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GreatSchools Rating

Harry Dewey Fundamental Elementary School

Public | K-6 | 565 students

Our school is best known for our outstanding academic achievement and families.

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 7 ratings
2012:
Based on 6 ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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School Official Point of View

Posted 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.

34 reviews of this school


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Posted June 2, 2014

My son has ADHD, and was labeled/ostracized at two other elementary schools. Harry Dewey, in contrast, includes and celebrates every child. He loves going to school now, and has made a circle of friends. His teacher finds creative ways to showcase students' strengths and autonomy, while still incorporating required curriculum. I couldn't be more pleased with Harry Dewey, and the changes I have seen in my son- perfect attendance, homework completion, excellent report cards, joy & confidence. Many thanks to you, Harry Dewey & Christine Teachout.
—Submitted by a parent


Posted June 2, 2014

I believe that the school should and must be more accommodating to the needs of the special need students. To hear that this is not happening breaks my heart. We all must do our part to be there for them and the school has a most important role in this. As far as the playground being rough, this must stop! I have one child at Dewey and another that has gone on to the IB programs. The foundation at Dewey must always be the child first and foremost.
—Submitted by a parent


Posted February 11, 2014

My daughter loves this school and her teacher, however, her teacher has been on medical leave for a month or so. I think they should keep a better handle on their subs because I don't think this sub knows what she's doing. We're hoping the teacher comes back soon, before any damage is done!
—Submitted by a parent


Posted December 10, 2013

I have complained that my daughter's teacher put her hands on her and I don't feel like anything has been resolved. This teacher has worked at Dewey for many years, probably longer than most there. My daughter is afraid to go to school, I don't blame her at all. These are little kids and they don't need their teachers grabbing at them or anything of the sort. I hope these mean teachers will retire, quit, or get fired. The office staff seem over worked and can be pretty short but I feel it's because they have too much work. The principal is ok although I haven't really seen much action.
—Submitted by a parent


Posted December 4, 2013

I love this school, and as far as the cliquey parents thing goes, get over it. If you are meaning the PFO moms sign up and attend some meetings and participate these ladies do a lot for our kids and I'm not even a PFO member.
—Submitted by a parent


Posted December 3, 2013

We love this school! Our children have been attending for 6 years. We have been active in the community of the school and appreciate the personal attention our family always receives when we go into the office. The teachers are attentive and open to suggestions. The principal is open and willing to listen and help when we need it. I've never had less then wonderful interactions with the office staff. We love this school and couldn't be happier!
—Submitted by a parent


Posted October 13, 2013

I have three children that attend this school and I could not be happier with the way the teacher's interact with my children. The homework assignments go hand in way with the day's lesson plan and each assignment is geared to helping the children grow. This school does not do "busy" work. The principal is amazing, friendly, and AVAILABLE to parents. My children are lucky to be in this school and proud to be Dewey Tigers!
—Submitted by a parent


Posted March 6, 2013

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


Posted January 24, 2013

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


Posted October 31, 2012

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


Posted October 2, 2012

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


Posted June 11, 2012

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


Posted March 27, 2012

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


Posted January 30, 2012

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


Posted January 8, 2012

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


Posted September 1, 2011

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


Posted August 31, 2011

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


Posted May 17, 2011

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


Posted March 11, 2011

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


Posted January 2, 2010

I have been impressed by the staff at this school several times I am a grandparent.


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

823

Change from
2012 to 2013

-41

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

5 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

823

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

-41

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

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)

5 / 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.

86 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
68%

2011

 
 
68%

2010

 
 
66%
Math

The state average for Math was 65% in 2013.

86 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
79%

2011

 
 
84%

2010

 
 
73%
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.

76 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
58%

2011

 
 
68%

2010

 
 
53%
Math

The state average for Math was 66% in 2013.

76 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
84%

2011

 
 
82%

2010

 
 
71%
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.

76 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
83%

2011

 
 
82%

2010

 
 
93%
Math

The state average for Math was 72% in 2013.

77 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
76%

2011

 
 
90%

2010

 
 
97%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

62 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
83%

2011

 
 
75%

2010

 
 
85%
Math

The state average for Math was 65% in 2013.

65 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
73%

2011

 
 
83%

2010

 
 
83%
Science

The state average for Science was 57% in 2013.

65 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
77%

2011

 
 
84%

2010

 
 
86%
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.

55 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
68%

2011

 
 
66%

2010

 
 
64%
Math

The state average for Math was 55% in 2013.

