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Teacher quality
Principal leadership
Parent involvement
Great teachers from K to 5th. Lots of fun fieldtrips, and a very happy atmosphere. One added perk: kids from Burton do much better as they move to Stanley Middle School because they've been able to make more friends in various classes vs. those from smaller schools.
—Submitted by a parent
Having recently moved from an area where my children attended private schools, Burton Valley is our first public school experience. I am so impressed with the quality of our Kinder Garden classrooms and the parent involvement is outstanding. My son's class is diverse in culture and Mrs. Reed and Mrs. Micallef are amazing. We are still new to Burton Valley, being that this is our first year and only have positive things to say about this school thus far.
—Submitted by a parent
Whether or ot a school is "great" depends vastly on who you ask. Most parents at BVE that are from "around here" and have know only BVE or other California public schools will tell you they love the school. However, if you ask people who have had their kids in public schools in other states, you will hear a different story. So yes, by some standards this school is perhaps a 9 or 10 out of 10 but maybe we need to adjust our standards instead of patting ourselves on our backs saying how lovely it is here.
—Submitted by a parent
I've been a BVE parent for 8 years (3 kids) and ours is a multi-cultural, hispanic family. I was sad to see comments that the community is not diverse, one poster even calling their neighbors "stepford wives". Get involved in one of the many fun school events or step inside a classroom, and you'll see a broad range of students and parents who have one thing in comming: they clearly care about education. I value the dynamic, high quality of teaching here, the safe environment, and the inclusion of character building as part of the curriculum. My children have enjoyed everything from instrumental music instruction to extra-curricular theater production. I couldn't ask for a better learning environment for my children.
—Submitted by a parent
I had to second your comments to "I'm an incoming parent." I loved your description of the "caravan of suv's." Completely true! I've had kids at Burton Valley for more than 5 years and while I think well of the school the fact is that the earlier posting referring to residents as "stepford wives" and the above-referred posting's assertion that kids who are different are ostracized are both more than somewhat true. However, there are very nice people whose kids attend the school and you just have to find them and avoid the sorority sister/cattery contingent, because they are alive and well at Burton Valley and do have kids who have already inbibed their limited outlook.
—Submitted by a parent
To "I'm an incoming parent in the Fall of 2010 "....you clearly have a lot to learn and since you have not yet been here long enough, perhaps you should wait before making such sweeping generalizations. There is not an ever-increasing non-white community here. Children who are different in race and religion, those who are artsy or a little different are called names and have been ostrasized. I can't give you specific examples in this forum because the kids and parents involved wouldn't want to be recognized in my descriptions but I assure you that "diversity" is just a catchphrase just like being a "green school" while a caravan of enormous suvs is parked outside in rows is a joke. Sure, it's safe here and that's wonderful....it should be, it's all million dollar homes. Why would you feel the need to be defensive if it's really so grand?
—Submitted by a parent
I'm an incoming parent in the Fall of 2010 and have lived in the area for 2 years now enjoying the preschool community. Every single parent in these two years, who has a child at BVE, has raved about the school. We specifically bought moved to the area not only for the accolades and feedback on this school, but for the area as well. We came from Berkeley and can say that we'd prefer to have the side effects of a more affluent community and "teach" our children to appreciate the differences in people and their ways. It is sure better than having to teach them that AND explain why someone is getting shot at in the middle of the day in downtown Berkeley. Every area, school and family will always have some sort of issue. But ultimately, we can decide how we get involved and who we connect with (or not) and enjoy those people that matter most to us. Since I've been here, I have connected more with the ever-increasing non-white community of the area. It DOES exist and I'm happy to be a multi-cultural and caring parent in this area. And yes I'm white and a business owner.
—Submitted by a parent
This is an average school that pretends to be an excellent school. While it's a rather ugly public school, it's in an affluent area and the PTA asks for an initial amount of $375 from parents at the beginning of the year and parents are pummeled with fundraising all year long. All that money doesn't make it a better school and there aren't progressive programs or extracurricular activities to show for it. It seems as though they would charge for Open House night if they could because there aren't too many activities that are free. The community is almost entirely white and very uptight and it's very stepford wives.
—Submitted by a parent
My niece and nephew are in the Early Intervention Progam at Burton Valley. They both have made phenomenal progress. Great school with program that needs support to continue program for special needs kids.
