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Teacher quality
Principal leadership
Parent involvement
We are very happy with this school. We have two children that attend here, Kinder and 2nd. Their teachers are awesome, helpful and caring. The office staff is amazing and is always looking out for the safety and well being of the students. The school always welcomes parent involment and I highly suggest getting to know your teachers and school staff to make each year of your childs education a great one!
—Submitted by a parent
I went to this school and i hated it.I was bullyed every day i was pushed got called mean names one time somebody told me nobody liked me right in front of a teacher and he did nothing. I use to love going to school but it got to the point were i would beg my parents to let me stay home every single day. I would not send your childern to this school. This is completly my opinion.
My daughter is in kindergarten and her teacher Mrs Papineau is great.she has lots of patience and my daughter loves her so much and when she gets home she is so happy and ready to share the stories.By reading the reviews doesnt look like they have teachers like her in higher grades.
—Submitted by a parent
Sadly I agree with the most recent review posted here for this school. I have several kids at this school. Most of the lower grade teacher are wonderful, but the higher grade teachers some in 5th, 6th and most of the Junior High teachers. I cannot say the same about them. It just seems they lack the love or passion for teaching that the lower grade teachers have. The administration has never been child friendly, especially after Mr. Goatcher left. He was the greatest and kindest person there.
—Submitted by a parent
This used to be a great school. Not true anymore. The lower grades have retained some fantastic teachers, but the new administration is not child focused, there are some terrible teachers in the upper grades, especially jr. high. Many parents who's children were happy here in the early grades have transferred or opted for home schooling
—Submitted by a parent
I love this school I am sad at the state of financial mess our district is in. I was very upset to learn that Mrs. Brubaker was no longer teaching at Woodward. She was released with a pink slip. My son had her last year and loved her class. I think she is wonderful with all of the children. Sad to hear that she is not with the school!
—Submitted by a parent
The school is new (close to 4 years old), but the programs are too slow, the school programs are the same than any school in CA, the key problem is that kids are not learning to be competitive, their programs are based on basics on any area, this is the reason why that on every State Test Review most kids fail or are too low in their grades. This school needs to start challenging Students and Parents to move above the current school rate.
I volunteered as a Teacher Assistant/ Tutor for Walter Woodward and serving the school was perhaps the best experience that had ever happened to me. The staff and Principal and students are great and the learning environment is perfect for the students. This school is a great school and I would recommend it to everyone
i use to go to wood ward and that school had every thing great teachers, staff and the best is my friends
The school is great! My kids started there toward the end of last year (transferring from Fremont) and I was pleasantly surprised at how good the staff were as well as the curriculum.
—Submitted by a parent
I think there are a lot of great teachers @ Woodward. The band program is pretty good. I would like to see more sports brought back to the schools.
—Submitted by a staff
Great Principal! Newer school. Variety of teachers, some 'old school', some 'brand new' and everything in-between. The school has a huge carnival every year that is just a blast!
—Submitted by Terri Brown, a parent
My kids have attended woodward since it opened 2 years ago. We are very impressed with the school, the teachers and especially the principal. He is always available to speak with and really seems to care about setting a high standard for the students.
—Submitted by a parent
My son is a 7th grader at Woodward Elementary. The junior high staff is highly qualified and my son loves going to school now that we are at Woodward. The campus is beautiful and the office staff and administration are very helpful and supportive of my son's education.
—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.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
101 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.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
100 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.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
111 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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
92 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.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
112 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.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
97 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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
120 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.
136 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
119 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 | 47% |
| Females | 54% |
| Males | 40% |
| African American | n/a |
| Asian | 55% |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 52% |
| Students with disability | 27% |
| Students with no reported disability | 49% |
| English learner | 40% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 41% |
| All Students | 67% |
| Females | 72% |
| Males | 62% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 75% |
| Students with disability | 45% |
| Students with no reported disability | 69% |
| English learner | 70% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 67% |
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 | 35% |
| Females | 36% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 46% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | 19% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 39% |
| All Students | 74% |
| Females | 74% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 69% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 71% |
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 | 62% |
| Females | 70% |
| Males | 53% |
| African American | n/a |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 17% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 61% |
| All Students | 61% |
| Females | 58% |
| Males | 65% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 75% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 48% |
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 | 60% |
| Females | 67% |
| Males | 53% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 63% |
| All Students | 41% |
| Females | 40% |
| Males | 43% |
| African American | n/a |
| Asian | 57% |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 34% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 39% |
| All Students | 41% |
| Females | 33% |
| Males | 49% |
| African American | n/a |
| Asian | 47% |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
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 | 54% |
| Females | 58% |
| Males | 48% |
| African American | 45% |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 68% |
| All Students | 53% |
| Females | 59% |
| Males | 47% |
| African American | n/a |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 61% |
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 | 73% |
| Females | 81% |
| Males | 64% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| 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 | 68% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 81% |
| All Students | 55% |
| Females | 51% |
| Males | 59% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 56% |
| 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 | 87% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 67% |
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 | 44% |
| Females | 49% |
| Males | 37% |
| African American | n/a |
| Asian | 57% |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 45% |
| All Students | 69% |
| Females | 74% |
| Males | 61% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| 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 | 42% |
| Females | 48% |
| Males | 35% |
| African American | n/a |
| Asian | 61% |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 51% |
| Students with disability | 5% |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 43% |
| All Students | 66% |
| Females | 64% |
| Males | 70% |
| African American | n/a |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 59% |
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
African American
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 - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 36% | 28% | ||
| Hispanic or Latino | 35% | 49% | ||
| Asian | 10% | 8% | ||
| African American | 9% | 7% | ||
| Filipino | 7% | 3% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 30% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 65% | 85% | ||
| Punjabi | 9% | 1% | ||
| Farsi (Persian) | 6% | 0% | ||
| Hindi | 4% | 0% | ||
| All other non-English languages | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Pashto | 3% | 0% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| Vietnamese | 2% | 2% | ||
| Ilocano | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Tigrinya | 1% | 0% | ||
| Tongan | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 26 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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575 Tannehill Drive
Manteca,
CA 95337
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Phone: (209) 858-7430
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