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Teacher quality
Principal leadership
Parent involvement
What a great school Olive Grove Elementary is. They have great teachers and parents can volunteer at the school and work in the classrooms. They even have dads, grandpa's, uncles ect that volunteer their time to patrol the campus to make sure it's safe. The principle is great. I see him talking/mentoring children and making sure the campus is safe during the day.Also the PTSA is very active here. They raise money for the kids to go on field trips. They sometimes they have the field trips come to the school. I also like the fact that each classroom adapts a college every year. They have spirit days and the kids can wear their collage colors.
—Submitted by a parent
great school that has a high expactation of it's students. A well structured school with a great hands on leader in Principal G.
—Submitted by a parent
Principal G inspires his entire staff & student body to greatness. PTA sends every class on a yearly field trip!
—Submitted by a parent
I love this school for my son. I am sad this is his last year here but my youngest will be starting the in August. The staff is wonderful. My son was in private school before coming here. He needed special services and other school districts turned us down, but Dry Creek Unified and Olive Grove accepted us. I am very happy with this school and all they have to offer.
—Submitted by a parent
Olive Grove is hands down a great school! Solid computer, library, art and music programs. Principal Giannini is hands on, pro-active and encourages building kids' character with moral & ethical values. Doesn't shy away from addressing inappropriate students behaviors in a timely manner. Teachers are top notch! My child, nieces and nephews liked nearly every teacher (nothing/nobody's perfect). Front office staff is very friendly, helpful and goes out of their way for students/parents. PTA is productive and has been able to secure field trips at every grade level (even in this economy!) I'm blessed to have my daughter in this school.
—Submitted by a parent
The kids are great because of the leadership of the teachers. Their activities and student displays are top of the line. The teacher's are truly devoted and the parent's and the community love them.
—Submitted by a parent
Olive Grove is the best school in the area. The staff and teachers are top notch. You can always count on a smile and a helpful cheery attitude from the office staff. The teachers go above and beyond for the kids. The parents at Olive Grove are very involved. The PTA does so much for the students and makes sure the students needs always come first. Your family would be luck to be a part of this terrific learning environment.
—Submitted by a parent
Olive grove is my school. I have been going to olive grove since I was 6 years old. Now I am 10 and going to 5th grade. The school is a very nice place to learn and a safe school. I love it. I will miss it whene I go to middle school.
—Submitted by a student
Great place to learn. Great staff, and great volunteer programs for the parents.
—Submitted by a parent
This is a good school with a lot of support for kids. Parent involvement is good, but not terribly open to newbies (bit cliquey). Wish there were more field trips, more fun activities for kids and generally better teachers (some are excellent, some lacking).
—Submitted by a parent
Olive Grove is a great school. Keep up the great work the staff is so wonderful.Thank you to all the teachers at Olive Grove.
—Submitted by a parent
Despite having a high EL population, Olive Grove Elementary is a premier school in Placer County. Olive Grove offers a number of after school clubs including choir, art, healthy cooking, chess, and scrapbooking to name a few. The daily academic expectations are enhanced by strong parent involvement. A volunteer coordinator takes teacher requests for help and distributes them to a team of volunteers. The PTA is very active and provides various school events such as Spring Carnival, Book Fairs, Literature Night, and Talent Shows. Olive Grove Elementary is a model school to surrounding communities and districts. Overall, it is a wonderful educational experience for students, parents, and staff.
—Submitted by a teacher
Great school, wonderful teachers , positive atmosphere.
—Submitted by Sherri Trent, a parent
I am thrilled with the teachers and the staff of Olive Grove Elementary School. The communication is great and my daughter really enjoys school for the first time. I am happy so happy we chose this school for her education.
—Submitted by a parent
There is a large group of parents that are involved, without these parents the PTSA would not run. It is to bad that with the number of students the same handfull of parents have to do all the work. The school has many afterschool clubs, at no cost. Such as guitar, srapebooking and many others.
—Submitted by a parent
I have two children in Olive Grove and have been quite pleased with their academics, parent participation, and overall structure.
—Submitted by a parent
I am starting to wonder what it is that the children and teachers at this school do all day. I work with some of the children that attend this school and they seem to never know how to do thier homework. They are sent home with this packet that has no instructions, ledgends or keys to guide the children or the parents on what is needed to complete the assignment. For me it has been quite a few years since I was last in school, and I can tell you that I was not taught algebra while in the first grade. It would be nice if the children were sent home with some kind of text book to help me help them.
—Submitted by a parent
Great school. The teachers really go the extra mile. The school focuses on academics as well as character developement.
—Submitted by a parent
Olive Grove is a very good school. My oldest daughter graduated there about two years ago with straight A's and the other weill be entering 1st grade this next school year. To me the best thing about this school is the teachers. They will take the time to work with their students and also value parent input.
—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.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
94 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.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
86 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.
84 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.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
76 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 | 68% |
| Females | 78% |
| Males | 56% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 68% |
| 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 | 38% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 76% |
| Males | 74% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 70% |
| 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 | 46% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 83% |
| 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 | 55% |
| Females | 53% |
| Males | 56% |
| African American | n/a |
| Asian | 65% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 38% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 79% |
| Males | 79% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 79% |
| Fluent-English proficient and English only | 79% |
| 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) | 71% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 74% |
| Females | 72% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 52% |
| Fluent-English proficient and English only | 84% |
| 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) | 72% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 74% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 56% |
| 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 | 50% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 81% |
| 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 | 76% |
| Females | 81% |
| Males | 73% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 53% |
| Fluent-English proficient and English only | 82% |
| 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) | 68% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 72% |
| Males | 64% |
| African American | n/a |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 47% |
| Fluent-English proficient and English only | 73% |
| 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) | 59% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 75% |
| Males | 80% |
| African American | n/a |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 53% |
| Fluent-English proficient and English only | 84% |
| 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) | 68% |
| Parent education - college graduate | 88% |
| 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 | 56% | 28% | ||
| Asian | 13% | 8% | ||
| Multiple or No Response | 13% | 3% | ||
| Hispanic or Latino | 9% | 49% | ||
| African American | 5% | 7% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 24% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Punjabi | 22% | 1% | ||
| Russian | 19% | 0% | ||
| Ukrainian | 19% | 0% | ||
| Spanish | 13% | 85% | ||
| Vietnamese | 13% | 2% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 3% | 0% | ||
| Rumanian | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Bengali | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Portuguese | 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 | 8 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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7926 Firestone Way
Antelope,
CA 95843
Website: Click here
Phone: (916) 727-7400
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