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Teacher quality
Principal leadership
Parent involvement
Raymond Case is a strong balance of great leadership, with teachers who are invested in successful academic performance outcomes, and their enthusiasm for teaching is demonstrated on a daily basis. The prinicpal and the vice-principal spend time knowing each student. Strong parent involvement. Both of my kids love this school! Their teachers send emails with homework and a weekly summary to stay in touch. We can access their grades online. My 5th grader even takes math with the 6th graders because he took a test and was ready for it! I have no doubt he was taught with patience to learn. The field trips are GREAT! The drama club, choir and band programs are amazing!
—Submitted by a parent
Raymond Case is a great school. We have 3 children that attend there. All of their teachers are excellent with going above and beyond attitude. There is alot of parent participation and a great PTO. The office staff is very personable and helpful. My children enjoy going to school there and are excelling in all subjects.
—Submitted by a parent
This school is the best. They have the most awesome staff and the best teachers. My daughter has been there since she was in kindergarten, and now she is in 6th grade. She has had NO problems with any of her teachers and her ALL of her teachers are great.
—Submitted by a parent
I have had children at Raymond Case Elementary School for 4 years. The teachers are of outstanding quality. I have seen teachers going above and beyond for their classes. I am amazed at the level of dedication, both in the class room and with extracurricular activities. Both my kids love school and have never had a negative experience. The office staff are a great team. They have been there for years and know EVERYTHING! The atmosphere in the school is very upbeat and both the principle and vice principle are very pleasant professionals, hands on with the students and easy to approach. I am extremely satisfied with the standard. Thank you to both the kids and the staff for making this school excellent.
—Submitted by a parent
My son is in his fourth year at Raymond Case. Each of his teachers has been outstanding, and he has really learned a lot. I'm very happy with the school. As time goes on I hope they develop more enrichment opportunities, bu tthe basics here are excellent.
—Submitted by a parent
We love Raymond Case! My son is in 1st grade and has had excellent teachers so far. My only complaint is about some of the office staff. When you walk into the office, they look up at you and keep working, as if, you are bothering them. Isn't their job to answer parent questions?
—Submitted by a parent
We have attended Raymond Case since they launched the Parent/Participation Preschool Program. I have witnessed a number of leaders at Raymond Case and still have not experienced the right fit in leadership from the administrators. For a school to function correctly their needs to be good leadership. We have experienced a number of negative situations that were not handled consistently by the staff. There is very little parent involvement and unfortunately the kids are affected. There is no tutoing program or assistance with students that are testing below grade level-its a shame that we live in one of the most wealthiest countries in the world, and our kids are still not given what they need. A few teachers are amazing but some need to reevaluate why they are their teachers.
—Submitted by a parent
Raymond Case lacks a very important element... parent involvement. Many parents do not follow up on kids who act out or support the curriculum with homework. It's a shame that parents expect the teachers to raise their children. The teachers are working extremely hard to teach all the skills required. I think the education could use more support from the district.
—Submitted by a parent
I have two daughters at Case and I think it is a great school the teachers are knowledgeable, professional and a few are even fun (say my kids). Many of the teachers at Case own children attend the school so that says something about the quality of education!
—Submitted by a parent
My kids have attended this school since it opened, I find it very disheartning that teachers and parents are not more involved with extra cirricular activities. As for the administration team, they need some serious help. We need people who are gonna make things happen and work with the parents instead of against them. The leadership skills are nill. I sure hope they get their act together in the 2004-05 school year.
—Submitted by a parent
This is an excellent school in all aspects. Teachers are caring and involved with the students. After circumstances that were previously out of my control, my son had been to 4 different schools and 6 different classes. He came to live with me to stabilize his life and has found a home not only with me but at Raymond Case Elementary. The faculty worked with my son and I to get him back on track at school. Now he has recently won the Principal's award for excellence in math.
—Submitted by a parent
Raymond Case is a great school. The staff are doing outstanding jobs to keep the school safe, and fun environment. Our child did really great at Raymond Case. He still missed Raymond Case after we have move more than a year ago to other state. Go Raymond Case.
—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.
142 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
142 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.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
100 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.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
126 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.
121 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
124 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
121 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
116 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 55% |
| Females | 60% |
| Males | 50% |
| African American | 48% |
| Asian | 55% |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 42% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 50% |
| Males | 57% |
| African American | 42% |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 47% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 76% |
| 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 | 53% |
| Females | 56% |
| Males | 50% |
| African American | 25% |
| Asian | 48% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 29% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 71% |
| Males | 87% |
| African American | 50% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 57% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 80% |
| 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 | 76% |
| Females | 85% |
| Males | 68% |
| African American | 75% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 50% |
| 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 | 42% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 82% |
| Males | 82% |
| African American | 75% |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 58% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 65% |
| Females | 68% |
| Males | 63% |
| African American | 46% |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 25% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 50% |
| Males | 56% |
| African American | 46% |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 30% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 59% |
| Males | 58% |
| African American | 31% |
| Asian | 68% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 30% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 60% |
| Females | 64% |
| Males | 53% |
| African American | 47% |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 18% |
| 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 | 52% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 66% |
| Males | 75% |
| African American | 37% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 50% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 89% |
| 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
African American
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 - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 28% | 8% | ||
| Hispanic or Latino | 20% | 49% | ||
| White | 19% | 28% | ||
| African American | 15% | 7% | ||
| Multiple or No Response | 11% | 3% | ||
| Filipino | 4% | 3% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 19% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 47% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 28% | 85% | ||
| Vietnamese | 19% | 2% | ||
| Cantonese | 14% | 2% | ||
| Punjabi | 14% | 1% | ||
| Hindi | 6% | 0% | ||
| Hmong | 5% | 1% | ||
| Arabic | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| Urdu | 2% | 0% | ||
| Greek | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Mien (Yao) | 1% | 0% | ||
| Pashto | 1% | 0% | ||
| Portuguese | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
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| Special schedule |
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| Fax number |
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8565 Shasta Lily Drive
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Phone: (916) 681-8820
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