California School for the Deaf-Riverside: The scores are below where anyone wants them. Here's what they don't tell you.
California School for the Deaf-Riverside posts low test scores — and grade 5 tests above grade 3 here this year, by 4.5pp. If this is your zoned school, the numbers below are where to start a conversation, not where to end one.
| Scope | % Exceeded | % Met+ | Growth | Absence | Suspension | |
|---|---|---|---|---|---|---|
| This school | 10 | 0% | 2% | — | 26.9% | 1.0% |
| CA average · Elementary School | 39 | 21% | 43% | — | 17.9% | 1.6% |
California School for the Deaf-Riverside scores 10 of 100 on SchoolScope's Scope Score — the 1st 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 →
🌱 Building Momentum — This label means the data doesn't clearly sort the school one way or the other — ask what the school is proud of, and what it's working on.
Most rating sites would stop at “2% proficient” and call it done. California School for the Deaf-Riverside deserves a closer read. The school sits in Riverside, where two in five students qualify for free or reduced lunch — and reading the numbers without that context misreads the school.
Test scores are one lens, and at this school they're a rough one right now. The sections below show the fuller picture — including the parts that are working.
The seven-year arc
Has stayed near the 1st percentile since 2019.
This school hasn't fully recovered from the pandemic: 2% meet the standard today, versus 7% in 2019 — a gap worth asking about on a visit.
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | — | 0% | — | 0% | 0% |
| Grade 4 | 0% | 11% | 0% | 7% | 0% |
| Grade 5 | 11% | 6% | 5% | 6% | 9% |
| Grade 6 | — | — | 12% | 5% | 0% |
| Grade 7 | — | 9% | — | 5% | 5% |
| Grade 8 | 0% | — | 0% | 8% | 5% |
| Grade 11 | 0% | 5% | — | 27% | 16% |
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | — | 7% | — | 0% | 0% |
| Grade 4 | 6% | 11% | 6% | 7% | 0% |
| Grade 5 | 11% | 0% | 0% | 6% | 0% |
| Grade 6 | — | — | 6% | 5% | 11% |
| Grade 7 | — | 0% | — | 5% | 5% |
| Grade 8 | 0% | — | 8% | 0% | 0% |
| Grade 11 | — | 0% | — | 7% | 5% |
The 5 things our score weighs
California's own answer to the same question
California runs its own growth model — it follows individual children in grades 4 through 8 and compares each one against a prediction from their own prior scores. On that measure this school sits well below the middle of California elementary schools in reading and math together. We show it; we don't score it.
— 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 how the school follows up when a student starts missing days — chronic absence often starts outside the classroom, not inside it.
- 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 California School for the Deaf-Riverside in Riverside, 4.7% of disabilities students met or exceeded the ELA standard in 2025, compared to 4.7% district-wide and 17.0% statewide. California School for the Deaf-Riverside outperforms its district average for disabilities students by 0.0 percentage points in ELA. Other subgroups: Disabilities students (3.1% Math proficient); Hispanic students (5.1% ELA proficient). The largest proficiency gap is 3.1 percentage points for hispanic 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.
— 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
Grades 7–8 students miss school at roughly one and a half times the rate of Grades 4–6 students (34.4% vs 22.7%). Chronic absence here concentrates in the upper grades.
Where the path goes
California School for the Deaf-Riverside serves grades TK-12 — students can complete their entire TK-12 education here, with no school-to-school transitions.
The people teaching here
The neighborhood it serves
Source: U.S. Census Bureau, American Community Survey 5-year estimates (2024) · ZIP-level
Transitional kindergarten is offered here — confirmed by actual Census Day enrollment, not just the listed grade span.
On the state's science test (CAST), 2% 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 California School for the Deaf-Riverside a good elementary school?
What are California School for the Deaf-Riverside's CAASPP test scores?
How does California School for the Deaf-Riverside rank in California?
What is the attendance and school culture like at California School for the Deaf-Riverside?
How does California School for the Deaf-Riverside compare to other schools in Riverside?
How does California School for the Deaf-Riverside serve low-income and underrepresented students?
