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Teacher quality
Principal leadership
Parent involvement
I went to this school in kindergarten and in first grade before I was moved to Grant Elementary School / MNO Grant Elementary School. My kindergarten teacher was nice and wanted the kids to learn. My first grade teacher, I did not get along with her. I did learn at the school. There was a playground for kindergarteners and a playground for the other elementary kids. I sadly do not know what is Jack London's current situation.
I am dismayed at the rating and test scores that Jack London received as I believe it doesn't reflect the true picture. The teachers are mostly dedicated and excellent. From Mrs. Jeans who instilled the love of reading and organizational skills to Mrs.Hamilton,Mrs. Carrigan,Mrs.Odegaard and Mrs. Martin who added to that foundation. I went to private Catholic schools and did find the teachers here comparable and actually more creative and inspiring. My daughter is now in the 7th grade but received an 11th grade reading level entering the 6th grade. Another son who was inspired and taught by a California Teacher of the Year Mrs. Allan, has graduated from a university and becoming a teacher. Another dd is currently in college. I still have a child in the first grade and I am confident in his teacher. Granted there is a wide variety of ESL students and maybe that is reflected in the scores as they are still acquiring proficiency and the scores may reflect the educational backgrounds of the parents which may reflect differently than the more expensive areas. However,I believe in the caliber of the JL teachers are exceptional.
—Submitted by a parent
Jack London is a family oriented school. All 4 of my daughters went there and now my granddaughter attend. The teachers are fabulous. The parents and teachers work well together to ensure the children's academic success. The Principal Debra Harrington is a remarkable woman who always strives to set a great example on the children of both learning and having fun at the same time. Learning is suppose to be a fun adventure, isn't it??
—Submitted by a parent
I have two boys one in second and one in third.At first i did not think highly of this school.Mostly for small things and being uninformed.After getting involved with PTA and volunteering in the classroom.My opinion has changed alot.The principle is warm and caring and teaches a nine week course to inform and involve the parents in whats going on not only in the school,but with your kids and district as well.She believes that in order for a child to be successful home and school must work together to create and nurture each child's own individual talents.I see the working parents that do just drop their kids off.And that's the extent of their involvement with their child's education.I used to be one of them.But i know now that if you get involved and active with your school.Your school becomes the best place in the world to educate your kids.
—Submitted by a parent
I transferred my kids to Jack London after Turner Elementary was not the right fit for them. My son's 1st grade teacher Mrs. Sawyer is excellent. Immediately she was very helpful and understanding. She even called me to tell me how great he was doing and improving. This is what great teachers do!
—Submitted by a parent
Unfortunately the situation became worst this year. We already had many conversations with the principal about the teaching quality. Past year, our daughter class had three teachers(!!!), two of them were non-experienced / low-skilled teachers. As a result, our daughter's academic-level was decreased a lot, when compared with some children that attend another schools in the area. The principal is very eloquent and friendly, but no actions were taken at all. The school's score have dropped down and we can see it on our daughter's level. We are seriously considering move to another area, in order to get a better school for our daughter.
—Submitted by a parent
The school use to be a great school. The teachers are great. I do question the principal and how safe the school is. Jack London has made a huge turn for the worst this year, which is really sad because it use to be a great school and you felt safe sending your children there.
—Submitted by a parent
London has wonderful teachers. Carrigan, Sawyer, Apel, Dettrick, Carpenter. My kids have enjoyed the school. Mr. Bergman the music teacher is great.
—Submitted by a parent
I love Jack London Elementary! It's a very good school with plenty of potential, although, it could use an upgrade, due to it's 14 or 15 years of usage. Mr. Bywater is absolutely wonderful. Ed Dacus is good too.
—Submitted by a student
There are several awesome teachers at the school. To name a few - Mr. Bywater, Mrs. Apel, Mrs. Carrigan, Mrs. Frew, Mrs. Sawyer, Mrs. Spiker, Mrs. Farmer, Mrs. Ogden, Mrs. Weinstein. Currently no one has stepped forth to be PTA president for the 2006/2007 school year so there may not be a PTA next school year. The new VP seems to be very good. The principal seems to be worried about having parents angry with him so he hesitates to rock the boat.
—Submitted by a parent
I have loved Jack London Elementary School for our two children. Our daughter graduated from there a year or so ago and our son is next in line to move on from the school. The teachers are wonderful with the kids and do their job very well in teaching class curriculum. We give Jack London a gold star and two thumbs up for helping us raise well educated children. The parents are wonderful with being involved in the activities that the school holds and providing needed support and assistance as well.
