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GreatSchools Rating

Frederiksen Elementary School

Public | K-5 | 453 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 2 ratings
2011:
No new ratings
2010:
Based on 1 rating

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Parent involvement

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15 reviews of this school


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Posted April 10, 2013

We love our school! We have been with Frederiksen Elementary for 2 years now. My daughter is in second grade and has an incredible teacher. We have been so blessed with the caring and proactive staff at this school. The principal is at every event and highly visible throughout the day. The test scores increased the last school year (they are not a school that teaches to the test but last year was vital that test scores increased to stay out of Program Improvement). The PFC is active and work hard to bring quality events to the students. (Re:12/24/2012 Post) Security has been increased and new measures have been implemented. The school has performed drills to address a possible shooter/unwanted individual and teachers know the expectations. I have no concern about the safety of my child while at Frederiksen. Also, students are not encouraged to clean up bottles. The custodian walks the perimeter of the school to remove any items like beer cans/bottles before kids can find them. It doesn't happen often, but if it does the yard supervisors inform the custodian who takes care of the situation.
—Submitted by a parent


Posted April 10, 2013

I do not normally respond or post ratings however as I received a notice of a "new posting" regarding our school I had to read and "respond". I am a parent of 2 children at Fred (5th grader and a 2nd grader) and sadly I agree with the 12/24 post. I do agree that the school is trying very hard to turn themselves around. However the posts about security and liquor/beer bottles are very true. The gates still remain opened and unlocked all day and maybe they have implemented "drills" for unwanted individuals, they still leave the grounds unsecured during the day. Through the six years I have been at the school I never noticed this until last year when there was a "shooting incident" (not on the campus and nothing to do with the school itself) down the street. It made me question why all gates were accessible to just about anyone The school is trying but is really not there yet. I have hopes, my oldest will be leaving for middle school however my little one has no choice but to remain. I am hoping they will see the purpose in locking the gates like the rest of the elementary schools in the area.. So the end remark here is "not quite there yet" ;)
—Submitted by a parent


Posted December 24, 2012

Very chaotic and disorganized. Only good point are the teachers who try whole-heartedly to serve each child. sadly they are bound to a underfunded district.Split teaching and split grade level classes are not working (although the swear they are).The focus is STAR testing (understandable for funding reasons). The encouragement for "good testing" from admin is so high that it has somewhat drawn a line between students who "test well" and ones who do not. Main point....Security! Please take this for what it is worth. Gates are always unlocked and open. Part of the campus is not fenced. High schoolers and middle schoolers walk through the campus as a shortcut daily. After a weekends off bottles of beer, vodka etc have been found on the field by children during recess (I have personally seen this with my own eyes). Yard duties were giving out "school coupons" for helping to clean those things up... REALLY?? Parents have walked in and out of campus without being asked why they are there as well as two weeks ago police pulled a man out of his car in the drop off line and arrested him in front of the second grade classrooms. I will say parents are very involved and the teachers are Great
—Submitted by a parent


Posted October 11, 2012

We came late last year, so this will be our first full year of school... we are very happy so far. The teachers are great, parents are very friendly and welcoming! There's a close-knit vibe at this school, and for a family that has moved a lot (we used to be a military family), it's a nice "homey" feeling. I see a lot of parents who are highly involved.
—Submitted by a parent


Posted August 19, 2010

Entering our second year here and couldn't be happier. The teachers are wonderful, the principal very involved and caring and the parent involvement high. The improvements that have been made to the exterior of the school make it look more like the quality school it is.
—Submitted by a parent


Posted November 24, 2009

My son is a kindergardener now, and I can tell Frederiksen is the perfect school.
—Submitted by a parent


Posted October 17, 2008

Frederiksen Elementary is one of the most well balanced elementary schools in Alameda county. Since class sizes are small, teachers are able to provide one on one support to all students. Most importantly, education is taught at all levels truly not leaving any student behind. I hold Frederiksen in high regard as a great place for students to learn and transition into well mannered, intelligent, down to earth adults. Great job and kudos to the City of Dublin. You have kept the down home tradition in the city of dublin balancing expansion with true quality. Cheers


Posted March 31, 2008

I am a parent of a first grader here. The school's parent community is thriving! I manages to succeed even though they serve the bulk of socio and economically disavantage students in the district. Teachers are caring and have years of experience.
—Submitted by a parent


Posted May 3, 2007

As a parent of a 1st grader at Fred, I believe this is an excellent school. They have great extra curricular activities for the kids that my daughter has loved attending this year. As a parent and a former student I recomend this school.
—Submitted by Lisa, a parent


Posted September 18, 2006

Parents are very involved at this school. Principle is new this year. Last year we had two different people through the year.Some teachers are very good and some are only fair.
—Submitted by a staff


Posted April 28, 2006

Great, caring teachers. Fred has a very active Parent Faculty Club and strong sense of community. The activities offered enrich students lives and interests in many ways. The school is diverse, safe and caring. I have sent 3 children there and would highly recommend the vast majority of the teachers there as very good to outstanding. 5th grade teachers there are the cream of the crop! Facilities could use updating, However, it is on the agenda to be upgraded by the DUSD.
—Submitted by Kathy, a parent


