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GreatSchools Rating

Cragmont Elementary School

Public | K-5

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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13 reviews of this school


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Posted September 8, 2014

I have been a parent at Cragmont for several years. I agree with a previous reviewer that the school office administrator is rude, passive aggressive and flat our unfriendly the majority of the time. It is very unfortunate that parents feel intimidated and uncomfortable communication anything through this employee. I will never understand why it's tolerated. There are many great teachers at Cragmont, a strong PTA, and good enrichment (although we just lost our art room). However, if there is a problem with a teacher, I feel the parent input is undervalued and it is very difficult to affect any change.
—Submitted by a parent


Posted August 20, 2014

I wanted to share some more recent experiences with Cragmont, as many of these reviews are dated. I have two children at Cragmont and am very satisfied with the academics as well as the enrichment. There is a small but very dedicated core PTA there and parental involvment is increasing with each year I have been there. Due to the strong and effective PTA, there is a wide array of enrichment. Dance, art, theater, MOSAIC, PE, music and garden. The most important thing I have experienced is that the vast majority of the kids here are kind, unspoiled, and used to living in a diverse environment. This attitude of caring and kindness is fostered by a great teaching staff. Cragmont is a gem if you are lucky enough to get in.
—Submitted by a parent


Posted December 10, 2012

Cragmont Elementary has been a very good school in most aspects. The issue that we have is that the office administrator is an obstructionist, petty, not even handed, and feared by many parents. We had to take our child out of school for a week of vacation last year. Our child performs at a very high level (GATE program, etc) and this vacation was educational. The admin refused to give us an independent study packet and threatened that we'd likely receive two truancy letters (we received one). Later in the year, we found out that two other families took their children out of school for longer vacations and they were given independent study packets, and never received truancy letters!? Both of these families are friendly with the admin. Although our child is not often absent, this year, the admin has asked for doctor's notes. We feel like we are being harassed (legal counsel?)! Other parents fear the admin because she imposes trivial rules, and behaves like a petty bureaucrat instead of acting as a facilitator. Although we are quite active in the school, we certainly won't miss this aspect of an otherwise great school. The admin has really colored our years spent here.
—Submitted by a parent


Posted August 20, 2011

The principal's dishonesty and lack of clarity in communications with parents and other community members trickles down through teachers and staff. Teachers are for the most part very good, but lack of oversight has brought the teaching quality way down over the past few years. Students are experiencing much more bullying and lack of respect from both fellow students and, surprisingly, staff members. We couldn't keep our children there, for both our sanity and their well-being, and were fortunate to be able to transfer both to another school at the same time.
—Submitted by a parent


Posted August 30, 2010

I have two children at Cragmont and I have been very happy with it. We have had excellent teachers and I know that it has the highest parent participation of almost any Berkeley school. I think the principal is very good. I've found her very responsive. Cragmont does have some challenges. We have the one of the biggest "learning gaps" of any school in California, so despite the great teachers, they are dealing with such diversity in the classroom that it would be hard for any one teacher to address all individual needs. I love the families and the community here. Unfortunately, there is a small but loud minority of very entitled parents who spend more time complaining than they do supporting the school/teachers. But despite the small group of nasty parents, the rest of us love the school!
—Submitted by a parent


Posted May 4, 2010

The teachers we've had so far are attentive and caring w/the children. Great view and big open play areas.


Posted October 3, 2009

It has a great garden program where children sample fresh (like pulled right out of the soil) vegetables and fruits, and learn to love them! They have a great dance program, art, as well as a strong academics program, with many layers of assistance for struggling students. The library is gorgeous, the whole school has a fantastic view of the San Francisco Bay, and the teachers... They are these fantastic human beings that do a job so good I can't even imagine how they do it! motivating struggling students,pushing the high achieving ones, and mediating all the interpersonal issues. I am so happy with this school!
—Submitted by a parent


