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GreatSchools Rating

Jack London Elementary School

Public | K-5 | 616 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 1 rating

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16 reviews of this school


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Posted April 11, 2013

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.


Posted August 29, 2011

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


Posted September 28, 2010

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


Posted November 12, 2009

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


Posted November 2, 2009

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


Posted June 25, 2009

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


Posted June 9, 2008

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


Posted September 19, 2006

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


Posted August 31, 2006

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


Posted April 26, 2006

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


Posted January 11, 2006

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


Posted January 11, 2006

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


Posted May 26, 2005

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


Posted May 26, 2005

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


Posted August 17, 2004

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


Posted July 26, 2004

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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

743

Change from
2012 to 2013

+11

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

2 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

743

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+11

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

2 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

2 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

82 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
47%

2011

 
 
50%

2010

 
 
33%
Math

The state average for Math was 65% in 2013.

82 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
51%

2011

 
 
48%

2010

 
 
46%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

85 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
33%

2011

 
 
33%

2010

 
 
36%
Math

The state average for Math was 66% in 2013.

86 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
47%

2011

 
 
50%

2010

 
 
51%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

71 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
72%

2011

 
 
57%

2010

 
 
62%
Math

The state average for Math was 72% in 2013.

73 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
68%

2011

 
 
55%

2010

 
 
68%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

70 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
54%

2011

 
 
55%

2010

 
 
49%
Math

The state average for Math was 65% in 2013.

70 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
38%

2011

 
 
38%

2010

 
 
32%
Science

The state average for Science was 57% in 2013.

70 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
37%

2011

 
 
33%

2010

 
 
42%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students57%
Females59%
Males56%
African American44%
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)31%
Economically disadvantaged55%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability63%
English learner74%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)70%
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%

Math

All Students57%
Females51%
Males63%
African American40%
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)31%
Economically disadvantaged52%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability63%
English learner74%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)63%
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to state44%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students33%
Females38%
Males24%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability34%
English learner23%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state38%

Math

All Students47%
Females49%
Males43%
African American18%
Asiann/a
Filipino70%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged37%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability49%
English learner52%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)41%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students52%
Females61%
Males45%
African American35%
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged51%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability49%
English learner38%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)52%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state47%

Math

All Students60%
Females61%
Males60%
African American47%
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged57%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability60%
English learner36%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state53%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students53%
Females53%
Males53%
African American43%
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged50%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)56%
Parent education - college graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students41%
Females34%
Males50%
African American35%
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged36%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)44%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students24%
Females24%
Males25%
African American30%
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged18%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)32%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 30% 51%
Black 27% 7%
White 20% 27%
Asian 15% 11%
Two or more races 8% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 56%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

This school has not yet provided program information.


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4550 Country Hills Drive
Antioch, CA 94531
Phone: (925) 706-5400

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