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Teacher quality
Principal leadership
Parent involvement
my girls have attended this school for two years now and has made a tremendous change in their work habits and the fundamentals that are taught are great. I would highly recommend this school in the antelope area.
—Submitted by a parent
Teachers are strict and unfair. Children can't run around without being benched or get detention. If your child has problems they will not help, only make your child miserable.
—Submitted by a parent
Barrett Ranch has a wonderful staff that is supportive of the students that go there and focus on the children not only meeting all requirements, but excelling at them!!
—Submitted by a parent
The teachers at Barrett Ranch go above and beyond to make sure the kids have a well rounded education to include the arts. Most of the teachers put in more off-duty hours than a lot of emergency responders. The difference is that the teachers do not get paid for their extra hours.
—Submitted by a parent
Fantastic teachers and staff! They really care about the kids!!!
—Submitted by a parent
My grandchildren go to this school and are excelling in all aspects. They love going to school and love the teachers and staff. A very positive environment!!
Because they have 2 of the most wonderful people for teachers!
—Submitted by a parent
Staff and teachers are great, very clean school, Wonderful PTA with lots of fun things for the kids to do.
—Submitted by a parent
The teachers love the children and go out of their way to make their education fun and fufilliling
—Submitted by a parent
The teachers and staff at Barrett Ranch are the best!!! They really care about each other and all the kids! I volunteer in my granddaughter's class and at school functions and I am always impressed with the school's team approach!
The teachers are amazing and the vibe of the school is so positive!
—Submitted by a parent
Barrett ranch really encourages its students to reach their highest potential and is always looking for new and exciting ways to draw out individual interests and talents
—Submitted by a parent
This is my daughter's second year at Barrett Ranch and we are thrilled with the school. Great teachers, and wonderful activities and field trips. The PTA holds many fun family events every year.
—Submitted by a parent
Barrett Ranch Elementary has an amazing group of teachers who not only work collaboratively with each other, but with parents and students as well. The teachers are amazingly dedicated and most of them devote (unpaid) time to after school clubs and activities to promote the arts and other events for the students and families. Barrett Ranch is a wonderful school with wonderful people!
—Submitted by a parent
I love the staff and the parent involvement!! Together makes a fantastic atmosphere for the kids! I love Barrett Ranch!!!
—Submitted by a parent
I absolutely love Barrett Ranch for both of my boys. The principal is very proffessional and personable. She is easy to approach. The teachers are always happy and the morale is high with students and the staff. Barrett Ranch celebrates spirit day and many many kids participate in wearing school colors and showing their pride. I am very happy with the high caliber of education my two boys receive there.
—Submitted by a parent
great principal and teachers, very supportive PTA. The care that is show toward the children is visible each day from the moment the teachers open your car door to help your child out to the time they walk the children out to go home. Very happy with my childs sucess at barrett ranch.
—Submitted by a parent
Barrett Ranch has great teachers and staff. My children get a good education.
—Submitted by a parent
My oldest son has attended Barrett Ranch for the past three years and has enjoyed his time there. His teachers have been tremendous and the faculty are equally impressive. My wife and I feel very fortunate to have our son attending a school in Dry Creek and specifically Barrett Ranch Elementary!
—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.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
83 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.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
105 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.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
83 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.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
100 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 | 65% |
| Females | 74% |
| Males | 54% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 62% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 80% |
| Males | 70% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 80% |
| 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 | 88% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 72% |
| 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 | 39% |
| Females | 46% |
| Males | 33% |
| African American | n/a |
| Asian | 18% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 51% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 31% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 61% |
| Males | 69% |
| African American | n/a |
| Asian | 53% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 59% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 73% |
| 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 | 75% |
| Females | 77% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 73% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 64% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 61% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 64% |
| 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 | 66% |
| Females | 71% |
| Males | 62% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 67% |
| Fluent-English proficient and English only | 67% |
| 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) | 64% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 49% |
| Males | 60% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 58% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 61% |
| Males | 71% |
| African American | n/a |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 51% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 67% |
| 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
Asian
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
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 52% | 28% | ||
| Multiple or No Response | 15% | 3% | ||
| Hispanic or Latino | 11% | 49% | ||
| Asian | 10% | 8% | ||
| African American | 6% | 7% | ||
| Filipino | 4% | 3% | ||
| Pacific Islander | 2% | 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 | 53% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Russian | 38% | 0% | ||
| Ukrainian | 28% | 0% | ||
| Spanish | 16% | 85% | ||
| Punjabi | 7% | 1% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Vietnamese | 3% | 2% | ||
| All other non-English languages | 2% | 1% | ||
| German | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Mien (Yao) | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Tongan | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 6 | N/A | 11 |
| Average years teaching | 8 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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7720 Ocean Park Drive
Antelope,
CA 95843
Website: Click here
Phone: (916) 770-8839
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