gap worth asking about on a visit.
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | 30% | 23% | 22% | 28% | 20% |
| Grade 4 | 20% | 20% | 18% | 20% | 21% |
| Grade 5 | 25% | 20% | 25% | 21% | 26% |
| Grade 6 | 28% | 24% | 19% | 28% | 28% |
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | 40% | 18% | 24% | 28% | 21% |
| Grade 4 | 21% | 17% | 10% | 23% | 16% |
| Grade 5 | 10% | 7% | 7% | 12% | 10% |
| Grade 6 | 19% | 7% | 8% | 15% | 16% |
The story this school is actually telling
The school, grade by grade
ELA · CAASPP 2024–25Different students, same year — each bar is one grade's proficiency mix.
The 6 things our score weighs
California's own answer to the same question
California runs its own growth model, following individual children in grades 4 through 8 rather than comparing school-wide averages the way we do — and here the two measures disagree. Ours puts this school around the 28th percentile of California elementary schools; the state's puts it around the 10th in reading and math together — a harder read than ours. We are not going to pretend one of those is the answer. Neither measure sees an individual child's classroom, and a disagreement this size is worth asking the principal about directly.
— pts vs expected is scale-score points above or below what California's model predicted for these same children from their own prior-year scores. It is not a percentage and not a percent of anything. A typical California elementary school lands at +2 in reading, and the middle half of them fall between −5 and +9 — the spread is wide, so read the rank, not the sign. CDE blends two consecutive years into each published figure, so adjacent years share input data and no year-over-year trend can honestly be drawn from them. It covers grades 4-8 only, and it is not part of the Scope Score — we assessed it and left it out: it tracks school demographics roughly three times as strongly as our own growth measure does, and one published year is not enough to test how stable it is.
Ask what changed in the last two years, and what the school is asking families for. Growth shows up in these numbers a year or two after it shows up in classrooms.
- Ask what changes between grade 3 and grade 5 here, and who teaches the older kids.
- Ask whether the tour can step into a working classroom — watch how the teacher handles a student who's stuck.
- Ask to tour while school's in session, and notice how hallways and transitions feel — culture shows up between classes, not just in them.
- Ask how the school communicates with families when a child starts to struggle.
- Ask what a typical day looks like for a new student in the first few weeks.
How every group of students does here
At Alicante Avenue Elementary in Lamont, 22.0% of low-income students met or exceeded the ELA standard in 2025, compared to 25.0% district-wide and 38.2% statewide. Alicante Avenue Elementary trails its district average for low-income students by 3.1 percentage points in ELA. Other subgroups: Low-Income students (15.6% Math proficient); Hispanic students (22.8% ELA proficient). The largest proficiency gap is 20.0 percentage points for english learner students. Data source: California Department of Education, CAASPP 2024-25. 455 students tested.
6 of 13 student groups here are too small to report — a privacy protection, not a gap.
Change in proficiency from the lowest tested grade — which groups gain ground the longer they stay. Groups with fewer than 10 tested students per grade are not shown.
Low-income student ELA proficiency rises by 4.4pp from grade 3 to grade 5 at this school. District average: +5.9pp.
California follows these children individually and predicts each one's score from their own prior year. Each row is read against the same group at a typical California elementary school — not against zero, and not against this school's all-students figure, because the state's expectation already differs by group.
— 1 more group is reported here with between 11 and 29 students. We hold those back on purpose: at that size the figure swings about 17 points on its own, and a quarter of such groups land past the state's top or bottom cut point by chance alone. They are listed with their student counts in the data appendix. — A group not listed at all had fewer than 11 students with a growth score, so California published nothing for it here. That is a privacy protection, not a judgment about those students. — Context only. None of this enters the Scope Score.
Showing up, and staying in class
TK/K students miss school at roughly twice the rate of Grades 4–6 students (14.5% vs 6.3%). Chronic absence here concentrates in the earliest grades — worth asking how the school works with new families on attendance.
Where the path goes
The path below follows attendance boundaries — scores shown for each next step.
Feeder patterns derived from NCES attendance boundary data. Boundaries are approximate and may have changed — verify with your school district for current assignments.
The people teaching here
Pay is set by the district, not the school.
What gets spent here
$778 per student arrives as federal Title funding — a measure of concentrated need, not school quality.
The district's current expense of education per student, from CDE's annual SACS filing — the freshest district spending figure the state publishes.
District-level, from the district's own SACS general-ledger filing — school-by-school breakdowns aren't published by the state.
The neighborhood it serves
Source: U.S. Census Bureau, American Community Survey 5-year estimates (2024) · ZIP-level
At 959 students, this school is well above the typical California elementary school (≈480).
Transitional kindergarten is offered here — confirmed by actual Census Day enrollment, not just the listed grade span.
On the state's science test (CAST), 12% met or exceeded the standard — science is tested in grades 5 and 8 and once in high school, and it never enters the Scope Score.
Frequently asked questions
Is Alicante Avenue Elementary a good elementary school?
What are Alicante Avenue Elementary's CAASPP test scores?
How does Alicante Avenue Elementary rank in California?
Is Alicante Avenue Elementary getting better or worse?
What is the attendance and school culture like at Alicante Avenue Elementary?
How does Alicante Avenue Elementary compare to other schools in Lamont?
How does Alicante Avenue Elementary serve low-income and underrepresented students?
Your other options
Private alternatives nearby
Private schools within ~10 miles. These schools do not participate in state testing and cannot be scored or ranked.
