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GreatSchools Rating

William Brooks Elementary School

Public | K-5 | 488 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 6 ratings

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14 reviews of this school


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Posted May 26, 2013

The major problem with this, and probably every other school in California, is the class size. They jam 30+ kids in a classroom, and due to job cutbacks many of the teaching jobs are job shares between two teachers, each teaching part of the week. So if your kid isn't quiet and conforming, they become a 'problem', because one teacher working part time simply can't handle that many kids and do much more than classroom management. Two or three kids that make noise or distract the class and its over, and there will always be 2-3 kids like that in every class. But the principal says she has a study that says huge classes are okay, despite 40 years of real studies that say otherwise. I guess when we waste our money on pork, we have to come up with some kind of explanation for short changing the next generations' education. So don't feel bad if you end up having lots and lots of meetings with school officials about your perfectly normal child. It just means they're unable to handle their classrooms and would rather that all be your problem instead of theirs.
—Submitted by a parent


Posted October 23, 2012

My son was in private school prior to attending Brooks. I had a number of concerns about transferring him to public school. Those fears were unfounded. The great private education my son was receiving had him about a year behind the kids at Brooks. The staff and teachers quickly rectified that. Within a year he had caught up with his peers. He had a very successful transfer to Rolling Hills Middle School which was equally as great. He is now a sophomore at Oak Ridge High School and actively planning his college career. He is active in the community and is a superior athlete. Brooks was the best move we ever made!
—Submitted by a parent


Posted August 12, 2012

The most dedicated teachers in town are at Brooks! The children love their school and are pushed to achieve academically and excel in citizenship. Lots of extras at the school: garden, cross country, after school P.E. and art, strong P.T.A support. We love Brooks!
—Submitted by a parent


Posted December 9, 2011

We are new to the area and have found that the staff and paretns of Brooks have helped us and our children integrate. The school is blessed with great parent involvement and very capable teachers. We are very pleased.
—Submitted by a parent


Posted July 24, 2011

This school has been the best for our family! The staff is amazing. They go above and beyond to reach the kids and provide extracurricular (chess club) activities for the kids. The standards are high and the children are challenged. I have observed unique and fun teaching strategies in the classroom. It is not just teaching to the test. My children love school and that in itself is the best testimonial from a parent!
—Submitted by a parent


Posted July 21, 2011

My child went to a Montessori School from age 2 until age 6 when he started 1st grade at Brooks. I was hesitant to take him out of Montessori for fear he may go backwards in his academics, but I had heard wonderful things about the teachers at Brooks and the small class sizes. I could not be more pleased with how his 1st grade year went. His teacher was extremely innovative when it came to keeping him challenged, she was always available for questions and phone calls from me. My son made friends quickly, enjoyed going to the other classrooms for the reading programs (Bear Tracks), and he always looked forward to the after school events (Talent Show, Brooks Carnival, etc.). Brooks reminds me of the small town elementary school that I attended - where the teachers knew all of the kids names, the environment was safe and academic standards were top of mind. We are both looking forward to his 2nd Grade year!
—Submitted by a parent


Posted June 5, 2011

I love this school the fourth grade staff are great. They encouraged trust and personal accountability in my child. Thanks Mrs. M!!
—Submitted by a parent


Posted June 3, 2011

Today was supposed to be a very special day for my granddaughter Mary who was promoted from Brooks. However, if you were to look at this year's yearbook, you would not know that she attended at all. You see, there is not one picture of her in the book. When this oversight was discovered, the quick fix was to place a last minute supplement of a certain small population of kids into the book. You see, Mary is autistic. What was more interesting is that all 9 special ed kids were excluded from the yearbook in one way or another. No special pictures at Halloween, no special pictures of them just being kids. No this supplement simply identified them as the "Special Ed Kids" that was a last minute fix. Why not have just put a bull's eye on each of these kid's backs to be bullied and set apart even more. Unfortunately, Brooks is not holding themselves accountable for this. We want our children to be accountable for their actions but if they don't learn this from those who we put in trust of teaching our children, where will they learn this from? Mary is a beautiful child who deserves the same respect as any other child. Shame on Brooks for failing to make her last year special.


