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GreatSchools Rating

Franklin Elementary School

Public | K-8

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 7 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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22 reviews of this school


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Posted August 16, 2014

Something was always off about this school. Never mind that there is ZERO compassion for the working parent. It's a K-8th grade school, but the after school childcare only accepts K-6th, so when my eldest hit 7th grade, I had no options left. In addition, it was hundreds of dollars a month, and required a commitment. The office staff is completely unacceptable. Flat out rude. Hang up without any acknowledgement when you call your child in sick. Barely a sarcastic, "thank you" and a click. The politics that other people have mentioned are completely accurate! The Principal is intimidating and the kids are NOT fond of her at all. My breaking point came at the end of last year, when my child looked forward to 8th grade award night for 2 weeks. Camera charged, new outfit bought ... Every child received awards for arbitrary random things. She came up to me after, fighting tears...they skipped about 3 kids out of 60. She, being one of them. Pick up and drop off is dangerous with NO system. 2 days at new school, support & smiles like we NEVER felt in 8 years at Franklin. My kids were considered "popular" and "good students, btw. So happy we finally left. Wish we got a 'do over'.
—Submitted by a parent


Posted December 9, 2013

The negative reviews for Franklin are comical and clearly represent biased people who had some sort of issue with their child at school. My experience is that the school has a good group of teachers and administrators and a normal array of parents. In a reflection of the district, there are wealthy and less wealthy families at the school. Personally, I pick up my child in an old Toyota and have never felt slighted by the those who drive fancier cars. When we moved into the district, our concern was about the quality of education and the community of students. Our child was welcomed in and quickly made more friends than he had at his prior school where he had been for much longer. I felt that the teachers helped that happen. Yes, a lot of the boys like sports, but I don't think should be particularly surprising to anyone. I see complaints here about the high level of parent involvement in the school. To me that is an obvious benefit and value to the school, not a drawback. The best student performance is directly tied to the engagement of parents. My preference is for the families to make the school better through proactive engagement rather than anonymous whining.
—Submitted by a parent


Posted September 23, 2013

Our family loves Franklin School! It's our 6th year at Franklin and we think the campus is beautiful, the teachers are great, and the principal is doing an outstanding job!
—Submitted by a parent


Posted August 16, 2013

We have been in attendance at Franklin Elementary since 2010. Our first year at Franklin was unbelievable hard. Mostly, due to the principal at that time and a few of the parents. My son has special needs and without the help of our kindergarten teacher, we would not have stayed at Franklin. After our kindergarten year, and a new principal our child has only flourished. Our second son was so excited to start his primary education there, he would walk on campus and start talking to the teachers. They were all very nice and accommodating to his precocious nature. While we have had issues with some of the parents, the staff and the principal have been amazing with our children and have truly fought for our older son. We have not had any bad experiences with poor leadership or political maneuvering in this regard. We are a two parent working home, and we volunteer more than most one parent working home people. I am saddened that Franklin has such a reputation, but school will always be what you make of it. Sometimes, you just have to find people who will talk openly about it and help make change.
—Submitted by a parent


Posted August 10, 2013

We decided to leave Franklin School because of things others have mentioned below. This school is ran by parent/teacher politics. Leadership/principal is not willing or able to control her staff when it comes to the favoritism played year after year to the families who manipulate / befriend teachers. Principal backs her staff , right or wrong, doing nothing for families with concerns. Long term teachers developed friendships/relationships with many families. If you've not had time to do the same, your children is treated differently and will not have the same advantages. It had the potential to be a great community school, but because of the politics between teachers and parents and the unwillingness of leadership to do anything about this noted problem, we have decided to take our children elsewhere. I ignored the older reviews below thinking that this was the view of a few bitter parents, however, after witnessing this treatment first hand, I wish we made a different choice for our kids. The politics/ teacher favoritism ruined what could be a great school. Based on prior reviews this has been an ongoing issue throughout the years experienced by many.
—Submitted by a parent


Posted August 10, 2013

I've been a parent at this school since kindergarten. As far as education, it is in line with the other schools in the district, so it's fine. The reviews are correct when it comes to teachers playing favorites and the politics that run the school. Many teachers at this school are very involved in the social aspect of the community and cater to those in their social network. These issues have been presented to the current Principal and Principals in the past by many who've experienced the unfair treatment and obvious advantage of "its all about who you know..." There are a handful of exceptional teachers at Franklin who stay professional and treat the children the same, but these teachers are the exception. Had we known that Franklin was so political with such poor leadership, we would have gone to a different school in our district.
—Submitted by a parent


