Hazelton Elementary, Stockton CA

Original Research by School Decision on Hazelton Elementary

Hazelton Elementary in Stockton serves students from kindergarten through eighth grade, covering the elementary and early middle-school years. The school sits in a community where nearly all students come from economically low-income families, with a substantial majority qualifying for free or reduced-price meals. The student body is predominantly Hispanic, with smaller shares of Asian and Black students; the overall enrollment is moderate in size for its grade span.

The school's academic performance reflects significant challenges across both English language arts and mathematics. On the most recent state assessments, proficiency rates in math range from very low at the elementary grades and rise modestly through the middle grades; the school-wide average proficiency in math is below single digits. English language arts shows somewhat more variation by grade, with younger elementary grades at very low proficiency, some improvement in the middle elementary years, and notably stronger results in grades seven and eight, where roughly one-third of students meet proficiency standards. Science proficiency, measured in grades five and eight, is also quite low. The proficiency index across tested subjects and grades places Hazelton in the bottom quartile compared to other schools with available data in San Joaquin County. No trend data spanning multiple years is available, so it is not possible to see whether results are improving or stable. A parent may want to look into this further with the school to understand what instructional changes are underway and what family support looks like.

Stockton Unified, the district that oversees Hazelton, has adopted structured-literacy reading instruction called SIPPS as its foundational reading approach districtwide and has publicly reported gains in early-grade reading from that shift. The district has also adopted a multiyear equity-focused plan with goals around academic achievement and creating positive learning conditions for all students. These signals suggest intentional effort on literacy and equity at the district level, though results at individual schools vary. Beginning in the 2025-26 school year, the district implemented a new cell phone policy limiting student use during the school day.

Stockton itself is a large inland city in California's San Joaquin Valley. The city spans residential neighborhoods, commercial districts, and industrial areas tied to agriculture and logistics. Walkability is mixed; central neighborhoods have pedestrian-friendly streets, while outlying areas are more car-dependent. The city has invested in downtown revitalization, including recent affordable housing projects and public library improvements. Housing values in the school's zip code are modest compared to much of California, and affordability remains a draw for families and workers commuting to the Bay Area.

Hazelton's location on West Jefferson places it in a working-class residential neighborhood serving families with high economic need. The school is not a charter, magnet, or alternative program; it is a traditional regular public school. The grade configuration spanning K through 8 means students can remain at one school through early adolescence. For families choosing Hazelton, the core questions are what instructional supports are in place to address the low proficiency trends and what partnership the school offers to families navigating economic constraint.

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Academic performance

How students perform on state tests, by grade, set against the district.

Math

Grade 315%

School 15% · District 27% · ▼ 12 pts below district

▼ 28 pts below state median · ▼ 16 pts below county median

Grade 48%

School 8% · District 21% · ▼ 12 pts below district

▼ 29 pts below state median · ▼ 18 pts below county median

Grade 55%

School 5% · District 14% · ▼ 8 pts below district

▼ 25 pts below state median · ▼ 15 pts below county median

Grade 67%

School 7% · District 17% · ▼ 10 pts below district

▼ 23 pts below state median · ▼ 15 pts below county median

Grade 79%

School 9% · District 19% · ▼ 10 pts below district

▼ 21 pts below state median · ▼ 13 pts below county median

Grade 810%

School 10% · District 19% · ▼ 9 pts below district

▼ 18 pts below state median · ▼ 13 pts below county median

English language arts

Grade 38%

School 8% · District 24% · ▼ 16 pts below district

▼ 33 pts below state median · ▼ 22 pts below county median

Grade 422%

School 22% · District 24% · ▼ 2 pts below district

▼ 20 pts below state median · ▼ 8 pts below county median

Grade 514%

School 14% · District 25% · ▼ 11 pts below district

▼ 32 pts below state median · ▼ 20 pts below county median

Grade 69%

School 9% · District 28% · ▼ 19 pts below district

▼ 35 pts below state median · ▼ 24 pts below county median

Grade 732%

School 32% · District 31% · ▲ 1 pts above district

▼ 13 pts below state median · ▼ 5 pts below county median

Grade 832%

School 32% · District 34% · ▼ 2 pts below district

▼ 12 pts below state median · ▼ 7 pts below county median

Science

Grade 511%

School 11% · District 15% · ▼ 5 pts below district

▼ 17 pts below state median · ▼ 7 pts below county median

Grade 87%

School 7% · District 15% · ▼ 8 pts below district

▼ 18 pts below state median · ▼ 12 pts below county median

Social studies

Grade 834%

School 34% · District 23% · ▲ 11 pts above district

▼ 15 pts below state median · ▼ 4 pts below county median

This schoolStockton Unified, same grade

Graduation rate (ACGR) reflects the federally published Adjusted Cohort Graduation Rate for the most recent year available. We refresh this data annually at the close of each academic year in June. The federal source publishes a banded rate (for example, "90-94%") instead of an exact number for cohorts small enough to risk identifying individual students. The state distribution chart, where shown, plots every school in the state with a published rate or band; schools whose rate is federally suppressed are excluded. Where the federal source publishes a band rather than an exact rate, the school is placed within its band using a stable, ID-derived offset, so its position is consistent across visits.

Proficiency by household income

English language arts

Grade 7Lower-income27%Higher-income55%28 pp gap

Mathematics

Grade 7Lower-income7%Higher-income18%12 pp gap