GreatSchools Rating
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Olinda Elementary School on Facebook.
Teacher quality
Principal leadership
Parent involvement
This is a great school with great teachers. We moved in the area when my daughter was in 2nd grade and now she is finishing her 4th grade. During these 3 years, Olinda exceeds my expectations in all areas. Teachers care about their students and students love coming to the class everyday. We are hoping that it will continue to be the exceptional school that it is and always will be. Thanks so much to Mrs. Velez, Mr. Royce, and Mrs. Haydari
—Submitted by a parent
Olinda Elementary is a gem in the school district. Thanks to the City of Richmond who had the foresight and commitment to keep such a great institution open, Olinda is around to be recognized as a Ca. Distinguished school this year (and I bet for many years to come). My daughter has had many amazing teachers - not all the time, but enough to make a difference. The new principal seems very experienced and focused, and I'm excited to see how well the school would do under her leadership.
—Submitted by a parent
Olinda is a 2012 California Distinguished. The community involvement, parent participation, great leadership, and outstanding teachers ensure an outstanding education for our children. Congratulations to all!
—Submitted by a parent
Great school my son goes there and he is happy, teacher are great and parents envolment in school is also grat
—Submitted by a parent
School needs to post not only positive but negative reviews. Someone is deleting all negative reviews. This school needs to get its act together and stop making itself look perfect. It isd nowhere near that. There are many schools in this district that quietly do what they are supposed to do...and they do it legally...STOP deleting negative reviews. That certainly tells parents something about your lack of honesty and other essential values teachers should have. Shame on you.
—Submitted by a parent
I am responding to the post on 11-19 about dysfunctionality. We've had principals leave because the state budget cut threatened their job, retired, took a lesser commute job with another district. We probably missed out on principals wanting to keep a career join us because of the closure threat a few years ago. This turnover does allow potential handpicking by teachers to fall through the cracks due to transition, but I doubt this is exclusive to Olinda. The district could do a better job managing principal transitions to make sure this doesn't happen. Despite constant changing of principals, and the parent's claim of ethnic profiling, Olinda stayed within the top 5 schools in our district, never dropped below 827 in API and are 1 of 2 final candidates for CA distinguished school award in our district this year. To qualify, a school has to meet overall API, and also sub-group growth. And ethnic is a sub-group. So not only should you think twice but maybe ask three times before you dismiss a potentially good education for your child by not choosing Olinda.
—Submitted by a parent
This is a great school. When I brought my 5 year old daughter to kinder class last August 2009, she knows nothing, one reason is because she didn't attend a pre-school. As of this time (Jan, 2010), she could read, write sentences, count up to 120, count backwards, count by 10's and she could do her Math (addition) without any help. Congrats to Mrs. Lau. Thank you. What you have done to my daughter is amazing. Thank you very muc.
—Submitted by a parent
We have been at Olinda for 4 years. Overall we are very pleased with the school - especially given the district it is in. The student population is very diverse - both in ethnicity and social economic status. The parents are involved, bringing many programs (in and after class) to campus over the last 3 years. There were science, art, music, & international languages; arranged by parent volunteers and partially subsidized by donations. We had 3 principals in 3 years, but now there's finally stability. If we could just get the District to recognize and value how Olinda helps to provide quality education to all, we would be doing better as a district.
—Submitted by a parent
Terrific parental involvement and excellent teachers make it an excellent place for kids to learn and the test scores reflect that. Unfortunately, the decision making at the district level has not always been the best. However, as long as the West Contra Costa School Districts keeps in mind the fact the their primary job is to provide an outstanding education to children, Olinda will continue to be an outstanding school.
—Submitted by a parent
Excellent school. Teachers who care about their students. Parents who care about their childrens education. Students who love coming to class everyday. The discipline at the school is above average and the kids really enjoy learning and just being where they are. Scores reflect all of the above positive things about this school. We had checked out at least 4 private schools in the area and found Olinda to exceed in every part of our childs education. We are hoping that it will continue to be the exceptional school that it is and always will be. We are proud to have our child attend Olinda.
