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Teacher quality
Principal leadership
Parent involvement
Deterding is a wonderful school. The teachers care for the students and spend extra time during their lunches to work with students in intramurals, tutoring and other activities with the students. The school offers music, dance and art each week for the kids. The principal is friendly and listens to concerns. They have an anti-bullying program in place. Dart and PTA provide opportunities for enrichment and pay for classes to go to theatrical productions. There are two dance shows a year and art festivals. Overall great school.
—Submitted by a parent
In response to the person who accused DART of being a "clique," I'd like to suggest that he or she come to a DART meeting, volunteer at a DART sponsored event, or make recommendations for ways that would help DART reach out to you. DART has always, but especially this year, tried to increase the number of people who contribute ideas and people-power. As a board member I know first hand of the need for more help and typically it's the same generous, hard-working volunteers who show up time after time. So, if you really would like to participate more, there are open arms and ears waiting to receive you. Just FYI -- it's a lot of work, albeit for a good cause, and frequently exhausting. It's only fun if you make it that way.
—Submitted by a parent
As a DART board member, I have to take exception with the last commenter. DART is the only fully open parent group at Deterding. You do not have to pay to be a member of DART or be a part of a special class. Our members come from a broad cross section of Deterding s community. Many DART board members are also active members of the Deterding PTA and the two groups work closely together. We welcome anyone and everyone to come to a DART meeting and/or to participate at any of our events. DART meetings are open and fun. Discussion and ideas are encouraged. Every dollar DART raises benefits all students at Deterding. DART raises almost $100,000 every year to pay for teachers salaries (dance teacher, music teacher, and art teacher), field-trips, art supplies, and more. Every year, DART organizes two K-3 Dance Shows, Talent Show & Spaghetti Feed, Arts Auction, Choir & Band Concerts, Art & Music Festival, Missoula Children s Theatre, Santa Breakfast, Shopping Night, Ceramics Workshops, and much more. We send out two newsletters every month asking for participation and help. Please come to our next meeting or speak to a current DART board member to learn more. We would love to meet you!
—Submitted by a parent
DART and PTA work hand in hand on many projects at Deterding and I find both groups are equally welcoming and happy to have support from the Deterding community. I'm a member of DART and participate in PTA events as well. It makes me sad that there is a perception that the DART board is a clique -- couldn't be farther from the truth. We've welcomed more new members this year to DART than in any previous year and they keep coming back -- because the work we do is important and the people at our school make it fun. Come to our next meeting and find out for yourself -- don't buy in to anonymous posts!
—Submitted by a parent
I have had 3 children at Deterding. Love this school, love the arts, love the parent participation as we need it now with class sizes. I am truely happy here. The only things I have a problem is how "Clicky" the dart board is. Not welcoming, not friendly, I feel like you would have to be "accepted" into their group. The PTA on the other hand is much more new parent friendly. Thank you for that PTA! Something should be said to the Dart circle. It is unatractive!!!
—Submitted by a parent
I have 2 students who go to Deterding. One is in the Rapid Learner program and one is not. BOTH of my children have received an excellent, well-rounded education here! They have a full-time art teacher, every 4th grader plays recorder, and every 5th and 6th grader plays a band instrument. There is dance, choir, and great field trips. Our experience with the teachers has been great - we've never had a teacher not listen to our concerns. For the parent, who said there was no science in the lower grades, they were obviously not very aware of what there child was doing as that is clearly not the case! As for the bullying mentioned, my kids have never been bullied and have always felt safe. There is a Bullying program in place and the teachers are all working hard to create a respectful atmosphere. There are some overcrowding issues but the school has been working to address that...including adding a portable exclusively for the music teacher and a new bathroom. As with any school, some teachers are better than others...if the district would just let the great teachers stay instead of moving them around every year, everyone's education would be enhanced!
—Submitted by a parent
WOW I had a great experience with the previous principal. Last year for my child was a year of inconsistancy with the teacher, the teacher was there for the beginning of the year and then left for a leave, Then there were different subs that taught the class. One teacher said my child was doing poorly, the other praised how well she was doing and then the first one came back and said how bad she was. Ms Rangel was an amazing advocate for my child last year. I felt that she understood what my child was going through. I am sorry to hear all the poor comments, it make me sad. A great man once said "Be the change you want to see"
—Submitted by a parent
I am glad I am not the only parent who feels this way about Deterding. The principal, the teachers, the students....it's all so weird there....it's almost like the staff is very secretive...makes me wonder why? I wouldn't trust any teacher to be alone with my child at this school.
—Submitted by a parent
DOUBLE TERRIBLE! Bad teachers and bad kids! Some of the kids are good, but the others are not. There are lots of bullyings. I suggest you don't go to Deterding. I strongly suggest teachers to care more about kids who are bullied.
—Submitted by a parent
I have had the opportunity to have my children in 3 different schools in this district. One was a complete bust and it took my son 2 years to catch up on his own from what he didn't receive there. The other was very good and I would rate it just below Deterding. Deterding has the Gate program and I have been very pleased with the teaching there. Had I received the same level of education when I was younger I would have surely done better myself.
—Submitted by a parent
An honest review: I like to look at things as the glass half full. I have 3 children at Deterding. Deterding does focus on the arts, however, most schools do already have band, choir, music, and art. I dont see that the amount of time spent with these areas matters a bit as long as they do get some. The 2 problems I have had with the teachers is lack of communication and lack of sympathy. The office staff does seem to be a little stand off-ish. I have been involved in the PTA but not the DART team. I have felt uncomfortable around the group that runs DART whereas the PTA is welcoming. The school is overcrowded. The drop off/pick up is quite a hassle. You can't turn into the school going west on Stanley as it's blocked with orange cones. I want to know why our tax dollars are going to someone who all they do is set up and take down cones. Overall, I would say there is not anything special about Deterding that stands out from other schools. There is bullying there. It is crowded. They do have GATE classes. I have seen many other schools who are more successful. Remember, the principal and the teachers are the ones who make the school successful. Again, nothing special.
