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GreatSchools Rating

Theodore Judah Elementary School

Public | K-6 | 360 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 4 ratings
2011:
Based on 1 rating
2010:
No new ratings

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19 reviews of this school


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Posted September 27, 2012

Theodore Judah is an amazing school. The teachers, principal and office staff are all amazing. My daughter came to the Gateway Academy from another local school and we could not be happier.
—Submitted by a parent


Posted March 31, 2012

My child entered a Waldorf inspired charter school for two years. She was required to go back a grade by the rules and regulations of their philosophy. The children in the charter school wanted to know why she was there because she could already read in first grade. By second grade her math skills, reading ability and spelling suffered for the sake of song singing, plays and dance. Wonderful are the arts, but in this day and age one has to be concerned about academics At Theodore Judah, I am all amazed at the staff of teachers, office staff, and principal and in particular Mr. Pierce, where his care and interest shows in developing his class room into an inquiring, busy objective of learning.The principal, Mr. Peterson exudes a buoyant, energetic, helpful demeanor, willing to work with staff, student and parent(s). He is seen here, there and everywhere keeping in contact with all of the workings of the school in a positive up beat enthusiasm that is infectious. Theodore Judah is one of the better offerings of public schools in Folsom. It is a joy to be part of the bigger picture that is there for the advancement and development of young minds. BRAVO!
—Submitted by Jobekah Trotta, a parent


Posted March 29, 2012

We have two children at The Gateway Academy at Theodore Judah. Agreed, the school has wonderfully trained teachers, an awesome principal and front office staff. The Gateway curriculum is primarily enrichment based but they do offer some subject acceleration at the higher grades. They use the Jr. Great Books literature program that you won t find in most public schools. Our children have enjoyed some of the many after school club choices like Lego s, robotics, chess and academic contests. There seem to be more high achievers in the younger grades vs. gifted and large class sizes. There are also a number of red-shirted kids but no more than you d see in a typical classroom. Held back does not equal gifted. Overall we are happy with the program but do feel it is a better fit at the upper grades. We feel so lucky that FCUSD has a program like this in these days of budget cuts.
—Submitted by a parent


Posted February 7, 2012

The best kept secret in Folsom, is Theodore Judah Elementary School. Schools should be judged by the performace of its staff, and not the social economic make-up of the students. The staff at Theodore Judah and the Principal provide quality leadership and educational development, with any school public or private in the area and/or state. Our children came from a private school and it did not even come close to providing the growth we now see in them. I would advise any parent to go by and look past the building and see the inner working of a fine academic program.
—Submitted by a parent


Posted October 6, 2011

Our son started the Gateway Program in TJ this year. We were a bit apprehensive as this is the first year for the Gateway program. Two months later the program is beyond our expectations! We came from an K-8th private school in Folsom and Gateway program beats it hands down. The academic program is top notch, communication with teachers is timely and before and after school care is good. Our son is very much enjoying his new school. The best thing about this is this is free! We would pick this school any day over our private school experience.
—Submitted by a parent


Posted October 29, 2010

Theodore Judah is one of the oldest schools in Folsom. It is also the school of greatest need ... 40% - 50% of families live at or below poverty level. The children are proud of their school, teachers, & principal. Many parents and students volunteered time to clean and spruce up the school last month. The principal really cares about the students. For example, she has implemented and volunteered her time on a month long Saturday morning math program designed for those students who need extra help.
—Submitted by a parent


Posted October 3, 2009

This is a school where the children COUNT!! There are wonderful teachers and staff that make every day special for the students attending this school. Learning is the first priority, but caring about each student is # 1 also.
—Submitted by a teacher


Posted September 27, 2009

My daughter and I love Theodore Judah! The Principal communicates with parents, and the teachers and PTA are very dedicated to the school. I wish there was a little more parent involvement, but those that are involved really give 110%. I enjoy helping there and it is safe and clean. It may be one of the oldest schools in Folsom, but that doesn't matter at all! Great school!
—Submitted by a parent


Posted September 23, 2009

We decided to remove our child from this school. We had too many experiences with parents using bad language while waiting for our child to get out of class. We volinteered in our childs class several times and noticed that the kids had no respect for the teacher. We talked with other parents and heard of many other issues in other classes. Kindergarden was a great experience, but after that be cautious! some parents will rell you that it is a great scholl, but what are they comparing it to? Our child now attends a high performing school in Folsom, and what a difference! W I suggest before sending your child to this school, make a point to sit in a few classes and you will see that the well behaved kids do a lot of sitting waiting for the majority to get focused so that the teacher can teach!
—Submitted by a parent


Posted June 13, 2007

Theodore Judah is one of the best kept secrets in Folsom. It has a diverse staff in terms of experience and styles. There is a teacher for every student at this school. While extra curriculars are not a strong suit at Judah, it is not due to a lack of desire by the teachers. The teachers here go above and beyond for each student, at all levels. It is a true family environment. Teachers and parents (that so volunteer) form bonds that last through the years, which in turn benefit the students. Leadership at this school is lacking. Yet it is the teachers who make up for this discrepancy.
—Submitted by a parent


Posted March 31, 2006

The program quality is excellent. The parent involvement is not as good as it could be. Extracurricular activities available cannot be compared to those in other schools in the district.
—Submitted by a parent


