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Jackson Avenue Elementary School

Public | K-5

 

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Living in Livermore

Situated in a suburban neighborhood. The median home value is $430,000. The average monthly rent for a 2 bedroom apartment is $1,595.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
No new ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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24 reviews of this school


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Posted August 29, 2013

New Principal Shari Johnston is so great ! Very involved in every aspect, kids teachers, staff.
—Submitted by a parent


Posted August 26, 2010

I also agree with the reviews regarding the principal. I have seen her walk around in the mornings and just speak with the staff and not once make eye contact or greet any parents OR children. Even on back to school night it looked like she was giving a tour to a district employee. How about at least keeping that time open to reach out to parents and students? Step it up! I have had some good experiences with the teachers. I don't see the "diversity" being a problem here-like was stated in another post. I think some parents are involved in their children's upbringing, and some aren't-period.
—Submitted by a parent


Posted April 23, 2010

This school is amazing! My child has gone here in kindergarden and is going to finish as a 5th grader! i <3 this school.


Posted September 16, 2009

The teachers are wonderful and very approachable. Both of my children are excelling 'above grade level'.
—Submitted by a parent


Posted September 26, 2008

We have been at Jackson going on five years now. I wondered if the diversity might be a problem and it has been an adjustment as we have had to deal with my son learning gang signs in 1st grade, witnessing others tagging the school, but it has been very minimal. The only problem I truly see is the difficulty for the staff regarding communication as it is very weak sometimes. Now I am doing lunch time yard duty for k-5th grade and there are very few kids out of line. The ones that are are fairly simple to deal with but they are not getting better so that is a concern. Parents are enjoying the detention as at least their child is doing their homework. So I do beleive it is the parents that are not stepping up for their kids.
—Submitted by a parent


Posted September 17, 2008

I agree with the previous comment regarding the principal. She doesn't seem interrested in getting to know the children or parents. My child doesn't know her name and still recalls Mr. See and Turnage, and we've been at Jackson since Kindergarten.
—Submitted by a parent


Posted September 7, 2008

I have to say I am dissatisfied with the current principal, Tammy Rankin. I do not see her making so much as eye contact with the children, much less speaking with them. If as a parent, you have an issue, it is very difficult to contact her. Once you finally do meet with her you will need to follow up with her yourself as her 'promises to correct any situation' are never fulfilled. You would be lucky if she even recalls your conversation. It would be nice if started acting like her first priority was the children and not pushing papers. With that said, I think that the teachers my child has had have been wonderful and the personel in the office have been very helpful, courteous and pleasant also.
—Submitted by a parent


Posted December 19, 2007

For the 3 years I have been in JAMS I have to say it is one of the nicest elementary schools in Livermore. It has a very nive staff and the campus is very nice.
—Submitted by a student


Posted May 29, 2006

Jackson Avenue is a much better school this year (2006) due to a principal change. The principal this year is back out with the kids at recess and involved. I have found that he is much easier to talk to and the kids seem happier. The teachers overall are pretty good and do care about the students, although there are a few better areas in Livermore. There are very little if ever 'gang tags' on the school, the area is rather clean and we have lived here for 8 years.
—Submitted by a parent


Posted May 6, 2006

I have been very satisfied with the way JAS is. We have had wonderful teachers as well as principals. Mr. See was wonderful and has made some great changes to the school that benifits all. Mr. Turnage is a great addition to the school to keep the school going forward rather than backwards. I have been at the school for 8 years and have been involved and seen some great changes. The PTO is wonderful because they have been able to help the teachers and students with classroom supplies and equipment. We have been very lucky to have such a great group of parents. We could always use more parents to make things better and enable the PTO to do more family things. I would like more afterschool programs for kids which needs volunteers as well. I'm very proud of our school. It is a great school to be at.
—Submitted by a parent


Posted April 18, 2006

Jackson Avenue has some really good teachers as far as caring. Academic wise, they are not up to par with say Pleasanton or Fremont schools, but the community is a nice one. Arroyo Seco is better if you have a choice.
—Submitted by a parent


Posted November 28, 2005

We have two boys now at Jackson for their 2nd year. The reading academy has done wonders for both of them. Mrs. Parker, 4th grade, last year was truly awesome, learning each child to perfection. Mrs. Claus, K-1 has more spirit than I have ever seen. 32 kindergarteners last year and she sang the whole way through. The new principal, Mr. Turnage is blending right in, loving the kids and full speed ahead with his 'character counts' program. Mrs. Mac Queen new this year 1st and k has my son laughing and learning everyday. He loves her. Mrs. Myllenbeck, a true trooper for the 5th grade class. We are so glad that we have our children here now as Almond Avenue closed and we had now idea what we were missing out on in the academic department! They have science, music as well as some P.E. Things are looking up.
—Submitted by a parent


