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GreatSchools Rating

Cambridge Heights Elementary School

Public | K-5

 
 

Living in Citrus Heights

Situated in an urban neighborhood. The median home value is $130,000. The average monthly rent for a 2 bedroom apartment is $990.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 2 ratings
2012:
Based on 5 ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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31 reviews of this school


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Posted April 2, 2014

I have placed my student in Cambridge Heights after her attending a different school in the same school district for 3 years. I researched the school before requesting enrollment and asked parents of other students enrolled about the overall performance and parent commitment to Cambridge Heights before my decision was made. I am so happy we have moved schools. The 4th grade teachers are phenomenal and have their students on very strict regiments based on their needs. They also offer educational field trips to go along with school studies. My 4th grader is finally being challenged in all academic areas, the parent participation is required and outstanding, and there is a feeling of overall community awareness in this school. I am very pleased to have made the hard decision to move our child and plan to keep her enrolled at Cambridge to finish out her elementary school education.
—Submitted by a parent


Posted January 28, 2014

This is a wonderful school. My son has been there for 3 years now and we love it. Its a bit of a drive for us, but I love the school so much I prefer the 10 minute drive than the 2-3 min drive to the other 3 schools surrounding us. The teachers, librarian, Principle are all great. Actually the whole staff is awesome. I often volunteer, as do most of the parents to earn your volunteer hours. Its a parent participation school. I would highly, and do often, recommend this school.
—Submitted by a parent


Posted October 24, 2013

This is an amazing school this is our first year and i am looking forward to another 5 years! Happy with the teachers and fun school activities! Glad i got my daughter in here!
—Submitted by a parent


Posted February 4, 2013

My daughter has been at Cambridge Heights since 1st grade. The teachers are helpful, creative, and maintain good communication with parents. When I help out in the class I see many of children participating in the class discussions. The school has several after school classes such as Band, Choir, Science club, and language classes. Very nice school.
—Submitted by a parent


Posted December 18, 2012

I am thrilled to have my 2nd grade daughter be a part of the Cambridge Heights family! She started attending mid-year in the 1st grade and has accelerated. She loves the Critical Literacy program and always looks forward to meeting, if not, exceeding her AR goals.
—Submitted by a parent


Posted September 21, 2012

When your child needs help they are swept under the rug. They also don't use their resource program like they should. Caddy, vindictive, they are money motivated, not postive role models to children that need it. They are quick to tell you bad but never tell you good. Horrible school. They say they are "like" a private school. It's funny how I pulled my son out of this school to be in a real private school. Teachers these days are nothing like they were. It's called work. DO IT!!
—Submitted by a parent


Posted September 21, 2012

This school is nothing but CPS narks that sit around and gossip. Tired of it. Ready to quit.
—Submitted by a teacher


Posted July 30, 2012

Cambridge Heights has been a great school. Our son came in as a kindergartner, and is about to start first grade. The teachers that we have met have been very nice, and genuinely concerned with providing the students with the best possible education. (Have heard about one (2nd grade?) teacher that likes to yell a lot, but haven't witnessed it myself.) With the current budget crisis, teachers are forced to pay for much of the school materials themselves. However, this school has a fantastic Parent Faculty Club to help, and there is a lot of parent involvement in the classrooms. Of course, there are (and will be anywhere) cases of students that may not behave appropriately, but from our experience, they have been dealt with in a positive manner. Unfortunately, given the fact that this is a public school - there is only so much that one teach/principal can do; especially if the other parent has no interest in helping improve a situation.
—Submitted by a parent


Posted May 17, 2012

Cambridge Heights is a school where the teachers don't respect the children, bullying is ignored and the principal does nothing to improve the situation despite parent contact. I would nor recommend this school. Your child deserves better than being yelled at by teachers. Students are not listened to and no action taken when conflicts arise. There are other nearby schools which will foster a positive learning and social experience for your child. For their sake, please look into them befor you mistakingly send your child to Cambridge! Yes, I pulled my chiled out, but not until the damage was done.
—Submitted by a parent


Posted November 10, 2011

Great parent involvement and the teachers obviously care about their students. The new increased class size has impacted quality and the students (in our class anyway) are suffering for it. Makes for a hectic and loud environment and many of them are lost in class...wish there were fewer students or more aides/classroom help. Overall this school has more extra's to offer than most public schools and their hearts are in the right place.
—Submitted by a parent


Posted November 9, 2011

Best school in the San Juan Unified School District by far. Smaller population! The classes are very unique and have more personalized attention! The staff is all caring and knowledgeable.
—Submitted by a parent


Posted April 23, 2011

I'm so thankful to be a part of the Cambridge family! My children have flourished at this wonderful school. If you are lolking for a great school, stop looking, you found it!
—Submitted by a parent


