Advertisement
Advertisement

GreatSchools Rating

Sycamore Valley Elementary School

Public | K-5 | 668 students

 

Be sure to visit

Take along one of
our checklists:

 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
No new ratings
2012:
Based on 2 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

20 reviews of this school


Sort by:
Show reviews by:
Posted March 31, 2014

First thing is first. The security at this school is non-existent. Anyone can walk in, the gate is wide open. There is a park next to the school play area. Teachers and volunteers watch the kids playing, but would be completely defenseless in case of emergency. Most schools changed their rules and took up precautions after the recent school shootings, but not Sycamore Valley. Why? 2nd, this school has been plagued by poor principal leadership. There have been 3 principals in 5 years. And they keep getting worse. As everyone says here, the parent involvement is critical, but parents aren't teachers, and can't be expected to take the place of teachers. Teachers need to do their jobs. There is also a handful of teachers that just shouldn't be teachers.
—Submitted by a parent


Posted October 5, 2012

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


Posted May 18, 2012

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


Posted November 16, 2009

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


Posted August 21, 2009

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


Posted April 8, 2008

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


Posted November 2, 2007

Top quality school with top quality teacher. Very involved parents
—Submitted by a parent


Posted August 11, 2007

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


Posted May 14, 2007

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


Posted October 18, 2006

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


Posted July 25, 2006

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


Posted November 28, 2005

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


Posted November 13, 2005

I have two children that attend Sycamore and we have been completely thrilled with our experience there.
—Submitted by a parent


Posted August 23, 2005

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


Posted May 18, 2005

Very well run schools with good parental involvement.
—Submitted by a parent


Posted May 12, 2005

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


Posted September 13, 2004

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


Posted May 20, 2004

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


Posted May 3, 2004

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


Posted January 23, 2004

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.

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

+2

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

+2

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 2012 and Spring 2013. 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.

105 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
87%

2011

 
 
91%

2010

 
 
90%
Math

The state average for Math was 65% in 2013.

105 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
89%

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

The state average for English Language Arts was 46% in 2013.

103 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
84%

2011

 
 
85%

2010

 
 
83%
Math

The state average for Math was 66% in 2013.

103 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
96%

2011

 
 
94%

2010

 
 
94%
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.

120 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
94%

2011

 
 
95%

2010

 
 
95%
Math

The state average for Math was 72% in 2013.

123 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
94%

2011

 
 
94%

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.

130 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
92%

2011

 
 
93%

2010

 
 
96%
Math

The state average for Math was 65% in 2013.

130 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
89%

2011

 
 
88%

2010

 
 
92%
Science

The state average for Science was 57% in 2013.

130 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
95%

2011

 
 
95%

2010

 
 
95%
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%
Females96%
Males91%
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)90%
Economically disadvantagedn/a
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability94%
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 graduate93%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students97%
Females96%
Males97%
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)96%
Economically disadvantagedn/a
Not economically disadvantaged96%
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 graduate98%
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 Students74%
Females77%
Males73%
African Americann/a
Asian90%
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)73%
Economically disadvantagedn/a
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only76%
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 graduate75%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

Math

All Students90%
Females88%
Males90%
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)86%
Economically disadvantagedn/a
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
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 graduate82%
Parent education - graduate school/post graduate97%
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 Students96%
Females97%
Males95%
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)95%
Economically disadvantagedn/a
Not economically disadvantaged97%
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 graduate98%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Math

All Students98%
Females98%
Males97%
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)99%
Economically disadvantagedn/a
Not economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability98%
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 graduate94%
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 Students89%
Females92%
Males85%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino91%
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
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only88%
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 graduate93%
Parent education - declined to staten/a

Math

All Students91%
Females89%
Males92%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino91%
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
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability91%
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 graduate95%
Parent education - declined to staten/a

Science

All Students94%
Females94%
Males95%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantagedn/a
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only95%
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 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
White 67%
Asian 13%
Two or more races 11%
Hispanic 7%
Black 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 1%N/AN/A
English language learners 3%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
School leaders can update this information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Cher Situm
Fax number
  • (925) 736-0224

Resources

School facilities
  • Computer lab
  • Library
School leaders can update this information here.

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
Notice an inaccuracy? Let us know!

2200 Holbrook Drive
Danville, CA 94506
Website: Click here
Phone: (925) 736-0102

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools







ADVERTISEMENT
ADVERTISEMENT