Posted August 30, 2005

My daughter was new to the school last year. Going to a new school when you are in 4th grade can be very scary and stressful for a child. Her teacher, Mrs. Dozier was great. She help put my daughter at ease. The staff at Jackson is phenominal. Everyone is kind and does their job well. My daughter is now starting 5th grade and my 5 year old son just started kindergarten and I feel so at ease knowing they both are getting a great education and learning experience.
—Submitted by a parent


Posted April 27, 2005

Jackson Ave. is a good school. The PTO is incredibly well organized and works to improve life for the students. A parcel tax just passed in Livermore so next year we should see Science, Music and hopefully PE back in the schools. Jackson has done a good job offering science by using volunteers from the Lab for the older students. I think next year with smaller class size will only be a benefit for the school. The principal works hard and is very visible and loved by the children.
—Submitted by a parent


Posted October 24, 2004

Jackson Avenue School has dedicated, hard-working teachers who are always looking out for the best interests and individual needs of each student. They spend many long hours outside of the class day preparing materials and lessons for their students. They attend outside conferences to improve their educational leadership and knowledge bases. They spend much of their own money to insure the students have the materials and activities that make learning meaningful.
—Submitted by a parent


Posted August 17, 2004

The teachers are very busy. I'm worried about how the larger class size will affect their stress levels, but they sure do care a lot about our kids, and thar's important to me. The bilingual program is very innovative, and I love the diversity. My only wish is that more parents would get involved. Teachers have been very thankful when I stop by to help, even if it's only for a half hour.
—Submitted by a parent


Posted July 20, 2004

Jackson is a great school. The teachers / staff are wonderful and the school has a great atmosphere. The library and computer room (and staff) are impressive and they have a great bilingual program and FAME program. Jackson needs more parent volunteers.
—Submitted by a parent


Posted March 25, 2004

My child is having a great time learning at Jackson. His teacher has sparked his interest in reading. She does many extras like hatch chicks in class and put on plays. She and the other teachers like her at Jackson go beyond the basic required standards. I like the multi-ethnic mix of Jackson.
—Submitted by a parent


Posted March 14, 2004

My children love this school, the teachers and the principal. It is a caring place that challenges students, and is safe and well managed. They have a lot of good programs to help all students, whether it is those needing help or children that excell. The principal is very visible and interacts with the kids.
—Submitted by a parent


Posted January 5, 2004

This is a good school: most of the teachers, parents, and staff really are involved. This school is every bit as good as Almond, and the quality of teachers at Jackson is definately better. However, there is a strict, no-tolerance dicipline style (enforced by the principal) which sometimes overlooks individual childrens' needs.
—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 2013.

This school's
API score

864

Change from
2012 to 2013

-25

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

9 / 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 2013

This school's
API score

864

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-25

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 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
(2012)

9 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

9 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

88 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
74%

2011

 
 
60%

2010

 
 
62%
Math

The state average for Math was 65% in 2013.

88 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
86%

2011

 
 
79%

2010

 
 
72%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

75 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
65%

2011

 
 
57%

2010

 
 
67%
Math

The state average for Math was 66% in 2013.

78 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
91%

2011

 
 
80%

2010

 
 
85%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

84 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
74%

2011

 
 
73%

2010

 
 
74%
Math

The state average for Math was 72% in 2013.

87 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
73%

2011

 
 
84%

2010

 
 
80%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

76 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
71%

2011

 
 
72%

2010

 
 
62%
Math

The state average for Math was 65% in 2013.

77 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
68%

2011

 
 
71%

2010

 
 
56%
Science

The state average for Science was 57% in 2013.

76 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
74%

2011

 
 
75%

2010

 
 
61%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students67%
Females75%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged51%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability71%
English learner40%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)79%
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students82%
Females88%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged75%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability85%
English learner75%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate60%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)90%
Parent education - college graduate93%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students75%
Females76%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged63%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability77%
English learner35%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
Parent education - some college (includes AA degree)63%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students95%
Females96%
Males94%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged97%
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability100%
English learner83%
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate95%
Parent education - some college (includes AA degree)100%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students68%
Females68%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged55%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability70%
English learner27%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)78%
Parent education - college graduate93%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

Math

All Students74%
Females70%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged69%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability72%
English learner65%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate69%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)78%
Parent education - college graduate81%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students58%
Females73%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged37%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability58%
English learner13%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)71%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students53%
Females62%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged45%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability54%
English learner25%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate19%
Parent education - some college (includes AA degree)67%
Parent education - college graduate57%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students68%
Females76%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged55%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability69%
English learner31%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)88%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 39%
White 39%
Asian 8%
Two or more races 8%
Black 3%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 44%N/AN/A
English language learners 30%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 4%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Shari Johnston
Fax number
  • (925) 606-4766

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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554 Jackson Avenue
Livermore, CA 94550
Website: Click here
Phone: (925) 606-4717

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