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GreatSchools Rating

Thomas Page Elementary School

Public | K-5 | 399 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
No new ratings
2010:
Based on 1 rating

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Parent involvement

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13 reviews of this school


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Posted December 7, 2012

I'm glad I got my child out when I did. With out completely bashing them I'll just say...The way this school was handling some of my child's issues could have done permanent damage to my child.This school is suffering and needs help big time.The teachers are worn out, uninspired, and lack any creativity. Class sizes are way to large with 30+ kids per class so teachers for the most part have lost all control and kids are not learning. Some of the issues are due to budget downfall, but that excuse only goes so far..... I can say that the parent involvement at Thomas Page is wonderful, the parents are really the glue that hold the school together. I really hope they will band together and challenge the principal and the staff to step it up and really make a change for these students.
—Submitted by a parent


Posted May 17, 2012

I love Thomas Page! I have worked at a few Rohnert Park schools, and I have loved all of them but there is something special about Thomas Page. We have a very cohesive staff and I enjoy my coworkers. The parents at Thomas Page are always willing to help and support their school. Our PTA works tirelessly to help the students and support the staff. The students are sweet and eager to learn. I can't forget to mention the beautiful campus, being out in the country, we have farm animals all around us and a great landscape. I'm also so excited for the future of Thomas Page, I see a lot of positive things coming our way.
—Submitted by a teacher


Posted April 1, 2010

Our daughter needed special ed, but the teacher at the school was not supportive and denied the fact of our kid's disability. The principal was nice and cooperative, though. We ended up moving to another school.
—Submitted by a parent


Posted February 2, 2009

I believe the children and their parents need to set boundries and play safer. It is not up to the teachers and principal to teach your children manners and respect.
—Submitted by a parent


Posted December 18, 2008

This school has safety issues and the principal is unreasonable and has harsh ways of dealing with issues that children have and she is not realistic. There is a lack of supervision on the playground as well. This school does have a lot of great teachers it is great leadership that it is lacking
—Submitted by a parent


Posted November 5, 2008

I was a student at Thomas Page School many years ago, and was excited to have my kids start there when they reached Kindergarten age. However, we transferred our daughter after only a few months due to what we saw as a lack of organization in the administration and the PTA, unreasonable policies and low academic standards. Some of these problems are not necessarily the fault of the school, but we did not feel that Mrs. Campbell was up to the challenge of overcoming the challenges faced by redistricting and an increased spanish language population.
—Submitted by a parent


Posted October 3, 2008

Love it! My kid was at the 10 out of 10 school before but I love Thomas Page school much more. Teachers are great. Kindergarden and 1st grade teachers are the best.
—Submitted by a parent


Posted September 21, 2007

Thomas Page is a hidden gem! The Principle and teaching staff really get to know our children and care about their education. I disagree with the comment that this school does not have our children's safety in mind when we drop off/pick up our children. There are always teachers/staff members out front with our children to insure their safety.
—Submitted by a parent


Posted August 29, 2007

Hi, I'm Mary Campbell, Principal of Thomas Page School. In the last two years our test scores have gone up dramatically. We assess students 3 times a year on the Essential Standards. If students need assistance in an area we create interventions for them where they can re-learn. We are small enough school to know each child and work with them as an individual. Our PTA is growing. We had coffee and doughnuts on the first day for parents and we had a big crowd of parents. The PTA raises from $20,000 to $27,000 per year to pay for Chorus for grades K -3, assemblies, grants for each classroom, field trips and computer lab. We have a Family Fun Night once a month that's free and a chance for kids and parents to come and have fun at the school together. Our K-3 classrooms are at 20 students with one teacher.


Posted October 20, 2006

this school is great but there is no safety for the kids.i understand that this is not a private school but there should be some management for drop of and pick up.its a request thar please put a school zone sing in the entrance.
—Submitted by a parent


Posted September 27, 2006

I love this school and all it's staff. My child is getting a great education by people who know him, an unusual thing in today's schools. He performed better than my high expectations on the STAR tests and loves to go to school everyday, what more could a parent hope for? Thomas Page has a beautiful country campus, there is a large grassy field for the children to play in, and animal grazing in the neighboring fields, what a breath of fresh air...literally! Increasing parent involvement has been a challenge, but I see that improving with the commitment of the staff and PTA. In regard to another review, I have never felt that safety was a concern, quite the opposite in fact, I rest assured knowing that all of the staff feel that these are their children and monitor them accordingly!
—Submitted by Dana Glenn, a parent


Posted October 27, 2005

Thomas Page has just qualified to apply to be a California Distinguished School. Choral music, an art program, cultural assemblies and a very involved PTA make this a very special school.
—Submitted by a parent


Posted October 6, 2005

There are a number of good teachers at the school,good principal (formerly at Gold Ridge for 10 years), but safety, lack of parental involvement and extracurrical activities were reasons for us transferring after 60 days to another school. Suggest you speak with a number of parents with children there before deciding.
—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 2012.

This school's
API score

773

Change from
2011 to 2012

+20

API Statewide Rank
(2011)

3 / 10

API Similar Schools Rank (2011)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

773

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
2011 to 2012

+20

Change from 2011 to 2012
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
(2011)

3 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

3 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

58 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
36%

2010

 
 
50%

2009

 
 
61%
Math

The state average for Math was 64% in 2012.

58 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
34%

2010

 
 
63%

2009

 
 
70%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

54 students were tested at this school in 2012.

2012

 
 
19%

2011

 
 
39%

2010

 
 
50%

2009

 
 
49%
Math

The state average for Math was 69% in 2012.

58 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
48%

2010

 
 
59%

2009

 
 
65%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

65 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
74%

2010

 
 
62%

2009

 
 
50%
Math

The state average for Math was 71% in 2012.

63 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
82%

2010

 
 
69%

2009

 
 
47%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

63 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
36%

2010

 
 
50%

2009

 
 
41%
Math

The state average for Math was 65% in 2012.

63 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
56%

2010

 
 
53%

2009

 
 
42%
Science

The state average for Science was 60% in 2012.

63 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
56%

2010

 
 
56%

2009

 
 
41%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students71%
Females75%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged61%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability70%
English learner54%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)92%
Parent education - college graduate94%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students73%
Females78%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged66%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability71%
English learner65%
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 graduate69%
Parent education - some college (includes AA degree)92%
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students19%
Females25%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)41%
Economically disadvantaged16%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability18%
English learner0%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate6%
Parent education - some college (includes AA degree)29%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students34%
Females29%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged31%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability38%
English learner25%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)19%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students60%
Females66%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged54%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability61%
English learner45%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)40%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students65%
Females70%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged56%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability66%
English learner57%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate71%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)71%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students68%
Females68%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)80%
Economically disadvantaged61%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability69%
English learner27%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate81%
Parent education - some college (includes AA degree)70%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students62%
Females50%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)68%
Economically disadvantaged58%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability60%
English learner36%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)65%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students57%
Females44%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)72%
Economically disadvantaged45%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability57%
English learner0%
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 graduate67%
Parent education - some college (includes AA degree)60%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 48% 28%
Hispanic or Latino 36% 49%
Multiple or No Response 10% 3%
African American 3% 7%
Asian 3% 8%
American Indian or Alaska Native 0% 1%
Filipino 0% 3%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 132%N/A24%
Students eligible for free or reduced-price lunch program 254%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Teacher experience

  This school District averageState average
Average years teaching in district 15N/A11
Average years teaching 17N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 96%N/A96%
Emergency credential or waiver 4%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1075 Madrone Avenue
Cotati, CA 94931
Phone: (707) 792-4860

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