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Teacher quality
Principal leadership
Parent involvement
My son is in K and his first time in a real school. This school is lacking comunication with the parents, and lacking teachers to help. No sure who decided to change the start time to 8:45 when most people start there jobs a 8am. No teacher supper vision till after 8:15 and kids can't go play until 8:30. They expect us to leave our little ones in a cafateria with a bunch of older kids and 1 teacher to watch all. I'm in jepordy of loosing my job because I don't feel that this school has the abilityt to watch a K student until the teacher opens her door at 8:45. I am now looking into pulling my kid from this school and going else where or private if I have to. Soooo don't recomend this school
—Submitted by a parent
I for one happen to have had a son just finish at Skycrest and it was a great experience with a great staff. The teachers my son had and now my daughter has have been awsome especially under very difficult budget years. Neither my daughter nor my son has had any serious problems with bullies. Life skills must be taught at home and that includes dealing with difficult peers and teachers. I teach my kids to be proactive and be part of the solution instead of part of the problem. It seems to me that many parents today expect the school and staff to parent their children, when this should be done at home. It is easy for folks to play the blame game instead of being responsible and involved through volunteering their time and staying engaged.
—Submitted by a parent
My special needs child was told by the principal to eliminate his physical ticks so to look like "normal" kids. I was told this by the principal as well as my child. Leaders here need to be schooled on what makes a special needs child a SPECIAL NEEDS CHILD. The bullies here don't get that much attention and there are bullies as you'd have to be blind or have your heads in the clouds not to see that unless of course your child is one of the kids doing the bullying and in that case it is just a bad case of denial. I do not ever recommend this school's SDC program for special needs. Kids here are too cruel and they cannot keep quality staffing.
—Submitted by a parent
I have a third grade daughter who gets bullied daily by a classmate and although the administrators are wonderful, the child in question belongs to a favorite parent of the staff so not much is acknowledged in that department unless the infraction is against that parent's child. We are choosing another school next year. Let the bully be someone else's problem next year. I am sure my daughter is not the first victim.
—Submitted by a parent
Skycrest Elementary School is an excellent school. My daughter has been attending Skycrest for 2 years, all her teachers (previous and present) are great. I have been very happy with the progress of my daughter's education and how engaged the teachers are with the kids, so as their wonderful principal and vice principal. The school communicates through e-mail, meetings, parent teacher conferences and newsletters. The school has high percentage of parent involvement. In Skyrest the principal, vice principal and all the teachers are great, they will really spend time to talk to you.
—Submitted by a parent
Skycrest Elem. is okay. Though I believe some teachers were showing favoritism and there is no particular fun activities in Skycrest, I believe that every Friday the kids go to the Starbucks store and get some tickets, but teachers do not really get concerned when a student has a problem. Usually, there are some mean bullies trying to tease my children.
—Submitted by a parent
All of my 4 children have and are attending Skycrest.It has been 9 consecutive years now and my youngest daughter will be there another 5 years.Skycrest is an excellent school in all categories.The staff and principal set a great standard and I am proud to be a part of their school.
—Submitted by a parent
This is my child's first year at Skycrest and I have not had any positive experiences with this school. The educational program is inferior and has failed to provide my child with a quality experience. I will be moving out of thid district before the new school year!
—Submitted by a parent
For the funding a public school receive these days Skycrest does a great job of balancing sport, the arts, as well as recognizing and challenging those individual children with educational skills. Kids good at science, math or language skills are not held to the pace of the whole class. The child is individually given more challenging work in those areas they excel in. After 7 years MY challenge is now to find a middle school that can match this attention to detail.
—Submitted by a parent
My daughter has attented Skycrest for (6) years and there is nothing negative I could possibly say about the time she has been there.
—Submitted by a parent
The school has wonderful teachers but the office staff is not the most pleasant.
