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GreatSchools Rating

John Baldwin Elementary School

Public | K-5

 
 

Living in Danville

Situated in a suburban neighborhood. The median home value is $685,800. The average monthly rent for a 2 bedroom apartment is $1,530.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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16 reviews of this school


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Posted June 13, 2014

We have enjoyed Baldwin for the past two years and look forward to another great year in 2014-2015. Our teachers have been kind, effective, hard-working, and very responsive. My children have had many opportunities to participate beyond just classroom learning. Breakfast Book Club, Math Olympiads, Intramural Sports, Online Newspaper, Debate, 3D Printer Class...to name just a few ;-). Most of these extra curricular activities are run by parent volunteers, for whom I am very grateful. I am proud of our school and devote myself to be a part of the Baldwin community.
—Submitted by a parent


Posted June 12, 2014

We just finished our first year (K) at John Baldwin. We moved to Danville based upon the standardized testing reviews within the district. After my first year, I believe that this is due to the financial well-being of parents and their willingness to pay for tutors, outside courses, and drive their students to success. I have been INCREDIBLY disappointed in the administration; the teacher that we were assigned was average. The school is incredibly disorganized. Frankly, I do not know where the school ends and the PTA begins. The community is very "clickish" and while we do not have any issue integrating, it is a very similar mentality to high school, which I left 20 years ago. We witnessed the PTA influence children's placement in classrooms, the fundraising is out of control; particularly because they cannot fund full-time kindergarten or first grade; these are both half-day programs. The students having Macbooks and Ipads vs. reasonably priced Acer or Dell computers is the priority - not more teachers. If you lived in the community, the school is certainly acceptable. I would not move to this community based upon the schools; I would instead find a school with logical priorities.
—Submitted by a parent


Posted June 12, 2014

The administration at JB is lacking. The staff seems disorganized and absent. The communication is irregular, often last minute, and lacking. I am not impressed with this school. We had a scare this year with graffiti and a very specific threat w/in the school district. There was similar copy-cat behavior on our campus and the principle urged the parents to ignore it and send their kids to school promising that there is a robust system in place to ensure our children's safety. Any adult can walk onto campus as kids play on the playground. It is fenced with a waist high fence that provides nothing more than a nuisance if one were inclined to walk on the grass. I have been to the campus about 4-6 times over the entire school year. Two times I stopped in the office to see if I needed to "check-in" and was told it was unnecessary each time (once before the incident, once after). The office did not know who I was and they went ahead and allowed me to roam campus as I pleased - no one has ever stopped to questions me. My opinion is that the administration will provide lip-service on safety as they have never once enforced anything.
—Submitted by a parent


Posted December 19, 2013

I have hesitated to post a review until I have had sufficient time to really make an informed post. My children have been a part of this school community for a number of years now and I am constantly amazed by the community of parents, the commitment and dedication of our teaching staff, and the quality of our leadership. Our Cougar Education Fund does an outstanding job raising needed funds for our art, science and technology departments. Our PTA has built a community unlike anything I have seen elsewhere. Our office staff is professional and responsible for the safety and wellbeing of our children. Our principal is always available to assist parents, children and teachers where necessary and leads our school with a clear vision. Every school, whether private or public, has room for improvement, of course, but in my experience with two very different children I have found the right fit. I am honored to be a part of this community and always feel to welcome to volunteer where I can. Test scores are important and a good starting point when researching various schools but it wasn't the only criteria for me. The classroom dynamics I have witnessed and teachers are outstanding
—Submitted by a parent


Posted April 8, 2013

The office staff and principal aren't very welcoming and don't add to a community feeling. The PTA is like a big clique. Teachers are a hit or miss. It would be nice if the teachers could recognize individual needs of students and not make everyone in the class proceed at the same pace. Nice location, needs more security.
—Submitted by a parent


Posted November 15, 2011

I have two children at John Baldwin and I have found the teachers in multiple grades to be excellent. There has been investment in computers as well as the arts so that the kids are getting a well rounded education.
—Submitted by a parent


Posted April 17, 2011

Teachers are excellent.... However, I wish there was better communication between Principle and parents. Recently the front gates at the school have been locked and kids now have to walk around to the other gate to get through to there classrooms. I really wish the Principle would send out an email to parents letting us know in advance when things like this suddenly change and give us an explanation why. It would be nice to be able to tell our children why they now have to go around.
—Submitted by a parent


Posted April 13, 2010

The teaching staff is the best! They are excellent teachers who really make a difference in giving children the best education possible.


