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GreatSchools Rating

Olinda Elementary School

Public | K-6 | 344 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 5 ratings
2012:
Based on 4 ratings
2011:
Based on 1 rating

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29 reviews of this school


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Posted October 8, 2013

We are new to the school this year with a child in kindergarten and first grade. Our children love their teachers! Although it is early in the year we are happy so far with the teachers. Our concerns include: lack of arts and music; way too much homework (12 pages in one week); and lack of inclusiveness for diverse families. When we approached the teacher regarding inclusiveness she was receptive and immediately made some changes. There is a very active welcoming parent community. We are happy to have a quality school within walking distance.
—Submitted by a parent


Posted October 8, 2013

After years of rumors surrounding a possible closure, Olinda has achieved "Distinguished School" status, which confirms what so many Olinda families have known all along; we have an amazing community that provides an excellent environment for students to start out their educational journey.
—Submitted by a parent


Posted September 26, 2013

Olinda Elementary is a good school. My son is in the 1st grate. His new teacher is well organized and caring. The after school program is improving. There are art, music, dance, science and chess for his grade and the fees are reasonalbe---thanks for the parents' involvment.
—Submitted by a parent


Posted June 11, 2013

My child was in Mrs. Barrios' transitional kindergarten class and she was the very best teacher any of my children had!! She really is a loving concerned teacher. Olinda is very lucky to have her. The principal loves the children and does not let the parents push her around. Thank you Olinda for taking care of our children!
—Submitted by a parent


Posted May 16, 2013

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


Posted April 29, 2012

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


Posted March 30, 2012

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


Posted March 7, 2012

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


Posted February 23, 2012

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


Posted November 21, 2011

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


Posted January 14, 2010

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


Posted September 16, 2009

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


Posted February 9, 2009

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


Posted January 30, 2009

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


Posted September 26, 2007

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 a parent


Posted September 7, 2007

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


Posted September 2, 2007

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 a parent


Posted June 11, 2007

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 a parent


Posted May 22, 2007

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


Posted October 14, 2006

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


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

876

Change from
2012 to 2013

-6

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

8 / 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

876

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

-6

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)

8 / 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)

8 / 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.

37 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
73%

2011

 
 
80%

2010

 
 
71%
Math

The state average for Math was 65% in 2013.

37 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
71%

2011

 
 
79%

2010

 
 
62%
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.

53 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
68%

2011

 
 
58%

2010

 
 
54%
Math

The state average for Math was 66% in 2013.

54 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
90%

2011

 
 
68%

2010

 
 
62%
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.

51 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
83%

2011

 
 
59%

2010

 
 
73%
Math

The state average for Math was 72% in 2013.

52 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
70%

2011

 
 
63%

2010

 
 
74%
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.

38 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
64%

2011

 
 
81%

2010

 
 
68%
Math

The state average for Math was 65% in 2013.

37 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
49%

2011

 
 
71%

2010

 
 
70%
Science

The state average for Science was 57% in 2013.

38 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
53%

2011

 
 
68%

2010

 
 
56%
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.

26 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
83%

2011

 
 
79%

2010

 
 
57%
Math

The state average for Math was 55% in 2013.

26 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
77%

2011

 
 
65%

2010

 
 
42%
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 Students76%
Females69%
Males81%
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)73%
Economically disadvantaged69%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability76%
English learner69%
Fluent-English proficient and English only79%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state58%

Math

All Students76%
Females63%
Males86%
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)73%
Economically disadvantaged77%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability76%
English learner69%
Fluent-English proficient and English only79%
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)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 Students49%
Females45%
Males52%
African Americann/a
Asian68%
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 disadvantaged40%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)31%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students72%
Females73%
Males72%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged50%
Non-economically disadvantaged81%
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 graduate75%
Parent education - some college (includes AA degree)62%
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 Students78%
Females81%
Males76%
African American62%
Asiann/a
Filipinon/a
Hispanic or Latino73%
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 disadvantaged83%
Students with disabilityn/a
Students with no reported disability78%
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)n/a
Parent education - college graduate95%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students73%
Females73%
Males73%
African American57%
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)91%
Economically disadvantagedn/a
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability73%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate86%
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 Students81%
Females83%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged71%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only91%
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)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students78%
Females76%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged59%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only82%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students79%
Females67%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged59%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only85%
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)n/a
Parent education - college graduate73%
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 Students81%
Females75%
Malesn/a
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)n/a
Economically disadvantagedn/a
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only83%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students58%
Females50%
Malesn/a
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)n/a
Economically disadvantagedn/a
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability65%
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 graduaten/a
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 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
Two or more races 30% 3%
Hispanic 28% 51%
Asian 19% 11%
White 15% 27%
Black 6% 7%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 28%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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5855 Olinda Road
El Sobrante, CA 94803
Phone: (510) 243-2100

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