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GreatSchools Rating

Mather Heights Elementary School

Public | K-6

 
 

Living in Mather

Situated in a suburban neighborhood. The median home value is $188,000. The average monthly rent for a 2 bedroom apartment is $940.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 6 ratings
2012:
No new ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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22 reviews of this school


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Posted May 8, 2014

Mather Heights is an exemplary school with attentive teachers and faculty, reminiscent of the schools of my childhood. The parents are involved and it shows in the achievement and behavior of the students.
—Submitted by a parent


Posted January 2, 2014

WOW - Mather Heights is the best kept secret in Sacramento, though with recent news reports and teacher awards, people are finding out. The principal and teachers are excellent, and they genuinely care about the growth of every student on campus. My children enjoy going to school. The Academy has added a layer of rigor to an already strong academic program. The school is growing but has maintained a small-community atmosphere.
—Submitted by a parent


Posted September 4, 2013

This school has a caring and dedicated staff. It is a neighborhood school and also contains a gifted and talented magnet program for high achieving/GATE identified students. The PTA works really hard to offer fun family oriented activities. Our family really enjoys the movie nights. The principal knows the students by name and most of the parents as well. Mather Heights is a wonderful school and we are happy to be a part of it!
—Submitted by a parent


Posted September 2, 2013

I'd like for my child to attend this school but it really does seem like alot of teachers are kinda stuck on themselves and patting each other on the back. Are they in it for the kids or are they in it for some recognition and attention? I'm not doubting you guys are as great as you say that you are but why pitch yourselves as if you're advertising for this school when not everybody can get in? It reeks of desperation. Also anyone that brags about PTA screams goofy cliques that alot of parents are already struggling with and doesn't this school have a gifted program? Is it for all the school or do you also have non-gifted programs? Just getting an arrogant "look at me" vibe. Shouldn't it be more about being proud of the kids instead of look at the adults! My guess is the teachers are smart but instead of doing what they had initially wanted deprived themselves so they could teach children to be more like them but now they are yearning for attention and using children as pawns. This will not work out in the long run. Reflect and take a look at yourselves. Must say though, GREAT TEST GRADES...go kids and go teachers. The scores make other schools look bad.


Posted August 1, 2013

This school is wonderful. The Teachers are awesome including Teacher of the Year and even a candidate for the Presidential Award in Mathematics. The Academy program is outstanding offering lots of opportunities. The PTA is alive and well and doing incredible things. And there are some nice after school clubs as well.
—Submitted by a parent


Posted July 7, 2013

My son started in the Gateway Academy in third grade where he was consistantly challenged to think deeper not only his studies but life. His mother and I have consistantly taught him at home in this same manner, and now these concepts are further reinforced by a fantastic staff. By the way fantastic staff is meant to be in terms of the entire staff, truly; as he has a principal whom parents, I would postulate, can plainly see as one who loves our children as her own, as well as even custodial staff who care so much that they even welcome the kids on a daily basis to a new day's adventure. List of my favorite things about Mather Heights: I have "never" had the pleasure of such a hard working and fabulous P.T.A., who had movie nights, a Dr Seuss Fun Run, and cocoa breakfast with the kids, the teachers, the academy ideals, walking club for the kids everyday at 8AM to get the wiggles out, the projects that call for my wife and me to work alongside our son, and finally the absolute blessing in hearing my son tell me, "I love school", because that is a fine definition of a school accomplishing its mission to not merely teach but educate.
—Submitted by a parent


Posted May 2, 2013

My child's first year attending Mather Heights through the Academy and didn't know what to expect so was observing for both room for improvements and what the school were doing well. The teaching staff both Academy and Core are amazing! The support staff really shines here because of their passion for their classes and students. The teachers take time to address individual students that need additional help and try to come up with a solution that's positive. The staff invests their own time back into the students and families! The PTA is involved and plans a lot of school activities including Annual Harvest Festival, Dr. Seuss 5K, May Fiesta, plus other campus family friendly events. It makes the school a value to the community! Principal is open and passionate about the school, the staff, and most importantly the students! School has various after-school activities/clubs including Fall Semester Author's Club, Mad Science (throughout the year), Lego Engineering, Music. Outside of Class Learning: PC Pals throughout the year for 5th/6th grade core class. Ping Pong ball launches (shown on NBC News). Junior Achievement Crocker Art Musuem (on campus) Dr. Seuss Engineering Day
—Submitted by a parent


Posted March 18, 2013

Place needs to be cleaned up. Several times driving up to school to pick up my kid, I've seen teens making trouble at the nearby park, smoking near the basketball court which is right by the elementary school. I'm ready to send my child back to the private school instead.
—Submitted by a parent


Posted March 4, 2010

I have 2 students in this school. One of them heading to middle school soon. Mather is a good school. Even with budget cuts and teacher lay offs, remaining teachers give it their all. The principal is also hard working.
—Submitted by a parent


