Corral Hollow Elementary: High scores, real growth, strong attendance. We looked for a catch — we didn't find one.
Corral Hollow posts 47.8% 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.
Corral Hollow Elementary scores 71 of 100 on SchoolScope's Scope Score — the 95th 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 →
Strong All-Around — Ask about what we don't score — class size, electives, the feel of a classroom — strong numbers everywhere on paper don't mean every classroom feels the same.
Most rating sites would stop at “75% proficient” and call it done. Corral Hollow deserves a closer read. It sits at the 95th percentile of 5,721 California elementary schools — but the ranking is the least interesting thing on this page.
Corral Hollow's low-income kids hit 62.1% 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.
| Scope | % Exceeded | % Met+ | Growth | Absence | Suspension | |
|---|---|---|---|---|---|---|
| This school | 71 | 48% | 75% | — | 7.3% | 1.0% |
| CA average · Elementary School | 39 | 21% | 43% | — | 17.9% | 1.6% |
Where its students land
The school, grade by grade
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 16.1pp across grades; the floor rises 18.3pp. The state average rises 4.6pp over the same span. Kids here gain ground the longer they stay — the pattern you want to see. A school visit and conversation with teachers will tell you more than this number.
Corral Hollow's most underrated number
62.1% 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 — 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 above 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. 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 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 Corral Hollow Elementary in Tracy, 62.1% of low-income students met or exceeded the ELA standard in 2025, compared to 43.3% district-wide and 38.2% statewide. Corral Hollow Elementary outperforms its district average for low-income students by 18.8 percentage points in ELA. Other subgroups: Low-Income students (51.5% Math proficient); Asian students (83.6% ELA proficient). The largest proficiency gap is 39.1 percentage points for english learner students. Data source: California Department of Education, CAASPP 2024-25. 66 students tested.
9 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 13.5pp from grade 3 to grade 5 at this school. District average: +8.2pp.
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.
— 6 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
TK/K students miss school at roughly three times the rate of Grades 7–8 students (10.2% vs 2.7%). Chronic absence here concentrates in the earliest grades — worth asking how the school works with new families on attendance.
Where the path goes
Corral Hollow Elementary serves grades TK-8. 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
$97 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
At 806 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), 74% 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 Corral Hollow Elementary a good elementary school?
What are Corral Hollow Elementary's CAASPP test scores?
How does Corral Hollow Elementary rank in California?
What is the attendance and school culture like at Corral Hollow Elementary?
How does Corral Hollow Elementary compare to other schools in Tracy?
How does Corral Hollow 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.
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 | 103 | 42% | 25% | 19% | 14% | 67% | +24 |
| Grade 4 | 94 | 43% | 31% | 11% | 16% | 73% | +29 |
| Grade 5 | 95 | 58% | 27% | 7% | 7% | 85% | +38 |
| Grade 6 | 87 | 59% | 29% | 9% | 3% | 87% | +41 |
| Grade 7 | 71 | 59% | 24% | 11% | 6% | 83% | +35 |
| Math | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 103 | 49% | 26% | 16% | 10% | 75% | +29 |
| Grade 4 | 94 | 47% | 36% | 12% | 5% | 83% | +42 |
| Grade 5 | 95 | 49% | 20% | 19% | 12% | 69% | +35 |
| Grade 6 | 87 | 67% | 18% | 9% | 6% | 85% | +51 |
| Grade 7 | 71 | 63% | 21% | 7% | 8% | 85% | +51 |
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 | 95 | 47% | 26% | 23% | 3% |
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 | 66 | 62.1% | +19 | +24 |
| Asian | 341 | 83.6% | +7 | +9 |
| English Learners | 26 | 34.6% | +18 | +24 |
| School | Dist | Scope | EXC | MET+ | Grade gap | Cohort growth | Susp |
|---|---|---|---|---|---|---|---|
| Corral Hollow Elementary ← | — | 71 | 47.8% | 75.5% | +6.5pp | — | 1.0% |
| Gladys Poet-Christian Elementary | 3.1 mi | 39 | 20.7% | 44.5% | −5.8pp | — | 5.0% |
| Tom Hawkins Elementary | 2.6 mi | 38 | 22.1% | 43.6% | −11.2pp | — | 3.2% |
| Anthony C. Traina Elementary | 1.6 mi | 31 | 17.6% | 43.0% | −2.5pp | — | 4.4% |
| California average | — | 39 | 21.4% | 42.7% | −2.9pp | — | 1.6% |
- — Scored here as an elementary school — other grade spans appear in the data appendix.
| Group | 2019 | 2025 | Δ |
|---|---|---|---|
| Female | — | 5.7% | — |
| Male | — | 7.6% | — |
| Asian | — | 4.5% | — |
| Black/African American | — | 28.6% | — |
| Filipino | — | 10.0% | — |
| Hispanic/Latino | — | 17.5% | — |
| American Indian/Alaska Native | — | 9.1% | — |
| Two or More Races | — | 10.0% | — |
| White | — | 11.1% | — |
| Students with Disabilities | — | 13.3% | — |
| English Learners | — | 8.0% | — |
| Socioeconomically Disadvantaged | — | 11.6% | — |
| All Students | — | 6.7% | — |
| Group | Reading | n | CDE band | Math | n | CDE band |
|---|---|---|---|---|---|---|
| All Students | +16 | 318 | Accelerated | +20 | 318 | Exceptional |
| Asian | +17 | 249 | Accelerated | +26 | 249 | Exceptional |
| English Only | +13 | 131 | not categorised | +11 | 131 | not categorised |
| English Learner | +25 | 82 | Exceptional | +20 | 82 | Exceptional |
| Recently Reclassified Fluent-English Proficient Only | +35 | 62 | not categorised | +19 | 62 | not categorised |
| Socioeconomically Disadvantaged | +11 | 49 | Accelerated | +4 | 49 | Average |
| English Learners Only | −5 | 20 | not categorised | +23 | 20 | not categorised |
| Students with Disabilities | −10 | 17 | Moderate | +23 | 17 | Exceptional |
| Hispanic or Latino | +13 | 16 | Accelerated | −13 | 16 | Moderate |
| White | +22 | 16 | Exceptional | +5 | 16 | Accelerated |
| Filipino | −5 | 13 | Average | −14 | 13 | Moderate |
| Two or More Races | −9 | 11 | Moderate | −10 | 11 | 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. 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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SchoolScope scores and verdicts are our interpretation of public California Department of Education data — independent analysis, not an official rating. How we analyze · Request a correction