A low score doesn't tell the whole story. Read: Your School Scored Low — Here's What That Actually Means
Every number on this page
Score factors, grade-level breakdowns, subgroup proficiency, and nearest schools.
| ELA | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 138 | 9% | 11% | 25% | 54% | 20% | −23 |
| Grade 4 | 137 | 12% | 9% | 20% | 58% | 21% | −23 |
| Grade 5 | 132 | 7% | 19% | 20% | 55% | 26% | −22 |
| Grade 6 | 121 | 6% | 22% | 29% | 43% | 28% | −18 |
| Math | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 139 | 6% | 15% | 30% | 49% | 21% | −25 |
| Grade 4 | 141 | 6% | 10% | 35% | 49% | 16% | −25 |
| Grade 5 | 134 | 2% | 7% | 20% | 70% | 10% | −25 |
| Grade 6 | 126 | 2% | 14% | 28% | 56% | 16% | −19 |
We show the grade rows CDE publishes for this school. A missing grade or dash can mean the school does not serve that grade, no valid result was published, or the tested group was too small to report. It does not mean zero.
| Science (CAST) | Tested | EXC | MET | NEAR | NOT |
|---|---|---|---|---|---|
| Schoolwide | 138 | 2% | 9% | 51% | 37% |
CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate. Not part of the Scope Score.
| Subgroup · ELA | Tested | MET+ | vs district | vs CA |
|---|---|---|---|---|
| Socioeconomically Disadvantaged | 455 | 22.0% | −3 | −16 |
| Hispanic/Latino | 521 | 22.8% | −3 | −16 |
| English Learners | 259 | 3.9% | −1 | −7 |
| School | Dist | Scope | EXC | MET+ | Grade gap | Cohort growth | Susp |
|---|---|---|---|---|---|---|---|
| Alicante Avenue Elementary ← | — | 19 | 7.0% | 19.0% | −2.8pp | +62 pts | 0.5% |
| California average | — | 39 | 21.3% | 42.7% | −2.9pp | — | 1.6% |
| Year | Scope | Pctile | Rank | Exc | Met+ | Absent | Susp | Grade gap |
|---|---|---|---|---|---|---|---|---|
| 2019 | 24 | 20 | #4389 | 8.4% | 24.2% | 6.0% | 0.7% | -17.3pp |
| 2022 | 20 | 17 | #4733 | 5.9% | 17.4% | 36.0% | 1.0% | -7.3pp |
| 2023 | 21 | 18 | #4672 | 5.9% | 17.8% | 19.3% | 1.4% | -6.8pp |
| 2024 | 27 | 24 | #4342 | 8.7% | 21.9% | 10.6% | 0.3% | -11.2pp |
| 2025 | 19 | 9 | #5253 | 7.0% | 19.0% | 9.7% | 0.5% | -2.8pp |
- — Low-income students here trail the state average for their group by 16 points in ELA — worth asking how the school is closing that gap.
| Group | 2019 | 2025 | Δ |
|---|---|---|---|
| Female | 5.9% | 6.6% | +0.7pp |
| Male | 5.7% | 12.3% | +6.6pp |
| Hispanic/Latino | 5.6% | 9.2% | +3.6pp |
| Students with Disabilities | 8.0% | 15.0% | +7.0pp |
| English Learners | 4.4% | 7.5% | +3.1pp |
| Homeless | 12.5% | 6.7% | -5.8pp |
| Military-Connected | 6.0% | 4.1% | -1.9pp |
| Socioeconomically Disadvantaged | 5.8% | 9.8% | +4.0pp |
| All Students | 5.8% | 9.4% | +3.6pp |
| Group | Reading | n | CDE band | Math | n | CDE band |
|---|---|---|---|---|---|---|
| All Students | −13 | 364 | Moderate | −17 | 363 | Moderate |
| Hispanic or Latino | −13 | 361 | Moderate | −16 | 360 | Moderate |
| Socioeconomically Disadvantaged | −13 | 327 | Moderate | −19 | 326 | Moderate |
| English Learner | −12 | 244 | Moderate | −16 | 244 | Moderate |
| English Learners Only | −19 | 164 | not categorised | −14 | 164 | not categorised |
| English Only | −16 | 97 | not categorised | −18 | 96 | not categorised |
| Recently Reclassified Fluent-English Proficient Only | +5 | 80 | not categorised | −15 | 80 | not categorised |
| Students with Disabilities | −6 | 34 | Moderate | −10 | 34 | Moderate |
| Long-Term English Learner (grades 6-8 only) | +12 | 11 | Accelerated | +11 | 11 | Accelerated |
Whole scale-score points above or below what CDE's model predicted for these same children from their own prior-year scores — not a percentage, not a percentile. Statewide a typical school lands near +1 with a spread of about 13 points either side, so read a figure against its group's own typical value, not against zero. Muted rows have fewer than 30 students with a growth score — published by CDE, held back from the narrative sections above because at that size the figure swings about 17 points on its own. “Not categorised” is CDE assigning no band — English Only, Recently Reclassified, and English Learners Only receive a value and no band, for every school in the state. It is not a missing number. Long-Term English Learner counts cover grades 6-8 only (CDE), so that row is not comparable to the All Students row. Most figures blend two consecutive years, so adjacent published years share input data and no trend line can honestly be drawn across them. A group absent from this table had fewer than 11 students with a growth score and was never published. Grades 4-8 only. None of this enters the Scope Score — it is more strongly correlated with school demographics than our own growth measure, and one published year is not enough to test its reliability.
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