Posted August 22, 2009

We have two students attending Mather Heights, and have nothing but great things to say about the school and their staff. There is a new principal this year, and so far she seems like a good fit for the school. The previous principal retired at the end of last year (much to our sadness), and he has done fantastic things for the school and set such a positive tone for not only the students, but the parents as well. I look forward to another year with our kids at Mather Heights!
—Submitted by a parent


Posted August 7, 2009

The Teachers and Staff are just the Best, you can tell that the students are their number one priority each and everyday
—Submitted by a parent


Posted December 7, 2007

Both of my children went to Mather Heights and let me just tell you that it is a great school. The teachers are great and the kids are wonderful. Mather Height Elementary is a good school for a child's educational growth.
—Submitted by a parent


Posted May 22, 2007

Mather Heights is a excellent school.My son has been attending Mather for a year now.All of the teachers seem really great and understanding.Most of all I love the principal.He is great! Everytime I go to the school I see him there caring for children.Mather Heights is a excellent school.
—Submitted by a parent


Posted May 15, 2007

Mather Heights is a great school. My son has been enrolled since 2004 & he thinks the world of his teachers & friends. The school offers family movie nights, festivals and strongly encourages parent / family support.
—Submitted by a parent


Posted September 18, 2006

I have 2 children attending Mather Heights Elementary school. One started in kindergarten and is now in 2nd grade, one is just starting kindergarten. I love the small town feel of this cute little brick school house. I have been very satisfied with the teachers and staff and the spirit of the school. We have big parent involvement and a lot of activities including spirit club, drama club and others. I think, because this school is located inside of a 'off the beaten path' community, it is very family oriented. Our families are very involved with the children and the class activities.
—Submitted by a parent


Posted April 26, 2006

I have seen several challenges with this school especially during start up where students were often shifted from classroom to classroom during the first year.
—Submitted by a parent


Posted March 19, 2006

My son has attended Mather Heights for 2 years, the academic programs are much more challenging than other schools. I wanted my son to be pushed to excel & I think Mather Heights provides that!
—Submitted by a parent


Posted November 28, 2005

Awesome school, I am proud to be a parent of a child who attends mather heights elementary.
—Submitted by a parent


Posted May 25, 2005

this school made my son tuff and smartthois school is pretty darn good my son was a good boy i wanted him to go there for the good education and the good physical activity.
—Submitted by a parent


Posted May 24, 2005

Mr. Alan Withers is by far the best pricipal I have ever had the pleasure of knowing. I have two students at Mather Heights, a fifth grader and a second grader. He knows both children by name, encourages extra carricular activities, as well as parental involvement. Both children have compentent and caring teachers and have flourished at Mather Heights.
—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

893

Change from
2012 to 2013

+1

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

893

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

+1

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

9 / 10

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

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.

75 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
75%

2011

 
 
47%

2010

 
 
58%
Math

The state average for Math was 65% in 2013.

75 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
76%

2011

 
 
71%

2010

 
 
64%
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.

76 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
51%

2011

 
 
47%

2010

 
 
42%
Math

The state average for Math was 66% in 2013.

77 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
86%

2011

 
 
75%

2010

 
 
72%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

57 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
89%

2011

 
 
78%

2010

 
 
75%
Math

The state average for Math was 72% in 2013.

58 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
78%

2011

 
 
73%

2010

 
 
82%
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.

60 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
88%

2011

 
 
58%

2010

 
 
63%
Math

The state average for Math was 65% in 2013.

61 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
87%

2011

 
 
51%

2010

 
 
77%
Science

The state average for Science was 57% in 2013.

61 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
84%

2011

 
 
53%

2010

 
 
67%
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

 
 
80%

2012

 
 
79%

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 55% in 2013.

49 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
77%

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

English Language Arts

All Students72%
Females81%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged57%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability73%
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)81%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students89%
Females91%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged90%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability90%
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)96%
Parent education - college graduate89%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students66%
Females66%
Males66%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged43%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability66%
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)53%
Parent education - college graduate64%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Math

All Students86%
Females83%
Males90%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged79%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability86%
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)76%
Parent education - college graduate88%
Parent education - graduate school/post graduate90%
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 Students79%
Females76%
Males81%
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)93%
Economically disadvantaged71%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only80%
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)61%
Parent education - college graduate95%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students77%
Females68%
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)75%
Economically disadvantaged82%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only80%
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)72%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students84%
Females92%
Males71%
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)81%
Economically disadvantaged82%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)94%
Parent education - college graduate82%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Math

All Students86%
Females86%
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)85%
Economically disadvantaged89%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)83%
Parent education - college graduate91%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Science

All Students77%
Females83%
Males68%
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)70%
Economically disadvantaged67%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate82%
Parent education - graduate school/post graduate85%
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 Students80%
Females89%
Males68%
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 disadvantaged75%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)92%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students80%
Females82%
Males76%
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)80%
Economically disadvantaged73%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
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 graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
White 51%
Hispanic 17%
Asian 14%
Two or more races 7%
Black 6%
American Indian/Alaska Native 1%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 25%N/AN/A
English language learners 9%N/AN/A

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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4370 Mather School Road
Mather, CA 95655
Website: Click here
Phone: (916) 362-4153

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