Posted April 22, 2009

Poor communication to parents. I shouldn't be notified via postal mail my child is in the office for being involved in name calling or being hit. Parents should be attempted to be contacted right away especially when a disciplinary action is taken. Quite disappointed in the district as a whole.
—Submitted by a parent


Posted December 6, 2008

We took our children out of this school after only a month. There is little or no ease of communication between the teachers and parents. We were given a strong impression that parents are expected to contribute financially or as committee volunteers, but I felt dismissed on several occasions when trying to communicate with the teachers. I was specifically told to wait until PT conferences (still several weeks away). We were not allowed to meet the teachers before the first day of school (this made a lot of us - children and parents alike - extremely uncomfortable). The school s website does not list email addresses. The teachers are not accessible either at drop-off or pick-up, and seem to have zero desire for any input or communication from parents. Even after having sent written notes to them, the Principal called me instead, and it took her three days. My daughter is afraid of the office manager, who struck us as cold and somewhat arrogant. Besides all that, my daughter s IEP (transferred from her previous school) was ignored, as were my son s requests for more challenging work. My son came home angry on a daily basis, and said he hated school. Policies about picking up behind the school changed very suddenly, and everyone seemed to be very confused about what the rules were. All in all, it was a surprisingly negative experience.
—Submitted by a parent


Posted September 29, 2008

JB is an wonderful school. We recently moved out to this community and it would be best thing we would have done in our life. It's been just a month, since the school started, but the teacher is so friendly and communicative that we have a feeling that we are here for years. Teachers have been well trained to handle kids of different levels simultaneously and extend help to bring their best from the students without letting them down. Great school to go!
—Submitted by a parent


Posted September 26, 2008

My comment has to do with the 'climate' of this school. We transferred here from another school in the district. We don't find the warmth and sense of community we felt in our other school. The front office staff is efficient, but cold and not very friendly. Even my daughter said 'they're not very nice in the office. They talk in mean tones to the kids.' I've experienced the same and I'm a parent. There are way too many rules here and things move slower because of it. There isn't great communication between principal/staff and parents from our experience.
—Submitted by a parent


Posted August 19, 2008

We recently moved to Danville (John Baldwin) from a great school district in Boulder, Colorado and have been extremely impressed with the caliber of teachers at John Baldwin.
—Submitted by a parent


Posted November 2, 2006

I have three children in this school and we all love it not only the school but the Neighborhood is great.
—Submitted by a parent


Posted April 10, 2006

Baldwin had a great band and music program last year, but no more. It remains to be seen if the art and music programs will come back next year, after the rebuilding is finished.
—Submitted by a parent


Posted September 6, 2005

I have been extremely pleased with this top-ranking elementary school. The staff is top notch, and the cohesive parent involvment guarentees that no child is left behind. Budget cut-backs in California have forced many of the 'extra-cirricular' programs in many Ca elementary schools to be shut down, but this school still offers many, including: music, art, science, FAME, computer lab, etc. I would highly reccomend this scholl to any and all who are considering.
—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

958

Change from
2012 to 2013

+7

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

958

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

+7

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.

71 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
93%

2011

 
 
91%

2010

 
 
80%
Math

The state average for Math was 65% in 2013.

71 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
97%

2011

 
 
99%

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 46% in 2013.

96 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
81%

2011

 
 
67%

2010

 
 
70%
Math

The state average for Math was 66% in 2013.

96 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
89%

2011

 
 
80%

2010

 
 
80%
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.

84 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
95%

2011

 
 
96%

2010

 
 
91%
Math

The state average for Math was 72% in 2013.

84 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
94%

2011

 
 
89%

2010

 
 
85%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

93 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
91%

2011

 
 
96%

2010

 
 
89%
Math

The state average for Math was 65% in 2013.

92 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
77%

2011

 
 
90%

2010

 
 
84%
Science

The state average for Science was 57% in 2013.

93 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
93%

2011

 
 
93%

2010

 
 
91%
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 Students93%
Females93%
Males94%
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)91%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability96%
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 graduate92%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students92%
Females93%
Males90%
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)90%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only91%
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 graduate87%
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 Students85%
Females88%
Males81%
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)84%
Economically disadvantagedn/a
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate86%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students92%
Females92%
Males92%
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)91%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only91%
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 graduate89%
Parent education - graduate school/post graduate94%
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 Students94%
Females98%
Males90%
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)93%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability96%
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 graduate100%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students93%
Females98%
Males88%
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)92%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability96%
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 graduate96%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students93%
Females93%
Males94%
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)96%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability95%
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 graduate97%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students82%
Females80%
Males83%
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)88%
Economically disadvantagedn/a
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate72%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Science

All Students94%
Females91%
Males98%
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)96%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability97%
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 graduate94%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 81%
Asian 6%
Hispanic 6%
Two or more races 6%
Black 1%
American Indian/Alaska Native 0%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 2%N/AN/A
English language learners 2%N/AN/A

Teacher experience

  This school District averageState average
First-year teachers 4%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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741 Brookside Drive
Danville, CA 94526
Website: Click here
Phone: (925) 855-5200

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