Posted September 11, 2009

I'd just like to say that Cragmont was my first choice and my son got in. So it always worth a try. My son is both gifted and Talented (determined by STARS testing) and at the same time lower incomed. So how can ther focus on 1 vs. the other when some children are both. Cragmont is a great school coming from the mother of a 5th grader, who started in kindergarten. Helping the lower income is great because a lot of them are brilliant.
—Submitted by a parent


Posted July 15, 2007

Yes, this may be a great school, but don't be fooled. It's still the same BUSD lottery system, so if you're lucky, and you chose Cragmont as your 1st choice, you'll get in. I have heard many parents complain they did put Cragmont as their first choice and didn't get in . We all wonder if the Supreme Court judgment that schools can't have racial quotas as a means of admitting students will change things, but doubtful.
—Submitted by a parent


Posted June 6, 2006

WOnderful School. Very involved parents. Our two kids both went there for all of elementary and the dedication to enrichment was great.
—Submitted by a parent


Posted March 3, 2006

The teachers are very dedicated and they can provide a good classroom experience. But there are too many children in fourth and fifth grade classes. And we were disappointed in the lack of opportunities for advanced/gifted kids. The school's focus is on helping lowest-income families first.
—Submitted by a parent


Posted September 15, 2005

Cragmont has an excellent principal and an amazing facility. The teachers are strong and dedicated. It is, however, rather large and at times overwhelming.
—Submitted by a parent


Posted August 2, 2005

I have the most experience with the Two-Way Immersion (Spanish) program. I am impressed. I am also impressed (as is my son) with the non-in-class offerings, such as pull-out art, dance, library, sports, and music, all taught by specialists.
—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

855

Change from
2012 to 2013

-19

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

6 / 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 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 did not meet all student subgroup API targets for 2013

This school's
API score

855

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

-19

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 2012 and Spring 2013. 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)

8 / 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)

6 / 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.

57 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
68%

2011

 
 
69%

2010

 
 
51%
Math

The state average for Math was 65% in 2013.

58 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
73%

2011

 
 
75%

2010

 
 
74%
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.

67 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
71%

2011

 
 
49%

2010

 
 
78%
Math

The state average for Math was 66% in 2013.

67 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
77%

2011

 
 
72%

2010

 
 
84%
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.

66 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
70%

2011

 
 
81%

2010

 
 
81%
Math

The state average for Math was 72% in 2013.

68 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
80%

2011

 
 
88%

2010

 
 
82%
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.

59 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
90%

2011

 
 
75%

2010

 
 
73%
Math

The state average for Math was 65% in 2013.

58 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
85%

2011

 
 
81%

2010

 
 
63%
Science

The state average for Science was 57% in 2013.

58 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
77%

2011

 
 
69%

2010

 
 
67%
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 Students59%
Females59%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged37%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate72%
Parent education - declined to staten/a

Math

All Students71%
Females66%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged48%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate90%
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

English Language Arts

All Students61%
Females57%
Males65%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged35%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability61%
English learner29%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)45%
Parent education - college graduate65%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

Math

All Students70%
Females67%
Males73%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged48%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability70%
English learner47%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduate76%
Parent education - graduate school/post graduate81%
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

English Language Arts

All Students76%
Females85%
Males67%
African American62%
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged54%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability79%
English learner55%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)45%
Parent education - college graduate83%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Math

All Students83%
Females85%
Males80%
African American54%
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged69%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability85%
English learner77%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)58%
Parent education - college graduate83%
Parent education - graduate school/post graduate88%
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

English Language Arts

All Students78%
Females85%
Males72%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged58%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate75%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Math

All Students79%
Females85%
Males75%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged57%
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Science

All Students75%
Females81%
Males72%
African American42%
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged52%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate67%
Parent education - graduate school/post graduate97%
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
White 38%
Hispanic 25%
Black 17%
Two or more races 14%
Asian 4%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 38%N/AN/A
English language learners 14%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Evelyn Tamandong-Bradley
Fax number
  • (510) 644-7717

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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830 Regal Road
Berkeley, CA 94708
Phone: (510) 644-8810

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