Posted January 12, 2006

Wonderful ciriculum and very nice teachers. Have colunteered, and had a son go here. Excellent shcool.
—Submitted by Sam, a parent


Posted November 3, 2005

Average school in terms of aesthetics
—Submitted by a parent


Posted September 25, 2005

I work at a local after-school program and enjoy the contact that I have with this school. I have been involved with Theodore Judah Elementary School for about 8 years now and I have been impressed. All the teachers help the students get involved with after school activities as well as their education. There are plenty of after school activities available for the students and parents to participate in throughout the school year. The school is an older part of Folsom so a lot of the parents or care-givers have been in the area all of their lives and like the school.
—Submitted by a parent


Posted August 13, 2005

It is simply an unclean school
—Submitted by a parent


Posted December 29, 2004

My two granddaughters attend Theodor Judah elementry one in kindergarten (Mrs. Young) The other is in the preschhol program.( Mrs. Braun) I have been to many of the schools functions and programs and am impressed by the parent participation as well as the overall spirit this school has. The children here seem to all be happy and the envirorment is safe.
—Submitted by Pamela McCarthy, a parent


Posted November 27, 2004

i know the staff here has many issues in which they must deal and have found the teachers generally are gems who really care about the kids. i have found the leadership at this school lacking and safety a problem.
—Submitted by a parent


Posted May 25, 2004

The last review was exactly perfect! Ditto! This school was wonderful for my kids, I am a snob, and was worried because it was older that it would be less than great. Wow was I wrong! Looks can be deceiving, but the school is wonderful.
—Submitted by a parent


Posted August 26, 2003

What a surprise! I was told by some other parents that this school was quite poor. I don't know what they were talking about. A very pleasent, challenging attmosphere that doesn't just have high income snobbery ruling the parent body. My children are learning in a diverse, real-world socio-economic environment that teaches them about how life truly is outside the confines of the school walls. Props go to the entire staff for fostering a positive learning environment and making it quite challenging for my children to even think about going to another 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.

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 2012.

This school's
API score

900

Change from
2011 to 2012

+90

API Statewide Rank
(2011)

6 / 10

API Similar Schools Rank (2011)

2 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

900

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
2011 to 2012

+90

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

6 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

2 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

76 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
61%

2010

 
 
43%

2009

 
 
40%
Math

The state average for Math was 64% in 2012.

76 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
66%

2010

 
 
60%

2009

 
 
59%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

60 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
37%

2010

 
 
58%

2009

 
 
42%
Math

The state average for Math was 69% in 2012.

60 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
63%

2010

 
 
72%

2009

 
 
51%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

67 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
74%

2010

 
 
66%

2009

 
 
66%
Math

The state average for Math was 71% in 2012.

67 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
67%

2010

 
 
63%

2009

 
 
58%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

75 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
51%

2010

 
 
55%

2009

 
 
60%
Math

The state average for Math was 65% in 2012.

74 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
42%

2010

 
 
54%

2009

 
 
46%
Science

The state average for Science was 60% in 2012.

74 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
59%

2010

 
 
58%

2009

 
 
64%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
52%

2009

 
 
48%
Math

The state average for Math was 55% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
50%

2009

 
 
44%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students71%
Females72%
Males70%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged52%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only73%
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 graduate73%
Parent education - graduate school/post graduate88%
Parent education - declined to state50%

Math

All Students68%
Females60%
Males79%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged48%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only69%
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)64%
Parent education - college graduate73%
Parent education - graduate school/post graduate88%
Parent education - declined to state44%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students73%
Females77%
Males69%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged47%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students85%
Females87%
Males83%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged73%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students68%
Females77%
Males61%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged41%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)45%
Parent education - college graduate76%
Parent education - graduate school/post graduate89%
Parent education - declined to state73%

Math

All Students64%
Females68%
Males61%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged35%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)27%
Parent education - college graduate76%
Parent education - graduate school/post graduate89%
Parent education - declined to state73%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students84%
Females81%
Males87%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)85%
Economically disadvantaged61%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)88%
Parent education - college graduate85%
Parent education - graduate school/post graduate96%
Parent education - declined to state79%

Math

All Students71%
Females72%
Males68%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)67%
Economically disadvantaged41%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)59%
Parent education - college graduate85%
Parent education - graduate school/post graduate96%
Parent education - declined to state46%

Science

All Students79%
Females81%
Males79%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)84%
Economically disadvantaged45%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)76%
Parent education - college graduate85%
Parent education - graduate school/post graduate96%
Parent education - declined to state85%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 67% 28%
Hispanic or Latino 17% 49%
Asian 8% 8%
African American 4% 7%
American Indian or Alaska Native 3% 1%
Filipino 1% 3%
Multiple or No Response 1% 3%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 112%N/A24%
Students eligible for free or reduced-price lunch program 239%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 38% 85%
Farsi (Persian) 10% 0%
Punjabi 10% 1%
All other non-English languages 5% 1%
Cantonese 5% 2%
Gujarati 5% 0%
Mandarin (Putonghua) 5% 1%
Russian 5% 0%
Vietnamese 5% 2%
Cebuano (Visayan) 3% 0%
Hindi 3% 0%
Korean 3% 1%
Thai 3% 0%
Urdu 3% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 22N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 11N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 5%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

101 Dean Way
Folsom, CA 95630
Website: Click here
Phone: (916) 983-4469

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