—Submitted by a teacher
wow I am now a ninth grader and live in arizona, but B.V.E will always be in my heart, I have been to six schools in my live and that school was my favorite my teachers were there. The program is advanced and all the school in arizona didnt have half the programs as BVE I love that school if you are looking for a school to send your child this would be a really good school !
—Submitted by a parent
Burton Valley has fantastic teachers and administrators. The LASF program is lacking though. Most of the money the parents at BVE donate to LASF goes to Stanley Middle School and Campolindo High. They need more PE programs. Parent involvement is high as this is an affluent communtiy that can afford many stay-at-home families.
—Submitted by a parent
Burton Valley is a large school that functions as a smaller one. There is a great parent/teacher/student community. The new principal is a team builder with good knowledge of the community and great intentions.
—Submitted by a parent
My son is currently a 1st grader and both he and our family enjoy being part of the BVE community. All the teachers we have had so far have been fabulous. They know exactly how to motivate the kids and instill a love of learning that is so important at this level. The principal is new this year and has not made many changes. But the teaching staff seems to have great respect for her and I look forward to her continued leadership at the school. Parent involvement and commitment is tremendous. Lots of opportunities for parents working both in and outside of the home.
—Submitted by a parent
Burton Valley Elementary (BVE) is an extremely engaging school with tremendous faculty. The parental involvement is at a very high level and there is a strong tradition of excellence.
—Submitted by Michael, a parent
Fantastic school with great teachers at all grade levels. Plenty of extracurricular activities, a great music program, fantastic community support, and an extremely positive environment for all children. This is also where the GATE program resides for the district so it's ideal for families with gifted children who live in the Burton Valley neighborhood. Overall, Lafayette is the BEST place to raise families, particularly considering the high quality education throughout the district.
—Submitted by a parent
BVE is an excellent school. The parent support is key in helping maintain a strong support system at school and in the community. Teachers are all well thought of. Developmental method of teaching in K is geared toward educating kids at their own rate. Superb environment to raise a family.
—Submitted by a parent
My daughter goes to BV. BV is a school where the children come first. Each child is encouraged to do their personal best without being labeled as the smart or dumb kids. The teachers are highly skilled and work hard to bring out the best in each child. The principal is kind and knows each child by name. He is a great example of a leader. Thank you BV specially Mrs. Mc Cann for bringing out the best in my child and giving her the encouragement and confidence she needs to go out into the world!
—Submitted by Cinara Neukirchen, 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.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
115 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.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
116 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
118 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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 75% |
| Females | 73% |
| Males | 76% |
| African American | n/a |
| Asian | 80% |
| 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 | n/a |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| 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 | 61% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 72% |
| Males | 89% |
| African American | n/a |
| Asian | 87% |
| 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) | 78% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| 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 | 81% |
| Parent education - graduate school/post graduate | 79% |
| 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 | 71% |
| Females | 72% |
| Males | 70% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 71% |
| Students with disability | 45% |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| 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 | 74% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 92% |
| Males | 93% |
| 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) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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 | 88% |
| Parent education - graduate school/post graduate | 95% |
| 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 | 89% |
| Females | 95% |
| Males | 84% |
| 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) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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 | 77% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 95% |
| Males | 89% |
| 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) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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 | 86% |
| Parent education - graduate school/post graduate | 94% |
| 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 | 92% |
| Females | 91% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | 64% |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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 | 86% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 91% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | 73% |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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 | 89% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 92% |
| Males | 95% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | 73% |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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 | 93% |
| Parent education - graduate school/post graduate | 94% |
| 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
White (not Hispanic)
All students
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 83% | 28% | ||
| Asian | 7% | 8% | ||
| Multiple or No Response | 7% | 3% | ||
| Hispanic or Latino | 2% | 49% | ||
| Filipino | 1% | 3% | ||
| African American | 0% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 1% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 1% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 36% | 1% | ||
| Russian | 18% | 0% | ||
| Spanish | 18% | 85% | ||
| Japanese | 9% | 0% | ||
| Portuguese | 9% | 0% | ||
| Rumanian | 9% | 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 | 12 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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561 Merriewood Drive
Lafayette,
CA 94549
Website: Click here
Phone: (925) 927-3550
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