Ashley Falls Elementary: High scores, healthy climate, strong attendance. We looked for a catch — we didn't find one.
Ashley Falls posts 55.3% exceeding the standard — versus 21.4% statewide — with climate numbers better than most. That doesn't make it perfect. It makes it worth a visit to find what numbers can't measure.
| Scope | % Exceeded | % Met+ | Growth (2023 G3 → 2025 G5) | Absence | Suspension | |
|---|---|---|---|---|---|---|
| This school | 70 | 55% | 78% | Above avg · p59 | 6.2% | 0.6% |
| CA average · Elementary School | 39 | 21% | 43% | Average · p50 | 17.9% | 1.6% |
Ashley Falls Elementary scores 70 of 100 on SchoolScope's Scope Score — the 94th percentile of 5,721 California elementary schools (CDE CAASPP 2025).
Measures test performance, attendance, and climate — not arts, community, or your kid. How we score →
⭐ High Ceiling — Ask what happens for a kid who shows up behind — a high ceiling for the top can sit right next to thin support at the bottom, and the score alone won't show you which.
Most rating sites would stop at “78% proficient” and call it done. Ashley Falls deserves a closer read. It sits at the 94th percentile of 5,721 California elementary schools — but the ranking is the least interesting thing on this page.
The headline number: 55.3% of students scored in the top band on the state test. The California average is 21.4%.
The seven-year arc
Has held the 94th-percentile line every tested year since 2019.
Proficiency here is back to its pre-pandemic level — 78% meet the standard, about where the school stood in 2019.
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | 80% | 84% | 80% | 67% | 78% |
| Grade 4 | 78% | 87% | 78% | 81% | 76% |
| Grade 5 | 82% | 88% | 83% | 77% | 74% |
| Grade 6 | 84% | 70% | 73% | 86% | 73% |
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | 88% | 84% | 88% | 76% | 81% |
| Grade 4 | 81% | 85% | 81% | 82% | 74% |
| Grade 5 | 71% | 79% | 81% | 65% | 83% |
| Grade 6 | 86% | 74% | 71% | 80% | 69% |
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 honest read: the share exceeding holds steady across grades; the floor slips 3.1pp. The state average rises 4.6pp over the same span. A school visit and conversation with teachers will tell you more than this number.
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 59th percentile of California elementary schools; the state's puts it around the 84th in reading and math together — a better 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 the school is working on next. Strong numbers tell you where a school is, not where it's going.
- 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 Ashley Falls Elementary in San Diego, 71.3% of white students met or exceeded the ELA standard in 2025, compared to 79.9% district-wide and 61.8% statewide. Ashley Falls Elementary trails its district average for white students by 8.6 percentage points in ELA. Other subgroups: White students (73.6% Math proficient); Asian students (81.6% ELA proficient). The largest proficiency gap is 4.1 percentage points for white students. Data source: California Department of Education, CAASPP 2024-25. 129 students tested.
6 of 12 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.
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.
— 4 more groups are 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
Where the path goes
Ashley Falls Elementary serves grades K-6. We don’t have attendance-boundary data showing which high school students here continue to, and we’d rather leave this blank than guess from whichever school happens to be nearest. The district office can tell you which high school your address is zoned for.
The people teaching here
Pay is set by the district, not the school.
What gets spent here
$95 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.
Source: NCES F-33 · Full district breakdown →
The neighborhood it serves
Source: U.S. Census Bureau, American Community Survey 5-year estimates (2024) · ZIP-level
On the state's science test (CAST), 64% 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 Ashley Falls Elementary a good elementary school?
What are Ashley Falls Elementary's CAASPP test scores?
How does Ashley Falls Elementary rank in California?
Is Ashley Falls Elementary getting better or worse?
What is the attendance and school culture like at Ashley Falls Elementary?
How does Ashley Falls Elementary compare to other schools in San Diego?
How does Ashley Falls Elementary serve low-income and underrepresented students?
Your other options
Nearby Elementary Schools
3 within ~3 mi · avg 88
Nearby High Schools
2 within ~3 mi · avg 86
Private alternatives nearby
Private schools within ~10 miles. These schools do not participate in state testing and cannot be scored or ranked.
