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GreatSchools Rating

Marguerite Montgomery Elementary School

Public | PK-6 | 405 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 1 rating
2012:
Based on 3 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted March 6, 2014

MME has a wonderful and diverse community. We now have a KINDERGARTEN THROUGH 6TH GRADE Two Way Bilingual Immersion Program (Spanish) as well as a traditional (English) program. MME is one of the smaller elementary schools in town, which makes for a close knit community. MME has a great feel and it is one of the prettiest campuses in town. Go Mustangs!
—Submitted by a parent


Posted March 6, 2014

This school rocks! It is the little engine that could . . . . Sure there are some special challenges given its large populations of low-income students and english learners, but it is a diverse, warm, welcoming campus. If you want your kiddos to learn Spanish, this is a great place since there are so many native Spanish speakers here. The parent community is strong and committed. My kids are learning to love speaking Spanish and they love getting to have real science classes in a science room with a real science teacher starting in kindergarten. All other Davis elementary schools start their pull-out science classes in the 4th grade.
—Submitted by a parent


Posted October 30, 2013

Marguerite Montgomery Elementery School is an excellent school. It is very diverse, has highly qualified teachers, an offers a lot of great opportunities for young children to develop their talents. My children are in the dual immersion program (English/Spanish) and they are loving it!
—Submitted by a parent


Posted August 1, 2012

Our family has had a great experience at MME for the past 4 years. While the school is smaller than other Davis elementary schools, there is an incredibly dedicated corps of parent volunteers, and an amazing principal who dedicate lots of energy to ensuring that students have a positive and rounded experience here. The PTA supports many special enrichment activities, like the annual Missoula Children's Theatre company production, crafts night, a school carnival, several beautiful school gardens, special arts programming with YoloArts, and much more. During the 2012-2013 school year, the campus will begin work on a STEM (Science, technology, engineering, and mathematics) partnership with UC Davis, through a Bechtel grant, that will strengthen the science and innovation learning taking place at the school. The campus is also lovely. A number of murals and mosaics adorn the walls of the school, and student designed door markers, stepping stones, and benches add to the beauty of the gardens and other communal area. We love that this is our neighborhood school, and that it is a quick bike ride from our house, meaning that it never takes more than 5 minutes to get to school.
—Submitted by a parent


Posted July 30, 2012

We love MME. Friendly, diverse school; for us much more preferable than more homogenous schools. Excellent Spanish Immersion program. Wonderful families at school to connect with from all backgrounds. Engaged and active principal and parent leaders. Unique Spanish and English classes for parents.
—Submitted by a parent


Posted January 30, 2012

We miss this school My son was enrolled in the Spanish Immersion program K-3 and I have to say that the dedication of ALL of the teachers (English and SI), staff, and principal were beyond expectations. MME has a the most ethnically and socioeconomically diverse population in the city that makes a lot of the programs challenging, but no one mentions the elephant in the room, especially those from other schools that are not as diverse. It is unfortunate that parents have pulled their children out because of this. The Program Improvement status of the school is directly linked to the large number of non-native speakers that are highly concentrated at MME, and not equally distributed around the city. The support that they receive should be commended. The parental, staff, and teacher involvement is beyond what we have found so far at Chavez. MME's PTA is incredibly involved, with their fingers on the pulse of the climate of the school, and trying to get 'credit' (not the right word) for the challenges that they uniquely face. I wish that we could have continued at MME, having selected to continue with Spanish Immersion instead.
—Submitted by a parent


Posted December 8, 2011

My daughter attended this school K-3rd, and it was a decision i wish i hadn't made. there was no sense of creativity at all, no teaching of health, and no teachers teaching what they should- empathy, creativity, cooperation, or a general willingness to learn. My slightly obese, awkward daughter often complained about hating sitting and writing all day. She was also constantly harassed by a wicked group of girls. i was enraged when the teachers did nothing to stop it and pulled my daughter out of this horrid school and enrolled her in Waldorf. There, she became envolved in jump rope, horse riding, basketball, and she lost weight and found friends. I am so happy with how content she is now! I only wish I had never put her in Montgomery. The only thing I like about Montgomery is its gorgeous campus and good location.
—Submitted by a parent


