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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
My son is a kindergardener now, and I can tell Frederiksen is the perfect school.
—Submitted by a parent
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
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
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
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
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
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
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
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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
84 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 77% |
| Females | 88% |
| Males | 68% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 67% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 84% |
| Males | 86% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 92% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 60% |
| Females | 63% |
| Males | 57% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 77% |
| Males | 87% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 88% |
| Females | 86% |
| Males | 90% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 67% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 86% |
| Males | 95% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 92% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 74% |
| Females | 83% |
| Males | 65% |
| African American | 69% |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 78% |
| Males | 70% |
| African American | 77% |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 76% |
| Males | 73% |
| African American | 69% |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 18% | N/A | 52% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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7243 Tamarack Drive
Dublin,
CA 94568
Website: Click here
Phone: (925) 828-1037
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