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GreatSchools Rating

Roosevelt Elementary School

Public | K-5

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
No new ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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16 reviews of this school


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Posted June 18, 2014

My nephews have been going to this school for the past two years and they have been misarable, we havent changed schools because they live so close and its convinient for my mother to take them walking and pick them up. Let me begin with the teachers are horrible! My nephew in kindergarden has been getting bullied having a kid hit him and scream in his ear all year! He is very opened and came to us for help after letting his K teacher know but nothing was done , we tried talking to the principal and the district and nothing !!!! Its ridicolous , no child should be goig through that on a daily basis. My second nephew was put in a special class we out olus being notify when we asked if there was somtething wrong with him educationaly or behavioral wise no one gave us an answer! The lady at the front office also told my nephew that he could not throw away his lunch if he was not hungry because it came out of her tax money and this happened in front of me , i felt himuliated like she was blaming us at the fact that he recieved free lunch. To end it when he graduated K his teacher threw him his diploma and wouldnt take a picture with him broke my heart
—Submitted by a parent


Posted December 11, 2013

Good school with good academic focus. Although great people, Teacher performance is inconsistent and you must be vigilant to ensure your child is not falling behind. Middle of the pack students may not receive added help or encouraged to surpass expectations. Current Principal is good, but is not seemingly as engaged or personable as previous Principal. Parent involvement is positive, amazing, and off the charts.
—Submitted by a parent


Posted May 13, 2013

Excellent school in every way, and very unique even within Burlingame. This is the quintessential neighborhood school! My children, 3rd and kinder, are thriving here both academically and socially! Test scores here are among the highest in Burlingame, and the school was honored as a California Distinguished school in 2012. The new principal has continued to set the tone here as very caring and nurturing. The one thing that is unique about Roosevelt, as opposed to the other Burlingame elementaries, is its small size. Only 2 classes per grade (generally). It feels like a private school, and has a very very close-knit community of parents and kids. A very special place where people feel welcome and all are encouraged to reach their full potential. Academics are excellent as well as they are always striving to improve. For example, this year they've added ipads for classroom instruction and have started an after school technology club.
—Submitted by a parent


Posted September 26, 2011

Initially I was worried that with too much parent involvement, the leadership at the school (teachers and principal) would be pulled in too many different directions and the school wouldn't be as effective academically. I was very, very wrong. My daughter is thriving at Roosevelt and the school is embraced by the community. It is so amazing to see over 100 parents show up for PTA meetings! This is an incredible school with very caring teachers, an active and supportive parent community and a strong financial commitment from the community to all Burlingame schools that make up for any shortfalls in state funding. Roosevelt taught my daughter to love school and learning. In the end, that is the best outcome any parent could hope for.
—Submitted by a parent


Posted May 18, 2011

The ideal school. Great pedagogy, great principal, great teachers and great parent community. Roosevelt is the perfect neighborhood school. Many schools these days put a heavy emphasis on academics and testing, which in effect stunts creativity and student-led projects. Not at Roosevelt - there is homework, but not a lot and a lot of projects that supplement textbook learning. There are a lot of spontaneous student-led initiatives that are just heart-warming and inspiring - kids really feel empowered here. The school and parent communities are partners in education and the mutual respect is obvious.
—Submitted by a parent


Posted March 26, 2011

I love the community feeling of Roosevelt School. The parental involvement and participation at this school are phenomenal. My son is in first grade here and he is thriving and learning a lot. The principal is warm and caring and very hands on.
—Submitted by a parent


Posted January 5, 2009

I love this school they really take the time and effort to help your child succeed!
—Submitted by a parent


Posted September 4, 2008

This is a 'great school' in every possible way. The principal is experienced, accessible and dedicated to the children, teachers, staff and community - he is a solid leader. The teachers and staff are a caring, cohesive and committed group dedicated to providing each student with the best education possible -- every child counts, and all are valued and appreciated. The close-knit parent community is devoted to providing any assistance required -- from classroom support to funding for special projects. This is a warm and caring environment where everyone thrives.
—Submitted by a parent


Posted August 28, 2008

Excellent school, wonderful teachers and principal. Both my kids love Roosevelt!
—Submitted by a parent