Posted December 7, 2011

Very institutional feel. School caters A LOT to out of town Spanish speakers. Great teachers though, but expect ~30 kids per class. Not a lot of school plays or dances. Biggest after school club/activity is "running club" - kids are told to do laps on the asphalt.
—Submitted by a parent


Posted May 30, 2011

My son attended this school K through 6th grade. It's a nice, clean school with very dedicated teachers. However, parent involvement is not on par with the other schools in the district. This is probably due to the large number of students being bused in from outlying cities. MME seems to have become the destination of choice for ESL students in Yolo County.
—Submitted by a parent


Posted April 15, 2010

Love this school. Teachers and the principal have been just excellent for our three years here! I feel very lucky to have my both sons in this school.
—Submitted by a parent


Posted October 15, 2009

One warning about the spanish program here - it may not be suitable for families with more than one child. The kids will be split between two schools by 4th grade and Montgomery's principal does not permit siblings to stay together - families are asked to sign a multi-year contract and the district will honor it. This can be unworkable for families since there are no buses but there are no exceptions. It's a good school but with more than one child Chavez is a better choice.
—Submitted by a parent


Posted October 3, 2009

Our school has the greatest diversity of students that truly inspires everyone to do their best!! Plus our teachers are the most dedicated professionals around.
—Submitted by a parent


Posted May 21, 2009

My daughter used to go to Spanish Immersion in this school. It was a wonderful experience for her. I had to transfer her to NDE due to commuting reason and she still misses her friends and teachers. It is a small and newer school. It's not as organized but we still love it! Every year the kids have fun with an opportunity participating in the Smokey Bear poster contest supported by the Garden Club. The parents run book clubs through out the summer so kids still somewhat stay connected to school. What a wonderful idea!
—Submitted by a parent


Posted April 22, 2009

I have 2 kids that are attending this school. The teacher and parent involvement is incredible. My kids have had the best teachers here and enjoy everything about the school.
—Submitted by a parent


Posted March 23, 2009

We moved from a more urban area and Davis schools were highly touted (especially by people living in Davis.) The curriculum is not as rigorous as the area we left but it is good for a small town. Most of the teachers seem very dedicated.
—Submitted by a parent


Posted January 17, 2009

We have two children at MM Elementary. They and we like the teachers, facilities, and diverse students, from across the socioeconomic spectrum.
—Submitted by a parent


Posted May 23, 2008

We have two children in Marguerite Montgomery and it has been a wonderful experience. One of our children has a learning disability and the school could not have been more helpful or supportive. All their teachers throughout our three years here have been excellent and the principal has been very hands on and sensitive.
—Submitted by a parent


Posted September 3, 2006

Our kids love Montgomery. The teachers are great, their investment in special education is superb, the resources are new and innovative. This is a new school but it is progressive and fun. I would refute any claims of unhealthy food choices; our experience for our children at this school has been quite the contrary. We believe this is one of the best schools in Davis.
—Submitted by a parent


Posted August 27, 2006

Parent support here is incredible. Fun annual events such as the auction raise loads of money to supplement the curriculum with reading, music and arts programs. We will hate to leave this school when it's time!
—Submitted by a parent


Posted April 5, 2005

This school has an unbelievable parent group. The teachers are qualified and concerned about the children. We love this school!
—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

805

Change from
2012 to 2013

-44

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

6 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

805

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

-44

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)

7 / 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)

6 / 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.

53 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
64%

2011

 
 
64%

2010

 
 
54%
Math

The state average for Math was 65% in 2013.

52 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
76%

2011

 
 
83%

2010

 
 
71%
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.

49 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
63%

2011

 
 
55%

2010

 
 
51%
Math

The state average for Math was 66% in 2013.

49 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
79%

2011

 
 
64%

2010

 
 
68%
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.

