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Teacher quality
Principal leadership
Parent involvement
Holly Cybulski, January 25, 2013
Harry Dewey Fundamental Elementary operates under a very special mission statement that staff, parents, and community members worked together on in the Spring of 2012. It reads: Valuing community and academic excellence, the mission of Harry Dewey Fundamental Elementary School is to inspire and educate each child to be a vibrant part of a community of life-long learners who embrace stewardship of their world, and develop creative problem-solving skills and confidence through a focus on the whole child mind, body, heart that includes innovative instruction, strong character development and essential family participation in a safe, supportive environment. We promise to live by this creed and do everything in our power to make sure we focus on the whole child - mind, body, heart at all times. Should you have any questions or concerns, please don't hesitate to contact us. We're happy to work with you.
Overall, I am satisfied with most of the school. I am happy to see that the new principal is bringing about a positive environment and is open to parent communication. I was not at all happy with the last principal. My fifth grader is mostly happy with the school, teachers, and classmates. My child does complain that the teacher has a short temper and is afraid to bring up certain issues that my child is having. I have met the teacher and felt the teacher was a positive role model for my child but my child doesn't see it that way. I've had a few run-ins with the school's secretary in which she was quite rude to me, so much so that it left me speechless.
—Submitted by a parent
Dewey is awesome! My kids have always loved their teachers, I love that! I've been happy with the school for the most part. The parent participation is wonderful, the new principal is super, the teachers and staff are amazing! I do, however, agree with several of the other parents here. The office lady is extremely short and rude. I know I can't mention names, and I hate to even say this but I am very put off by her. Parents have to sign in and sign out in the office anytime we go on campus, which means dealing with the office staff. One of my kids has complained about her as well. I understand she has alot on her plate, but kindness goes a long way, rudeness does not. I want my kids to feel comfortable going into the office if they need to, one of my kids does not want to for any reason. Dewey is a wonderful place for kids, I just wish they'd address this issue.
—Submitted by a parent
My daughter is having such a hard time in this school. The first two weeks she was physically assaulted by a group of kids at least three times. When I went to the office to get answers, I was brushed off. They told me I need to contact her teacher and schedule an appointment to discuss the matter with her. Lately she has been coming home crying several days a week because now girls in her classroom are picking on her and chasing her around campus. She asked her teacher if she could go into another room where they send students to work by themselves, the teacher said no. She asked the teacher if she could go sit and work in the office, she said no. She asked the teacher if she could call me, she said no. I said, "well, what did your teacher say or do?". And apparently all the teacher said was "Awwww, I'm sorry", then stuck her in the corner! Said or did nothing to the girls picking on her. The school has placed a big banner out in front of the school about not tolerating, and encourages all to report bullying . But it doesn't seem like they have the interest in doing anything about stopping it! Plus the parking lot during pickup is enough to make you go CRAZY! It's RIDICULOUS!
—Submitted by a parent
i think office ladys should be nicer too people but i like the school mostly and my kids like there teachers and have many friends but sometimes too much homework but its ok i dont mind helping my kids i like the principle and teachers i just dont realy like office lady but its ok
—Submitted by a parent
I disagree with the last comment posted. This school loves children and is passionate about educating kids. The staff and principal are caring and always willing to work with families to ensure kids receive a great education. They do it in a caring environment that is approachable and open.
—Submitted by a parent
Our daughter just completed kindergarten at Dewey and my wife, daughter and I could not be more pleased with the school and teachers. We are proud to be a part of the Dewey family.
—Submitted by a parent
Today I attended Dewey for Kindergarden visitation. I am going to appeal the open enrollment results and open enroll my son in Dewey. I am very upset that my son did not get in Cowan, as they reduced the number of K classrooms from 3 to 2 for 2012-2013 (parents voted on that so they can keep the school small). Fundamental education is important to me, therefore I was interested in visiting Dewey. The three K teachers that I met were wonderful. The office staff was very helpful , and answered all of my questions - I spoke with two ladies there. The campus looks old, indeed, but that is not really a factor that will affect our children's education. I can not say anything about the parents, though, as I did not meet any. Even though I will have to drive further, I hope my son makes it into Dewey.
