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GreatSchools Rating

William G. Paden Elementary School

Public | K-5 | 361 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 4 ratings
2012:
No new ratings
2011:
No new ratings
2010:
Based on 1 rating

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12 reviews of this school


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Posted June 4, 2013

This is my child's second year at Paden and we are very pleased with the school. The teachers and principal are very involved but, as anywhere (I suspect) you will get the best involvement and support if you actively ask for it. The school is very diverse, both culturally and economically, and there is more transition of students (2 to 4) in out of the classes as the family situation of some children changes and they move into or from the area than you might see at some schools. We like this - diversity is why we chose to live in Alameda in the first place - but parents should be aware that it is TRUE diversity, in culture, home language, and financial means. Paden relies a lot on parent involvement, so some classes may be more enriched than others, based on the ability and desire of parents for that class to volunteer. The principal has worked very hard to develop a sense of community and shared responsibility among the children. To sum up: GREAT school for your child if you have the desire and energy to be involved with the school. If you want the faculty/administration to take care of everything for you, they don't have the resources.
—Submitted by a parent


Posted April 16, 2013

We love the diversity of the school. Our children are growing up with understanding of many different cultures and people. The teachers are good and, after a rather bumpy start, the principal Ms. Barr has found her footing. Curriculum has strengthened over the past year or two, and new work has started on shoring up school culture, which takes special attention with such a diverse population. There are many adults who really care for the students. As with many schools, there is a core of involved parents working to bring other parents into volunteering. Overall, we are happy here.
—Submitted by a parent


Posted March 11, 2013

Each parent's perspective is important. When I have brought issues to Ms. Barr attention I found her to respond in a thoughtful methodical manner. Sometimes I did not get the answer I wanted but then I realized she also needs to balance the needs of the children in the class room and the needs of an entire school. Change takes time. And in the two years that she has been at Paden she has been an effective administrator as seen in the physical changes in the school; has sought to support and partner with parents as seen through School SMARTS; and her in formal meetings with parents on the school yard after morning ceremony. Paden is a pretty great place for kids to learn and is made up of committed parents, caring dedicated fabulous teachers, and a strong principal.
—Submitted by a parent


Posted February 12, 2013

I thought I would like this school, but the principal, Katherine Barr has to be the rudest and most inconsiderate person I have ever met in my life. She is condescending and speaks to me as if I'm one of her elementary school students. I'm not sure if she's just prejudice or just a naturally rude individual. Speaking with her is exhausting and I wish she would be replaced.
—Submitted by a parent


Posted March 21, 2010

My daughter is in a special needs class and the program is great for her. The atmosphere at the school is inclusive and welcoming, and I love the focus on good values. The principal even came to my daughter's IEP.
—Submitted by a parent


Posted March 5, 2009

Our experience with Paden has been very positive. The Principal enthusiastically leads a morning ceremony each day where kids, teachers, and parents gather on the schoolyard to hear announcements and to start the day in a positive way. This is just one example of how Paden fosters a real community feel. There is a strong group of involved parents who really work to make the school a better place. I highly recommend it!
—Submitted by a parent


Posted October 30, 2008

My daughter just started at Paden this Fall. So far, we have been very pleased by the quality of the teachers and the participation of the parents. The Principal is enthusiastic and really seems to care about the school and the welfare of the kids and his staff. I highly recommend Paden!
—Submitted by a parent


Posted April 11, 2008

We had excellent teachers at this school and an overall great experience. There was a bad scare one year we had a really horrible teacher that was getting shuttled around the district. We pulled my son out for that year and went to Lum. A very good school as well. This teacher was an anomoly to an otherwise perfect elementary expeereience. That being said there is one teacher theere to be avoided but otherwise great teachers and staff and an active parent involvemnt
—Submitted by a parent


Posted September 20, 2006

Very good elementary school, with combined first/kindergarten classrooms. P.E., Music, and after-school enrichment offers are also good features.
—Submitted by a parent


Posted December 17, 2005

This's my daughter's second year to paden. Most teachers are nice and patient to students. Principal is an enthusiatic person with high caliber in leading the school.
—Submitted by a parent


