Chester W. Morrison Elementary: Kids show up — absenteeism runs far below the state. But math slips between grade 3 and grade 5.
Chester W. Morrison has real strengths and one number that complicates them. Most rating sites show you one or the other. Both belong on the same page.
| Scope | % Exceeded | % Met+ | Growth (2023 G3 → 2025 G5) | Absence | Suspension | |
|---|---|---|---|---|---|---|
| This school | 34 | 20% | 48% | Weak · p27 | 6.0% | 1.1% |
| CA average · Elementary School | 39 | 21% | 43% | Average · p50 | 17.9% | 1.6% |
Chester W. Morrison Elementary scores 34 of 100 on SchoolScope's Scope Score — the 46th 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 →
🤝 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 “48% proficient” and call it done. Chester W. Morrison deserves a closer read. The school sits in Menifee, where two-thirds of students qualify for free or reduced lunch — and reading the numbers without that context misreads the school.
Chester W. Morrison's low-income kids hit 52.8% proficiency in ELA — a number the same group reaches at 38.2% statewide. If you're trying to read past zip-code-driven test scores, that's the signal worth weighing.
The seven-year arc
Has stayed near the 46th percentile since 2019.
The pandemic drop is behind this school: 48% of students meet the standard today, above the 44% who did in 2019.
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | 47% | 46% | 54% | 44% | 45% |
| Grade 4 | 56% | 53% | 54% | 58% | 63% |
| Grade 5 | 40% | 51% | 38% | 35% | 53% |
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | 49% | 59% | 54% | 55% | 46% |
| Grade 4 | 44% | 27% | 45% | 42% | 56% |
| Grade 5 | 25% | 25% | 24% | 37% | 26% |
The story this school is actually telling
chronic absenteeism — versus 17.9% statewide. Attendance is the quietest strong signal a school can post.
math proficiency runs 46% in grade 3 against 26% in grade 5, while reading holds (45% to 53%). The state average rises by +4.6pp over the same span.
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 rises 5.2pp across grades; the floor rises 8.7pp. The state average rises 4.6pp over the same span. The ceiling holds — more kids exceed by grade 5 — but the floor slips: fewer clear the bar at all. A school visit and conversation with teachers will tell you more than this number.
Chester W. Morrison's most underrated number
52.8% of low-income students met the ELA standard — versus 38.2% for the same group statewide. That's the strongest kind of signal a school can post: it holds across income lines.
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 its two subjects part company here. It puts this school around the 53rd percentile of California elementary schools in reading and the 10th in math; ours, which blends the subjects, lands around the 27th. A gap that size between reading and math in one building is worth asking about directly — one year of data can't tell you whether it is the teaching, the cohort, or noise.
— 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 the principal what changes between grade 3 and grade 5. Ask who teaches the older grades, and what the school does when a child starts falling behind.
- Ask what changes between grade 3 and grade 5 here, and who teaches the older kids.
- Ask whether extra support — tutoring, counseling, small groups — reaches kids across income lines, not just the students already ahead.
- 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 Chester W. Morrison Elementary in Menifee, 52.8% of low-income students met or exceeded the ELA standard in 2025, compared to 43.3% district-wide and 38.2% statewide. Chester W. Morrison Elementary outperforms its district average for low-income students by 9.5 percentage points in ELA. Other subgroups: Low-Income students (42.1% Math proficient); Hispanic students (47.3% ELA proficient). The largest proficiency gap is 6.0 percentage points for hispanic students. Data source: California Department of Education, CAASPP 2024-25. 197 students tested.
7 of 15 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 3.5pp from grade 3 to grade 5 at this school. District average: +3.9pp.
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.
— 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
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
$111 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
Transitional kindergarten is offered here — confirmed by actual Census Day enrollment, not just the listed grade span.
On the state's science test (CAST), 29% 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 Chester W. Morrison Elementary a good elementary school?
What are Chester W. Morrison Elementary's CAASPP test scores?
How does Chester W. Morrison Elementary rank in California?
Is Chester W. Morrison Elementary getting better or worse?
What is the attendance and school culture like at Chester W. Morrison Elementary?
How does Chester W. Morrison Elementary compare to other schools in Menifee?
How does Chester W. Morrison Elementary serve low-income and underrepresented students?
