GreatSchools Rating
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Carmen Dragon Elementary School on Facebook.
Teacher quality
Principal leadership
Parent involvement
The staff at CD is wonderful. Our new principal is very active in eliminating bad behavior by both parents and students. If some parents were more inclined to volunteer, they would realize what an awesome school CD is. Once children leave the school, it is the parent's responsibility to assure their child gets home safely. My child is 10 years old and I would never let her walk home alone. The staff is very dedicated and the kids test scores are improving every year!
—Submitted by a parent
I don't like Carmen Dragon Elementary school!The staff has bad attitudes,we have a different principal every year,for the past two years!They let the students walk across the street by there selfs after school,without nobody at the corner with a stop sign!My kids will be changing school!
—Submitted by a parent
All of the teachers really love what they do and they will go above and beyond to help their students.
I am sadden to hear that there are parents out there that feel the PTA is no[t] productive. I am a parent who is often ask to volunteer. I enjoy helping out as much as I can. What I notice is that it is always the same parent volunteere and the same PTA board members volunteering there time. Instead of critizing the PTA for the lack of commitment our parents have towards the school you should get on board and help to bring in more parent involvement. I think our children deserve the best and it is up to everybody to help make this happen. We are all busy, but sometimes just making a phone call could be a big help to these ladies who are truley dedicated in making a difference in our childrens lifes. Thank you to all of the PTA board members. You have done a great job!
—Submitted by a parent
I was outraged to see the comment about the PTA. I know that the PTA has struggled with volunteers. They have 6-7 women running everything while still taking care of their kids, families, jobs, and our kids that attend Carmen Dragon. They held a membership drive to motivate kids and parents and teachers to join and out of 650 kids and 35 teachers, only 80 people signed up. They offered an ice cream party and it still didn't work. I feel like if people don't see the PTA 'motivating' people...then get involved and make a change. Six people can not run a lot of functions, but somehow...it comes together. Ladies....hats off to you and keep up the good work. I applaud you for your efforts!
—Submitted by a parent
I love the school, staff, and the direction the school is going. The PTA is fantastic and I see the volunteers working hard to make the school a better place for all the children. All parents are encouraged to get involved especially when they have concerns.
—Submitted by a parent
I was sad to read the most recent review regarding the unproductive PTA. I have been involved in the PTA since the year the school opened. I have been to almost every meeting and I am sad to say that I was almost NEVER more than one of the 6 people there, and that's on a good day. I personally have tried to find people to help with the events and fundraisers, and let me tell you volunteers are scarce. The PTA has tried very hard to pull the school together with picnic's and other events that bring people in, but get little participation. I know for a fact that the PTA board is a group of totally dedicated people, who would welcome anyone with some idea's, and some time, to step forward and help out!
—Submitted by a parent
Love the office staff and principal. Teachers are all wonderful and very open to ideas and concerns. Parent participation can be improved. Only really negative thing I can say about the school is the PTA [seems] very unproductive. Lack motivating the kids/parents to become involved.
—Submitted by a parent
Excellent class, super reading program is great, teachers are very approachable, principal is very awesome, too nice....Very well satisfied
—Submitted by a parent
The school is great! My son had a wonderful K teacher in Mrs. Allred and now in 1st grade Mrs. Carroll is fabulous as well. The principal is phenomenal and the teacher involvement is great. The playground is a great concern as is the way the younger (K and 1st) grades are let out of school. I'm not sure at this age they should be dismissed to roam freely by the busy road! I love the classroom structure and the teachers we have had have been great!--Sara
—Submitted by a parent
I think this a great school. My daughter is in 1st grade and had a great k teacher(Mrs. Shandrew) and now a great 1st grade teacher-Mrs.Carroll. The principal is awesome! The atmosphere is truly a family like one.