Posted March 28, 2011

Cambridge Heights is an amazing learning environment. I have been fortunate to be a part of the staff for 7 years and they have been wonderful. The early/late reading schedule makes for small classes where staff can really work with students. The computer lab, extensive library, Accelerated Reader program, Music, Art & PE professionals and make the day an amazing learning experience. Call for a tour, it's something to see!
—Submitted by a teacher


Posted October 19, 2010

I love Cambridge Heights Elementary school for a number of reasons. They have excellent API scores and strong parent support. I also really like the split reading groups - they are able to keep the reading groups small so the kids get extra attention which helps them become great readers. The open environment has worked very well for both my kids and they are very different.
—Submitted by a parent


Posted October 8, 2010

The dedicated, caring teachers who create a strong learning and moral environment
—Submitted by a parent


Posted October 8, 2010

I like the teaching methods that are taught in my childrens classes. The parent involvement is great, and I think that helps the kids do alot better in schooling years, than if there's no parent involvement with the teachers.
—Submitted by a parent


Posted September 28, 2010

I love the parent participation at Cambridge Heights. It shows that not only do the teachers care, but the parents do too.
—Submitted by a parent


Posted January 14, 2010

This is our childs 3nd generation when she first came she loved it thir were lots of cildren to play with she just loved it so she kept going on to the school now she is in 4th grade she still has fun parents should cosider this school for there child it has all kinds of stuff to do. Homework is fun not boring your child will smile at this
—Submitted by a parent


Posted May 22, 2009

Our family now has a 2nd generation attending Cambridge. When our 1st grandchild entered K in 2003, at least 7 teachers were still on staff from our 1st time, including all three K teachers. By the end of K, he and many other Kinders were reading chapter books. With an early/late reading program throughout the school, groups are small & made up of students reading at the same level. When necessary, a child can be moved to another group to meet his specific needs. The Accelerated Reading (AR) program incentivizes all the students to read more on their own & to meet personal goals. Even with budget cuts, the school still finds ways to keep field trips in their program ... and parents are always welcome to share their expertise with the Pods.


Posted May 21, 2009

I love the physical open structure of this school. It's not event to go to the library it's across the room. Students get used to working in an open environment and develop respect for surrounding classes. Also like the fact that there are remote rooms for science and music where things can get a little loud and distracting. Good teachers, reasonable grounds, nice neighborhood, altogether a great environment.
—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.

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

856

Change from
2012 to 2013

-9

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

2 / 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

856

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

-9

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)

8 / 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)

2 / 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.

56 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
66%

2011

 
 
46%

2010

 
 
53%
Math

The state average for Math was 65% in 2013.

56 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
70%

2011

 
 
53%

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

The state average for English Language Arts was 46% in 2013.

61 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
49%

2011

 
 
52%

2010

 
 
65%
Math

The state average for Math was 66% in 2013.

62 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
65%

2011

 
 
75%

2010

 
 
83%
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.

58 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
86%

2011

 
 
82%

2010

 
 
85%
Math

The state average for Math was 72% in 2013.

57 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
74%

2011

 
 
73%

2010

 
 
87%
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.

54 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
85%

2011

 
 
74%

2010

 
 
85%
Math

The state average for Math was 65% in 2013.

55 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
73%

2011

 
 
69%

2010

 
 
85%
Science

The state average for Science was 57% in 2013.

55 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
75%

2011

 
 
77%

2010

 
 
90%
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 Students58%
Females62%
Males50%
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)60%
Economically disadvantaged59%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only57%
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 graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to state40%

Math

All Students70%
Females71%
Males68%
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)79%
Economically disadvantaged71%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only69%
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 graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to state63%
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 Students49%
Females53%
Males45%
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)58%
Economically disadvantaged33%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only49%
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)63%
Parent education - college graduate40%
Parent education - graduate school/post graduate46%
Parent education - declined to state46%

Math

All Students69%
Females72%
Males67%
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)77%
Economically disadvantaged63%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
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 graduate53%
Parent education - graduate school/post graduate79%
Parent education - declined to state69%
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 Students80%
Females71%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged73%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability80%
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)75%
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to state83%

Math

All Students65%
Females57%
Males72%
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)65%
Economically disadvantaged52%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only69%
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)55%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to state64%
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 Students76%
Females80%
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)76%
Economically disadvantaged71%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only78%
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)67%
Parent education - college graduate76%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students80%
Females80%
Males80%
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)76%
Economically disadvantaged76%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
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)75%
Parent education - college graduate78%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Science

All Students81%
Females84%
Males80%
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)81%
Economically disadvantaged71%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
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)83%
Parent education - college graduate78%
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

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 State average
White 73% 26%
Hispanic 11% 52%
Asian or Asian/Pacific Islander 6% 11%
Black 5% 6%
Two or more races 3% 3%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 1% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 66%N/A55%
Source: NCES, 2011-2012

Teacher experience

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

This school has not yet provided program information.


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5555 Fleetwood Drive
Citrus Heights, CA 95621
Phone: (916) 867-2000

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