What middle school does Chester W. Morrison Elementary feed into?
Your other options
Nearby Elementary Schools
3 within ~3 mi · avg 50
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 | 83 | 13% | 31% | 30% | 25% | 45% | +1 |
| Grade 4 | 88 | 35% | 27% | 23% | 15% | 63% | +18 |
| Grade 5 | 92 | 18% | 35% | 25% | 22% | 53% | +6 |
| Math | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 83 | 20% | 25% | 35% | 19% | 46% | +0 |
| Grade 4 | 88 | 22% | 34% | 25% | 19% | 56% | +14 |
| Grade 5 | 92 | 11% | 15% | 30% | 43% | 26% | −9 |
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 | 92 | 9% | 21% | 63% | 8% |
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 | 197 | 52.8% | +10 | +15 |
| Hispanic/Latino | 148 | 47.3% | +4 | +8 |
| White | 64 | 59.4% | +7 | −2 |
| School | Dist | Scope | EXC | MET+ | Grade gap | Cohort growth | Susp |
|---|---|---|---|---|---|---|---|
| Chester W. Morrison Elementary ← | — | 34 | 20.0% | 48.0% | −5.5pp | +61 pts | 1.1% |
| Taawila Elementary | 1.5 mi | 54 | 28.5% | 56.7% | +1.7pp | — | 1.3% |
| Santa Rosa Academy | 0.8 mi | 52 | 29.7% | 57.7% | −9.9pp | — | 1.7% |
| Ridgemoor Elementary | 2 mi | 45 | 19.4% | 42.8% | −5.2pp | — | 1.3% |
| California average | — | 39 | 21.4% | 42.7% | −2.9pp | — | 1.6% |
| Year | Scope | Pctile | Rank | Exc | Met+ | Absent | Susp | Grade gap |
|---|---|---|---|---|---|---|---|---|
| 2019 | 35 | 47 | #2897 | 15.7% | 43.5% | 9.0% | 1.3% | -15.4pp |
| 2022 | 37 | 60 | #2320 | 17.7% | 43.4% | 36.0% | 0.8% | -14.2pp |
| 2023 | 38 | 60 | #2267 | 18.0% | 44.7% | 27.5% | 0.4% | -23.4pp |
| 2024 | 31 | 35 | #3704 | 19.5% | 45.3% | 12.0% | 1.1% | -13.2pp |
| 2025 | 34 | 46 | #3078 | 20.0% | 48.0% | 6.0% | 1.1% | -5.5pp |
| Group | 2019 | 2025 | Δ |
|---|---|---|---|
| Female | 8.7% | 5.2% | -3.5pp |
| Male | 9.1% | 5.5% | -3.6pp |
| Asian | 0.0% | — | — |
| Filipino | 18.2% | — | — |
| White | 7.7% | 8.3% | +0.6pp |
| Hispanic/Latino | 8.5% | 4.9% | -3.6pp |
| Two or More Races | 0.0% | 0.0% | +0.0pp |
| Students with Disabilities | 15.1% | 10.3% | -4.8pp |
| English Learners | 0.0% | 0.0% | +0.0pp |
| Socioeconomically Disadvantaged | 11.3% | 5.4% | -5.9pp |
| All Students | 8.9% | 5.3% | -3.6pp |
| Black/African American | — | 9.1% | — |
| Homeless | — | 0.0% | — |
| Group | Reading | n | CDE band | Math | n | CDE band |
|---|---|---|---|---|---|---|
| All Students | +2 | 169 | Average | −16 | 169 | Moderate |
| English Only | +4 | 144 | not categorised | −16 | 144 | not categorised |
| Socioeconomically Disadvantaged | +1 | 132 | Average | −13 | 132 | Moderate |
| Hispanic or Latino | 0 | 96 | Average | −20 | 96 | Moderate |
| White | +7 | 46 | Accelerated | −11 | 46 | Moderate |
| Students with Disabilities | −13 | 22 | Moderate | −14 | 22 | Moderate |
| English Learner | −10 | 21 | Moderate | −13 | 21 | Moderate |
| Recently Reclassified Fluent-English Proficient Only | −14 | 14 | not categorised | −20 | 14 | not categorised |
| Two or More Races | −7 | 12 | Moderate | −7 | 12 | Moderate |
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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