—Submitted by a parent
I believe that the school itself is lacking in parental involvement, however the teachers here are awesome. They could use some more activities for the children but I think lack of funds has a lot to do with that. Overall the staff really cares for the kids and makes a great effort to help your child succeed. There is a lot of diversity at Skycrest, which I believe just helps your child to learn about other cultures and prepares them for the real world. Mrs.G
—Submitted by a parent
We really liked skycrest they offer free sports and bridges after school program
—Submitted by Josephine Hernandez, a parent
Our little girl had hearing problems as a baby and so, was behind others of her age. We couldn't figure out why- no dyslexia was found, or any thing obvious. Her 2nd grade teacher noticed that she had a problem understanding her when facing away from he, writing on the board. She reported this to us, and we found that she had some hearing loss from he problems as a baby. Thanks to her attentive, compassionate teacher, she was able to get up to speed by the 4th grade. Only problem I see, that is obvious, is the lack of a real Arts program.
—Submitted by a former student
My son is about to enter first grade in a week, so my only review I have is his kindergarten year which was a great experience for our family, wonderful caring teachers and a great learning enviroment.
—Submitted by Guy, a parent
This school has great teachers who care about going the extra mile for their students. It offers great programs to children of all learning levels. All students have a chance to excell.
—Submitted by a parent
The administration at this school are unprofessional, discriminatory and demeaning. They also lack in communication skills and consistently late in providing information to the parents. The school is run like a prison with hundreds of little inmates. The teachers and administration are primarily focused on academics and often lose sight of the 'fun' aspect of school. The front office staff is rude, lack in communication skills and is also demeaning to the children. In my opinion, part of the problem is due to the San Juan Unified School Districts lack of positive structure, training and management.
—Submitted by a parent
This school has its priorities mixed up. It's run like a prison. My son has received a citation for running in the playground and another one for chewing gum. Favoritism and discrimination is high. I've seen three different principals in four years. Virtually no extracurricular activities, unless you have a poor (academically) student. Teachers are very unprofessional as I've witnessed gossiping about other parents and students (comparing personal observations about students and commenting toward each other about the parents' personal lives). Poor security as I've seen adults walking around campus with no badge, etc. and no questions asked. Teachers need to be trained in diversity issues and have empathy & compassion, rather than making judgemental statements.
—Submitted by a parent
I really like the teachers at Skycrest my kids love Miss Gray. Miss Huckel,Ms Allen are great teachers I wish all teachers where like that they have there way to teach and keeps the kids interested in going to school with no problem. They take time to no each child and parent.Thank you
—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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
87 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.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
82 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.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
69 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.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
93 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
| All Students | 52% |
| Females | 68% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 53% |
| Students with disability | 18% |
| Students with no reported disability | 58% |
| English learner | 41% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 74% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 59% |
| Students with disability | 9% |
| Students with no reported disability | 78% |
| English learner | 71% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 85% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 34% |
| Females | 19% |
| Males | 45% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 37% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | 12% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 20% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 59% |
| Females | 58% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 44% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 38% |
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 | 54% |
| Females | 53% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 45% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 55% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | n/a |
| Students with disability | 18% |
| Students with no reported disability | 56% |
| English learner | 57% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 64% |
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 | 51% |
| Females | 58% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 19% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 43% |
| All Students | 69% |
| Females | 78% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 62% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 44% |
| All Students | 47% |
| Females | 57% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 21% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 29% |
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
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 55% | 27% | ||
| Hispanic | 34% | 51% | ||
| Black | 6% | 7% | ||
| American Indian/Alaska Native | 2% | 1% | ||
| Two or more races | 2% | 3% | ||
| Asian | 1% | 11% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 81% | N/A | 54% |
| English language learners 2 | 44% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Ukrainian | 42% | 0% | ||
| Spanish | 35% | 85% | ||
| Russian | 18% | 0% | ||
| Rumanian | 3% | 0% | ||
| Armenian | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| All other non-English languages | 0% | 1% | ||
| Filipino (Pilipino or Tagalog) | 0% | 1% | ||
| Hungarian | 0% | 0% | ||
| Korean | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|


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5641 Mariposa Avenue
Citrus Heights,
CA 95610
Phone: (916) 867-2098
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