Posted August 10, 2013

I couldn't agree more with the last two reviews. Aggressive, wealthy, sports-obsessed, competitive parents dominate this school. The teachers acquiesce to them and favor their children. There are different "factions" of powerful families. It's appalling to see how they compete their kids against each other. Example, there are quite a few "rich b**chy" mothers and "I'm a mover and shaker" dads around who pull up in their luxury SUV's or $45K+ cars, cut in front of others, and park anywhere they want. Crossing-guard teachers just stand by and watch it; they seem to be too afraid to afront any of the wealthy families at this school. One more thing, the teachers at this school seem to be burned out and tired of teaching. Older ones use the same ol' projects and assignments they've been using for the past 10/20, years! Some are so obviously out of date. Many teachers are just hanging on for their retirement and going through the motions. By and large a very bitter group who should instead be inspiring, upbeat role models. Franklin may pride itself on being a better (i.e.,test scores/demographics) school than most California public schools, but unfortunately that's not saying very much.
—Submitted by a parent


Posted July 24, 2013

We have been at Franklin for one year, 2nd grade. So far, our experience has been great. The parents and teachers are very friendly. It's a great community and I couldn't be more pleased. Compared to our other school, Franklin has much more to offer in education and extra-curricular activities.
—Submitted by a parent


Posted December 28, 2012

The negative reviews are correct about this school. Favoritism is abundant in this school. Want special treatment for your child? You must have time to be hanging out at this school. Some of the teachers are also less than cooperative when it comes to getting the best education for your child. They tend to listen to the gossip and condemn those that do not have the time to volunteer on a consistent basis. And if you do volunteer, make sure you dont outdo one of the regular volunteers! There is a lot of politics. One teacher stood in front of the class and explained that grades dont matter at this level and to tell your parents not to worry so much about the grading system. But then they turn around and have award days for the top achievers and leave some to be looked down on. Dont worry about grades?? How is that helping me as a parent to push my child?????
—Submitted by a parent


Posted December 30, 2011

We began our attendance 4 years ago. I have five children all a grade apart. We came from the Eureka school district and found that students in this school are not nice, in-fact they are wild and bullys. The parents are very clickish and the children start to get tainted by their parents around 4th to 5th grade. I love to be involved but find myself hessitating because of self involved and clickish parents. I still volunteer, but it's uncomfortable. We became heavily involved in sports such as wrestling, football, baseball and basketball in hopes to fit in. It is very hard to make friends in this school for both the kids and parents especially from 5th grade up. Our family have never had issues like this before. We are very social! We were warned about this school before attending and figured we've never had a problem fitting in and make friends- not the case here. We struggled with teacher communication especially in the 5th grade. There seems to be a lot of politics going on. The principal was there one day and everything was fine and the next day gone for good and no explanation was given to us parents- what? That made me angry and worried as to why.
—Submitted by a parent


Posted October 25, 2010

I have to agree with the parent who gave it two stars. The parent that recently commented on that rating is probably on of the parents that RUNS the school. My child, unfortunately, was a student there up until this year and I did not realize what my daughter was missing until I moved out of state and disenrolled her...the teachers are nice and have good standards but rate the child by what the parents do for them. Seriously, Loomis School District needs to start taking back this school to keep dropout and disenrollment rates down....and yes, the school has lost 100 of kids in enrollment the last 3 years.
—Submitted by a parent


Posted September 1, 2010

The person who gave the two stars has no idea what they are talking about. They must have wanted to comment on a different Franklin School, this one is in Loomis. We have no football players or cheerleaders and our student population is on the rise. Our parents are HUGELY involved.
—Submitted by a parent


Posted July 20, 2009

The two stars are for the wonderful teachers that we have encountered at Franklin.The blank stars are for the lack of creativity, leadership and extracurricular activities. The other posts talk about all the wonderful parent involvement but unless you are a parent of on the many football and cheer kids- then there is not alot for you to do. We must question why the enrollment has dropped around 40% in the past two school years~ especially if your child is currently enrolled at Franklin
—Submitted by a parent


Posted July 20, 2009

I've been a student at this school since early 09, and I'm less than impressed. I've moved around quite a bit, certainly more than any other student I've met there, and at a all my other schools i was in some sort of advanced program. The ONLY advanced program Franklin offers is in math. There is almost no computer usage, very little researching, and our home library is almost as big as the schools! Because of the schools declining budget, we have lots of free time and in what little time we spend actually learning, there is no researching, no creativity and very little student presentations. in the time I've been there, we've had maybe three group projects in which we had to study, read, write, print and present. There also seem to be only two extracurriculars, newspaper and band, both during school hours. Maybe I'm just used to city schools.
—Submitted by a student


Posted October 23, 2008

Great school! They have a great garden docent program and big advocates of teaching children health and nutrition. Several enrichment programs in place. Having moved from a metropolitan area, the friendliness and acceptance has been wonderful for my kids. It is a great place to learn.
—Submitted by a parent


Posted May 24, 2008

This school is great for you and your child ONLY if you can volunteer and be there during school hours several days a week. As parent involvement is crucial for most schools, I disagree with the philosophy of this school that the students who get the 'perks' or educational rewards are the ones that have the parents 'in' with the school. There is ALOT of politics at Franklin and you must be available to play the game. If you are a two-parent working family, or single parent or not of caucasian decent, have a child with a disability, this probably is not the school for you. Just my opnion.
—Submitted by a parent