—Submitted by a parent
Deterding is an excellent elementary school where the arts are academic. I love that my kids have art from a credentialed art teacher with challenging lessons several times a week. They also have art instruction in the classroom with their teachers. The band program is fantastic and the choir (although after school) is even more amazing. The school provides music in the classroom too and endless after school activities. I share concerns that the school has grown too big, but that is being addressed. The teachers are fabulous and provide a healthy learning environment which results in a high API score. I would encourage those who have a poor opinion of the school to get more involved.
—Submitted by a parent
I am glad I am not the only one who feels this way. I really thought it was me...I thought I did something wrong...when I had to go into the office or have some sort of communication with one of the teacher's I always felt like they all hated me. I am now thinking about pulling my kids out of that school. I do not feel like my kids are safe or in a positive environment.
—Submitted by a parent
Deterding was a good school years ago under principal Kenfield. Not anymore. The teachers have become complacent and cannot be bothered. The principal is crass, deceitful and uncooperative all the while defending the complacency of the teachers. The current curriculum is just enough to "get by" to meet the basic state standards. The school would be nothing without parental/family involvement to provide the extra funding and programs.
Just returned from visiting the children from 4th grade classes, camping at Malakoff Diggins State Park. What a awesome experience. I have been so impressed with this school over the past 4 years. It really warms my heart and gives me faith that our children and grand-children are in good hands. Thank you from a students grand-mother.
This is my daughter's second year at Deterding. I like the school. But don't LOVE it!? My daughter has had some academic problems, and I feel that the teacher/principal should go through some training on how to talk to parents about this. I do not feel that they handled it in a sympathetic manner. I will however give the office staff a 5 star rating!
—Submitted by a parent
My child has attended Deterding for two years, and our experience has definitely been hot and cold. We had an excellent, experienced, and actively involved teacher the first year - she made all the difference. This year, not so lucky with either the teach or the administration. The emphasis on the arts is great, but it unfortunately comes at the expence of academics. Science is not even part of the curriculum in the lower grades (!) and computers are largerly absent from the classrooms. My child's class work and homework is comprised entirely of worksheets this year, and if "hands-on" learning is occurring, I'm unaware of it. No field trips because the teacher can't be bothered. The after school program is very good, with experienced and engaged staff.
—Submitted by a parent
This school is so wonderful...teachers are great, parent involvement is great, and the PTA/DART/PERLE associations are all excellent and do their best to provide extra funding to promote music and art in the curriculum.
—Submitted by a parent
my daughter started her kindergarten this year and i should say we are very happy with that. I can see her interest and involvement in everyday activities that they handle. I think this school is very nice. They create all benefits for students to be successful. the parent involvement is also very strong. she has an amazing teacher and I am very happy with his methods of teaching.
—Submitted by a parent
I would lke to rate this school very high for several reasons. I'm sure that many, if not all parents agree with me when I say that our children are the most important thing to us. I loved how physically secure the school is and how the gates are regulated. It's big for me since I'm a Military Security Contractor and I notice things like this right off the bat. The staff is very attentive and cares very much for all of their students. All of my interactions have been positive even when things were not in my sons favor. I noticed that the teaching staff interacts regularly with the principle and they appear to be on the same page with the all issues concerning the school activities and student. In conjunction with the many programs this school has, I would rate their afterschool program 5 stars as well.
—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.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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
The state average for English Language Arts was 48% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
100 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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
94 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.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
93 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 59% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
75 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 | 66% |
| Females | 80% |
| Males | 53% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 62% |
| All Students | 82% |
| Females | 84% |
| Males | 80% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 80% |
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 | 65% |
| Females | 62% |
| Males | 71% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 38% |
| All Students | 91% |
| Females | 90% |
| Males | 93% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 82% |
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 | 90% |
| Females | 88% |
| Males | 92% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 86% |
| Males | 92% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 90% |
| 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 | 86% |
| Females | 84% |
| Males | 88% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 81% |
| All Students | 90% |
| Females | 86% |
| Males | 93% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 89% |
| All Students | 86% |
| Females | 81% |
| Males | 89% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 81% |
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 | 83% |
| Females | 90% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 79% |
| All Students | 77% |
| Females | 73% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 70% |
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
Grade 6
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 70% | 28% | ||
| Asian | 12% | 8% | ||
| Hispanic or Latino | 9% | 49% | ||
| African American | 6% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| Filipino | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 7% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 25% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Russian | 20% | 0% | ||
| Spanish | 20% | 85% | ||
| Armenian | 11% | 1% | ||
| Arabic | 9% | 1% | ||
| Korean | 9% | 1% | ||
| All other non-English languages | 6% | 1% | ||
| Farsi (Persian) | 6% | 0% | ||
| Filipino (Pilipino or Tagalog) | 6% | 1% | ||
| Italian | 3% | 0% | ||
| Portuguese | 3% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 3% | 0% | ||
| Ukrainian | 3% | 0% | ||
| Vietnamese | 3% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 16 | N/A | 11 |
| Average years teaching | 16 | 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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6000 Stanley Avenue
Carmichael,
CA 95608
Phone: (916) 575-2338
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