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GreatSchools Rating

Jefferson Elementary School

Public | K-5 | 330 students

Last modified
Community Rating

5 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating
2010:
Based on 2 ratings

Teacher quality

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Parent involvement

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17 reviews of this school


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Posted February 9, 2013

We LOVE Jefferson. We are so happy that our daughter goes there and are excited for our youngest to start next year. We have loved all of the teachers our daughter has had so far. The parent involvement and the PTA is amazing. There are lots of community events that we enjoy. We are also very happy with the unique after school program- wonderful caring staff and lots of activities the kids can choose from. Jefferson didn't choose to do the construction next year and add the extra classes, BUSD chose our school because it made the most sense since we are the smallest school in our zone. While obviously dealing with the construction will be hard, we have made the most out of it by adding what will be a much needed beautiful new library and learning resource center, plus modernization and seismic upgrades. The results will far outweigh the nuisance of one year of construction. I'm really excited for it to be completed. Hats off to the principal for being a strong and devoted leader.
—Submitted by a parent


Posted February 8, 2013

Jefferson was the 'hot' school in the zone about 3 years ago, but it's undergoing some challenges which have impacted the overall environment. The Chinese bi-cultural program is completely gone. There is a large construction project starting in June 2013 which is estimated to last for one year and will impact on the play yard. The community hasn't been given very much information about the project or how the construction will be addressed during the school day. At the end, we will be adding another 80 or possibly 100 children to the site. We will also likely have very limited access to our amazing Librarian during the construction. The teachers are all quite good and definitely work hard. The leadership is actually somewhat problematic. If you agree with the goals of the administration, then you see an excellent leader. If you have an alternative view, then you are persona non grata. The community is good - the PTA works hard to keep special evening events going. Hopefully Jefferson will regain some of the positive momentum it had in years past once all the construction is done.
—Submitted by a parent


Posted January 16, 2012

This is an outstanding school, with outstanding leadership, succeeding despite diminishing resources from the state. Fortunately, Berkeley's parcel taxes have helped blunt the impact of state budget cuts. For anyone who thinks great public schools aren't possible, check out this school for a powerful rebuttal to that perspective.
—Submitted by a parent


Posted August 2, 2011

Great school and a supportive environment. The principal has been very active in creating an academic and inclusive school for all kids and parents.
—Submitted by a parent


Posted May 26, 2010

Jefferson is a great school.The principal has been very helpful to the kids and the teachers have been teaching the students to always ask questions if your stuck etc.
—Submitted by a parent


Posted April 14, 2010

Jefferson has a wonderful Chinese bi-cultural program, many great after-school enrichment classes, and fun, special social evening events throughout the year.
—Submitted by a parent


Posted October 5, 2009

The Jefferson community works really hard to make sure everyone in the school is learning and having fun. From great teachers to invoklved parents to great community celebrations, Jefferson is a wonderful school!
—Submitted by a parent


Posted September 16, 2009

Jefferson Elementary has superb teachers, a rich and varied after-school program, and many wonderful events throughout the year (courtesy of our very active PTA), and we are unique among the Berkeley public schools for our Chinese bi-cultural program.
—Submitted by a parent


Posted September 16, 2009

i love this school.My daughter loves it but she never wants to leave.Sshes really sad that shes in 5th grade but she has an awsome tearcher, Rick Kleine
—Submitted by a parent


Posted June 15, 2009

This school is a great place - the biweekly schoolwide assemblies, the infusion of art and color from parents and children, the community spirit - all wonderful. I was no fan of the prior principal, who in my opinion was the only weak link. Now, with a strong, committed, creative principal on board, the school is only getting better. The teachers are awesome, the parent community is involved and interesting, and the kids feel very safe and nurtured, and they learn!
—Submitted by a parent


Posted May 21, 2009

We are so lucky to have our kids at Jefferson School. It's diverse. Families are involved. The staff are all extremely talented and dedicated to both providing a strong academic foundation for all students and to fostering creativity and enthusiastic learners. There's a whole lot of love at our wonderful school.
—Submitted by a parent


Posted January 5, 2009

Our family could not be happier with the teachers, administration and family community at Jefferson Elementary in Berkeley. The principal Maggie Riddle (new principal starting 2007-08 school year, but a teacher there for 11 years prior) is a very hands-on and decisive leader and the teachers and other staff at the school never cease to impress me with their level of passion and commitment. All are united in the goals of nurturing a love of learning and a respect for others in our children. Benefits include bi-weekly school assemblies to build community and expose our children to arts and music from other cultures, an involved parent community, art, music, and science classes offered during the school day and as part of the PTA-sponsored after school classes, a well-supervised playground including organized games by PE specialists and a positive discipline philosophy. These and much more make Jefferson a wonderful school community.
—Submitted by a parent


