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GreatSchools Rating

Proctor Elementary School

Public | K-5

 

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Living in Castro Valley

Situated in a suburban neighborhood. The median home value is $334,000. The average monthly rent for a 2 bedroom apartment is $1,430.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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17 reviews of this school


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Posted May 27, 2014

Proctor Elementary is a good school overall. The school needs improvement with teachers though. My daughter has been at the school since kindergarten and has had 2 below par teachers. Your child might receive a good teacher or they may not. My child is starting middle school in August and is failing math.
—Submitted by a parent


Posted April 4, 2011

awesome school just graduated last year and i still visit because i miss this school


Posted February 27, 2011

All three of my children have gone to this school over a period of 12 years. The two oldest were incredibly prepared for middle school both academically and socially. My youngest who has had some issues academically has had teachers who are patient and kind and yet have helped him achieve to the best of HIS ability with sef-esteem intact. Proctor school is a fabulous school for children of all academic levels.
—Submitted by a parent


Posted October 4, 2009

Proctor is a very supportive community school that brings many parents into cooperative relationships with the teachers and principal to create a truly fun learning environment for the children and good community relations that span several generations now.
—Submitted by a parent


Posted May 15, 2009

I have been part of Proctor's community for 5 years now. I can honestly say that I have never seen such a hard working staff. When I drive home from work at 6:00 pm, there are still many teachers still at work. My children have learned so much and have had a marvelous time with all the activies Proctor offers. I am also impressed with the amount of parents who regularly volunteer. My family loves Proctor Elementary!
—Submitted by a parent


Posted May 6, 2009

Contrary to the first poster there are FOUR special needs classes to deal with kids with disabilities or learning disorders. There is an onsite reading specialist and the level of dedication in the teaching staff is by far and away superb. I have two sons who are well behaved in and out of the class therefore possibly they have had a different experience than a kid who's sub-par behavior is justified as 'simply being a boy.' The parents need to begin upping their monetary donations to the school so we can continue our K-3 Science program(the only one in Castro Valley!) and our computer lab instruction. Both of these areas are incredibly interesting to my now 3rd and 1st grade sons. We have had warm and fuzzy teachers who have taught their socks off!
—Submitted by a parent


Posted September 14, 2008

This school is a great school. Lots of parent involvement. Teachers are very caring and even principle is very involved.
—Submitted by a parent


Posted August 20, 2008

This school is excelent i just graduated and am sad i`m leaving. There teachers are great and they have a nice clean ,safe campus .It is great for boys and girls . They also have lots of fun activities .the test scores are good to ,the only thing i didn`t like was the principal for 2008 I liked Mrs. Lilak better ,but she`s ok i guess .Mrs. Kerener and Ms. Rainey are mt absolute favorite teachers there great and i had a great 6 years at Proctor and i hope it stays the same for all the people who enter the schhol . Have fun at Proctor Elementary School !!!!!!!!!!!!!!


Posted February 24, 2008

Summary: If you have a girl I recommend this school if you have an active 'boy' this school will destroy him and any creavitivity or competitive spirit he has. Your child will need excellent social and political skills to survive this school. Nerds and creative thinking are strongly discouraged. Pros: Good for girls, Hard working teachers, Concerned principal (much better than lillick), lots of academics, very structured, lots of parent involvement Cons: Bad school for boys (or kids who don t fit into the mold), shoot first ask questions later type of attitude of staff, not enough running or playing for boys, not equipped to handle special needs children (don t fit proctor form), too many kids per class 30+, putting first graders and Kindergartens together is a bad idea, parents have too much power, school promotes tattling rather than trying to work out situations between individuals.
—Submitted by a parent


Posted May 25, 2006

This School is great! The level of parent involement is Wonderful! The Teachers really care and encourage parent involvement in every aspect. They are really there for your Child and to help him/her acheive Greatness in School. They provide Science and Music for Minors program even to Kindergarten. I love this School for my son. We even kept him back a year for K, due to his age, and the experince of it has been wonderful! I know he will do Great in his School years to come.
—Submitted by a parent


Posted May 20, 2006

Excellent (almost rural) location; clean; academically challenging; 'education through art' program; involved parents
—Submitted by a parent


Posted May 9, 2006

Parents are involved in social events but it is often a fight to get them to really work for educational programs. The music program is small and art program has disappeared.
—Submitted by a parent


Posted February 1, 2006

This is a great school with nice big playyard and great teachers
—Submitted by a parent


