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GreatSchools Rating

Murphy Elementary School

Public | K-6 | 478 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 5 ratings
2012:
No new ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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12 reviews of this school


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Posted August 2, 2014

Love the kindergarden teachers! We had an amazing year and we are looking foward to the upcoming school years.... GO MURPHY TIGERS! ! !
—Submitted by a parent


Posted October 28, 2013

I really dislike having to write this review but these issues need to be brought out into the light. First off, the police presence that was mentioned by another parent is real. They pick on parents who are already stressed out with this annoying crowded lot and broken parking system. The police have traps for those who do not heed the posted rules. The Principal is very elusive, as mentioned before. Problems at this school are not severe, to my knowledge, but are a plenty. Teachers do not get there classes out on time for lunch and at the end of the day. There are problems with the bathrooms not functioning properly etc. A certain 3rd grade teacher, no names involved because that's just unfair, needs to reinvent herself as a teacher! She is lazy, uncaring, and probably does not even care about her job as a teacher. This individual does not tackle issues that arise and are brought to her attention. She does not even watch her class during the weekly P.E. period. The kids are not getting homework and possibly not learning much in class all at the expense of her missing so much school and her own personal agenda.
—Submitted by a parent


Posted September 26, 2013

A very good school . We are very happy with all that this school has to offer. thank you for being here for us.
—Submitted by a parent


Posted September 26, 2013

Murphy is an outstanding school . The environment is positive and safe for students . The teachers are welcoming.
—Submitted by a parent


Posted June 27, 2013

Murphy is a great school my older daughter is there and my younger about to start K principal and staff are friendly and support a parent went need it I love Murphy!!
—Submitted by a parent


Posted January 4, 2013

Horrible school!!!! Cops are constantly at the school every when ou drive up. Extremely poor leadership. The principal has no interest in anything that goes on. She has the yard supervisor, the ELD helper (who almost never does her job), and anyone else available do her job. Frequently, when you ask to speak with her, she's "unavailable". When there are walk-throughs, the administration uses her best staff to impress the district. After that, she will never step foot in the classroom again. I've noticed that select teachers and staff are supported, the rest have to make it on their own. Students and teachers do what they want while the principal allows situations to escalate to an unbearable level. Front office secretary is rude to everyone, parents, children, faculty. Don't send your child to this school!


Posted November 10, 2010

A very good school . my whole family likes the school and the staff. thank you for being here for us.
—Submitted by a parent


Posted February 26, 2010

We just recently moved here and my son attends this school. We are very happy with all that this school has to offer.
—Submitted by a parent


Posted August 20, 2009

Murphy is an outstanding school that has advanced over the years. The environment is positive and safe for students and parents. The teachers are welcoming. Parent participation is encouraged. The evening extracurricular events are amazing (Night of Stars, Founders Day Black History Celebration, Dr. Seuss, and Kindergarten Holiday Play). I am so pleased that my children are apart of this school.
—Submitted by a parent


Posted November 26, 2008

Murphy Elementary is a great place for students to learn. We have hardworking students and hardly any discipline issues. Speaking from my own experience as a former upper grade teacher and now as a lower grade teacher at this school, most of my students at both levels have been very motivated and eager to learn. Most parents are very supportive and encouraging to me. I'm happy to be a part of this school.
—Submitted by a teacher


Posted October 14, 2008

Marie a murphy is an amazing Elemenatary school not just because I attented it also because it was a friendly and safe inviorment and it gave every body a chance to do something like me Janie Hosford I was a Represenitive for my class for the Murphy stompers as well as a leader in a stomp group I also was one of the first girls to deticate most of my time to playing football with all boys my number plaer was Jason chanthanasak and Joshua Lars thank you for giving me that chance to put my life towrds a wonderful school......It may be in a not so good area but the people in it are great thank you thank you exspecially thanks to Mrs myers Mrs demshok Ms Ng Ms Jorganson/Buffi ANd Mrs Stewart and last but not leat Mrs irian and also thanks to Mrs E.
—Submitted by a student


Posted March 13, 2005

I think the quality of academic program need improvment. There is no art or sports and there is music. I'm not that involved because its nothing to participate with.
—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

739

Change from
2012 to 2013

-16

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

2 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet 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 did not meet all student subgroup API targets for 2013

This school's
API score

739

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

-16

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 2012 and Spring 2013. 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)

2 / 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)

2 / 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.

57 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
50%

2011

 
 
77%

2010

 
 
68%
Math

The state average for Math was 65% in 2013.

57 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
55%

2011

 
 
89%

2010

 
 
61%
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.

56 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
29%

2011

 
 
48%

2010

 
 
53%
Math

The state average for Math was 66% in 2013.

55 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
72%

2011

 
 
72%

2010

 
 
60%
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.

50 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
61%

2011

 
 
52%

2010

 
 
44%
Math

The state average for Math was 72% in 2013.

50 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
56%

2011

 
 
51%

2010

 
 
53%
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.

62 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
46%

2011

 
 
33%

2010

 
 
41%
Math

The state average for Math was 65% in 2013.

62 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
30%

2011

 
 
35%

2010

 
 
31%
Science

The state average for Science was 57% in 2013.

60 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
29%

2011

 
 
32%

2010

 
 
30%
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.

67 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
44%

2011

 
 
35%

2010

 
 
43%
Math

The state average for Math was 55% in 2013.

67 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
44%

2011

 
 
32%

2010

 
 
22%
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 Students62%
Females65%
Males58%
African American46%
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged62%
Not economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability66%
English learner61%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state75%

Math

All Students63%
Females65%
Males62%
African American54%
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged69%
Not economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability64%
English learner70%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state75%
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 Students22%
Females29%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged16%
Not economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability26%
English learner17%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate18%
Parent education - some college (includes AA degree)13%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%

Math

All Students49%
Females53%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged47%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability55%
English learner46%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)31%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state54%
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 Students54%
Females66%
Males38%
African American38%
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged48%
Not economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)55%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state64%

Math

All Students78%
Females79%
Males76%
African American54%
Asiann/a
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged70%
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
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 graduate61%
Parent education - some college (includes AA degree)73%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state100%
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 Students55%
Females50%
Males67%
African American43%
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)59%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students33%
Females36%
Males28%
African American22%
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Not economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)29%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students29%
Females29%
Males28%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged19%
Not economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate14%
Parent education - some college (includes AA degree)29%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students38%
Females42%
Males35%
African American10%
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged37%
Not economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate34%
Parent education - some college (includes AA degree)42%
Parent education - college graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students28%
Females25%
Males32%
African American5%
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged28%
Not economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduaten/a
Parent education - high school graduate28%
Parent education - some college (includes AA degree)25%
Parent education - college graduate20%
Parent education - graduate school/post graduaten/a
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
Hispanic 39%
Black 25%
White 17%
Asian 10%
Two or more races 2%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 67%N/AN/A
English language learners 33%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Instructional aide(s)/coach(es)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Language learning

Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
School leaders can update this information here.

Let your school shine!

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by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Carlena Moss
Fax number
  • (510) 223-4111

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Individually guided instruction

Resources

Staff resources available to students
  • Instructional aide(s)/coach(es)
Foreign languages spoken by staff
  • Spanish
School facilities
  • Computer lab
School leaders can update this information here.

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4350 Valley View Road
El Sobrante, CA 94803
Phone: (510) 231-1427

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