56 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
73%

2011

 
 
63%

2010

 
 
59%
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 Students53%
Females55%
Males51%
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)55%
Economically disadvantaged38%
Not economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only54%
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)29%
Parent education - college graduate70%
Parent education - graduate school/post graduate65%
Parent education - declined to state25%

Math

All Students62%
Females62%
Males61%
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)65%
Economically disadvantaged36%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only63%
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)44%
Parent education - college graduate68%
Parent education - graduate school/post graduate88%
Parent education - declined to state42%
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 Students50%
Females55%
Males45%
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)50%
Economically disadvantaged48%
Not economically disadvantaged51%
Students with disability8%
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only51%
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)36%
Parent education - college graduate59%
Parent education - graduate school/post graduate63%
Parent education - declined to state25%

Math

All Students81%
Females79%
Males82%
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)83%
Economically disadvantaged70%
Not economically disadvantaged86%
Students with disability31%
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only81%
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)86%
Parent education - college graduate88%
Parent education - graduate school/post graduate89%
Parent education - declined to state42%
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 Students75%
Females79%
Males71%
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)78%
Economically disadvantaged56%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only77%
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)65%
Parent education - college graduate84%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students70%
Females58%
Males85%
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 disadvantaged56%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only71%
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)54%
Parent education - college graduate78%
Parent education - graduate school/post graduate83%
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 Students82%
Females87%
Males77%
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)88%
Economically disadvantaged54%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability87%
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 graduate90%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students79%
Females74%
Males84%
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)84%
Economically disadvantaged53%
Not economically disadvantaged86%
Students with disability55%
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate84%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Science

All Students76%
Females68%
Males84%
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)80%
Economically disadvantaged40%
Not economically disadvantaged86%
Students with disability45%
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only75%
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 graduate84%
Parent education - graduate school/post graduate93%
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 Students68%
Females68%
Males67%
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%
Not economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only70%
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)89%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students50%
Females46%
Males53%
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)53%
Economically disadvantaged77%
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only50%
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)68%
Parent education - college graduate47%
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
White 80%
Hispanic 11%
Asian 3%
Black 2%
Two or more races 2%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 28%N/AN/A
English language learners 6%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

Teacher resources

Special staff resources available to students 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
Read more about programs at this school
Source: Provided by a school official.

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Special education / special needs

Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Specialized programs for specific types of special education students
  • Hearing impairments
  • Speech and language impairments
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Computer specialist(s)
School facilities
  • Computer lab
  • Garden/Greenhouse

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
Visual arts
  • Ceramics
  • Drawing / sketching
  • Painting
Music
  • Band
  • Jazz band
Performing and written arts
  • Creative writing
  • Drama
Media arts
  • Technical design and production
  • Video / Film production
Clubs
  • Drama club

Language learning

Foreign languages taught
  • American sign language
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • American sign language
  • Russian

Health & athletics

Staff resources available to students
  • PE instructor(s)
School facilities
  • Access to sports fields
  • Garden/Greenhouse
  • Kitchen
  • Multi-purpose room ("cafegymatorium")
School leaders can update this information here.

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School basics

School start time
  • 8:25 am
School end time
  • 3:00 pm
Before school or after school care / program onsite
  • Before school: starts at 7:00 a.m.
  • After school: ends at 6:00 p.m.
School Leader's name
  • Holly Cybulski
Best ways for parents to contact the school
  • Email
  • Phone
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (916) 867-2023

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • None
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Specialized programs for specific types of special education students
  • Hearing impairments
  • Speech and language impairments
Foreign languages taught
  • American sign language
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

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 staff
  • American sign language
  • Russian
Extra learning resources offered
  • Differentiated learning programs
Transportation options
  • Transportation provided for special education students only
School facilities
  • Access to sports fields
  • Audiovisual aids
  • Cafeteria
  • Computer lab
  • Garden/Greenhouse
  • Internet access
  • Kitchen
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Playground
School leaders can update this information here.

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and more! Get started »

Sports

Boys sports
  • None
Girls sports
  • None

Arts & music

Visual arts
  • Ceramics
  • Drawing / sketching
  • Painting
Music
  • Band
  • Jazz band
Performing arts
  • Creative writing
  • Drama
Media arts
  • Technical design and production
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Boy scouts
  • Drama club
  • Girl scouts
  • Student council/government
  • Youth Power
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Monitor the playground
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Volunteer in the classroom
  • Volunteer time after school
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
 

Planning ahead

Students typically attend these schools after graduating
Arcade Fundamental Middle School
Barrett Middle School
Notice an inaccuracy? Let us know!

7025 Falcon Road
Fair Oaks, CA 95628
Website: Click here
Phone: (916) 867-2020

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