GreatSchools Rating
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Teacher quality
Principal leadership
Parent involvement
My daughter is having a terrific experience at Smith. She is learning a great deal and thoroughly enjoying herself.
—Submitted by a parent
I have seen less positive changes in this school over recent years. An outreach program for only one ethnicity is not fair to other children who may need additional support. I agree there is not much creativity for the GATE child. They seem to be aiming for the average and below average students now.
—Submitted by a parent
Hard working and caring teachers and staff. New principal to the school is student centered and supports programs. The PTO continues to work hard at providing extra activities and strong support for programs. The new "goal-setting conferences" were interesting and somewhat useful. Still don't know if we'll miss participating in the Report Card Conferences. School needs more quality and interesting activities for advanced/GATE students.
—Submitted by a parent
I am so impressed with this school! There are lots of extra-curricular activities for students. The principal, teachers, aides, duties really work as a team to ensure students receive a good education as well enforcing rules, guidance, etc. There is a strong anti-bullying policy enforced. Parents are active in volunteering. The campus is gated and has beautiful grounds. As a parent and teacher, I am so happy my children are attending this school.
—Submitted by a parent
Love Smith School! From the tremendous parent involvement to the amazing teachers, I can't imagine a better school for my 2 kids. The State has put a lot of pressure on schools and kids have to learn more at an earlier age these days. If a child is struggling, I have witnessed teachers partnering with the parents to help even devoting their own time after school if necessary. I was surprised at some of the comments by previous reviewers, but at Smith, parents are seen as partners in the academic process. We have great community and parental support as well from all socio-economic classes, which is necessary with shrinking budgets and increasing pressure to achieve. "It takes a village" as they say and that is what you get at Smith. Caring faculty, a principal that knows most kids by name and a group of parents that feel committed to making our school an amazing place to be.
—Submitted by a parent
Smith 10 years ago (Mr. Vernoy as principal) did not have snobs and cliques. We have noticed this changed through the years as we had our oldest who attended Smith and youngest is currently attending. Although, we ignore these snobs and cliques. We care about our kids education and success. Smith is a great school and teachers are very helpful. Great fundraising activities, social events and programs available for the kids. Wonderful PTA members. Mrs. Nathanson really cares about our the kids and the school.
—Submitted by a parent
Not sure where that last reviewer is coming from. I have never encountered any rude staff or teachers. Kids who struggle are given help. If your child isn't being helped, then find out why not, rather than say the whole school is against you. The community around Smith has several neighborhoods of various socio-economic backgrounds, from apartment living to people renting smaller homes, to owners of modest to elaborate homes. All of us contribute to the school whether in time or money...I know people in all of the various neighborhoods who help out, and are friendly with each other. There are certainly a few snobs and cliques, but I suspect you would encounter that almost anywhere. The majority of us care about the kids.
—Submitted by a parent
Teachers are not interested in teaching children that may struggle with some subjects. Office staff are often rude to parents. The community surrounding the school is snotty and many parents are rude to families they see as being 'inferior' and of 'lower class' than they are. Facilities are nice, but can't make up for the fact that teachers and staff don't communicate with parents, and the snobbery of the surrounding community is sometimes unbearable.
—Submitted by a parent
Emma Smith goes above and beyond to provide my child an excellent education. The teachers, principal, office team and parent volunteers work cohesively to intelligently provide programs that will have the most impact on our children's learning. Without these extra programs, Smith would still be a good school...but the programs are what make it a great school! Go Cougars!
—Submitted by a parent
It is the best community for people from all backgrounds. We have parents working harder than ever to make ends meet, where the state keeps cutting. As one parent said, 'Our children are only as strong as those they swim with' as she marches off to start a Latino out reach program. The teachers and administration are always working above and beyond to make our school the best place for the children who attend.
—Submitted by a parent
I love Emma Smith Elementary for its caring teachers. They keep life on campus 'light' because they know how hard the kids work all day and how much pressure they put on themselves. Life is tough for kids these days. This faculty prepares them for real life (NOT for the 'reality' that television portrays). Keeping it GREAT! Smith Elementary!
—Submitted by a parent
The parent involvement is great!!!!! My daughter loves this school .........
—Submitted by a parent
they have the best teachers! They care, they are fun and they are all about the students!!
—Submitted by a parent
I love Emma C. Smith Elementary because we have a Faculty of Teachers who really care about the students. They are always willing to have Parents come in and volunteer. They participate in Holidays with the children often dressing up and performing skits. They also attend our biggest school fundraiser and donate their time to help raise funds to be used through our PTA. Ina addition to our Teachers our Principal is very accessible and is always mingling with the children. She is approachable and fun! The school is remodeled and takes pride in keeping clean with fresh flowers planted, decorations for Red Ribbon Week, Holidays and Seasons. It is a full sense of community when you walk on to campus! We are very lucky to have such a wonderful school!
—Submitted by a parent
This school has the best facilities and teachers that our grandchild has ever had!
—Submitted by a parent
We transferred to Smith from a very academic private school in the East Bay and were very apprehensive about the change. Would our girls regress academically, not fit in, loose their love for learning. We were so worried we were making a big mistake and one of the most important things to us is our children's education. Well, two years later we couldn't be happier. The girls have done wonderfully and their test scores are great. But most importantly, they love going to school. Everyone welcomed them with open arms, the kids and teachers have been wonderful and the PTA is off the charts. In fact the PTA and the devoted teachers are what make this school such a great learning institution. They have turned a school into a real community that cares about the children. Can't thank them enough!
—Submitted by a parent
Smith is a great school because teachers and parents are very supportive. My daughter loves AR(Accelerated Reader) program. Principle Mrs. Nathanson is always fun with kids.
—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.
127 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
127 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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
121 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.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
113 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.
131 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
133 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 | 88% |
| Females | 90% |
| Males | 88% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 91% |
| Students with disability | 50% |
| Students with no reported disability | 93% |
| English learner | 77% |
| 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) | 81% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 86% |
| Males | 89% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 89% |
| Students with disability | 58% |
| Students with no reported disability | 90% |
| English learner | 77% |
| 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) | 62% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 76% |
| Females | 83% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| 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) | 67% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 90% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| 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) | 96% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 97% |
| 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 | 82% |
| Females | 88% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 83% |
| Students with disability | 73% |
| Students with no reported disability | 84% |
| 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) | 85% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 90% |
| Males | 78% |
| 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) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | 58% |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| 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) | 78% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 87% |
| 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 | 85% |
| Females | 92% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| 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) | 65% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 89% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | 50% |
| Students with no reported disability | 92% |
| 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) | 72% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 81% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | 55% |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| 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 | 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
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
Gifted and talented
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 | 69% | 28% | ||
| Multiple or No Response | 10% | 3% | ||
| Hispanic or Latino | 9% | 49% | ||
| Asian | 6% | 8% | ||
| Filipino | 3% | 3% | ||
| Pacific Islander | 2% | 1% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 7% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 7% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 65% | 85% | ||
| Filipino (Pilipino or Tagalog) | 18% | 1% | ||
| Punjabi | 4% | 1% | ||
| Cantonese | 2% | 2% | ||
| Farsi (Persian) | 2% | 0% | ||
| Japanese | 2% | 0% | ||
| Russian | 2% | 0% | ||
| Samoan | 2% | 0% | ||
| Urdu | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 18 | 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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