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GreatSchools Rating

Leconte Elementary School

Public | K-5 | 320 students

 

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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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Parent involvement

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23 reviews of this school


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Posted June 3, 2013

This school a really nice community for kids, parents, and teachers. It is now the designated elementary school, district-wide, for Berkeley's Dual Immersion Spanish/English program. The new Principal is great and teachers love their kids and are responsive to parents. I was skeptical about BUSD at first but really think they do a good job!
—Submitted by a parent


Posted January 23, 2011

I am a proud parent to a Le Conte learner. My son has been attending Le Conte elementary since kindergarten. He is a second grader now. We are in the dual-immersion program. He REALLY loves his school and actually likes to go to school. I have met some pretty amazing parents, kids and teachers. Principal Wilson knows all the kids by first name, she truly loves her job and it shows.
—Submitted by a parent


Posted April 26, 2010

A great small public school with an amazing principal and a fantastic dual immersion program.
—Submitted by a parent


Posted July 29, 2009

Pros: -Great Principal -Nice Playground/yard area -Great teachers. Dedicated and talented teaching staff (mostly...that's public school) Cons: -A couple weak teachers -Slight racial tension (normal urban school levels) -Anemic parent involvement (though strongly improving) Overall synopsis: I'm happy with the school. The staff and involved parents are dedicated to creating a positive learning environment for all. Unfortunately, a number of kids there seem to be quite unsupported by their families and show up for school unready to take advantage of it. Every kindergarten class will have kids who have been read to every day sitting alongside kids whose parents have never read them a book. The staff does a fantastic job of serving those very different groups. If you are involved in your child's education, this could be a good school for you. If you expect the best but won't work for it, go private. I have never second-guessed my decision to send my child to LeConte.
—Submitted by a parent


Posted May 21, 2009

I love the level of commitment, involvement and caring from the principal, the teaching staff and the kids. The parent community is incredible. We are the best kept secret in the district.
—Submitted by a parent


Posted January 26, 2009

There is some truth to a feeling of segregation between dual immersion and regular programs at all the TWI schools, my experience at LeConte is that most of the teachers in both programs are very good with only 1 or 2 exceptions - out of 15 teachers (similar proportion is true at many Berkeley schools not just the ones with the TWI/English divisions). So yes I know 2 boys have had one 'bad' year each in our total 8 teachers so far (3rd and 5th with experience in both programs). I think LeConte has exceptionally good K, 1 & 4-5 teachers and actually a high level of integration of the 'tracks' by 4th grade through mixed am/pm classes. The mix used to be 1 TWI and 2 english tracks so that dynamic of limited cohorts was reversed and sometimes it just doesn't work for a child - but no disaster!
—Submitted by a parent


Posted January 25, 2009

What a disaster. While it appears that the dual immersion program here is good and well-supported, the rest of the school is a mess. Our child has had a terrible experience here, and we hear the same from other parents in the English only track. We have a teacher we like, but there is chaos in the class and lack of supervision on the playground. Because Le Conte has the lowest scores in the Southeast Zone and a less-than-desirable reputation, it is the last choice for families in this zone, unless they are requesting the school because they want the dual immersion program. That means that the English-only classrooms are the dumping ground for this zone. Additionally, because there is only one English-only classroom per grade, there is no possibility for moving kids around when you get a class with a bad group dynamic. Sad.
—Submitted by a parent


Posted September 8, 2008

Now into our second year at LeConte, I cannot imagine a better public school for our son. Why? It is a small, culturally-diverse, friendly community led by a phenomenal principal: Cheryl Wilson knows and genuinely interacts with each student, practices what she preaches which is to put people 1st over paperwork, is a skilled administrator/manager (so the paperwork somehow does get done) and academically the school is making gains, her leadership sets the tone for the entire school -- inviting, inclusive, engaging, and safe. The dedicated teachers and staff specialists are also nurturing, gifted educators. From cooking, farm and garden to music, dance and art, the integrated curriculum provides an enhanced learning environment. Coming from another school district, we told friends we moved to LeConte for the organic food served...enriching after-school offerings, as well as the chickens visible from the lovely library are other parent and kid-pleasing plusses.
—Submitted by a parent


