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Teacher quality
Principal leadership
Parent involvement
I am proud to be a teacher at Marsh Creek School. Our staff is at this school because we chose to be here and love the school community. Our families are hard working and are very interested in their child's success. The staff also works long hours to provide the best education for the students. Our API and CST scores continue to grow every year. Go Hawks!
—Submitted by a teacher
Congratulations Marsh Creek School on the impressive rise of CST scores each and every year! With dedicated staff and caring families working together, our students are on the path to success.
—Submitted by a teacher
The principal is a mess and lacks leadership. The scores have gone done, and the kids who excel don't get challenged enough, they just get pushed aside. The principal doesn't support her students enough. She should have been in politics because she tells you what you want to hear, yet does what she wants in the end.
—Submitted by a parent
My son went here for kindergaten and we were very dipleased with the school. I have heard through the grapevine that this school gets all the teachers that no other school wants and after my experiance I totally believe this-though I do know of a few good teachers that work here too/ just more bad than good.
—Submitted by a parent
I am the parent of 3 children that attend MC grades K, 2nd and 5th. My second oldest child greatly benefited from the reading intervention classes, and another one of my children even placed out of speech therapy class thanks to early intervention. There is even a great after school program free of charge for families in need of childcare that isn't offered at any other Brentwood school in the district. The curriculum is good and if your child isn't being challenged enough, I have found teachers to offer optional extra assignments. A school is more than test scores and the break down of ethnic groups it is about the learning environment and family support. My children are happy and look forward to going to school every day at Marsh Creek.
—Submitted by a parent
My children have only been at Marsh Creek for 7 months, they transferred from highly rated to schools on the other side of the county. I was a little hesitant with the reviews and word of mouth. However I have found Marsh Creek to be a good school. The teachers are very caring. I like the character/esteem building and reward programs they have in place. There is a large ESL population, but the school seems to have strong programs in place to support that population of students. Marsh Creek has had steady improvement in their test scores. I would like to see improvement in providing a greater challenge to children who are above average. I would also like to see greater parent participation.
—Submitted by a parent
My child has attended this school for 3 years and we have had the worst experience ever. The teachers he has had does not seem to care when a child has a learning problem. When the issue was brought to the principal he just showed that he did not care about the students' for he did nothing but refer me back to the teacher who informed me that she did not have time for my child who was having a hard time understanding his school and homework. It seems that all the principal cares about is increasing his test scores. I hate that we even moved to this area because of this school.
—Submitted by a parent
I am very pleased with the school. They have wonderful and caring teachers... Their staff and principal are very friendly and attentive; GO HAWKS!!!
—Submitted by a parent
Despite the lower rating, I have seen great academic growth in my 3rd grader. Her teacher is WONDERFUL... caring, encouraging and enthusiastic. The school runs rather smoothly and the kids seem to feel happy and safe. This is our first year at MC, and I can only hope her 4th grade teacher is as great as this year's!
—Submitted by a parent
Though the majority of students are early-English learners from modest neighborhoods, the staff and admin present challenging academic programs, and work closely with parents to encourage and support 'subject' and social learning. Enrichment programs are very good.
—Submitted by a parent
I feel that Marsh Creek does have strong school spirit and the Principle Mr.Bowen is excellent. My Daughter talks highly of him and I see him interact with the children which is very nice.
—Submitted by a parent
Marsh Creek is a great place to watch your child grow and learn. The staff is amazing and the campus is beautiful!
—Submitted by a parent
Marsh Creek is a new school still ironing out some lumps here and there. I would like to see the Principle more involved and interested in the children, it seems a genereal concensus from most children I speak to that he is intimidating.
—Submitted by a parent
We have been very pleased with Marsh Creek Elementary. Our son has been attending since it opened 2005/06. Staff has been awesome!
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
125 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
125 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
117 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
120 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 50% |
| Females | 62% |
| Males | 36% |
| African American | n/a |
| Asian | 67% |
| Filipino | 92% |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 64% |
| Students with disability | 14% |
| Students with no reported disability | 55% |
| English learner | 36% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 65% |
| Males | 54% |
| African American | n/a |
| Asian | 67% |
| Filipino | 92% |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 75% |
| Students with disability | 29% |
| Students with no reported disability | 64% |
| English learner | 49% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 41% |
| Females | 47% |
| Males | 33% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 24% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 56% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 38% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 68% |
| Females | 70% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 43% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 44% |
| All Students | 70% |
| Females | 76% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 50% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 60% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 44% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 58% |
| Females | 67% |
| Males | 52% |
| African American | 54% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | 29% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
| All Students | 65% |
| Females | 63% |
| Males | 67% |
| African American | 54% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 38% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
| All Students | 36% |
| Females | 31% |
| Males | 39% |
| African American | 14% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 51% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | 10% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 41% | 49% | ||
| White | 27% | 28% | ||
| Multiple or No Response | 11% | 3% | ||
| African American | 10% | 7% | ||
| Filipino | 7% | 3% | ||
| Asian | 4% | 8% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 33% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 45% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 87% | 85% | ||
| All other non-English languages | 4% | 1% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| German | 1% | 0% | ||
| Pashto | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Russian | 1% | 0% | ||
| Vietnamese | 1% | 2% | ||
| Armenian | 0% | 1% | ||
| Farsi (Persian) | 0% | 0% | ||
| Hindi | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Polish | 0% | 0% | ||
| Urdu | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 6 | N/A | 11 |
| Average years teaching | 7 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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601 Grant Street
Brentwood,
CA 94513
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Phone: (925) 513-6420
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