Posted August 28, 2008

Roosevelt is truly a gem! The principal, teachers, school staff, and parent community are great. The principal is very experienced and approachable. He is always available and knows every child by first name. Of his many strengths, one that stands out is his ability to hire and develop a strong, energetic, close-knit, high-quality staff that works well together and provides an excellent education for our students. We have been at Roosevelt for four years, and absolutely love the school.
—Submitted by a parent


Posted February 18, 2008

Wonderful school. Both of my children love it and have been well supported.
—Submitted by a parent


Posted November 15, 2007

A poorly managed school. This year, one kindergarten class has had 5 teachers in the first 2 1/2 months. This school has many things going for it---size, parental involvement, general teacher quality--but suffers from lack of standards and administratiive leadership.
—Submitted by a parent


Posted February 17, 2006

This is a fairly small school with good educational standards. It has a very high level of parent participation. The environment is very welcoming and open although this leaves issues with security.
—Submitted by a parent


Posted September 11, 2005

Excellent school. My daughter made a lot of progress when she transferred to Roosevelt. Her second grade teacher was amazing. Safe school environment.
—Submitted by a parent


Posted July 18, 2005

I love the extracurricular activities offered. My child is very artistic and hands on. Roosevelt has created an exciting, interesting and edjucational experience for my third grader.
—Submitted by a parent


Posted June 19, 2003

Roosevelt has a very active volunteer community including parents and extending families. This includes a very effective PTA and Dad's club as well as classroom support and extracurricular support.


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

917

Change from
2012 to 2013

-2

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

8 / 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 2013

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
2012 to 2013

-2

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)

9 / 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)

8 / 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.

58 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
87%

2011

 
 
70%

2010

 
 
65%
Math

The state average for Math was 65% in 2013.

58 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
86%

2011

 
 
77%

2010

 
 
79%
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.

50 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
65%

2011

 
 
81%

2010

 
 
68%
Math

The state average for Math was 66% in 2013.

50 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
82%

2011

 
 
80%

2010

 
 
81%
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.

45 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
86%

2011

 
 
93%

2010

 
 
66%
Math

The state average for Math was 72% in 2013.

44 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
78%

2011

 
 
89%

2010

 
 
70%
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.

68 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
90%

2011

 
 
71%

2010

 
 
72%
Math

The state average for Math was 65% in 2013.

67 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
81%

2011

 
 
63%

2010

 
 
77%
Science

The state average for Science was 57% in 2013.

67 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
89%

2011

 
 
60%

2010

 
 
77%
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 Students76%
Females69%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantagedn/a
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability77%
English learner63%
Fluent-English proficient and English only82%
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 graduate86%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Math

All Students87%
Females86%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantagedn/a
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability89%
English learner95%
Fluent-English proficient and English only82%
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 graduate76%
Parent education - graduate school/post graduate93%
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 Students74%
Females77%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantagedn/a
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability76%
English learner43%
Fluent-English proficient and English only86%
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 graduate90%
Parent education - declined to staten/a

Math

All Students82%
Females82%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantagedn/a
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability83%
English learner71%
Fluent-English proficient and English only86%
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 graduate79%
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

English Language Arts

All Students87%
Females79%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantagedn/a
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only97%
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 graduate88%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students87%
Females83%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantagedn/a
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
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 graduate88%
Parent education - graduate school/post graduate94%
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 Students85%
Females95%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantagedn/a
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability87%
English learner54%
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 graduate90%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students76%
Females77%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantagedn/a
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability78%
English learner23%
Fluent-English proficient and English only89%
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 graduate86%
Parent education - declined to staten/a

Science

All Students82%
Females82%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantagedn/a
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability83%
English learner38%
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 graduate90%
Parent education - graduate school/post graduate86%
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 50%
Asian 18%
Hispanic 17%
Two or more races 12%
Black 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 17%N/AN/A
English language learners 26%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 8%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Matthew Pavao
Fax number
  • (650) 259-0111

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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1151 Vancouver Avenue
Burlingame, CA 94010
Website: Click here
Phone: (650) 259-3890

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