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Teacher quality
Principal leadership
Parent involvement
THIS SCHOOL IS HORRIBLE! PARKING LOT FOR THE 4TH & 5TH GRADE IS TERRIBLE BY THE END OF THE DAY.
—Submitted by a parent
THIS SCHOOL IS HORRIBLE! If you have a child in special ed. this is not the school for your child. We have 2 students within the family that attend this school and they both have been in physical altercations and was not handled correctly. This school is very rough and should NOT have special ed due to staffing and no zero tolerence on bullying and physical abuse
—Submitted by a parent
DVES is a wonderful school. This is my first experience as a parent with the public school system and having soley a private school background as a student, I was positively surprised. The parent-teacher-administrator communication is exceptional!!! The level of academics my child was exposed to surpassed my expectations and the care and dedication her teacher placed amongst all the students is admirably. I spent many hours as a parent volunteer within the classroom and experienced first hand the growth from August to June for the vast majority of the students. Excited for the new school year to commence and a new chapter in my child's learning within the DVES community!
—Submitted by a parent
Great school based on parent/ teacher involvement. Facilities are very nice, children are happy and safe. There is after hour day care provided by YMCA.
—Submitted by a parent
It is the best school my child has ever been to. The teachers are very nice and are very good at giving children a great education.
—Submitted by a parent
The school places to much importance on 'teaching the test'. Most of the Teachers seem to be genuinely decent people. Many of the 'involved' parents are very clique-ish, and tend to exclude rather than include parents not in the 'in' crowd.
—Submitted by Parent of 1st & 4th graders, a parent
My oldest son started here two years ago and at that time I thought it was a great school... but over the last year or so I have noticed a lot more behavior issues, and a decrease in parent support.It is very sad to see a district fall so fast. I used to feel very comfortable when I would drop my children off, but now my husband & I are considering moving over the summer to a safer/better school district.
—Submitted by Katherine W, a parent
The educational program is adequate. However, like most schools in this district, the focus is on teaching the standardized tests. Students that are above average but not
—Submitted by a parent
My oldest grandson went there 3 years and he started the first year it opened when he was in 3rd grade, now his brothers go there and are in the 3rd grade and have been going there since they started school. We are very pleased with the teachers. Although the 4th & 5th grade classes are over crowded (which of course is not the schools fault)There is a lot of parent involvement. Mr. Mori and his staff are very friendly and get involved with the students.
—Submitted by a parent
Greaqt School! Great Teachers. My son and daughter went to this school for two years and they did very well. Mr Mori, the principal is a very hands on Administrator. You can often see him early in the morning and afternoon helping with drop off and pick ups. The teachers are great! Miss Zannassi and Mr Purcel are Great!
—Submitted by a parent
Overall the school is a very friendly environment. Tremendous effort by the faculty and parents, help preserve that environment. Most of the teachers are true educators and display a genuine interest in educating our children. There is an opportunity to imprve the ethnic diversity of the faculty as it doesn't appear to be representative of the student population.
—Submitted by a parent
My kids were there for only 3 months since we moved to the city at the end of the school year. However, they both enjoyed their teachers very much. In my opinion the people the teachers and office staff are great.
—Submitted by a parent
My daughter is enrolled at Diablo Vista. I truly like the overall experince so far. I look forward to the next 5 years here.
—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.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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
The state average for English Language Arts was 48% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% 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 67% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
104 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.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
97 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 | 49% |
| Females | 56% |
| Males | 43% |
| African American | 28% |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 58% |
| Students with disability | 0% |
| Students with no reported disability | 54% |
| English learner | 44% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 56% |
| All Students | 51% |
| Females | 53% |
| Males | 51% |
| African American | 30% |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 58% |
| Students with disability | 15% |
| Students with no reported disability | 56% |
| English learner | 52% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 56% |
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 | 53% |
| Females | 56% |
| Males | 49% |
| African American | 38% |
| Asian | 67% |
| Filipino | 82% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 15% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 33% |
| All Students | 75% |
| Females | 78% |
| Males | 70% |
| African American | 52% |
| Asian | 75% |
| Filipino | 91% |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 46% |
| 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 | 71% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 67% |
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 | 78% |
| Females | 78% |
| Males | 78% |
| African American | 61% |
| Asian | n/a |
| Filipino | 92% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 71% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 77% |
| All Students | 80% |
| Females | 82% |
| Males | 78% |
| African American | 68% |
| Asian | n/a |
| Filipino | 92% |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 77% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 78% |
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 | 72% |
| Females | 82% |
| Males | 63% |
| African American | 64% |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 66% |
| All Students | 74% |
| Females | 80% |
| Males | 69% |
| African American | 61% |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| 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) | 77% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 70% |
| All Students | 40% |
| Females | 49% |
| Males | 31% |
| African American | 25% |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 28% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
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 - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 26% | 49% | ||
| African American | 23% | 7% | ||
| White | 21% | 28% | ||
| Filipino | 11% | 3% | ||
| Multiple or No Response | 9% | 3% | ||
| Asian | 8% | 8% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 20% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 36% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 69% | 85% | ||
| Farsi (Persian) | 7% | 0% | ||
| Filipino (Pilipino or Tagalog) | 6% | 1% | ||
| All other non-English languages | 4% | 1% | ||
| Vietnamese | 3% | 2% | ||
| Cantonese | 2% | 2% | ||
| Korean | 2% | 1% | ||
| Pashto | 2% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 2% | 0% | ||
| German | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Samoan | 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 | 12 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 6% | N/A | 2% |
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Phone: (925) 706-5288
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