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GreatSchools Rating

Boulder Oaks Elementary School

Public | 1-5 | 344 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
No new ratings
2012:
Based on 8 ratings
2011:
No new ratings

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Parent involvement

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18 reviews of this school


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Posted April 21, 2014

Great school the teachers truly care about our children and actually teach not just any teacher can do that. My daughter has learned so much I like this school a lot
—Submitted by a parent


Posted July 23, 2012

I am a parent and have had both of my children attend Boulder Oaks. They both received a GREAT education and LOVED their teachers and the Principal Mrs. Miller. Mrs. Miller was always available to talk to me, and her focus on family is wonderful. The school is very well kept with an emphasis on being safe and clean. The entire staff at this school are friendly, helpful and welcoming to everyone. My children left Boulder Oaks academically well prepared for middle school. I HIGHLY recommend this campus for parents of elementary aged children.
—Submitted by a parent


Posted June 24, 2012

Boulder Oaks is a great school for children who do not have any learning challenges or who are developmentally slower than other children. My daughter who has no learning disabilities, is excelling in her classes. However for children with learning disabilities, like my other child, they do not provide any extra assistance (other than one-on-one tutoring) to help them learn. These are children they do not want to put any extra effort into teaching. They just want to pass them through the grade levels so they do not have to deal with them anymore. As a parent, I have voiced my concerns to the teachers, and the principal, as well as the teacher tutoring my child. But, my complaint's have fallen upon deaf ears. I feel like they do not want to be bothered with children who have learning disabilities. In this school who prides itself upon high academic learning standards, I am very disappointed that this is how they deal with children with learning disabilities. I would not recommend this school for ANYONE who has a child with a learning disability.
—Submitted by a parent


Posted May 18, 2012

As an educator and a parent, I have nothing but rave reviews for Boulder Oaks. The school provides a well-balanced curriculum for all students. Teachers and staff encourage students to take on leadership roles and try new experiences. Children are held to the highest standard both academically and socially. Boulder Oaks is committed to producing students who are ready for a future of success.


Posted May 17, 2012

I have had 5 students attend this school. I have nothing but rave reviews for this school, the principal, the teachers, the staff and parent volunteers. Mrs. Miller has helped my daughter for a very trying time when she was being harassed by other students. She is very caring and compassionate. Great things have happened at Boulder since she came on as principal and my husband and I feel very fortunate that our students have been there to take part in the positive changes at Boulder. Parents transfer from other schools in the district to be at that school. We are very fortunate to have had our students receive an excellent education at Boulder Oaks!!! The PTA works hard and volunteers many hours. Many of the teachers work beyond their hours to help students succeed. I caution you to read between the lines when you read negative comments about this school.
—Submitted by a parent


Posted May 17, 2012

I've had two sons attend Boulder Oaks Elementary School, one of which is in 5th grade and will be moving on to Middle School. While very exciting for him, I am sad that we will no longer be part of such a great school! All of the teachers have been professional, kind and caring and helped my children to excel academically. Mrs. Miller is welcoming and friendly and always has her door open for questions and concers. My family will truly miss everybody at Boulder Oaks.
—Submitted by a parent


Posted May 17, 2012

I have nothing but positive things to say about Boulder Oaks! Every year, I am impressed with the dedication of my children's teachers and how much fun they have in school learning. I have had the opportunity to work with Mrs. Miller through PTA. She is very involved with the school, cares about the students and their safety, and takes pride in the job that she does at BOES. I am proud of the school that my children attend and I wouldn't have them go anywhere else!
—Submitted by a parent


Posted March 3, 2012

This is a good school Two of may dougthers go to this school but they dont have any resources for kids that are slow learners.. they dont care about the kids that need extra help to learn. the only thing that they said it's beacuse the cuts.. But this kids need help after or before school... like other's schools. the principal and the PTA only focuse on the technology not to help those kids... in this city is to many rich people but aswell to many people with low income..
—Submitted by a parent


Posted February 29, 2012

The school, although small and quaint, has a very pompous attitude; lacking humanistic connection in key leadership positions. It 's very common to get degraded by key leadership people, who in my view, see parents not as part of the team, but rather exclude parents from taking part in the process, and their child's education. I think a great school also includes parents and working with the parents to help create an overall community environment, by which, all feel a part---This school lacks this very important quality. If you are a parent who just wants to drop your kid off with no hands on---it's for you. If you like to be a part of your child's education and feel connected in an influential manner with that process---good luck--- I hope you get the AWESOME FEW TEACHERS THAT ARE KEEPING this school above water. My son has witnessed students getting degraded and completely yelled at by staff. This school needs accountability to the community.
—Submitted by a parent


