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Teacher quality
Principal leadership
Parent involvement
We moved to this area recently and found this school exceptional. Both my kid's really love this school. Excellent teacher and challenging academic program ! Both My kid's don't miss their earlier school and love this school. Big thanks to the teacher ! Keep it up with wonderful teacher and great academic program .
—Submitted by a parent
The best thing about this school is the physical facility and parent involvement. There are a handful of good teachers but more that should be weeded out but won't. There are also a lot of teacher job shares at most grade levels which only benefit the teachers, no matter what is promised. In the last year or so, changes have made the school sterile and little fun. Computer training is now basically non-existant.
—Submitted by a parent
I had two children go through this elementary school and overall had a very positive experience. Bob Scott, the principal, is only human (as we all are) and one does have to consider that he has to deal with the well-heeled, overachieving parents of Danville, as well as the students, which is no easy feat. Overall, I think Mr. Scott does an outstanding job and he runs a fine school. I sincerely feel that Mr. Scott truly has the students best interests at heart, he has tons of experience, and he is always available for students/parents concerns. I highly recommend this school.
—Submitted by a parent
This school does well because of the many hours put in by dedicated parent volunteers. It also does well because it is located in an area where funding is raised quickly and efficiently (again, by the parents). Most of the teachers are excellent. However, the principal, Bob Scott, has a very poor attitude. He gives off the appearance of being dedicated, however, if you ever disagree with him, it becomes very clear that all he cares about is being right. No matter what the dispute, his opinion is ALWAYS the correct one. He is disrespectful and condescending and despite what he believes he is NOT loved by the community.
—Submitted by a parent
Sycamore is a wonderful school. I think that the school works so well because of the high level of parental input, great teachers and a smart principal. Further, our school foundation and PTA do a good job of supporting programs that help all of the students in terms of technology, reading and writing and library.
—Submitted by a parent
Top quality school with top quality teacher. Very involved parents
—Submitted by a parent
We have been very pleased at Sycamore. All of my children have done well and have had their needs met. Our teachers have been very open and willing to talk with us if/when we have had a concern. The principal is very involved and knows most of the families. Some may see this as controlling...we feel fortunate he cares enough to be involved with over 500 families. We feel this is great as many friends at other schools in the district have 'hands off' leadership. I would take overly involved leaders and staff any day. Academics are strong if you are willing to partner with the teachers in your childs education. Science is very strong. We don't need add'l P.E. given the amount of extra-curricular sports we have in our area. The music program is expanding this year now that there is add'l state funding.
—Submitted by a parent
Our special needs son lasted 2 months in it's kindergarten class when we sadly began to realize he was not wanted in this school. The principal was very controlling over his services and had an 'I know what's best' attitude about our son instead of really listening to us, his parents. The teacher had a 'fine, I'll take your child' attitude concerning his placement into her class. They made it obvious to everyone around that our child had issues. It was a very disheartening experience.
—Submitted by a parent
I think Sycamore is a great school the average to above average child. I have three very different children, from being gifted in the GATE program to having special needs, and they've all done well at Sycamore and been challenged. The principal works hard and has the children's best interest in mind. However, I think the special education program is weak and needs a lot of improvement.
—Submitted by a parent
I have several little concerns about the way things are run at this school, but my biggest concern is that Sycamore teaches math in a way that is confusing & that the children have to relearn math just to get into middle school.
—Submitted by a parent
Great parent participation. The math program used at this school is very abstract and confusing to many students and parents. They have to relearn math the traditional way in 5th grade so that they can do it properly in middle school. And phonics has not been a priority in recent years but I believe they are beginning to realize the need to teach this basic skill.
—Submitted by a parent
I have two children that attend Sycamore and we have been completely thrilled with our experience there.
—Submitted by a parent
When moving into a new area the first thing you look at are schools and this one looks great on paper. The school survives by an abundance of volunteers who do a great job. However, I have seen many academic programs and this one is the worst. There is no formal music class and art is taught by volunteers. PE combines 2 classes together. The kids are divided into two groups (good readers and need improvement readers), which is a good idea, however, the need improvement group gets extra help with an additional teacher for their time while the good readers are left to read to themselves. It doesn t get better with the administrative staff. Bob Scott (the principal) has a whatever I say attitude and is never open to other outside opinions. Needless to say, I have been very disappointed with this school.
—Submitted by a parent
My son started past mid-year in kindergarten at SVE and I have been thrilled with his transition. Parental involvement seems very high and the school activities are plentiful. It helps that the principal, Bob Scott, seems very engaged with his faculty, parents and kids.
—Submitted by a parent
Our family is sad to say we have lost faith in the Principal. He has done a poor job of managing the school districts disciplinary procedures. Mr. Scott is not the type of administrator I would expect in an affluent school district.
—Submitted by a parent
Both my children have attended Sycamore Valley. In the past four years my child has had two teachers who have never taught before. If you have additional needs they will not be meet at this school.
—Submitted by a parent
To evaluate the quality of instruction at Sycamore, one need only look at the results of the STAR testing. The teachers are top-notch, and Bob Scott is a focused and goal-oriented principal.
—Submitted by a parent
This school had a very poor track record when my child attended. No phonics, only whole language reading instruction. My students first grade teacher forgot to teach spelling. Mental math only, very little emphasis on math facts or basics in general...emphasis on compuetr learning. Many first year teachers when we were there.
—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.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
102 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.
116 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
116 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.
132 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
133 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.
117 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
118 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 | 87% |
| Females | 98% |
| Males | 79% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 90% |
| Males | 87% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 91% |
| 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 | 84% |
| Females | 84% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 97% |
| Males | 95% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 98% |
| 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 | 94% |
| Females | 96% |
| Males | 92% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 93% |
| Males | 95% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 97% |
| 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 | 92% |
| Females | 97% |
| Males | 87% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 93% |
| Males | 85% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 97% |
| Males | 93% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 95% |
| 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
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
Asian
White (not Hispanic)
All students
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 68% | 28% | ||
| Multiple or No Response | 15% | 3% | ||
| Asian | 14% | 8% | ||
| Hispanic or Latino | 2% | 49% | ||
| African American | 1% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 2% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 0% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Cantonese | 25% | 2% | ||
| Korean | 17% | 1% | ||
| Spanish | 17% | 85% | ||
| Farsi (Persian) | 8% | 0% | ||
| Greek | 8% | 0% | ||
| Mandarin (Putonghua) | 8% | 1% | ||
| Russian | 8% | 0% | ||
| Urdu | 8% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 5% | N/A | 2% |
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2200 Holbrook Drive
Danville,
CA 94506
Website: Click here
Phone: (925) 736-0102
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