—Submitted by a parent
I love the office staff, Dewey has a lot of parents that volunteer and are coming into the office all day signing in and putting on their stickers. If you need assistance speak up, they are more than willing to help out.
—Submitted by a parent
The office staff needs to be more attentive when parents go into the office. Sometimes they sit there, chatting, while there are parents standing there needing assistance. I'm happy with the rest of the school, pretty much. Certainly, Dewey isn't the super school I was lead to believe it was.
—Submitted by a parent
Wow, it's funny and it's not about the people who make these judgmental comments without really getting involved in the school. This is a very well operated school from top down. I'm sorry for negative comments. This school goes beyond making sure that the kids parents or guardians are kept-up with current and up-coming school events by distributing this information through hand-outs. The school principle makes phone calls & sends out a Dewey Tiger booklet that must be signed and brought back to the kids teachers the next day. This is a very strong parent participation school. Me & my wife have been involved with this school for the last seven years. Each year there are changes just like anywhere else. But, the staff (under-staffed) people that work in the office well go out of there way when time permits. This is a very professional type school that rewards all that attend, including parents. Try coming to a award assembly &/or back to school night, or the many other events that the school and parents but together before making any further judgements. Get involved!. Thanks Dewey for your excellence in teaching my children. Keep up the great work!!!
—Submitted by a parent
I agree about the office staff at Dewey Elementary. They're very rude and short. They're the first impressing given when visiting the school and my impression is they don't want to do their job and they don't like people coming into the office. Well, excuse me!
—Submitted by a parent
I too believe that the staff needs to be accountable for their actions as well. Not so much all the teaching staff but the office staff. I have had numerous problems with them about not being professional and favoring students and treating others wrongly right in front of these children. What kind of example is that setting for our children! This year Dewey has really let us down!
—Submitted by a parent
Overall, Dewey is an average school. However, in the last few years, there has been a new influx of below average teachers. Many of the good teachers have either retired or withdrawn from Dewey. With that said, there appears to be an ever increasing attitude of superiority relaying a message that they may not always be correct, but they are never wrong. The politics tends to sicken me as many valid issues are distorted and/or swept under the rug, depending on the person and the situation. I read and hear a lot of virtuous words and moral rhetoric, yet none of it applies to the staff so much for accountability. Children need to be taught by example, not by the use of empty words and superficial rhetoric. The principle is the worst offender! Unfortunately, this disease is rampant throughout the schools in California and in many other states as well.
—Submitted by a parent
I have been impressed by the staff at this school several times I am a grandparent.
I seriously am in love with this school! It is an amazing alternative to the crappy schools in Citrus Heights (which is where we live.) We have truly met the most amazing families at Dewey. Also, we have had amazing teachers thus far! The office staff is great too. We started the first week of Kindergarten at Cambridge Heights last year and it was horrible. I was elated when I got the call from Dewey that they had found some room for my daughter! I do agree, there is a little room for improvement. Yes, it is an old school, but I really don't think that's what's important. The important thing is that my daughter is getting an incredible education, and loving every minute of it. The only complaint I have is that there are no extra activities such as any art/fine art type stuff.
—Submitted by a parent
So far as a new parent my I am very pleased with the quality of instruction and consistency of my kindergartener's learning environment. The school is very organized and the staff are enthusiastic. My whole family had a fantastic time at the annual Fall Harvest Festival, it was very apparant that a lot of time and effort were put into making it a very successful and professional event. The effecient staff and helpful parent volunteers are what makes this school such a success! Go Tigers! Sincerely, Tara Johnson
—Submitted by a parent
Dewey is certainly a good school, but there is definitely room for improvement. The good points are: Lots of nice families and kids, strong academics (esp. reading, writing, and math), and a handful of terrific teachers. However, there are also weak points, including: Almost no extracurricular activities (no performing arts of any kind, very little fine arts, etc.); a handful of below-average teachers; aging, unattractive campus compared to others in the district; and RIDICULOUS homework expectations. I had to highlight this, because I really feel my children were overloaded with unneccessary amounts of homework. Other schools in our district perform as well or better with far less homework. Finally, I was surprised by the lack of parental participation, since that is an advertised part of the program. Beyond Kindergarten, there are actually few opportunities for parents to volunteer beyond correcting the giant piles of homework and making photocopies.
