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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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
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
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
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
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
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
Wonderful ciriculum and very nice teachers. Have colunteered, and had a son go here. Excellent shcool.
—Submitted by Sam, a parent
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
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
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
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
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.
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.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
76 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.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
60 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.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
67 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.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
74 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.
2012
2011
2010
2009
The state average for Math was 55% 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 | 71% |
| Females | 72% |
| Males | 70% |
| African American | n/a |
| Asian | 88% |
| 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) | 74% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| 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) | 86% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 50% |
| All Students | 68% |
| Females | 60% |
| Males | 79% |
| African American | n/a |
| Asian | 88% |
| 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) | 68% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| 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) | 64% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 44% |
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 | 73% |
| Females | 77% |
| Males | 69% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 87% |
| Males | 83% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 96% |
| 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 | 77% |
| Males | 61% |
| African American | n/a |
| Asian | 100% |
| 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 | 41% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 73% |
| All Students | 64% |
| Females | 68% |
| Males | 61% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 73% |
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 | 84% |
| Females | 81% |
| Males | 87% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 85% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 79% |
| All Students | 71% |
| Females | 72% |
| Males | 68% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 46% |
| All Students | 79% |
| Females | 81% |
| Males | 79% |
| African American | n/a |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 85% |
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 | n/a |
| Females | n/a |
| Males | n/a |
| 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) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| 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) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| 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
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
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 | 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 39% | N/A | 52% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 5% | N/A | 2% |
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101 Dean Way
Folsom,
CA 95630
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Phone: (916) 983-4469
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St. John Notre Dame School
Folsom, CA
Folsom Community Charter School
Folsom, CA
Blanche Sprentz Elementary School
Folsom, CA
Natoma Station Elementary School
Folsom, CA
Carl H. Sundahl Elementary School
Folsom, CA
Golden Valley Charter School of Sacramento
Orangevale, CA
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