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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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
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
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
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
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
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
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
Franklin is a great country school and therein lies its problem. While the staff is dedicated and the parents are very involved, Franklin fails to think big when it comes to academic achievement. There is no GATE program, no academic contests or even the appearance of a strong emphasis on academic excellence. Even their fund raisers 'think small.' It is a lovely campus with a great atmosphere and provides a great social atmosphere. However, the overarching theme to this school is 'fit in.'
—Submitted by a parent
Franklin Elementary has been and continues to be a quality K-8 school. The school's principal brings to Franklin a multitude of leadership qualities and the teacher quality is unmatched by any other in the area. The parent involvement in our small town of Loomis and Granite Bay is phenomenal. The parents go out of their way to volunteer in the classrooms and volunteer for the Parent Teacher Association. The various fundraisers and other functions throughout the year help the kids enjoy their learning years and their social responsibilities. This is a perfect place to have your children learn their basics and expand their abilities. I do wish their was a GATE program. We are working on getting this factor included in future years.
—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.
Grade level
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.
51 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
51 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.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
52 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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
56 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.
45 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
44 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
44 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 59% in 2012.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
54 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 Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
60 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 Algebra I was 49% in 2012.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
63 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
61 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 | 76% |
| Females | 93% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 85% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 56% |
| Females | 46% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 77% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 92% |
| Females | 92% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 92% |
| Males | 97% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| 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) | 100% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 71% |
| Females | 65% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| 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) | 64% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 79% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 74% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 91% |
| Females | 89% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 74% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 76% |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 96% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| 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) | 92% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 85% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| 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) | 77% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 86% |
| 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 | 46% |
| Females | 47% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 42% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 97% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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) | 77% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 79% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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) | 77% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 88% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
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
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
White (not Hispanic)
All students
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 87% | 28% | ||
| Multiple or No Response | 6% | 3% | ||
| Hispanic or Latino | 3% | 49% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Asian | 1% | 8% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 1% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 8% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 67% | 85% | ||
| Farsi (Persian) | 33% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 27 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 17 | 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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7050 Franklin School Road
Loomis,
CA 95650
Phone: (916) 652-1818
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