Posted January 29, 2010

Teachers and staff are good, but the peer group at this school is disturbing. The bullying is one major issue, but we were also concerned with the over-concentration of kids who are very materially-focused and 'cliquish'. The campus and student body, therefore, has the feeling of a middle school or high school rather than an elementary school. We had one child at BOES, but transferred our other two to a neighboring school where we felt the peer group was more 'developmentally appropriate' for elementary aged kids. Overall, I was very unimpressed by this school from a social standpoint.
—Submitted by a parent


Posted June 30, 2009

BOES is an outstanding school with great acaemics.(Alhough, everyting is standards based instruction) I must agree that BOES has a huge bullying problem. I've had to intervene several times on my sons behalf when the school did nothing. They need to step up and enforce their 'peace builders' motto.
—Submitted by a parent


Posted August 26, 2008

I have two children that attend there and both have had great experiences. We have moved around alot and been to many other schools and BOES is a grade A School.
—Submitted by a parent


Posted August 3, 2008

Being at Boulder Oaks was some what confussing. The teachers were great with the kids. Some of the kids were just BULLYS (physically and verbally). They don't have enough people at the playground to supervise these special kids.
—Submitted by a parent


Posted December 1, 2007

My eldest daughter went to this school and I now send my youngest to another district. The teachers are generally outstanding, but they turn the children out for an hour for lunch/recess with only a few aides to supervise. The children are physically safe, but verbal bullying/emotional abuse is rampant. It is not a good place for sensitive children
—Submitted by a parent


Posted August 17, 2005

Boulder Oaks is a really great school. The teachers really care about the kids!
—Submitted by a teacher


Posted August 16, 2005

Great teachers, very involved - they have my utmost respect. Principal/district led discipline is too strict (black and white). No student individuality encouraged.
—Submitted by a parent


Posted June 21, 2005

The Teachers that my daughter has had at Boulder Oaks have been outstanding!The Art program is great! and The communication between teacher and parent are wonderful!
—Submitted by a parent


Posted September 16, 2004

My son attended BOES from 2nd through 5th grades. The art and music docent programs are great!! I was very happy to see that some schools still view art & music as an important part of a child's education. Everything from the involvement with the Kiwanis Club to the afterschool program is great.
—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.

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 2013.

This school's
API score

892

Change from
2012 to 2013

-1

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

4 / 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 2013

This school's
API score

892

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
2012 to 2013

-1

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. 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
(2012)

9 / 10

API Statewide Rank (2012)
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 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

4 / 10

API Similar Schools Rank (2012)
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 56% in 2013.

62 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
67%

2011

 
 
60%

2010

 
 
64%
Math

The state average for Math was 65% in 2013.

62 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
75%

2011

 
 
77%

2010

 
 
87%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

46 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
66%

2011

 
 
53%

2010

 
 
60%
Math

The state average for Math was 66% in 2013.

46 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
86%

2011

 
 
73%

2010

 
 
80%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

67 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
86%

2011

 
 
84%

2010

 
 
86%
Math

The state average for Math was 72% in 2013.

68 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
79%

2011

 
 
78%

2010

 
 
94%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

65 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
78%

2011

 
 
80%

2010

 
 
80%
Math

The state average for Math was 65% in 2013.

66 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
70%

2011

 
 
71%

2010

 
 
79%
Science

The state average for Science was 57% in 2013.

65 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
79%

2011

 
 
70%

2010

 
 
79%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students66%
Females78%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged33%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only67%
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)52%
Parent education - college graduate64%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students79%
Females83%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged50%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
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)70%
Parent education - college graduate73%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students70%
Females82%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged60%
Not economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only71%
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)46%
Parent education - college graduate80%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Math

All Students82%
Females83%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged73%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
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)83%
Parent education - college graduate75%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students73%
Females69%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged54%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only73%
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)71%
Parent education - college graduate64%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Math

All Students83%
Females86%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged79%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only84%
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)82%
Parent education - college graduate79%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students85%
Females83%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
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)79%
Parent education - college graduate90%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students77%
Females62%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantagedn/a
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
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)79%
Parent education - college graduate76%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Science

All Students91%
Females90%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantagedn/a
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only91%
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)84%
Parent education - college graduate100%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 70%
Hispanic 19%
American Indian/Alaska Native 4%
Black 3%
Asian 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 25%N/AN/A
English language learners 4%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Instructional aide(s)/coach(es)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

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Awards

Academic awards received in the past 3 years
  • California Distinguished School (2006)

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Language learning

Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
School leaders can update this information here.

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and more! Get started »

School basics

School start time
  • 8:45 am
School end time
  • 2:55 pm
Before school or after school care / program onsite
  • After school
  • Before school
School Leader's name
  • Katy Andersen
Fax number
  • (619) 445-1420

Resources

Staff resources available to students
  • Instructional aide(s)/coach(es)
Foreign languages spoken by staff
  • Spanish
School facilities
  • Computer lab
School leaders can update this information here.

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2320 Tavern Road
Alpine, CA 91901
Website: Click here
Phone: (619) 445-8676

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