Posted August 28, 2008

I confess that I was nervous about LeConte when we were assigned this school from the district, but my worries have been more than put to rest. My daughter has had a wonderful experience at this school. The principal is FANTASTIC! Not only does she know every child by name, but she makes an effort to develop a personal relationship with each of them - far more than anyone should expect from a principal. Her warmth, enthusiasm and dedication permeates the atmosphere. The teachers are caring, creative and involved. Parent involvement is growing and building upon some highly dedicated individual volunteers. All students receive enrichment classes in farm & garden, cooking, art, music, library & PE. And the after school program is wonderful with tie-ins to class curriculum. LeConte is a school where children feel safe, excited and appreciated: just exactly the right kind of environment conducive to good learning.
—Submitted by a parent


Posted May 28, 2008

Although we had some trepidations at first, LeConte has been a pleasant surprise in so many ways. Perhaps most importantly, the teachers are accomplished, communicative, and committed--and inspired by a great principal (I can't imagine someone better or more energetic). But that's not all: wonderful, creative after-school enrichment classes and programs; a cooking and farm & garden program that must be among the best in the country (few private schools could match this); visits and readings from authors and illustrators; a librarian who's a reading guru; engaging field trips--and a tight bunch of involved, active parents who contribute on so many levels. The school is going to be renovated this summer, so things just keep getting better at LeConte.
—Submitted by a parent


Posted April 8, 2008

The school served my children very well. Most of the teachers are excellent, and the Principal, Cheryl Wilson is very good. I like the soccer field in the yard too.
—Submitted by a parent


Posted September 1, 2007

This school is very much a disappointment. The current administrator has allowed the school to divide by program. Basically, if you are not an involved parent...Your child goes underserved.


Posted August 22, 2007

This school segregates the children with its Spanish Immersion program. It treasures the program and the parents that know it put their children in it. The ones that do not are left with classes with little parent involvement and a bunch of rowdy kids that are hard for any teacher or child to manage which leads to a very poor learning environment!
—Submitted by a parent


Posted May 15, 2007

My twin daughters and I moved here last summer from Maine. Because we registered so late in the season, they placed us where they had room, which happened to be LeConte. I was sceptical at first, due largely to the information I found on this website, but we have been pleasantly surprised. There is a core group of dedicated parents/staff members who truly pour their hearts and souls into this charming little school. The principal's dedication to this school is inspiring and contagious. The farm and garden program has been running there for 25 years and it shows! Chef Brenna goes above and beyond her duties as cooking teacher and is a true ally to any child in her presence. Ms. Louie (2nd grade) is invested in her students, she cares and it shows. My daughters and I love this school and the community we have found becasue of it.
—Submitted by a parent


Posted February 1, 2007

LeConte School is having a renaissance. The new principal is not only intelligent, but the hardest working professional I know. The teaching staff are strong and committed to building the school we have one of the best track records in securing outside grants in the district. I see increasing focus on individualized assessment and instruction for students both struggling and excelling. LeConte's farm and garden program is a gem; it was one of the first in Berkeley and has been copied by many elementary schools. Our own son, a second grader, has particularly grown this year, both academically and emotionally, as a result of energy and caring he feels around him.
—Submitted by a parent


Posted September 6, 2005

This is my child's second year at LeConte Elementary. He is in the dual immersion program, where he is being transformed into a Spanish speaker by the enthusiastic, able teachers in that program. The teaching staff is quite good, a mix of very experienced teachers with a few new people. There are a number of very good programs at the school: the farm and garden program, led by a terrific teacher (Farmer Ben), introduces children to new foods, nutrition and science in a wonderfully interactive way; a really good conflict resolution supervisor, Miles, and a good sports and playground program (Sports 4 kids), a lovely librarian, Estella, and a friendly, helpful receptionist, Donna. And that's just the beginning! The school has a dynamic new principal who is already connecting with the children and their parents in positive ways. We are looking forward to another four good years for our son.
—Submitted by a parent