Posted October 11, 2007

Franklin is in a semi-rural location and is very friendly, clean and safe. It's a great place for average students. But if you've got a bright or even gifted child, Franklin doesn't have much to offer. In addition, though some of these posts comment about the high level of parent participation, we're not seeing anything higher than other schools, unless they are referring to the extracurricular football and cheer program.
—Submitted by a parent


Posted June 18, 2007

Great school! We now have a gate program in place and a Foundation is in the infancy stage. Love the atmosphere, teachers and the parent volunteers. The fundraising is now raising top dollar through various auctions. Can't say enough about the quality of life in this rural community.
—Submitted by a parent


Posted May 6, 2006

My 10 year-old daughter attended this school. I have been consistently unimpressed by the parent-teacher communication (teachers refuse to use e-mail or online rescources, and are unavailable outside work hours) The library lacks new material as well as much classic material. Homework has largely been fill-in worksheets that serve little function except to use up time, and require little independent thought or creativity on the child's part.
—Submitted by a parent


Posted August 22, 2005

Good K-8 School ~300-500 students from semi-rural/suburban community - compassionate staff, well oriented to holistic child. Music - limited - Band 4,5,6,7,8; Inter-School sports (6) 7th & 8th - limted Volleyball, Basketball, Track, Wrestling; Chess club, 4H/FFA ; parents reasonably involved; limited advanced student offerings - my son had independant study math in 5th-8th grade - teachers unable to do more than supplement gifted learners; very limited science program in 7th /8th - limits ability of students to advance in High School (Del Oro HS).
—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

909

Change from
2012 to 2013

-2

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

7 / 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

909

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

-2

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 2012 and Spring 2013. 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)

7 / 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.

56 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
76%

2011

 
 
66%

2010

 
 
75%
Math

The state average for Math was 65% in 2013.

56 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
86%

2011

 
 
77%

2010

 
 
90%
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.

52 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
56%

2011

 
 
60%

2010

 
 
56%
Math

The state average for Math was 66% in 2013.

52 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
81%

2011

 
 
94%

2010

 
 
71%
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.

50 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
92%

2011

 
 
71%

2010

 
 
86%
Math

The state average for Math was 72% in 2013.

50 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
95%

2011

 
 
70%

2010

 
 
86%
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.

57 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
71%

2011

 
 
82%

2010

 
 
83%
Math

The state average for Math was 65% in 2013.

57 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
84%

2011

 
 
94%

2010

 
 
91%
Science

The state average for Science was 57% in 2013.

57 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
80%

2011

 
 
80%

2010

 
 
91%
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.

50 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
91%

2011

 
 
86%

2010

 
 
81%
Math

The state average for Math was 55% in 2013.

50 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
81%

2011

 
 
86%

2010

 
 
84%
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

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
48%
English Language Arts

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

48 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
91%

2011

 
 
83%

2010

 
 
93%
Math

The state average for Math was 52% in 2013.

47 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
77%

2011

 
 
71%

2010

 
 
68%
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

Algebra I

The state average for Algebra I was 50% in 2013.

54 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
46%

2011

 
 
93%

2010

 
 
41%
English Language Arts

The state average for English Language Arts was 57% in 2013.

59 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
93%

2011

 
 
90%

2010

 
 
93%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
66%

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
100%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

60 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
81%

2011

 
 
77%

2010

 
 
60%
Science

The state average for Science was 67% in 2013.

59 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
90%

2011

 
 
82%

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

All Students73%
Females75%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantagedn/a
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate87%
Parent education - graduate school/post graduate62%
Parent education - declined to staten/a

Math

All Students86%
Females83%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantagedn/a
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduate86%
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%
Females78%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantagedn/a
Not economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate63%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a

Math

All Students79%
Females85%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantagedn/a
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate75%
Parent education - graduate school/post graduate88%
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 Students74%
Females69%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantagedn/a
Not economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate73%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Math

All Students76%
Females73%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantagedn/a
Not economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate77%
Parent education - graduate school/post graduate73%
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 Students87%
Females92%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantagedn/a
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate96%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students90%
Females88%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantagedn/a
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Science

All Students92%
Females96%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate96%
Parent education - graduate school/post graduate95%
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 Students74%
Females79%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantagedn/a
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students74%
Females63%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantagedn/a
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate71%
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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students94%
Females96%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantagedn/a
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate90%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students94%
Females91%
Males96%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantagedn/a
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate86%
Parent education - graduate school/post graduate100%
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

Algebra I

All Students54%
Females52%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantagedn/a
Not economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)50%
Parent education - college graduate58%
Parent education - graduate school/post graduate57%
Parent education - declined to staten/a

English Language Arts

All Students87%
Females84%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)77%
Parent education - college graduate89%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students90%
Females92%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantagedn/a
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)69%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students96%
Females96%
Males97%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate96%
Parent education - graduate school/post graduate100%
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
White 85%
Hispanic 7%
Two or more races 3%
Asian 2%
Black 1%
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 12%N/AN/A
English language learners 2%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 3%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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7050 Franklin School Road
Loomis, CA 95650
Phone: (916) 652-1818

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