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Teacher quality
Principal leadership
Parent involvement
This is a great school and great teachers! We are very happy at Oak Meadow.
—Submitted by a parent
Excellent school and teachers. Test scores prove their achievements. Safe access from gated community. Teachers go out of their way to be helpful.
—Submitted by a parent
wonderful teachers, best education, low student teacher ratio, won't ever move!
—Submitted by a parent
I feel so blessed that all 3 of my children have attended Oak Meadow Elementary. All 3 of them have excelled in their education due to the team effort you will find at this wonderful school. As a working parent it is such a relief to know that they truly care about my children and their success. Its all about communication, and you will get that from the staff at Oak Meadow. You just need to ask...and they will be there to help....Go Raptors! Xcountry rocks!
—Submitted by a parent
We have been extremely pleased with the quality of the teachers and the overall quality of the school. I do wish there were a stronger GATE program, but my kids are challenged by their individual teachers who have thankfully been willing to go the extra mile and find work and homework that best meets their needs. We are very happy and cannot fathom why people in the area would ever consider private schools when such great public schools are available.
—Submitted by a parent
A wonderful school with wonderful teachers, Mrs. Nelson is the best first grade teacher we have ever ran into.
—Submitted by a parent
I really like the school and teachers. They have been very helpful with getting my oldest son on track and more focused on his work. My middle son is above average and has been given opportunities to continue to rise above. I look forward to having my third son start kindergarten there!
—Submitted by a parent
Oak Meadow has been the primary reason that my kids have experienced such strong academic sucess over the elementary years. My son, who was an average student is now a great student. My daughter has been supported 100% by the teachers and staff to maintain the highest academic strandard and straight A's. My youngest daughter Hunter is starting kidergrten in the Fall and we can't wait. With teachers like Mrs. Heglie, Mrs Randolph, Mrs Palmer and Mr Frame...You Can't Go Wrong. Not to mention the great support from Mrs Narez and the fabulous office staff. The community of El Dorado Hills is still the best around. Outside of some of the highest school API scores, EDH has the finest sports programs, Dance Schools, and Theater programs. Thank You Oak Meadow.
—Submitted by a parent
A wonderful school. The teachers and administration are very helpful and supportive.
—Submitted by a parent
This school is great if you are a parent who can spend a lot of time at the school volunteering, and if you happen to be in the right social click. Most teachers are more concerned about giving a lot of busy work for homework and by the time that is done the kids are tired and there is little time left to focus on things like studying the math facts. Overall, this school fails to deliver.
—Submitted by a parent
I love Oak Meadow! It is a great school with hard working caring teachers. They give our children the tools and knowledge to succeed in school. The part some parents forget is they are the ones to follow-up and help your child learn with love and encouragement.
—Submitted by a parent
Was not happy with this school at all!!! They wanted my kindergartener held back, and wanted me to hold off on putting his younger brother in kindergarten for another year. I have since enrolled both my children in a different school in a different district. I now have a first grader and an a kindergartener in an advanced class. If i had followed through with Oak Meadow's recommendations, both my older children would have suffered greatly academically and socially. I would never recommend it to anyone.
—Submitted by a parent
This school has been a wonderful setting for my children, and I will be sad when they move on. They both love attending and dislike weekends and holidays when they are not able to attend. The teachers are experienced, innovative, and caring. Extracurricular programs are increasing and offer plenty of choice for an elementary school. Plenty of parental involvement. Individual attention is provided whenever necessary. The non-teaching staff are 5 star! Great school!
—Submitted by a parent
Oak Meadow seems like a great school but fails to deliver. Classes are overcrowded with students, teachers provide little individual attention to students, and there is little enrichment opportunity or 'going deep' in terms of educational experience. One teacher was extremely focused on 'teaching to the test'. In general, the school does not adequately promote individuality, creativity, or critical thinking. It provides opportunity for cursory learning in a generic environment (reflective, to a great extent, of the larger EDH community). On the upside, the school is new, clean, and the teachers and staff are nice if nothing else.