—Submitted by a parent
Had problems last year when my son was in the fourth grade and pulled him out, sent him to another school for a few months. Now, we are back, have the greatest teacher ever (Mr. Kresch) and are totally satisfied! Olinda remains a great school!! And, I had my doubts... Jona Boothe-Aguirre
—Submitted by Jona, a parent
This is our first year at Olinda. I have been very pleasantly pleased. The parent involvement is great. The PTA is strong and very involved with the school. They provide binders for the children to keep them organized, after school activities funded by the PTA such as art and many other things. The teachers and other staff are very friendly and our experience so far has been wonderful. My son transfered from Murphy Elem where he had attended since kindergarden and we were afraid the change would be hard. It has been quite differant, my fifth grader is happy to get up in the morning and go to school, He enjoys his teacher and children attending. Everything has been totally positive. I would have transfered him many years ago if I would have know how much better he would like it. Thank-you to Olinda school.
—Submitted by a parent
Olinda Elementary is a wonderful school that has a sense of community. Parent involvement is high and the children are all exposed to a wide variety of cultures because the school is very diverse. The PTA is strong and the children seem to be very happy. The teachers are also caring and make sure to let you know how your child is progressing. Overall I am very happy and my 1st grader is very happy in this school.
—Submitted by V Alfaro, a parent
Olinda is a great school. Parent involvement is great in the kindergarten classes. My son has experienced an abundant amount of science, music and art through parent volunteers, and organizations sought out through the school and PTA. Mrs. Velez, my son's kindergarten teacher is very caring and involved with the children, and not just the test scores. The school is clean, safe, and the students are respectful and proud of their school.
—Submitted by Christine Alfaro, a parent
If you want your kid to be a statistic then send them here. Otherwise for basic r's send your children somewhere else.
—Submitted by a parent
Olinda has a strong community of parents this year with a PTA board that has incredible vision. It is an excellent school with good leadership and focused teachers with a no-nonsense approach.
—Submitted by a parent
Academic programs are good. Not much extracurriculars. The level of parent involvement is not high and maybe less than 10% of total number of kids.
—Submitted by a parent
This school is focused on schools test scores instead of focusing on the child. Overall a very tough school on normal active boy.
—Submitted by Leland Turner, a parent
Used to be better. Scores are high but morale is low. Too much focus on state tests to the point of making kids and parents crazy.
—Submitted by a parent
Olinda is the second best school in the whole Contra Costa County Unified District. Check out there API! There's a lot of parent participation. The school is small and that is what makes it special! The principal and the teachers are great! Another plus is that Olinda students wear uniforms! The students are very proud of there school!
—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.
44 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
44 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.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
50 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.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
41 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.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
36 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 59% in 2012.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
36 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 | 73% |
| Females | 65% |
| Males | 79% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 60% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 65% |
| Males | 75% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 60% |
| Fluent-English proficient and English only | 75% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| 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 | 68% |
| Females | 70% |
| Males | 65% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| 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) | n/a |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 85% |
| Males | 96% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| 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) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 83% |
| Females | 84% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| 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) | n/a |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 63% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| 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) | n/a |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 64% |
| Females | 70% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| 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) | n/a |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 45% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| 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) | n/a |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 45% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| 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) | n/a |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 83% |
| Females | 89% |
| Males | 78% |
| 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 |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 89% |
| Males | 67% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| 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
Grade 6
All students
Female
Male
All students
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
Parent education - high school graduate
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 26% | 49% | ||
| White | 24% | 28% | ||
| Asian | 18% | 8% | ||
| African American | 15% | 7% | ||
| Multiple or No Response | 9% | 3% | ||
| Filipino | 6% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 23% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 26% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 48% | 85% | ||
| Filipino (Pilipino or Tagalog) | 7% | 1% | ||
| Cantonese | 6% | 2% | ||
| Mandarin (Putonghua) | 6% | 1% | ||
| Punjabi | 6% | 1% | ||
| Urdu | 6% | 0% | ||
| Vietnamese | 6% | 2% | ||
| Arabic | 3% | 1% | ||
| Hindi | 3% | 0% | ||
| Lao | 3% | 0% | ||
| Portuguese | 3% | 0% | ||
| Hebrew | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Rumanian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
Tips for understanding school culture
Visit
5855 Olinda Road
El Sobrante,
CA 94803
Phone: (510) 243-2100
To start a new list, click OK. Otherwise click Cancel.
Calvary Christian Academy
El Sobrante, CA
Valley View Elementary School
Richmond, CA
Sheldon Elementary School
Richmond, CA
Murphy Elementary School
El Sobrante, CA
Ellerhorst Elementary School
Pinole, CA
East Bay Waldorf School
El Sobrante, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Olinda Elementary School on Facebook.
Welcome to GreatSchools!
For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!

