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Teacher quality
Principal leadership
Parent involvement
Our son has had a fantastic experience in his first year at Altamont Creek. The teachers and staff have created a superb learning environment for all students, no matter what their background, and the numerous opportunities for parents to get involved foster a true sense of community. Outside of the daily class schedule, activities such as the Running Club and Movie Nights are a big plus as well. Very much looking forward to sending our younger children here in a few years as well.
—Submitted by a parent
Bullying is high for people of different cultures. Some teachers work over drive to bully kids and their parents if they perform. If the kid slightly falls behind due to parents busy work schedules teachers try to put all kind of remarks on kids and label them as autistic or any other and try to record on kids. probably eager to get funds for disabilities. very impatient kind of teachers. If your kid performs you have problems if your kid does not perform you will have problems. Very average school... Teachers need to be retrained on how to teach. if more private schools come to this area that will be great.
—Submitted by a parent
Parent involvement & their financial support is what makes the value of your school. What your kids learn is actually what comes from support they get at home. Do not place blame on the school district, administration or teachers. After putting in 100's of hours as a volunteer at this school, it is clear there is no perfect school, but I can continue to be involved & write letters to the superintendent to express concerns about class size, curriculum&the finances.People love to blame others,instead of themselves. I see a lot of parents sitting in their cars wasting time when they could be helping in class. Every minute I help is money earned for the school- it keeps the teachers in class & not doing clerical tasks. I saw a teacher last year, take a day off (paid) to hire a sub for the class just to do paperwork.
—Submitted by a parent
Teachers teach to the test. If your child doesn't learn something ..that's your child's problem are the teacher's philosophy . They teach above the child's grade level and they must just do it not understand it. The resources are slim to none. There aren't music, art, nor gym classes. These poor kids are getting a poor education.
—Submitted by a parent
Both our kids went to this school, one has moved on to middle school and the other still goes here and we really love this school. From the staff, teachers, parent involvement, it's a great experience.
—Submitted by a parent
I very much agree. Teachers put alot of work load on kids and parents. They teach above grade level and kids are burn out with alot of work. Teachers choose and push behind some kids.
—Submitted by a parent
I do not like Altamont Creek Elementary School at Livermore. The teachers does know what they are doing. Kids are burn out with way difficult homework, but they learn little. I feel teachers are teaching above the grade level, and kids are confused. The teachers themselves don't know the answers to some homework questions and their class are not will structred. The teachers do not go over the homework or test and they expect alot from kids. Teachers underestimate kids who are from different culture, and they push them behind or load them with more work that burn them out. I do not like livermore schools over all, I heard same complains from other parents. Also third graders and over have more than one teacher. Each teacher gave different review about a student and one does not agree with another, the school has leadership problem.
—Submitted by a parent
Our school has great students, teachers and parents! We increased our API our students love to learn and the teachers love to teach!
—Submitted by a parent
I am very impressed with the teachers at the school and the education my kids have received.
—Submitted by a parent
I have two kids attending this school. 1st grader and 5th grader. We love this school. Teacher and staff are both excellent.
—Submitted by a parent
Obviously the school has had issues in the past but that ususally comes with newer schools. Now that the school is more settled, the staff as well as parent support seems to be running well. I have a 1st grader at the school and he absolutley loved school last year! His teacher even sent a postcard over the summer! I feel the staff went above parent expectation. I think Altamont is a great school! Parents need to be supportive and realize it takes a team to make a child learn...its not just the teachers resonsibility!
—Submitted by a parent
Our daughter has been at this school for Kindergarten and first grade. We have been extremely satisfied with her progress and with the teachers. This is a wonderful school with alot of support from the PTA and the parents. Our daughter loves it and so do we as parents!
—Submitted by a parent
Both my children started this school 4 years ago when they first opened and it has been the most dissapointing experience either one of them have ever had in their lives not to mention mine! I have no respect for any of the teachers with the exception of one who was very kind and understanding not to mentioned well educated in the field of teaching. The school is not a very orginized school and the school events leave a lot to be desired. The academics also leave a lot to be desired when the parents have to do more teaching than the teachers themselves do! As for safety, aside from where the parents park I do not believe that safety is a big concern to this school. All in all If I had another child about to enter school I can honestly say they would not be going to Altamont Creek.
—Submitted by a parent
Class sizes are too large - 4th and 5th grade. Chaos rules in my son's class but there are 32 students. I've heard other classes (with 32 students) are not chaotic. My son feels he doesn't get the time he needs from the teacher. He is quiet and when he asks for help he feels put off because other students need attention. As a result we have a math tutor for him. This is unfortunate, he should be learning from his teacher.
—Submitted by a parent
Class sizes are too large - 4th and 5th grade. Chaos rules in my son's class but there are 32 students. I've heard other classes (with 32 students) are not chaotic. My son feels he doesn't get the time he needs from the teacher. He is quiet and when he asks for help he feels put off because other students need attention. As a result we have a math tutor for him. This is unfortunate, he should be learning from his teacher.
—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.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
95 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.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
88 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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
94 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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
91 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 | 72% |
| Females | 76% |
| Males | 68% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 77% |
| Students with disability | 18% |
| Students with no reported disability | 79% |
| English learner | 53% |
| 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) | 67% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 79% |
| Males | 74% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 81% |
| Students with disability | 18% |
| Students with no reported disability | 83% |
| English learner | 60% |
| Fluent-English proficient and English only | 79% |
| 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) | 71% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 88% |
| 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 | 73% |
| Females | 77% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| 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) | 95% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 89% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 96% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 91% |
| 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 | 91% |
| Females | 91% |
| Males | 91% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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) | 80% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 89% |
| Males | 88% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 89% |
| Students with disability | 73% |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| 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) | 82% |
| Parent education - college graduate | 90% |
| 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 | 84% |
| Females | 79% |
| Males | 88% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 73% |
| Males | 84% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| 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) | 83% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 85% |
| Males | 91% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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) | 94% |
| Parent education - college graduate | 90% |
| 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
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 disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 59% | 27% | ||
| Hispanic | 20% | 51% | ||
| Asian | 14% | 11% | ||
| Two or more races | 3% | 3% | ||
| Black | 2% | 7% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 17% | N/A | 54% |
| English language learners 2 | 12% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 48% | 85% | ||
| Farsi (Persian) | 16% | 0% | ||
| Punjabi | 7% | 1% | ||
| Vietnamese | 7% | 2% | ||
| All other non-English languages | 6% | 1% | ||
| Cantonese | 3% | 2% | ||
| Arabic | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| German | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Ilocano | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |


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6500 Garaventa Ranch Road
Livermore,
CA 94551
Website: Click here
Phone: (925) 454-5575
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