Roosevelt Elementary, Stockton CA

Original Research by School Decision on Roosevelt Elementary

Roosevelt Elementary serves kindergarten through eighth grade in central Stockton, at a location on South Broadway Avenue in a predominantly Hispanic and economically under-resourced neighborhood. The school enrolls a small student population with a composition heavily shaped by the demographics and economic conditions of its immediate area.

Nearly all students at Roosevelt qualify for free or reduced-price lunch, reflecting the economic circumstances of families in the school's catchment. The student body is predominantly Hispanic, with smaller populations of Black, Asian, and multiracial students and very few white students. The school's location in Stockton, a large inland city in the San Joaquin Valley serving as a transportation and logistics hub with agriculture and healthcare as other major sectors, sits within a district and county context of significant academic challenge.

State testing data from 2024-25 shows proficiency rates in mathematics and English language arts that are substantially below state norms across all tested grades. In math, proficiency across the school ranges from single digits to the low teens across grades three through eight. English language arts proficiency is similarly low, with most grades also in single digits to low teens; fourth grade shows the highest rate at around one-quarter of students, while fifth grade dips below one-tenth. Science proficiency, measured in grades five and eight, is also in single digits to low teens. These results indicate that the vast majority of students at Roosevelt are not demonstrating grade-level proficiency on California's standardized assessments.

When positioned against other districts in San Joaquin County, Roosevelt's overall proficiency index places it in the bottom quarter of the county's schools. This reflects not just individual school performance but also the broader academic context of the area, where many schools face similar pressures and resource constraints.

The school operates within Stockton Unified, a large urban district that has recently made deliberate shifts in instructional approach. The district adopted SIPPS, a structured phonics and phonological awareness program, as its foundational reading curriculum, reporting gains in early-grade reading outcomes. Beginning in 2025-26, the district implemented a cell phone use policy during the school day. Voters approved a general obligation bond (Measure C) in 2022, with the first issuance in 2025 funding facility acquisitions and improvements across district schools. The district's 2024-2027 Local Control Accountability Plan identifies equity-focused goals including raising academic achievement overall, supporting students with disabilities, and creating positive learning conditions for Black students.

Parents considering Roosevelt should understand that this school serves a high-poverty, predominantly Hispanic population in an urban context where proficiency rates are very low across tested subjects and grades. The school is part of a district undertaking reading curriculum reform and facility improvements, but current testing results show that these changes have not yet translated into marked gains in overall proficiency at Roosevelt. A parent may want to look further into what specific interventions, staffing, or support structures the school offers to address the gap between student performance and grade-level standards, and what measurable progress has been documented in recent school years.

See more original research from School Decision →

Academic performance

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

Math

Grade 39%

School 9% · District 27% · ▼ 18 pts below district

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

Grade 416%

School 16% · District 21% · ▼ 5 pts below district

▼ 21 pts below state median · ▼ 10 pts below county median

Grade 53%

School 3% · District 14% · ▼ 11 pts below district

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

Grade 612%

School 12% · District 17% · ▼ 5 pts below district

▼ 18 pts below state median · ▼ 10 pts below county median

Grade 716%

School 16% · District 19% · ▼ 4 pts below district

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

Grade 88%

School 8% · District 19% · ▼ 11 pts below district

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

English language arts

Grade 39%

School 9% · District 24% · ▼ 15 pts below district

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

Grade 423%

School 23% · District 24% · ▼ 1 pts below district

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

Grade 59%

School 9% · District 25% · ▼ 16 pts below district

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

Grade 618%

School 18% · District 28% · ▼ 10 pts below district

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

Grade 725%

School 25% · District 31% · ▼ 6 pts below district

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

Grade 813%

School 13% · District 34% · ▼ 21 pts below district

▼ 31 pts below state median · ▼ 26 pts below county median

Science

Grade 56%

School 6% · District 15% · ▼ 10 pts below district

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

Grade 813%

School 13% · District 15% · ▼ 2 pts below district

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

Social studies

Grade 812%

School 12% · District 23% · ▼ 11 pts below district

▼ 37 pts below state median · ▼ 26 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.