Posted September 3, 2005

My child graduated in June 05, and he had a wonderful experience at LeConte. He achieved proficient scores in language arts and math on the CAT6. This is due to the wonderful teachers and leadership at that school. He also learned to appreciate healthy eating habits.
—Submitted by a parent


Posted August 21, 2005

My child had an interesting experience at LeConte. The influential parents in the two way immersion program attempted to run the school and the principal should be commended for not giving in to them. The principal was strong and focused on the whole school which improved the quality of education for all students not just the priviledged ones. This is evidenced in the most recent posting of the state test scores.
—Submitted by a parent


Posted July 25, 2005

My Child was a Kindergardner at LeConte, i do not recommend this school. The teachers have so much pressure to get the students work done that they focus on the work and not the child. My child did not excell in this high pressured environment that had little emotional support and ease. We changed to a different school and she naturally excelled by the more supportive environment. On the playground i observed the supervisors do not watch the children well. The principal in front of me criticized and humiliated a sad child who forgot his lunch money. I worked with the school liason who was very kind and understanding i was pleased by her manner and professionalism. Unfortunatley my concern became gossip and not results were made. Lunch time for Kindergardners is 15 minutes, and that also includes walking to the cafeteria, which ends up about 10 minutes. Principal was just replaced....
—Submitted by a parent


Posted May 31, 2005

There were no music, Phy Ed or art classes during the 2003-2004 school year when my child was there. Very academic kindergarten program focusing on skills many of the children were not ready to learn.
—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

830

Change from
2012 to 2013

+14

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

1 / 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

830

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

+14

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)

5 / 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)

1 / 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.

55 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
52%

2011

 
 
49%

2010

 
 
62%
Math

The state average for Math was 65% in 2013.

55 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
71%

2011

 
 
74%

2010

 
 
72%
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.

54 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
42%

2011

 
 
50%

2010

 
 
40%
Math

The state average for Math was 66% in 2013.

55 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
72%

2011

 
 
73%

2010

 
 
61%
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.

49 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
69%

2011

 
 
63%

2010

 
 
52%
Math

The state average for Math was 72% in 2013.

49 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
73%

2011

 
 
63%

2010

 
 
37%
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.

51 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
59%

2011

 
 
35%

2010

 
 
42%
Math

The state average for Math was 65% in 2013.

51 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
59%

2011

 
 
30%

2010

 
 
46%
Science

The state average for Science was 57% in 2013.

51 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
59%

2011

 
 
34%

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

All Students69%
Females71%
Males67%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged56%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
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)56%
Parent education - college graduate62%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students72%
Females71%
Males74%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged59%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
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)56%
Parent education - college graduate77%
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 Students37%
Females39%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged12%
Not economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability36%
English learner6%
Fluent-English proficient and English only50%
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 graduate40%
Parent education - graduate school/post graduate60%
Parent education - declined to staten/a

Math

All Students65%
Females65%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged48%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability65%
English learner47%
Fluent-English proficient and English only74%
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 graduate80%
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 Students53%
Females58%
Males48%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged35%
Not economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability54%
English learner9%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate60%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Math

All Students68%
Females62%
Males74%
African American64%
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged65%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability69%
English learner45%
Fluent-English proficient and English only74%
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 graduate79%
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 Students65%
Females63%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged45%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability65%
English learner36%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented93%
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 graduate75%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students75%
Females77%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged59%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability75%
English learner50%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented93%
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 graduate92%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Science

All Students74%
Females77%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged59%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability75%
English learner57%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented93%
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 graduate92%
Parent education - graduate school/post graduate100%
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
Hispanic 40%
White 24%
Black 18%
Two or more races 12%
Asian 5%
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 55%N/AN/A
English language learners 25%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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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
School leaders can update this information here.

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School basics

School Leader's name
  • Veronica Valerio
Fax number
  • (510) 644-7767

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Individually guided instruction

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School facilities
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  • Library
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2241 Russell Street
Berkeley, CA 94705
Phone: (510) 644-6290

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