Posted September 12, 2005

My children (2) have been at this school for going on 3 yrs. We are very happy with the school and teachers for the most part. They have a high API score in the high 800's, I beleive. They have good quality academic programs, that my children have benefited from. They have a P.E., and Fine Arts class every week. They can join band also. There are fun activities for families to participate in all school year long (Disco Bingo, family letter writing night, bedtime books, etc.). The level of parent involvement is high. They have a strong PFC (Parent Faculty Committee). A new principal has started this year. I've heard good things about her.
—Submitted by a parent


Posted August 1, 2005

Sad to see principal leave he did an awesome job!
—Submitted by a parent


Posted June 23, 2005

Having been a 'Fred' parent since 1991, I've seen a lot of changes throughout the years in this school. We are in the process of getting a new principal (the previous one left for Sacramento Board of Education to help train new principals for California schools). The teaching staff are always exploring new and effective ways to help students achieve academic excellence and prepare for middle school. The parent/faculty club is credited devoted parent volunteers, teachers, and staff to insure that ensures we have music, art, sports and other extracurricular acitivities that bring families together. Moral character traits such as respecting and helping others is instilled in students as early as Kindergarten to help build a strong foundation to meet challenges in later grades. Overall, my children and I have enjoyed the supportive atmosphere fostered in this school.
—Submitted by a parent


Posted May 2, 2005

After moving away to Sacramento, we realize how much we miss Frederiksen! All of the special activies are definitely missed!
—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

894

Change from
2011 to 2012

+48

API Statewide Rank
(2011)

7 / 10

API Similar Schools Rank (2011)

3 / 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

894

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

+48

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)

3 / 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.

100 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
57%

2010

 
 
62%

2009

 
 
55%
Math

The state average for Math was 64% in 2012.

100 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
66%

2010

 
 
74%

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 48% in 2012.

96 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
59%

2010

 
 
60%

2009

 
 
43%
Math

The state average for Math was 69% in 2012.

95 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
71%

2010

 
 
75%

2009

 
 
65%
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.

84 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
63%

2010

 
 
67%

2009

 
 
73%
Math

The state average for Math was 71% in 2012.

84 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
83%

2010

 
 
73%

2009

 
 
71%
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.

101 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
55%

2010

 
 
76%

2009

 
 
57%
Math

The state average for Math was 65% in 2012.

102 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
60%

2010

 
 
69%

2009

 
 
58%
Science

The state average for Science was 60% in 2012.

102 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
71%

2010

 
 
90%

2009

 
 
63%
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 Students77%
Females88%
Males68%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged74%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability77%
English learner67%
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 graduate80%
Parent education - some college (includes AA degree)57%
Parent education - college graduate82%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students85%
Females84%
Males86%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged84%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learner92%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)76%
Parent education - college graduate92%
Parent education - graduate school/post graduate81%
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 Students60%
Females63%
Males57%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged33%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate32%
Parent education - some college (includes AA degree)31%
Parent education - college graduate69%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students82%
Females77%
Males87%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged88%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)77%
Parent education - college graduate86%
Parent education - graduate school/post graduate95%
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 Students88%
Females86%
Males90%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability88%
English learner67%
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate91%
Parent education - some college (includes AA degree)80%
Parent education - college graduate88%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students90%
Females86%
Males95%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability90%
English learner92%
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 graduate73%
Parent education - some college (includes AA degree)100%
Parent education - college graduate90%
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 Students74%
Females83%
Males65%
African American69%
Asian77%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)75%
Economically disadvantaged62%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)71%
Parent education - college graduate83%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students73%
Females78%
Males70%
African American77%
Asian85%
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)75%
Economically disadvantaged57%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)79%
Parent education - college graduate83%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Science

All Students74%
Females76%
Males73%
African American69%
Asian77%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)82%
Economically disadvantaged62%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
Parent education - some college (includes AA degree)68%
Parent education - college graduate90%
Parent education - graduate school/post graduate88%
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 19% 49%
Asian 11% 8%
African American 9% 7%
Filipino 4% 3%
Multiple or No Response 4% 3%
Pacific Islander 2% 1%
American Indian or Alaska Native 1% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 115%N/A24%
Students eligible for free or reduced-price lunch program 218%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 52% 85%
All other non-English languages 14% 1%
Mandarin (Putonghua) 8% 1%
Vietnamese 6% 2%
Farsi (Persian) 3% 0%
Filipino (Pilipino or Tagalog) 3% 1%
Korean 3% 1%
Urdu 3% 0%
Arabic 2% 1%
Cantonese 2% 2%
Samoan 2% 0%
Thai 2% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 22N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 7N/A11
Average years teaching 11N/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!

7243 Tamarack Drive
Dublin, CA 94568
Website: Click here
Phone: (925) 828-1037

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