—Submitted by a parent
Overall we are impressed with the school. There is a high level of parent involvement. I have seen few extracurricular activities until the later grades (my son is in first). Our only concern is that the teachers have to get all the kids to the minimun standards. So, I worry that the gifted, talented, bright and above average students may not get all they need as the funding goes to the students in danger of not meeting the 'standards'.
—Submitted by a parent
Oak Meadow is a wonderful, community focused elementary school. The principal ensures that all students recieve a great balance of both core academics and non-traditional learning experiences such assemblies with wild life rescue animals or martial arts demonstrations. Parents are very active both in the classrooms and in support of school activities. Oak Meadow is a year round school with several tracks to chose from. I have two children attending and would highly recommend this school to anyone moving into the area.
—Submitted by a parent
For a 'new' school Oak Meadow has some of the most experienced teachers in the district. They work as a team with parents and community to truly create an atmosphere of community. The school is still relatively small, though growing year over year, but it is not losing that small school feel where everyone knows eachother. Parental involvement is fabulous. As a new school it is experiencing some growing pains, the library is not full yet, some programs are not completely up to speed, however this is steadily improving.
—Submitted by a parent
I couldn't ask for a better place to educate my children. The teachers and administration are very passionate about what they do. They strive to produce results beyond the state standards for all the children. The parent support and participation is amazing! The school strives to build a 'community' atmosphere among the students of all grades! This makes for a wonderful opportunity for social growth and involvement for our children to build self-esteem amongst peers of all age groups.
—Submitted by Michele, a parent
Oak Meadow Elementary is a superb school. The principal is simply awesome, and the teachers go above and beyond for every child. I am very involved with the school- in PTA, the classroom and school district committee, so I can confidently speak from a position of authority. I would love to see the school rank as one of the top schools in the district and state, and believe that with the continued leadership it currently has, this is quite possible. As with all public schools, due to the severe budget cut backs, the extra-curricular activities offered is not as robust as it could be. The PTA and Bright Ideas are doing a phenomenal job filling in these areas.
—Submitted by a parent
I came from private schooling thinking I would never adjust to public school..WRONG. Oak Meadow has provided the most academic program! My children were actually a bit behind when they started. The principal and staff are simply the best. The families are active and the district is great.
—Submitted by Kelley Nalewaja, 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.
116 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
116 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.
129 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
129 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.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
121 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.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
125 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
127 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 | 85% |
| Females | 90% |
| Males | 80% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | 36% |
| Students with no reported disability | 90% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 93% |
| Males | 86% |
| African American | n/a |
| Asian | 88% |
| 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) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | 45% |
| Students with no reported disability | 94% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 75% |
| Females | 83% |
| Males | 68% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 75% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 90% |
| Males | 97% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | 91% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 94% |
| Females | 95% |
| Males | 94% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 96% |
| Students with disability | 82% |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 95% |
| Males | 90% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 86% |
| Females | 93% |
| Males | 79% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 90% |
| Males | 89% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 96% |
| Males | 86% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | 75% |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 97% |
| 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
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
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 | 69% | 28% | ||
| Asian | 13% | 8% | ||
| Hispanic or Latino | 8% | 49% | ||
| Filipino | 5% | 3% | ||
| African American | 3% | 7% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 7% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Vietnamese | 18% | 2% | ||
| Farsi (Persian) | 14% | 0% | ||
| Spanish | 14% | 85% | ||
| Korean | 11% | 1% | ||
| Hindi | 7% | 0% | ||
| Mandarin (Putonghua) | 7% | 1% | ||
| Punjabi | 7% | 1% | ||
| Urdu | 7% | 0% | ||
| Bengali | 4% | 0% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| German | 4% | 0% | ||
| Turkish | 4% | 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 | 8 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
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| Special schedule |
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| Fax number |
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7701 Silva Valley Parkway
El Dorado Hills,
CA 95762
Website: Click here
Phone: (916) 933-9746
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