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 | 67 | 60% | 18% | 12% | 10% | 78% | +34 |
| Grade 4 | 76 | 47% | 29% | 11% | 13% | 76% | +32 |
| Grade 5 | 47 | 60% | 15% | 13% | 13% | 74% | +27 |
| Grade 6 | 52 | 40% | 33% | 13% | 13% | 73% | +27 |
| Math | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 67 | 54% | 27% | 12% | 7% | 81% | +35 |
| Grade 4 | 78 | 54% | 21% | 22% | 4% | 74% | +33 |
| Grade 5 | 47 | 57% | 26% | 13% | 4% | 83% | +48 |
| Grade 6 | 52 | 44% | 25% | 19% | 12% | 69% | +35 |
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 | 47 | 26% | 38% | 32% | 4% |
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 |
|---|---|---|---|---|
| White | 129 | 71.3% | −9 | +10 |
| Asian | 76 | 81.6% | −6 | +7 |
| School | Dist | Scope | EXC | MET+ | Grade gap | Cohort growth | Susp |
|---|---|---|---|---|---|---|---|
| Ashley Falls Elementary ← | — | 70 | 55.3% | 77.7% | −0.4pp | +77 pts | 0.6% |
| Sage Canyon | 2.2 mi | 90 | 66.0% | 85.3% | +11.3pp | — | 0.7% |
| Carmel Del Mar Elementary | 1.7 mi | 89 | 66.8% | 87.5% | +1.6pp | — | 0.4% |
| Solana Ranch Elementary | 1 mi | 85 | 65.8% | 82.2% | −6.1pp | — | 0.3% |
| California average | — | 39 | 21.4% | 42.7% | −2.9pp | — | 1.6% |
| Year | Scope | Pctile | Rank | Exc | Met+ | Absent | Susp | Grade gap |
|---|---|---|---|---|---|---|---|---|
| 2019 | 76 | 95 | #296 | 53.7% | 79.7% | 4.4% | 0.3% | -7.3pp |
| 2022 | 83 | 98 | #135 | 58.8% | 84.5% | 8.7% | 0.6% | +0.3pp |
| 2023 | 79 | 96 | #218 | 55.8% | 81.7% | 10.6% | 0.2% | -2.3pp |
| 2024 | 60 | 86 | #805 | 45.2% | 74.8% | 5.5% | 1.1% | -0.5pp |
| 2025 | 70 | 94 | #339 | 55.3% | 77.7% | 6.2% | 0.6% | -0.4pp |
| Group | 2019 | 2025 | Δ |
|---|---|---|---|
| Female | 5.2% | 5.2% | +0.0pp |
| Male | 3.0% | 5.4% | +2.4pp |
| Asian | 1.1% | 4.2% | +3.1pp |
| Black/African American | 8.3% | — | — |
| White | 0.0% | — | — |
| Hispanic/Latino | 6.1% | 4.5% | -1.6pp |
| Two or More Races | 0.0% | 3.7% | +3.7pp |
| Students with Disabilities | 5.1% | 5.5% | +0.4pp |
| English Learners | 3.0% | 12.5% | +9.5pp |
| Socioeconomically Disadvantaged | 10.5% | 20.0% | +9.5pp |
| All Students | 4.0% | 5.3% | +1.3pp |
| Group | Reading | n | CDE band | Math | n | CDE band |
|---|---|---|---|---|---|---|
| All Students | +9 | 156 | Accelerated | +20 | 156 | Exceptional |
| English Only | +8 | 117 | not categorised | +15 | 117 | not categorised |
| White | +3 | 87 | Average | +13 | 87 | Accelerated |
| Asian | +12 | 48 | Accelerated | +24 | 48 | Exceptional |
| Students with Disabilities | −11 | 26 | Moderate | +3 | 26 | Average |
| English Learner | −7 | 17 | Moderate | +28 | 17 | Exceptional |
| Socioeconomically Disadvantaged | +17 | 15 | Accelerated | +14 | 15 | Accelerated |
| Hispanic or Latino | +16 | 13 | Accelerated | +29 | 13 | Exceptional |
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. 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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