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Teacher quality
Principal leadership
Parent involvement
I am so glad both of my children went through Stork. When my husband and I were looking for houses in the area, we made it a big deal to choose the right schools, and I'm glad to say the Stork has been an amazing experience. Both of my kids went from K-6, and I truly believe Stork has given them not only the thorough education they need, but has also provided the little things that matter. Stork has P.E., Band, arts, and many other programs that have made my children's elementary experience great. The staff is so diligent and caring, and the test scores, API, etc.. are among the best.
—Submitted by a parent
Wow!Really some of these reviews.are just too much some express themselves on vehicles driven by parents really?its a review on the school not on a cars that some parents drive apparently to some parents is important.what a snotty comment as to the rest of the comments on the review overall on the school staff members and attendees I appreciated.
—Submitted by a parent
This is my daughters first year at Stork & I am very impressed with the school overall; even more impressed with the teaching techniques, the school work, homework & curriculum. My daughter has learned a whole lot in the time she has been attending this school, and she absolutely loves her teacher(wonderful lady) and looks forward to attending school each and everyday. I also, love the fact that the parents, teachers & staff work hand & hand to insure a great quality education & environment for the children.
—Submitted by a parent
The previous post is just rediculous in reguards to what car people are driving to the school. That is kinda of embarrising to the rest of us who attend school there and value a good education. This is not representative of the norm at Stork. My two came from a private education and thought we would try Stork and figured we could always go back to private if need. What an amzaing surprise both kids started k and now are in the 4th and 6th. We just love love love this school: including support staff, teachers, principal, and most of the parents. Parent partisipation is huge is this school and I find that to be the key.
—Submitted by a parent
Based on my findings so far, Stork is a great school, I will give you that, but after reading the review below, I am having serious doubts. "Nice teachers speaking real American English?" While other parents are concerned about the diversity and quality of their children's education, you ONLY cared about accent? "parents are driving Mercedes,Lexus and very polite to each other?" Mercedes, Lexus? Did you even graduate from high school? If you are a a typical Stork parent, I wouldn't send my kid there.
—Submitted by a parent
I am very unimpressed to say the least with the behavior of the staff and leadership. There is a huge decline in respect shown to the kids. Discipline is being handed out without personal knowledge of what event has taken place....a so called guilty until proven innocent. If you confront the teacher or office staff, your child will then be handed a notice of excessive tardiness/absences regardless of their good record. I have had other kids in this school in the past and never experienced anything like this.
—Submitted by a parent
Great school environment like a park up of the hill. Nice teachers speaking real American English .Top top API in the county . Homes around are pretty good class as well as parents are driving Mercedes,Lexus and very polite to each other.
—Submitted by a parent
I believe Stork School is a terrific school. From K1 through 6th (my son is now in 6th) he has consistently had dedicated teachers, great staff and a very warm and safe environment.
—Submitted by a parent
Parental involvement is very strong. The teachers have been here for a long time. There is a very strong PFSA which has lots of activities and helps raise money for computers and other class room needs.
—Submitted by a parent
The Principal takes a 'hands on' approach to managing the school that really pays off in the classroom. Teachers are very involved and are accessible to the parents. I would recommend Stork School to anyone.
—Submitted by a parent
Teachers are very involved in communicating with parents. The administration is wonderful to deal with. I have had two students in Stork. One with discipline issues the other an A student. Both students were cared about equally and assistance provided to meet their needs.
—Submitted by a parent
I have six children. Four have already gone through Stork, and two are current students. This is without a doubt one of the best elementary schools I have come across. The teachers have such dedication to thier students. It is clear that your child is not just a name or file number. Indeed everyone who works at the school, in any position, is there because they want to be. They are all great with the children. The extracurricular activities are phenominal. The volunteers at this school go above and beyond. Most are parents, grandparents, and family. However, some are not actually related to students, they just enjoy helping. You couldn't ask for a better head start for our children!
—Submitted by Victoria Ann Margraff, a parent
It is a great school with highly qualified professional teachers apropriate modifications and aids provided for students with exeptionalities There is excelent parent teacher communication info is provided always parent involvent highly encouraged
—Submitted by a parent
This school is okay with me. It provides a great learning enviroment and great lunches. They work the kids to their best. But I would have to say that the outside enviroment could be a bit more friendly.
—Submitted by a parent
Stork is a out standing school in a very nice area. All of the staff are geared to making sure your child learns academic : 3r's at his best ablity, plus it offers a well rounded education;with art, music, field trips and sports.
—Submitted by Lindia Filkins, a parent
Stork Elementary is a quality school and even though it is overgrown in size, it still has a small town atmosphere. The community spirit is second to none! Parent involvement is unbelievable and it really shows! About the only negative thing we have found is that there are a few teachers that have been there forever that are ready for retirement that should be avoided. They have excellent resource and GATE programs that meet the needs of children at all levels. It is a very well run school where children are taught to act respectful of adults as well as each other. My children have attended this school for the past 9 years and we have two more years to go. I would recommend moving to our area just to attend this school. The Jr. High is equally as wonderful!
—Submitted by Charlene Toth, a parent
Wonderful learning environment! Teachers take learning seriously and it shows. Great interaction between kids and teachers; also between teachers and parents. Parent involvement is awesome.
—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.
108 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
107 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.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
112 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.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
98 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.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
111 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 59% in 2012.
121 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
122 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 | 91% |
| Females | 92% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 95% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 97% |
| 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 | 81% |
| Females | 86% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 84% |
| Males | 95% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 97% |
| Females | 96% |
| Males | 98% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 97% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 90% |
| Males | 98% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 87% |
| Females | 94% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 78% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 91% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 85% |
| Females | 88% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 75% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 85% |
| 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
Grade 6
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 57% | 28% | ||
| Hispanic or Latino | 23% | 49% | ||
| Multiple or No Response | 9% | 3% | ||
| African American | 5% | 7% | ||
| Asian | 4% | 8% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 3% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 14% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 57% | 85% | ||
| Mandarin (Putonghua) | 11% | 1% | ||
| Arabic | 7% | 1% | ||
| Farsi (Persian) | 7% | 0% | ||
| Vietnamese | 7% | 2% | ||
| Portuguese | 4% | 0% | ||
| Punjabi | 4% | 1% | ||
| Thai | 4% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 24 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 16 | N/A | 11 |
| Average years teaching | 17 | 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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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
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Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
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