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GreatSchools Rating

William Regnart Elementary School

Public | K-5

 
 

Living in Cupertino

Situated in a suburban neighborhood. The median home value is $900,000. The average monthly rent for a 2 bedroom apartment is $2,160.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 4 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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29 reviews of this school


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Posted September 13, 2013

Wonderful school. My son attended Regnart and we were extremely happy with the school. Ms. Ravikumar as a teacher stands out and I feel very happy that my son was in her class. Very positive environment. The new principal is also very friendly. Overall very happy with the school.
—Submitted by a parent


Posted September 12, 2013

My five year old is currently attending William Regnart Elementary. The lack of diversity and excess pressure make it a poor school for many students. My daughter is the ONLY Caucasian student in her class. Education is great but lets be honest she is only in pre k and I want a happy balance of education and social creative activities. The British Vice principal ( not sure of her exact title ) play's the dictator role; very strict and tends to boss not only the students but the parents in a very rude demeaning manner. I am very outraged and disappointed ( to say the lease) since I had high inspections from greatschools.com that rated the school 10 out of 10. Submitted by a parent
—Submitted by a parent


Posted September 17, 2012

+1 on MaliniG. Easily the best teacher my child has ever had. Teachers like her make Regnart truly a small, close-knit elementary school. Lots of after school clubs and programs also make this school stand-out.
—Submitted by a parent


Posted September 6, 2012

This school has some good teachers, some are great. Malini G is a stand out, excellent from start to finish. If it was not for her, my child would be in a private school. Having had bad or no teacher/s during the 2nd grade, we had enrolled in a private school. However, we also had heard so much about her, it was worth a wait to see if we would get her for 3rd grade and we did!! Thank God we did! Many good things to say about her, but one that stands out ... She has no favorite kid, because every kid is her favorite. She has redefined the way kids are treated. Every kid feels that they are special. That is extremely rare to find.
—Submitted by a parent


Posted June 9, 2012

With the appointment of new Principal. This school has turned around. Attitude has changed. I was really concerned about the school and the kids with that Dictator. "I am the teacher/admin and can do anything to your kid" is now gone. She was such a dictator that she did't allow kids to vote on the voting day because the kid had to step out , for an hour, for doc's visit. It is now a creative place, kids are enjoy the lunch time and break without having to worry about doing things the kids do and not get into trouble. It all about kids learning and having fun. Its got it all now!
—Submitted by a parent


Posted February 8, 2012

Smaller school in a quiet neighborhood. Excellent principal Steve Burrell, kids LOVE him! Middle schoolers come back to visit him! Personal treatment of each student and a helpful advice to each parent. He is the last one to leave the school at night. And this pays off. The best teachers, the sweetest office, incredible parents and teachers involvement. Every early morning they have an hour of different parents-lead classes (robotics, programming, chess, singing, electronics, etc.) in a warm friendly environment. And the room is heated, too. :) Covered walkways. At lunch and after school they have teachers' clubs (card club, etc.). After school and during the breaks they have teachers-led sports (basketball, soccer, football, etc.). Kids have a lot of fun at this school! And all these classes are FREE! The school also helps to make a smooth transition to the middle school. Friendly library hours. After school care (CDC) is much better then YMCA. Arts a crafts program is very creative. They don't just allocate the time for the homework, they HELP with it. So when the parents pick up the kids, the homework is already done and corrected.
—Submitted by a parent


Posted November 26, 2010

I really liked this school. THey had awswome teacher with great education. I improved my skills of learning. I got better scores in this school than any other schools i went in this district. The principal was very friendly and nice to all our teachers and student. I think more children should go to this school. THe before school extra programs can let your children interact together.


Posted November 14, 2010

I really liked going to this school, and I think that some of these reviews are very cruel. I had that teacher who joined the fifth grade for his/her first year, just her second year, and she/he was great!


Posted October 19, 2010

The high test score is very misleading, which should be credited to after schools. My kid has been with this school 5 years, there are some good teachers but there are equally if not more unqualified teachers. It became worse when a new principal came a couple of years ago and she assigned a first-year teacher to teach a 5th grade class which turned out to be a nightmare for students. I regretted so much that I had my kid here for 5 years and this school totally killed the kid's eagerness to learn.
—Submitted by a parent


Posted June 2, 2009

Regnart has the best teachers and exllent principal leadership. They are always on top of students' needs, in particular, those fell behind in academic performance or with special needs. Our experiences with this school has been amazing compares to the private schools my children attended in the past.
—Submitted by a parent


Posted June 1, 2009

This school is highly overrated. The API scores are high due to smart kids who go to after school enrichment classes. Because the students are so bright, the mediocre students fall between the cracks and completely ignored of their needs. The principal has no leadership who evaluates student based on how much the student participates in class, not on their actual performance, therefore negates any need for the additional help for the student. Neither does the teacher communicate any additional help needed for the student to the parents, no matter how many times we requested the teacher to let us know how are kids are performing in class. Our kids entered this school in the middle of the year and they had really hard time making friends, especially because they could not fit in with Chinese nor Indian students - we come from different part of Asia.
—Submitted by a parent


Posted April 9, 2009

Excellent parent involvement. Good teachers and my kindergartner kid loves to go to the school.
—Submitted by a parent


Posted June 29, 2008

Good school with great parent and teacher involvement. GATE program is not good and overall discipline could be better.
—Submitted by a parent