Your other options
Nearby Elementary Schools
3 within ~3 mi · avg 47
Nearby High Schools
3 within ~3 mi · avg 53
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 | 18 | 0% | 0% | 6% | 94% | 0% | −43 |
| Grade 4 | 22 | 0% | 0% | 5% | 95% | 0% | −45 |
| Grade 5 | 11 | 0% | 9% | 9% | 82% | 9% | −39 |
| Grade 6 | 18 | 0% | 0% | 17% | 83% | 0% | −46 |
| Grade 7 | 21 | 0% | 5% | 10% | 86% | 5% | −43 |
| Grade 8 | 20 | 0% | 5% | 5% | 90% | 5% | −41 |
| Grade 11 | 19 | 5% | 11% | 16% | 68% | 16% | −33 |
| Math | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 18 | 0% | 0% | 6% | 94% | 0% | −45 |
| Grade 4 | 22 | 0% | 0% | 9% | 91% | 0% | −41 |
| Grade 5 | 11 | 0% | 0% | 9% | 91% | 0% | −35 |
| Grade 6 | 18 | 0% | 11% | 22% | 67% | 11% | −23 |
| Grade 7 | 20 | 0% | 5% | 5% | 90% | 5% | −29 |
| Grade 8 | 20 | 0% | 0% | 10% | 90% | 0% | −32 |
| Grade 11 | 19 | 5% | 0% | 11% | 84% | 5% | −18 |
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 | 51 | 0% | 2% | 55% | 43% |
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 |
|---|---|---|---|---|
| Students with Disabilities | 129 | 4.7% | +0 | −12 |
| Hispanic/Latino | 39 | 5.1% | +0 | −34 |
| School | Dist | Scope | EXC | MET+ | Grade gap | Cohort growth | Susp |
|---|---|---|---|---|---|---|---|
| California School for the Deaf-Riverside ← | — | 10 | 0.0% | 1.5% | +4.5pp | — | 1.0% |
| Riverside Virtual | 2.1 mi | 49 | 21.0% | 48.4% | +7.1pp | — | 0.2% |
| Magnolia Elementary | 1.5 mi | 48 | 21.8% | 48.4% | −2.2pp | — | 2.1% |
| Castle View Elementary | 2.1 mi | 43 | 20.0% | 49.0% | +1.4pp | — | 1.3% |
| California average | — | 39 | 21.3% | 42.7% | −2.9pp | — | 1.6% |
| Year | Scope | Pctile | Rank | Exc | Met+ | Absent | Susp | Grade gap |
|---|---|---|---|---|---|---|---|---|
| 2019 | 10 | 1 | #5458 | 2.8% | 7.1% | 21.6% | 5.8% | — |
| 2022 | 11 | 1 | #5658 | 2.7% | 5.6% | 41.5% | 5.2% | -0.4pp |
| 2023 | 13 | 3 | #5528 | 1.3% | 2.7% | 32.4% | 0.9% | — |
| 2024 | 13 | 2 | #5624 | 0.0% | 4.3% | 26.4% | 1.2% | +6.3pp |
| 2025 | 10 | 1 | #5704 | 0.0% | 1.5% | 26.9% | 1.0% | +4.5pp |
- — Scored here as an elementary school — other grade spans appear in the data appendix.
| Group | 2019 | 2025 | Δ |
|---|---|---|---|
| Female | 23.1% | 34.9% | +11.8pp |
| Male | 29.0% | 24.7% | -4.3pp |
| Black/African American | 21.7% | 38.5% | +16.8pp |
| Hispanic/Latino | 30.9% | 32.5% | +1.6pp |
| Two or More Races | 7.1% | — | — |
| Students with Disabilities | 26.3% | 29.5% | +3.2pp |
| English Learners | 25.6% | — | — |
| Socioeconomically Disadvantaged | 29.8% | 39.7% | +9.9pp |
| All Students | 26.3% | 29.5% | +3.2pp |
| Group | Reading | n | CDE band | Math | n | CDE band |
|---|---|---|---|---|---|---|
| All Students | −34 | 84 | Minimal | −15 | 83 | Moderate |
| English Only | −33 | 84 | not categorised | −15 | 83 | not categorised |
| Students with Disabilities | −34 | 84 | Minimal | −15 | 83 | Moderate |
| Hispanic or Latino | −32 | 52 | Minimal | −21 | 51 | Minimal |
| Socioeconomically Disadvantaged | −36 | 32 | Minimal | −30 | 31 | Minimal |
| White | −39 | 29 | Minimal | −3 | 29 | Average |
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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