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Teacher quality
Principal leadership
Parent involvement
Our son is in his third year @ Henry Haight & he loves it! Teachers & principle are very competent and accessible. There is a strong core of parents involved in many areas of the school including a great school garden. My only complaint would be the 25-1 teacher to student ratio that forces teachers to teach to the middle, not challenging some students enough.
—Submitted by a parent
My son went to this school for 4 years from kindergarten to 3rd grade. We loved this school. Teachers are very nice and dedicated. They are easily reachable by email or phone. And it's fully fenced and gated, so we feel secure. They have many field trips every year, which is good. Lot of class room activities for the kids in every grade.
—Submitted by a parent
We really love this school! We have two children attending - one who always does well academically and one with special needs -- and both are thriving. The best thing about the school has been how professional and dedicated the teachers are. We also love the diverse, involved parent community. We feel so lucky that this is our neighborhood school.
—Submitted by a parent
I love this school! My son is in kindergarten and so far I have found the principal to be very competent and accessible, his teacher to be kind yet firm, and the school climate to be very positive.
—Submitted by a parent
We are starting our second year at Henry Haight elementary in Alameda and have a positive experience to share. Thus far we have experienced good, caring teachers and principal(s) - the previous pricipal retired early in 2011. There is a wonderful, supportive staff throughout the school and a very diverse (read: real world) school population. From what we see, the parental involvement is on the upswing over the last few years and people seem excited to be involved. Our daughter transferred starting at the beginning of second grade and she has been welcomed by the teachers/staff and she and we have found new friends whom we like very much. We look forward to being invvolved in school activities and having our second child at the school eventually.
—Submitted by a parent
Henry Haight Elementary is a school with so much heart! The teachers put so much personal care and creativity into ensuring our children are not only learning, but loving the process of learning.
—Submitted by a parent
My daughter is thriving at Henry Haight! Her test scores are way above avarage. All her teachers k-4 have been excellent(4th grade now). The best principal any school could hope for- Ms. Harris is totally dedicated to these kids. Very diverse, and zero tolerance for bullying. Now if we could get the same amount of parents to help in the classrooms as show up to school functions! Great Science and Math nights each month. Science club is great. School garden in front is amazing! Best looking school in Alameda!
—Submitted by a parent
Henry Haight School has been great. I think the most important aspect of a school is the teachers and the teachers at Haight are the best. You never hear of a teacher to avoid because they are all very dedicated, talented, and caring. My child has thrived in school. One of the special things not everyone knows is that Haight offers a really strong science program with a science club, science nights and an exceptional science fair. I would recommend Haight to any family.
—Submitted by a parent
Wonderful diverse school with dedicated teachers. Academic Achievement award five years in a row. (Ony 8 schools state wide have won this award.)
Henry Haight Elementary School is the most diverse elementary school in Alameda. It's reputation suffers in Alameda not because of the quality of it's curriculum or its staff, but because it is a Title One school, and many of its students come from economically challenged homes where the parents can't afford to work at school because they are too busy working two jobs to make ends meet. Despite all of this, Henry Haight has won the Title One achievement award five years in a row, and continues to raise test scores year after year. It is an excellent school with dedicated staff, and parents. The school was recently painted and retrofitted and a dedicated group of parents and citizens brought new life and beauty to the facility.
—Submitted by a parent
Our daughter went into 3rd grade very behind the rest of the class. Thanks to Ms. Jones patience and excellent teaching skills we expect to get her caught up for 4th grade.
—Submitted by a parent
We had a great experience with my son's kindergarter teacher. The school environment is nice and the principal is great! The school needs more parents involvement; the quality of the after school program is not the best and the extracurricular activities just can be made because there are few-but constant-PTA members that do ALL THE WORK.
—Submitted by a parent
this school is bad bad bad..it made my child break an arm..it is horrible...
—Submitted by a parent
The school's excellent test scores are a strong indicator of the high level of competence of the staff at Haight. The building was painted and upgraded in 2007. Overall Haight is a wonderful and diverse school with a dedicated and loving staff.
—Submitted by a parent
Haight school offers some great options for ESL and students not at grade level. Many interventions and services are offered for those type of learners-however-the average learning who is at grade level is not challenged. Some of the teachers are awesome-some are to be avoided at all cost. Very low parent involvement-both in volunteering and with funds. It has been the same group of parents doing PTA and extras for the kids for many years.
—Submitted by a parent
Haight Elementary School is an extremely diverse school with talented and dedicated teachers. Principals have been changed far too often causing little to no teamwork between principal and staff. Parent support is small and those who are involved work very hard.
—Submitted by a parent
The quality of teaching has declined over the years as the best teachers leave for better pay or for positions with less politics driving the rules and regulations. Students are feeling more confined as well, and overall they seem depressed.
—Submitted by 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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for English Language Arts was 48% in 2012.
71 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
71 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for English Language Arts was 67% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for English Language Arts was 63% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
60 students were tested at this school in 2012.
2012
2011
2010
2009
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
| All Students | 55% |
| Females | 60% |
| Males | 50% |
| African American | n/a |
| Asian | 71% |
| Filipino | 67% |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 63% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 50% |
| Males | 50% |
| African American | n/a |
| Asian | 58% |
| Filipino | 67% |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 56% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
| All Students | 61% |
| Females | 69% |
| Males | 53% |
| African American | n/a |
| Asian | 59% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 57% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 83% |
| Males | 86% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 80% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
| All Students | 80% |
| Females | 95% |
| Males | 67% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 82% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 82% |
| Males | 74% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 82% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
| All Students | 67% |
| Females | 63% |
| Males | 71% |
| African American | 77% |
| Asian | 59% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 27% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 66% |
| Males | 68% |
| African American | 62% |
| Asian | 72% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 53% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 57% |
| Males | 48% |
| African American | 38% |
| Asian | 56% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 27% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
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 »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 34% | 8% | ||
| Hispanic or Latino | 19% | 49% | ||
| White | 16% | 28% | ||
| African American | 15% | 7% | ||
| Filipino | 11% | 3% | ||
| Multiple or No Response | 3% | 3% | ||
| Pacific Islander | 3% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 42% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 54% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 31% | 85% | ||
| Cantonese | 28% | 2% | ||
| Vietnamese | 17% | 2% | ||
| Filipino (Pilipino or Tagalog) | 14% | 1% | ||
| All other non-English languages | 4% | 1% | ||
| Farsi (Persian) | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| Indonesian | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Tigrinya | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 8 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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2025 Santa Clara Avenue
Alameda,
CA 94501
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Phone: (510) 748-4005
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