Posted March 30, 2005

Paden has a wonderful curriculum. Parent involvement is very high. They have a full time music teacher! They offer enrichment classes for afterschool. The school focuses on community and life skills.
—Submitted by a parent


Posted October 31, 2003

Paden has attracted students from all over Alameda since it re-opened over 10 years ago. I was impressed with its focus on child development and core values (such as responsibility, friendship, cooperation, etc) that are built into the curriculum. It has a very supportive group of parents and an active PTA that creates a wide variety of after school enrichment programs for students, and raises money for interesting field trips and assemblies. It's location is spectacular, with wonderful views of the Bay from the attractive playground. Parents are also obtaining grants to expand the Bay Trail and create a park area and observation deck next to the school. The students are ethnically diverse and the teachers are experienced and accessible. The Principal, Ms. Goodwin, is the best principal I've ever met. She not only knows all the students (and their families) by name, but treats everyone with respect and fairness. She is firm but kind while reinforcing core values. She is present and available and has her finger on the pulse of the school at all times. Judy Goodwin is a marvel!
—Submitted by Jillian Saxty, a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

851

Change from
2011 to 2012

+22

API Statewide Rank
(2011)

6 / 10

API Similar Schools Rank (2011)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

851

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+22

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

6 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

3 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 58% in 2012.

49 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
57%

2010

 
 
51%

2009

 
 
53%
Math

The state average for Math was 64% in 2012.

49 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
58%

2010

 
 
54%

2009

 
 
66%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 48% in 2012.

62 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
52%

2010

 
 
51%

2009

 
 
59%
Math

The state average for Math was 69% in 2012.

61 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
75%

2010

 
 
89%

2009

 
 
81%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 67% in 2012.

51 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
61%

2010

 
 
76%

2009

 
 
62%
Math

The state average for Math was 71% in 2012.

52 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
76%

2010

 
 
80%

2009

 
 
66%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 63% in 2012.

59 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
74%

2010

 
 
64%

2009

 
 
73%
Math

The state average for Math was 65% in 2012.

59 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
79%

2010

 
 
65%

2009

 
 
66%
Science

The state average for Science was 60% in 2012.

59 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
71%

2010

 
 
64%

2009

 
 
63%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

All Students76%
Females85%
Males64%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged68%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability80%
English learner65%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students78%
Females78%
Males77%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged74%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability80%
English learner76%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students58%
Females71%
Males50%
African Americann/a
Asian54%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged39%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability58%
English learner52%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)60%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students76%
Females91%
Males68%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged62%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability77%
English learner70%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)75%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students76%
Females86%
Males65%
African American69%
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged64%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability76%
English learner36%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)65%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students65%
Females79%
Males50%
African American54%
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged54%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability69%
English learner55%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)47%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students62%
Females61%
Males61%
African American47%
Asian75%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)83%
Economically disadvantaged50%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability60%
English learner31%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)56%
Parent education - college graduate78%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students64%
Females57%
Males69%
African American53%
Asian81%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)67%
Economically disadvantaged58%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability64%
English learner46%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)72%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students56%
Females43%
Males64%
African American33%
Asian75%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)83%
Economically disadvantaged44%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability56%
English learner31%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)56%
Parent education - college graduate61%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Asian 38% 11%
White 28% 27%
Black 18% 7%
Hispanic 13% 51%
Hawaiian Native/Pacific Islander 2% 1%
Two or more races 1% 3%
American Indian/Alaska Native 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 146%N/A54%
English language learners 235%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Filipino (Pilipino or Tagalog) 27% 1%
Cantonese 23% 2%
Spanish 13% 85%
All other non-English languages 11% 1%
Vietnamese 5% 2%
Farsi (Persian) 4% 0%
Khmer (Cambodian) 3% 0%
Korean 3% 1%
French 2% 0%
Mandarin (Putonghua) 2% 1%
Punjabi 2% 1%
Tigrinya 2% 0%
Turkish 2% 0%
Arabic 1% 1%
Dutch 1% 0%
Hindi 1% 0%
Ilocano 1% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 20N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 14N/A11
Average years teaching 15N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • Tom Rust
Fax number
  • (510) 865-9427

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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444 Central Avenue
Alameda, CA 94501
Phone: (510) 748-4014

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