—Submitted by a parent
I have two children at Dewey, five years apart. We have loved having our children there and they have loved learning there. Always room for improvements in disciplinary areas, but I guess since incidents are so unusual the principal may just be out of practice correctly implementing her authority. I do have to agree that she is unresponsive to electronic requests and even written messages regarding concerns I have had over the years. I find it most effective to wait in her office till after the second bell rings in the am when she returns from greeting kids and parents. (this is awesome!) Never had a problem with office staff. Warm, friendly, know my children by name and personality. Teachers are AMAZING!! I love this school and if you have opportunity to enroll your children it is well worth any sacrifice of time and distance from home!!
—Submitted by a parent
Holy smokes, I cannot believe there are bad reviews on this school! We love Dewey, and I am extremely impressed with the school as a whole. I really cannot believe someone said the office staff weren't nice, I think they're GREAT! We started at another school for the first week of Kindergarten and the office staff there was completely rude and unprofessional. My daughter is learning so much at Dewey, and more importantly, is excited about everything she is learning. The Kindergarten teachers are amazing, even all of the parents that I have met so far seem great. We are really excited about spending the next 7 years at Dewey!
—Submitted by a parent
This is a terrible school.We did not have a choice picking this school as this school was assigned to us since my daughter has a disability.The office staff is very unhelpful,not friendly at all.The principal has not replied to any of my emails and the teacher provides limited feedback.I have a son who goes to private school and I have to drop him of first the school is not willing to work with me as I arrive 5-10 mintes late each day.My daughter continues to be marked late and I am told I have to make other arrangements to get her to school on time.Would not recommend this 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.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
77 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.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
75 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.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
68 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.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
65 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.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
62 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 | 68% |
| Females | 74% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| 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) | 70% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| 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) | 67% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 43% |
| All Students | 79% |
| Females | 76% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| 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) | 83% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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) | 81% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 43% |
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 | 58% |
| Females | 58% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 80% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| 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) | 89% |
| Parent education - college graduate | 84% |
| 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 | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| 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) | 81% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 74% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 88% |
| Students with disability | 58% |
| Students with no reported disability | 80% |
| 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) | 88% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 82% |
| 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 | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 65% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 61% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| 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) | 81% |
| Parent education - college graduate | 69% |
| 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 | 76% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| 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) | 67% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| 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) | 81% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 78% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| 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) | 70% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| 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) | 75% |
| Parent education - college graduate | 86% |
| 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
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 80% | 28% | ||
| Hispanic or Latino | 8% | 49% | ||
| Asian | 5% | 8% | ||
| American Indian or Alaska Native | 4% | 1% | ||
| African American | 3% | 7% | ||
| Filipino | 0% | 3% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 4% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 20% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Russian | 40% | 0% | ||
| Ukrainian | 20% | 0% | ||
| Farsi (Persian) | 7% | 0% | ||
| Korean | 7% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 7% | 0% | ||
| Spanish | 7% | 85% | ||
| Urdu | 7% | 0% | ||
| Vietnamese | 7% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 17 | N/A | 11 |
| Average years teaching | 17 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| Special staff resources available to students |
Art teacher(s) Computer specialist(s) Librarian/media specialist(s) Music teacher(s) PE instructor(s) Speech and language therapist(s) |
| Foreign languages spoken by school staff |
American sign language Russian |
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Tips for understanding school culture
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| Students typically attend these schools after graduating | Arcade Fundamental Middle School Barrett Middle School |
7025 Falcon Road
Fair Oaks,
CA 95628
Website: Click here
Phone: (916) 867-2020
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