Posted June 2, 2011

The bottom line for this school, as long as you want an average kid who follows the crowd, never makes waves and strives to be mediocre, this is the school for you. If you have a kid that needs help in any way, needs stimulation, is advanced or struggling, needs to be inspired or development help then you should look elsewhere. Preferably our of this district. If your child is failing you will never be told until it is to late, the kid will be belittled and dismissed by the teachers and generally ignored. If your child is advanced they will be given work to do on their own and encouraged to excel, as long as it does not create extra work for the instructors. You will spend hours doing homework, get minimum feedback and if you dare to ask for help or not conform to the parental expectations of providing classroom help or funds then your child will be punished for your failure. And heaven help you if you have a special needs child. They will be bullied, mocked, ignored, blamed, teased and ostracized while the teacher looks on and claims that the child with the special needs should toughen up and learn to deal with society. Shame on you Brooks and Buckeye School District.
—Submitted by a parent


Posted January 6, 2009

A lot of pepole might tell you that this is a great school, it's not. Iif you find yourself spending several hours teaching your child what he or she should be getting in shool from his or her teacher or spending money sending your child to get more help somewhere alse than this is not your type of shool. This is just another public school than only cares for high school rating and they will do anything to get them. For example, they have cramped everything that your child need to learn in K into 3 hours and if your child does not learn all and prove to the teahcer by the next testing day than you will be told that there is something wrong with your child. If you have a child that is gifted think of other schools fast.
—Submitted by a parent


Posted September 4, 2008

i loved this school, my son was a typical hyper little boy and the kindergarten teachers knew how to use that..he got perfect scores and loved going to school.
—Submitted by a parent


Posted October 4, 2007

Very responsive teachers and staff.
—Submitted by a parent


Posted September 3, 2005

This school is excellent! The quality of the teachers is amazing. There is a lot of parent involvement and overall caring about the students within the school.
—Submitted by a parent


Posted June 15, 2005

This is an excellent school with great teachers and high expectations for students. It still has a small town feel to the school due to it's small size.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

925

Change from
2012 to 2013

+24

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

4 / 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 2013

This school's
API score

925

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+24

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 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
(2012)

9 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

4 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

72 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
76%

2011

 
 
76%

2010

 
 
70%
Math

The state average for Math was 65% in 2013.

72 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
81%

2011

 
 
79%

2010

 
 
84%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

81 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
66%

2011

 
 
78%

2010

 
 
67%
Math

The state average for Math was 66% in 2013.

82 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
85%

2011

 
 
95%

2010

 
 
87%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

80 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
86%

2011

 
 
81%

2010

 
 
86%
Math

The state average for Math was 72% in 2013.

84 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
88%

2011

 
 
77%

2010

 
 
82%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

96 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
83%

2011

 
 
79%

2010

 
 
90%
Math

The state average for Math was 65% in 2013.

97 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
70%

2011

 
 
80%

2010

 
 
87%
Science

The state average for Science was 57% in 2013.

98 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
80%

2011

 
 
87%

2010

 
 
87%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students79%
Females79%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
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)69%
Parent education - college graduate85%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Math

All Students93%
Females94%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability94%
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)81%
Parent education - college graduate97%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students72%
Females74%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantagedn/a
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only72%
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)57%
Parent education - college graduate71%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students88%
Females90%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only88%
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)76%
Parent education - college graduate86%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students83%
Females97%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)80%
Parent education - college graduate84%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students90%
Females97%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disability64%
Students with no reported disability95%
English learner82%
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 graduaten/a
Parent education - some college (includes AA degree)88%
Parent education - college graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students86%
Females82%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged58%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)77%
Parent education - college graduate93%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students93%
Females91%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged91%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)86%
Parent education - college graduate93%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Science

All Students86%
Females82%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged46%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)70%
Parent education - college graduate91%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 75% 27%
Hispanic 11% 51%
Two or more races 8% 3%
Asian 5% 11%
Black 1% 7%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 12%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

This school has not yet provided program information.


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3610 Park Drive
El Dorado Hills, CA 95762
Phone: (916) 933-6618

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