Advertisement

GreatSchools Rating

Marguerite Montgomery Elementary School

Public | K-6 | 455 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 4 ratings
2011:
Based on 3 ratings
2010:
Based on 1 rating

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 indicate your relationship to the school.
Please read and accept our Terms of Use to join GreatSchools.
Indicates a required field

18 reviews of this school


Sort by:
Show reviews by:
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 July 28, 2012

Marguerite Montgomery Elementary (MME) has wonderful teachers, a good principal, a dedicated PTA, and a beautiful campus! MME is one of the smallest elementary schools in Davis (about 400 kids) and it is a close-knit community. Every school is a work in progress and I think that positive changes have been made at MME this year. The Spanish Immersion program has been expanded and is now a K-6 Program. MME also has a traditional program, but it is not as robust as the SI program at this point. There are a large number of ELL students in the traditional program, but MME has many full time specialists working on campus (such as reading, math and differentiation specialists) to assist the teachers. Not all schools in Davis have this. With class size going up to 31 kids per class this year at all elementary schools in Davis, these specialists will be even more important. MME has been a great school for our kids.
—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 2012.

This school's
API score

848

Change from
2011 to 2012

+2

API Statewide Rank
(2011)

7 / 10

API Similar Schools Rank (2011)

5 / 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 2012

This school's
API score

848

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
2011 to 2012

+2

Change from 2011 to 2012
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
(2011)

7 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

5 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

59 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
64%

2010

 
 
54%

2009

 
 
56%
Math

The state average for Math was 64% in 2012.

54 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
83%

2010

 
 
71%

2009

 
 
70%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

72 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
55%

2010

 
 
51%

2009

 
 
60%
Math

The state average for Math was 69% in 2012.

71 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
64%

2010

 
 
68%

2009

 
 
77%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

34 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
70%

2010

 
 
76%

2009

 
 
74%
Math

The state average for Math was 71% in 2012.

34 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
64%

2010

 
 
68%

2009

 
 
76%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

54 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
72%

2010

 
 
81%

2009

 
 
68%
Math

The state average for Math was 65% in 2012.

54 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
62%

2010

 
 
78%

2009

 
 
66%
Science

The state average for Science was 60% in 2012.

54 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
69%

2010

 
 
93%

2009

 
 
80%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 59% in 2012.

45 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
71%

2010

 
 
71%

2009

 
 
72%
Math

The state average for Math was 55% in 2012.

44 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
68%

2010

 
 
68%

2009

 
 
62%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students64%
Females67%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged42%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability64%
English learner32%
Fluent-English proficient and English only81%
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 graduate73%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students76%
Females74%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged57%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability75%
English learner61%
Fluent-English proficient and English only83%
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 graduate73%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students63%
Females65%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged13%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability64%
English learner0%
Fluent-English proficient and English only80%
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 graduate63%
Parent education - graduate school/post graduate79%
Parent education - declined to state56%

Math

All Students79%
Females75%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged42%
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability82%
English learner31%
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 graduate69%
Parent education - graduate school/post graduate93%
Parent education - declined to state75%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students53%
Females50%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged48%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability59%
English learner23%
Fluent-English proficient and English only71%
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 graduaten/a
Parent education - declined to staten/a

Math

All Students48%
Females41%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged45%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability50%
English learner15%
Fluent-English proficient and English only70%
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 graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students63%
Females68%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)88%
Economically disadvantaged43%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability67%
English learner18%
Fluent-English proficient and English only74%
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 graduate36%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students57%
Females67%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)88%
Economically disadvantaged37%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability62%
English learner36%
Fluent-English proficient and English only62%
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 graduate55%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Science

All Students65%
Females65%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)100%
Economically disadvantaged39%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability65%
English learner18%
Fluent-English proficient and English only77%
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 graduate55%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students86%
Females88%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged72%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students75%
Females80%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged50%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
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 graduate90%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 51% 28%
Hispanic or Latino 30% 49%
Asian 9% 8%
Multiple or No Response 5% 3%
African American 4% 7%
American Indian or Alaska Native 1% 1%
Filipino 1% 3%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 129%N/A24%
Students eligible for free or reduced-price lunch program 233%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 15N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1441 Danbury Drive
Davis, CA 95616
Phone: (530) 759-2100

ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare
ADVERTISEMENT