57 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
53%

2011

 
 
70%

2010

 
 
76%
Math

The state average for Math was 72% in 2013.

58 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
48%

2011

 
 
64%

2010

 
 
68%
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.

39 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
63%

2011

 
 
72%

2010

 
 
81%
Math

The state average for Math was 65% in 2013.

39 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
57%

2011

 
 
62%

2010

 
 
78%
Science

The state average for Science was 57% in 2013.

39 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
65%

2011

 
 
69%

2010

 
 
93%
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.

50 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
86%

2011

 
 
71%

2010

 
 
71%
Math

The state average for Math was 55% in 2013.

50 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
75%

2011

 
 
68%

2010

 
 
68%
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 Students44%
Females57%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged30%
Not economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability44%
English learner29%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate23%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate65%
Parent education - declined to staten/a

Math

All Students70%
Females77%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged59%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability71%
English learner53%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate81%
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 Students36%
Females39%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged11%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability39%
English learner10%
Fluent-English proficient and English only57%
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 graduate83%
Parent education - declined to staten/a

Math

All Students45%
Females48%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged19%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability45%
English learner24%
Fluent-English proficient and English only61%
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 graduate83%
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 Students64%
Females76%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged29%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability66%
English learner28%
Fluent-English proficient and English only82%
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 graduate87%
Parent education - declined to staten/a

Math

All Students59%
Females71%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged27%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability64%
English learner17%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate78%
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 Students36%
Females37%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged17%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability39%
English learner7%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students46%
Females47%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged31%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability45%
English learner21%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students44%
Females37%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged28%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability45%
English learner14%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students64%
Females72%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged41%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability70%
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 graduate58%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students70%
Females79%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged48%
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate58%
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

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
Hispanic 56%
White 31%
Asian 6%
Two or more races 4%
Black 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 59%N/AN/A
English language learners 40%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

Teacher resources

Special staff resources available to students ELL/ESL Coordinator
Gardening teacher(s)
Math specialist(s)
Music teacher(s)
Reading specialist(s)
School psychologist
School social worker/counselors(s)
Speech and language therapist(s)
Teacher aid/assistant teacher
Instructional aide(s)/coach(es)
Librarian/media specialist(s)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by school officials and community members.

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Special education / special needs

Staff resources available to students
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Gardening teacher(s)
  • Math specialist(s)
School facilities
  • Computer lab
  • Science lab

Arts & music

Staff resources available to students
  • Music teacher(s)
School facilities
  • Performance stage
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Drama

Language learning

Foreign languages taught
  • Spanish
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Gardening teacher(s)
  • Instructional aide(s)/coach(es)
  • School psychologist
School facilities
  • Access to sports fields
  • Multi-purpose room ("cafegymatorium")
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

School start time
  • 8:25 am
School end time
  • 3:05 pm
Before school or after school care / program onsite
  • After school
School Leader's name
  • Sally Plicka
Fax number
  • (530) 757-5321

Programs

Foreign languages taught
  • Spanish

Resources

Staff resources available to students
  • ELL/ESL Coordinator
  • Gardening teacher(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Math specialist(s)
  • Music teacher(s)
  • Reading specialist(s)
  • School psychologist
  • School social worker/counselors(s)
  • Speech and language therapist(s)
  • Teacher aid/assistant teacher
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
Transportation options
  • Accessible via public transportation
School facilities
  • Access to sports fields
  • Audiovisual aids
  • Computer lab
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Performance stage
  • Playground
  • Science lab
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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by verifying community responses, adding program highlights
and more! Get started »

Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Drama
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Upcoming Events

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School culture

Parent involvement
  • Chaperone school trips
  • Join PTO/PTA
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Volunteer in the classroom
  • Volunteer time after school
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Apply

To learn more about enrolling, please call the school.
 

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.

 
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1441 Danbury Drive
Davis, CA 95618
Phone: (530) 759-2100

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