—Submitted by a parent
Parents need to see the good being done at Jack London instead of leaning more on the negative. There is not one school around that is perfect. Our kids deserve to have the support and positive reinforcement behind them from parents as much as possible. Jack London is doing very well considering the government causes more problems than the schools most of the time with all the cutbacks to the schools and teachers. That would be hard for anyone to work in.
—Submitted by a parent
I have two children enrolled at Jack London since they were five years old. My older child had wonderful teachers in kindergarten and first grade. My younger child has a dedicated, supportive kindergarten teacher now. However, compared to two years ago, the school's base API score has dropped. Level of parent involvement is much lower in both of my children's classes. Currently, the school is in desperate need to fill the position of PTA President for the upcoming school year in order to maintain a PTA. I fear that the caliber of the school is declining.
—Submitted by a parent
It seems that the nature of the school is changing, in some ways for the worse. The school lunch menu is filled with tacos, burritos, burgers, chicken nuggets and other junk food. Some quality teachers have left in pursuit of other careers. Every morning, I see many parents dropping their children off late.
—Submitted by a parent
Jack London has a great PE program and good overall academics. The reading program used in kindergarten Reading Revolution works great for both high and low levels. The schools lacks a sense of community with the multi-track system and classroom rotation. The computer lab is just play time for the students and in need of a more structured curriculm. All teachers should be using the AR reading program, if computers could be kept working. Overall the school environment is declining rapidly. A lack of caring by parents and teachers. Playground supervision is definately lacking, especially around bathrooms. All staff need security badges as the campus is way to open. You never know who the substitutes are? And the teachers should be required to be at school 95% of time. We have subs the first week of school, after being off for 6 weeks. The PTA needs to do less fundraisers.
—Submitted by a parent
I have three children attending Jack London, Mrs. Burke is awesome (kinder teaher)Mrs. Hamilton (2nd grade) cares for each of her students and it shows in every thing she does. Mrs. Burke and mrs. Hamilton were quick to catch on with learning problems 2 of my children had. They were willing to work with my children at their pace. Mrs. Hamilton even set up a different homework schedule for my daughter. One huge problem that I see with this school is yard duty, there's not enough supervision during recess, yard duty that is there has no patience and has no buisness working with children. This is my opion. My kids are affraid to tell if they have been hit or picked on by another student. They claim they will just get punished because the yard duty says she does not like tattle tailers. I complained to principal but nothing has changed.
—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.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
99 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.
79 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.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
66 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.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
108 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
107 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 47% |
| Females | 57% |
| Males | 36% |
| African American | 29% |
| Asian | n/a |
| Filipino | 82% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 64% |
| Students with disability | 0% |
| Students with no reported disability | 57% |
| English learner | 50% |
| 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 | 37% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 57% |
| All Students | 51% |
| Females | 54% |
| Males | 48% |
| African American | 23% |
| Asian | n/a |
| Filipino | 82% |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 86% |
| Students with disability | 7% |
| Students with no reported disability | 59% |
| English learner | 58% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| 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 | 58% |
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 | 33% |
| Females | 34% |
| Males | 34% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 36% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | 19% |
| Fluent-English proficient and English only | 38% |
| 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) | 37% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 47% |
| Females | 49% |
| Males | 47% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | 29% |
| 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 | 47% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 38% |
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 | 73% |
| Males | 70% |
| African American | 57% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 59% |
| 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 | 73% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 65% |
| All Students | 68% |
| Females | 75% |
| Males | 60% |
| African American | 52% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 50% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| 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 | 65% |
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 | 54% |
| Females | 58% |
| Males | 51% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 29% |
| 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 | 52% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | 38% |
| Females | 40% |
| Males | 36% |
| African American | 22% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | 14% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 21% |
| All Students | 37% |
| Females | 40% |
| Males | 33% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | 14% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 21% |
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
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
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 | 29% | 49% | ||
| African American | 24% | 7% | ||
| White | 20% | 28% | ||
| Filipino | 9% | 3% | ||
| Multiple or No Response | 9% | 3% | ||
| Asian | 6% | 8% | ||
| Pacific Islander | 3% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 23% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 43% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 64% | 85% | ||
| Tongan | 8% | 0% | ||
| Farsi (Persian) | 5% | 0% | ||
| Punjabi | 4% | 1% | ||
| All other non-English languages | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Vietnamese | 3% | 2% | ||
| Arabic | 1% | 1% | ||
| Cantonese | 1% | 2% | ||
| Cebuano (Visayan) | 1% | 0% | ||
| French | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Lao | 1% | 0% | ||
| Pashto | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 6% | N/A | 2% |
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4550 Country Hills Drive
Antioch,
CA 94531
Phone: (925) 706-5400
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