Posted June 16, 2008

My son started Reganart since 1st grade, his improvement in the past year has been amazing. We originally kept him back at private school hoping he will be more prepared for public school. I now regret not sending him to Regnart earlier. The teachers and school staff are deeply involved and truly devote themselves to the welling being of our children. Many parents are actively involved in classroom and school events. I will say Regnart is a family oriented community and we are very fortnate to be part of it.
—Submitted by a parent


Posted April 14, 2008

Being parents of a child that went through Regnart Elem., Regnart Middle School and Monta Vista High, we found the experience more than rewarding. The quality of teachers were excellent. The educational program for all three schools is beyond top-notch. Cupertino is a safe, lovely city for all involved. Not only for the children but for Cupertino homeowners, the community and our neighbors. Get involved in the schools. We did, what a difference in our child's outlook to education and parent involvement.
—Submitted by a parent


Posted April 4, 2008

Students mostly belong to affluent, middle class+, hard working, cosmopolitan and double income family. Parents know its not worth fighting to change the school, as long as they can get good environment for their sons/daughters they are happy. If parents feel the school is not complete they rarely complain to authorities. Firstly they don't have time for others its the fear of repurcation from the teachers and principal. Parents who raise against principal and teachers are considered low in this community. One parents response was 'My child will be here for 4-5 years max, no time for all these. I donate to PTA whatever they ask and more in the hope that it works best for my children'. Parents in this community have to get involved. They are distanced from the school. More later....


Posted March 8, 2008

The transition to a new principal in 2006 has made a big difference in the overall 'feel' of the school. Kids will run up to give her hugs which shows how confident they are that they are cared for. At the K and 1st grade level the teaching is phenomenal. Higher grades are a mixed bag (like at most schools) teaching-wise but generally good. There is more segregation between races at this school than the other Cupertino school we attended. And there are also a few troubled kids who seem to have no home supervision. Overall, a great school is what the community makes it. The level of music, art and other PTA funded programs is great. What is missing are extra-curricular after school programs but since most of the kids go right to other programs perhaps this is due to a lack of interest.
—Submitted by a parent


Posted January 3, 2007

Well qualified faculty. I saw amazing progress on my child in the 1st year starting from reading simple sentences to writing beautiful journals by the summer. >50% parents in our class volunteered.
—Submitted by a parent


Posted June 14, 2006

Can not say enough about this school. Everything about it is fabulous!
—Submitted by a teacher


Posted February 4, 2006

Extremely high-paced and accelerated school even for students at a young age. Personally, I had a bad experience there. There was a lot of segregation there between the kids of different races that was quite troublesome and uncommon for five year old children. Overall, this school had a lot of stress on academics and the kids were clean cut. However, the lack of diversity and excess pressure make it a poor school for many students.
—Submitted by a former student


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

976

Change from
2012 to 2013

+1

API Statewide Rank
(2012)

10 / 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

976

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

+1

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)

10 / 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.

93 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
96%

2011

 
 
98%

2010

 
 
94%
Math

The state average for Math was 65% in 2013.

93 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
94%

2011

 
 
99%

2010

 
 
96%
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.

73 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
88%

2011

 
 
88%

2010

 
 
93%
Math

The state average for Math was 66% in 2013.

73 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
99%

2011

 
 
97%

2010

 
 
98%
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.

103 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
97%

2011

 
 
94%

2010

 
 
98%
Math

The state average for Math was 72% in 2013.

102 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
94%

2011

 
 
98%

2010

 
 
98%
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.

111 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
89%

2011

 
 
94%

2010

 
 
98%
Math

The state average for Math was 65% in 2013.

113 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
94%

2011

 
 
94%

2010

 
 
100%
Science

The state average for Science was 57% in 2013.

114 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
93%

2011

 
 
96%

2010

 
 
97%
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 Students92%
Females91%
Males93%
African Americann/a
Asian96%
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)n/a
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
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 graduaten/a
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students92%
Females91%
Males95%
African Americann/a
Asian99%
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)n/a
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only94%
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 graduaten/a
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 Students92%
Females93%
Males91%
African Americann/a
Asian92%
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)n/a
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only94%
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 graduaten/a
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students99%
Females100%
Males98%
African Americann/a
Asian100%
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)n/a
Economically disadvantagedn/a
Non-economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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 graduaten/a
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 Students97%
Females100%
Males95%
African Americann/a
Asian97%
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)n/a
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only98%
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 graduate88%
Parent education - graduate school/post graduate99%
Parent education - declined to staten/a

Math

All Students99%
Females100%
Males98%
African Americann/a
Asian99%
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)n/a
Economically disadvantagedn/a
Non-economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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 graduate93%
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 Students95%
Females94%
Males97%
African Americann/a
Asian96%
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)100%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
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 graduate93%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Math

All Students97%
Females96%
Males97%
African Americann/a
Asian98%
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)94%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only96%
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 graduate88%
Parent education - graduate school/post graduate99%
Parent education - declined to staten/a

Science

All Students93%
Females93%
Males93%
African Americann/a
Asian94%
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)94%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only94%
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 graduate71%
Parent education - graduate school/post graduate98%
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
Asian 80%
White 12%
Hispanic 3%
Two or more races 3%
American Indian/Alaska Native 0%
Black 0%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 3%N/AN/A
English language learners 9%N/AN/A

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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1170 Yorkshire Drive
Cupertino, CA 95014
Phone: (408) 253-5250

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