Posted June 23, 2005

Nice class ratio and teachers are very comitted.
—Submitted by a parent


Posted November 21, 2003

After 5 years at Proctor School, I couldn t be more pleased. My two children have both blossomed in the creative and nurturing environment of this school. This is hardly a surprise given the lengths the teachers go to insure high-quality education and the remarkable amount of parental involvement. The excellent curriculum is complemented by numerous field trips, student assemblies, and art, science, and sports activities. The students enjoy their own vegetable and flower gardens, 10 acres with modern play equipment, and extra classes in science and poetry. And although we may not all always agree that test scores are the best measure of success, Proctor s scores are outstanding. Put it all together, and you have one great school.
—Submitted by a parent


Posted November 21, 2003

My children have been at Proctor School for over three years now. The school has been great! I have found the teachers to be outstanding. I believe they are of the highest quality and have always made me feel there was a partnership in educating our children. Having one of the largest student bodies in the district, its environment is not for everyone. Proctor has a great emphasis on science and technology which my children have benefited significantly from. I would like more emphasis placed on after-school enrichment programs. For the size of the student body it has less then I would have expected. Parent involvement is sporadic but the PTA is very active. Proctor s campus is in need of some repair. There are not enough bathrooms for the kids and a deteriorating hillside near the play structure are the most visible issues. I believe Proctor has been an outstanding choice and have not hesitated in recommend it to parents who have asked. I strongly believe that Proctor s excellent reputation in the district is well founded.
—Submitted by a parent


Posted June 22, 2003

My child's teacher was not able to function if there were any distractions in the classroom. Consequently, the teacher did a fair amount of yelling and was extremely heavy handed in disciplining 5 and 6 year olds. The kindergarten classroom was neither friendly nor a postive first experience to elementary school. I met with the principal and teacher regarding my child's unhappiness in class and neither were helpful in troubleshooting problems. Proctor School is mainly for students who can adapt and conform to the adult-focused environment. Proctor has a reputation as a 'top school' in the district but was a huge disappointment in my opinion. I rated Proctor poorly because: --too much focus on the needs/wants of the adults (teachers and parents) and not on the best interest of the kids --principal (although a nice person) was totally ineffective in dealing with problems --parent organization perceived to have much power that was an inbalance to the school's organization --lots of students, but with few bathrooms and cramped (and unfriendly) cafeteria situation I think Proctor was very stressful for my child and that is why I chose to remove my child from this school.


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

907

Change from
2012 to 2013

-11

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

7 / 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

907

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

-11

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)

7 / 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.

87 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
74%

2011

 
 
71%

2010

 
 
62%
Math

The state average for Math was 65% in 2013.

87 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
79%

2011

 
 
77%

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 46% in 2013.

82 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
82%

2011

 
 
73%

2010

 
 
76%
Math

The state average for Math was 66% in 2013.

82 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
90%

2011

 
 
82%

2010

 
 
89%
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.

92 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
90%

2011

 
 
89%

2010

 
 
79%
Math

The state average for Math was 72% in 2013.

93 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
90%

2011

 
 
92%

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

The state average for English Language Arts was 60% in 2013.

93 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
83%

2011

 
 
79%

2010

 
 
76%
Math

The state average for Math was 65% in 2013.

91 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
81%

2011

 
 
79%

2010

 
 
68%
Science

The state average for Science was 57% in 2013.

95 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
88%

2011

 
 
82%

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 Students72%
Females84%
Males60%
African Americann/a
Asian84%
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged55%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability77%
English learner61%
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 graduaten/a
Parent education - some college (includes AA degree)58%
Parent education - college graduate78%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students87%
Females87%
Males88%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged73%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability92%
English learner83%
Fluent-English proficient and English only88%
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)81%
Parent education - college graduate88%
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 Students69%
Females78%
Males59%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged64%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)54%
Parent education - college graduate81%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Math

All Students82%
Females84%
Males78%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged64%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only83%
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)71%
Parent education - college graduate94%
Parent education - graduate school/post graduate87%
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 Students89%
Females91%
Males87%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino80%
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
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)80%
Parent education - college graduate92%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students82%
Females81%
Males82%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)84%
Parent education - college graduate82%
Parent education - graduate school/post graduate95%
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 Students78%
Females80%
Males76%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged62%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate83%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Math

All Students73%
Females70%
Males76%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged55%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate69%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Science

All Students84%
Females79%
Males87%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged64%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)81%
Parent education - college graduate84%
Parent education - graduate school/post graduate91%
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 40%
Hispanic 24%
Asian 18%
Two or more races 12%
Black 3%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 15%N/AN/A
English language learners 13%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

Before school or after school care / program onsite
  • Before school
School Leader's name
  • Lisa Garcia
Fax number
  • (510) 537-6752

Resources

Transportation options
  • Accessible via public transportation
School facilities
  • Audiovisual aids
Note: Data provided by community members,
needs to be verified by school leaders.

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17520 Redwood Road
Castro Valley, CA 94546
Website: Click here
Phone: (510) 537-0630

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