Posted May 29, 2007

We have a daughter in first grade at Jefferson who has done very well in her two years there. She is excited about learning, has made friends easily, is excited about going to school, and is exposed to a diverse student body. There are numerous PTA sponsored after-school activities to choose from as well as Voyager, an after-school program that runs until 6:00. There is little diversity at the PTA level and that has been disappointing. Overall, Jefferson offers the opportunity to achieve for most students. As in any academic environment, parent involvement is key to success and most Jefferson parents are very involved and attentive to their children's education.
—Submitted by a parent


Posted May 9, 2006

We have twin daughters just finishing second grade. Because they are in separate classrooms we've gotten to know all of the teachers so far...they are all very good. The Chinese bi-cultural program is great, but if you don't get in or don't want to get in the other teachers provide equally enriching programs. Parent involvement in PTA and events is also great, but that seems to vary from year to year. Our year happens to be very active. There is always more need for parents in the classrooms.
—Submitted by John, a parent


Posted April 9, 2005

My children feel safe and connected at this school. The playground dynamics are good --- strong feeling of community. However, the academics differ from teacher to teacher -- especially classroom management techniques. My daughter is bored and does not like her teacher. My son, who is in 5th grade has a teacher who is very kind and who understands the way 5th graders think. However, there are 32 children packed into that class. Overall, Jefferson is a decent school but even though most of the teachers are experienced, one might not agree with every teachers' methods. There does not seems to be enough strong overarching leadership from the Principal.
—Submitted by a parent


Posted July 13, 2004

My daughter attended Jefferson Elementary from K-2 until we moved. She was in the Chinese bicultural class which held her attention and kept her more focused. The teachers were great and they used a lot of art in teaching which was good for my daughter. The school has a great PTA program. Barbara Delaney is one of the 'coolest' school principle's I have ever known. She is always smiling, especially when she speaks about her favorite subject - reading. The school has a science fair every year and all kids in all grades can participate. They have a May Fair fundraiser in the spring which is very fun. The PTA fundraisers have managed to bring in enough to help keep some specialty teachers at least part time that other schools have lost due to budget cuts. Another thing I didn't realize I would miss was the diversity of the student population.
—Submitted by cindy easton, a parent


Posted March 4, 2004

My two kids both love going to school here. The teachers have many years of experience and know how to teach children at all levels. There is a consistent emphasis on the school building blocks: Be Kind, Be Safe, and Do Your Best Work. The recesses and lunches are staggered, so the K-1 kids are together, the same with grades 2-3 and 4-5, which makes for a calm and safe campus. Many parents are very involved in school activities. My kids also enjoy the Voyager after-school program, which parents also like because it is inexpensive.
—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 2012.

This school's
API score

917

Change from
2011 to 2012

-1

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

10 / 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 met all student subgroup API targets for 2012

This school's
API score

917

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
2011 to 2012

-1

Change from 2011 to 2012
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
(2011)

10 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

10 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

41 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
75%

2010

 
 
71%

2009

 
 
69%
Math

The state average for Math was 64% in 2012.

41 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
85%

2010

 
 
75%

2009

 
 
77%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

56 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
69%

2010

 
 
66%

2009

 
 
49%
Math

The state average for Math was 69% in 2012.

57 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
87%

2010

 
 
80%

2009

 
 
58%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

44 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
83%

2010

 
 
84%

2009

 
 
63%
Math

The state average for Math was 71% in 2012.

45 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
89%

2010

 
 
90%

2009

 
 
76%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

47 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
83%

2010

 
 
69%

2009

 
 
73%
Math

The state average for Math was 65% in 2012.

48 students were tested at this school in 2012.

2012

 
 
98%

2011

 
 
94%

2010

 
 
96%

2009

 
 
88%
Science

The state average for Science was 60% in 2012.

47 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
76%

2010

 
 
64%

2009

 
 
66%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students81%
Females84%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged27%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability84%
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 graduate82%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students76%
Females79%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged27%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only77%
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 graduate73%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students71%
Females71%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged48%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability77%
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 graduate74%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students88%
Females84%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged79%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only92%
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 graduate89%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students91%
Females95%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged76%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only93%
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 graduate85%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students91%
Females90%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged83%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only93%
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 graduate77%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students90%
Females86%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)100%
Economically disadvantaged77%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only90%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students98%
Females95%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)100%
Economically disadvantaged96%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students76%
Females71%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)100%
Economically disadvantaged50%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only85%
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 graduate85%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 33% 28%
African American 21% 7%
Multiple or No Response 20% 3%
Hispanic or Latino 15% 49%
Asian 10% 8%
Filipino 1% 3%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 114%N/A24%
Students eligible for free or reduced-price lunch program 242%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 57% 85%
All other non-English languages 19% 1%
Cantonese 5% 2%
Pashto 5% 0%
Arabic 3% 1%
Filipino (Pilipino or Tagalog) 3% 1%
Korean 3% 1%
Urdu 3% 0%
Vietnamese 3% 2%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 13N/A11
Average years teaching 18N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1400 Ada Street
Berkeley, CA 94702
Phone: (510) 644-6298

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