—Submitted by Kim, a parent
My son is in second year at Carmen Dragon, and I love it. He's complained a few times about his new teacher being 'mean', but I know my son - he thinks anything along the lines of discipline is mean. A 'strict' teacher is exactly what he needed. I have no complaints at all, my son is at grade level (or better) in every area and improving daily. They go on great field trips and have wonderful learning programs. Keep up the good work Carmen Dragon!
—Submitted by a parent
The staff is phenomenal. Excellent teaching and knowledge of curriculum.
—Submitted by a parent
Principal is awesome. Very professional with parents and great with children I bet she knows the name of all the 700+ students in this school. Good and very helpful teachers and easy to get along staff. Teachers work with parents to put the child in the correct academic level and advanced level if your chld meets the qualifications
—Submitted by reks, a parent
This school is on the cutting edge of the new reading strategies. My childrens' teachers (this year and last year)are top notch. Behavior on the playground is a concern. The school has handled the problems as perscribed by the school rules, but improvement in this area won't happen until parental involvement of those students imvolved improves.
—Submitted by a parent
This is a great school! The principal is wonderful and really takes the time to get to know the students individually.
—Submitted by a parent
Quality of the school is excellent the childeren are diverse as well as a well informed staff of all academics
—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.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
73 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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% 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
The state average for English Language Arts was 67% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
85 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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
77 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 | 57% |
| Females | 64% |
| Males | 49% |
| African American | 42% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 53% |
| Fluent-English proficient and English only | 57% |
| 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) | 50% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 67% |
| All Students | 60% |
| Females | 67% |
| Males | 54% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 74% |
| Fluent-English proficient and English only | 56% |
| 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) | 67% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 63% |
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 | 35% |
| Males | 46% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 15% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 53% |
| All Students | 68% |
| Females | 63% |
| Males | 79% |
| African American | 48% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 80% |
| Fluent-English proficient and English only | 64% |
| 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) | 58% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 80% |
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 | 56% |
| Females | 59% |
| Males | 52% |
| African American | 35% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 35% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 44% |
| All Students | 53% |
| Females | 51% |
| Males | 54% |
| African American | 43% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 24% |
| Fluent-English proficient and English only | 60% |
| 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) | 64% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 44% |
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 | 58% |
| Females | 56% |
| Males | 58% |
| African American | 42% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 25% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 59% |
| All Students | 52% |
| Females | 53% |
| Males | 53% |
| African American | 36% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 44% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 63% |
| All Students | 22% |
| Females | 17% |
| Males | 28% |
| African American | 15% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 32% |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | 0% |
| Fluent-English proficient and English only | 28% |
| 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) | 12% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 29% |
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
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 - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| African American | 34% | 7% | ||
| Hispanic or Latino | 26% | 49% | ||
| White | 18% | 28% | ||
| Asian | 8% | 8% | ||
| Filipino | 8% | 3% | ||
| Multiple or No Response | 4% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 21% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 50% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 65% | 85% | ||
| Filipino (Pilipino or Tagalog) | 11% | 1% | ||
| Urdu | 6% | 0% | ||
| All other non-English languages | 5% | 1% | ||
| Farsi (Persian) | 5% | 0% | ||
| Pashto | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| Korean | 1% | 1% | ||
| Portuguese | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Thai | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 16 | N/A | 11 |
| Average years teaching | 18 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 8% | N/A | 2% |
Tips for understanding school culture
Visit
4721 Vista Grande Drive
Antioch,
CA 94531
Phone: (925) 776-4760
To start a new list, click OK. Otherwise click Cancel.
R.A.A.M.P. Charter Academy
Antioch, CA
Golden Hills Christian School
Brentwood, CA
Diablo Vista Elementary School
Antioch, CA
Pioneer Elementary School
Brentwood, CA
Jack London Elementary School
Antioch, CA
Grant Elementary School
Antioch, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Carmen Dragon Elementary School on Facebook.
Welcome to GreatSchools!
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.
Continue to compare the schools you have already selected or Edit schools to change your selection.
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!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!

