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GreatSchools Rating

Castlemont Elementary School

Charter | K-5

 
 

Living in Campbell

Situated in an urban neighborhood. The median home value is $557,000. The average monthly rent for a 2 bedroom apartment is $1,590.

Source: Sperling's Best Places
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

Teacher quality

Principal leadership

Parent involvement

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29 reviews of this school


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Posted June 22, 2005

Parents are very supportive and helpful and there is lots of support in the classrooms. I have never had a bad teacher at this school. I hope that in years to come this school can stay distinguished and financed properly so that it can stay great!
—Submitted by a parent


Posted April 18, 2005

This school's strongest point is its sense of community. The school offers many ways for parents and children to build relationships that extend beyond the classroom. The school has an amazing home and school club that is very supportive of the staff and students needs. However, it's due to the generosity of Castlemont families that the home and school club can offer the financial support that allows for so many activities outside the classroom. The Castlemont families have also built a wonderful garden there. The garden is available to all classrooms to bring the science curriculum alive. This garden continues to thrive due to the generous time commitment of the Castlemont community.
—Submitted by a parent


Posted April 18, 2005

Castlemont just switched its principal in 2004/2005. It has also added new buildings for this school year. During the past five years, we have had excellent, highly dedicated teachers at each grade. Parent involvement seems very strong, both in the classroom and for extracurricular activities. The school garden/Life Lab was extremely valuable, at least until the recent construction forced its relocation. It's not clear how the new configuration and the new administration will affect the Life Lab. Our experience in 2003/4 with an after-school 'study hall' kind of program was disappointing. A single teacher was the sole adult supervision for too many children. I'm not sure if this program is still in place, or if it has been altered.
—Submitted by a parent


Posted February 17, 2005

Over the past seven years my children have attended this school. The environment, including teachers and parents, have offered a warm welcome positive experience. My children enjoy school and look forward to going each day. The parent participation is strong and is the key to a successful school.
—Submitted by a parent


Posted January 25, 2005

We are in our 8th year at Castlemont. It has been a wonderful experience for my two sons, i.e. community, teachers, leadership, spirit, etc. Unfortunately, times they are a 'changin at this school and we sense huge growing pains. A new principal, new front office, teachers shifting grade levels or retiring, changing demographics, higher ESL population, and lower parent involvement are a few of the issues we are dealing with this year. Luckily, we are on to middle school with our last child. Hopefully, Castlemont will return to its former glory!
—Submitted by a parent


Posted August 19, 2004

I feel that Castlemont was a wonderful school for my son. He has just finished 1st grade. Over the 2 years of my son's attendance, I sensed a great deal of school spirit and pride from the staff and priciple. One example of spirit; the class required a poem book for each student. It contained songs about Castlemont, which he had memorized and would sing. I appreciated that every morning, the Pledge of Allegence was recited, led by students over the intercom. I volunteered and noticed quite a lot of other parents doing the same. We have since bought a home and are moving out of the district. We will miss Castlemont.
—Submitted by a parent


Posted June 3, 2004

Fabulous staff and excellent parent participation! Two children and completed through fifth and one through first. Castlemont is one of the biggest things I am going to miss moving out of the area. Leadership is second to none!
—Submitted by a parent


Posted March 9, 2004

Castlemont has been a fine school filled with many extra activities and programs for the children. My only concern would be the before and after care that the school district is now trying to implement. CDC currently leases the facility, providing outstanding, state licenced child care. The school district is trying to implement their progam at the begining of the school year 2004/05. Their program is not licensed by the state, employes young adults needing no ece units or cpr training and does not have the track record CDC has. Be diligent in investigating and visiting the districts other school day care sites before placing your child in their care.
—Submitted by a parent


Posted June 20, 2003

I was impressed with the all day Kinder program. It was great for my child to be challenged in the work required for elementary school success. The teachers overall are well educated beyond the basic credentials for teaching this was impressive to me. I like many other parents wish that there were more extra-curricular activities for the students at Castlemont perhaps more music and physical fitness programs provided there is school funding. This can make it frustrating as the budgets should never affect the children in their opportunity for success in school. However, we are lucky at Castlemont the Home and School club is strong and it seems like there are a lot of parents that seem to help in the classrooms and with the children. I think Mr. Short is a great proactive Principal and role model for the children. He has great leadership qualities and has a genuine concern for the school and it students alike.


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

811

Change from
2012 to 2013

-16

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

3 / 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

811

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

-16

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 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
(2012)

6 / 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)

3 / 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.

139 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
61%

2011

 
 
57%

2010

 
 
53%
Math

The state average for Math was 65% in 2013.

139 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
71%

2011

 
 
60%

2010

 
 
63%
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.

119 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
43%

2011

 
 
56%

2010

 
 
43%
Math

The state average for Math was 66% in 2013.

121 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
73%

2011

 
 
76%

2010

 
 
68%
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.

114 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
78%

2011

 
 
65%

2010

 
 
62%
Math

The state average for Math was 72% in 2013.

116 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
77%

2011

 
 
82%

2010

 
 
63%
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.

79 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
76%

2011

 
 
67%

2010

 
 
62%
Math

The state average for Math was 65% in 2013.

82 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
83%

2011

 
 
75%

2010

 
 
68%
Science

The state average for Science was 57% in 2013.

82 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
78%

2011

 
 
71%

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

All Students52%
Females63%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged34%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability53%
English learner33%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)67%
Parent education - college graduate79%
Parent education - graduate school/post graduate72%
Parent education - declined to staten/a

Math

All Students62%
Females69%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged50%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability63%
English learner46%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)78%
Parent education - college graduate83%
Parent education - graduate school/post graduate72%
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 Students52%
Females52%
Males52%
African Americann/a
Asian57%
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged34%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability51%
English learner29%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)64%
Parent education - college graduate59%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

Math

All Students75%
Females76%
Males72%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged63%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability76%
English learner59%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate64%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)76%
Parent education - college graduate91%
Parent education - graduate school/post graduate77%
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 Students59%
Females67%
Males49%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged57%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability58%
English learner29%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate41%
Parent education - some college (includes AA degree)65%
Parent education - college graduate76%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

Math

All Students66%
Females68%
Males63%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged57%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability66%
English learner53%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)68%
Parent education - college graduate81%
Parent education - graduate school/post graduate82%
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 Students64%
Females77%
Males55%
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)58%
Economically disadvantaged60%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability65%
English learner35%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
Parent education - some college (includes AA degree)47%
Parent education - college graduate89%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students84%
Females83%
Males85%
African Americann/a
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)86%
Economically disadvantaged80%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability86%
English learner62%
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 graduate79%
Parent education - some college (includes AA degree)82%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students75%
Females75%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged63%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability73%
English learner38%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)76%
Parent education - college graduate90%
Parent education - graduate school/post graduaten/a
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 52%
White 22%
Asian 9%
Black 5%
Two or more races 5%
American Indian/Alaska Native 0%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 55%N/AN/A
English language learners 41%N/AN/A

Teacher experience

  This school District averageState average
First-year teachers 2%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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3040 East Payne Avenue
Campbell, CA 95008
Website: Click here
Phone: (408) 364-4233

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