GreatSchools Rating
In the know: Get our expert advice on schools
Share with friends! Post your opinion of James L. Bunker Elementary School on Facebook.
Teacher quality
Principal leadership
Parent involvement
We are happy at Bunker but it's just an average school. If you have child that is above average or a high achiever it may be hard for the teacher to notice their need for more advance work assignments due to the large class sizes.This school offers no computer lab but this may be a district problem. We are going to try a new program next year due to our child's needs and desire to achieve more for herself than what is offered with the current California education curriculum.
—Submitted by a parent
My daughter just completed 6th grade at Bunker. She has had a great experience there and will miss it. All her teachers have been outstanding: Ms. Street, Ms. Watters. There is alot of parent involvement in the school, everybody does their part.
—Submitted by a parent
The teacher, principal and over all education is pretty good. This school is improving day by day.
—Submitted by a parent
My daughter just finished her kindergarten. She had a great experience at Bunker. Her teacher is really good. We love her! She seems to know all the kids pretty well even though she has 29 kids in the classroom. She would spend extra time to work with the kids who need help. All the kids seem to behave pretty in the class too. My daughter is lucky to have a great teacher at her first year of school!
—Submitted by a parent
When we moved to Newark 6 years ago we did not have any information regarding the NUSD or Bunker School. My child has attended Bunker, since kindergarten and we are very pleased with her development as a student and young person. We work on her home work every weekday evening and receive feed back through homework, graded assignments and report cards. We have been given the opportunity for her to receive after school help with her weaknesses. Additionally, we have always had access to her teachers and the principal. I believe all of Bunker s staff is very committed to the community and its students! Bunker is building students who have a strong foundation of the basics, a great dedication to their education and who becoming life long readers! As involved parents my husband and I could not be any happier.
—Submitted by a parent
I think teachers and staff do a great job specially considering the economic situation of the schools. The new principal has worked, in my opinion, in a very professional way. There is a great deal of parent involvement and all parents are welcomed to become involved. My daughter went to Kindergarten and loved her Teacher and now in first grade has told me that her teacher is as nice as the Kindergarten teacher was. As usual there are disagreement among parents, some love the school and staff and some are not so happy because boundaries are set. Come to Bunker and be involved in your child's education. Bunker will be a great school for your child.
—Submitted by a parent
This school has the highest API of all Newark schools, with a gain of 20 points for a score of 862! This is an amazing accomplishment and represents the hard work of each student, staff member, administration, and parents! Students who need help can attend interventions, and students who need to be challenged are given that opportunity as well. I'm happy to have my son at Bunker.
—Submitted by a parent
This is my 4th year at Bunker as a parent and so far it has been very pleasant and safe for my child.I have appreciated and enjoyed the vision that our Principle has had for our school.She does have open door policy and she does make time for the parents.I have dropped by in her office.Bunker is a great school because it have great parents behind its students as well as teachers leading them.
—Submitted by a parent
My family is new to Bunker School, and while we have no experience with the school, I'm confused by the previous post. It sounds to me like an unhappy parent attacking another post? Or is the parent attacking the webpage? I was looking forward to reading some honest to goodness reviews of the school, and not the rantings of a conpiracy theorist. I look forward to experiencing Bunker for myself, and countering these disjointed, accusatory comments as soon as possible!
—Submitted by a parent
Quick!! Make a copy before it gets scrubbed. Adminstrations from our Nations Capitol, all the way to our Public Schools. Don't like it?? Simply get it deleted. The First Amendment is but a blink away from extinction. Look to the stars for your answer, or perhaps the lack there of...
—Submitted by a parent
New administration is not doing a good job. Parents feel that they are only needed when the school needs money and otherwise are a burden. You either feel like you don't know what you are talking about or your questions are an inconvenience from principal and staff. The open door policy is a joke as it takes several weeks to get an appointment with the principal. Then when you do, she is condensending. The office manager often forgets your childs name or just doesn't care. Each child is a force to be reconkened with by her instead of being treated with respect and kindness. The lunch room is run like a boot camp. I have witnessed the monitors telling the kids that they will not get recess if they are not quite, both feet on the floor, etc. Not the same school it was 2 years ago.
—Submitted by a parent
Academics: homework burden beyond normal, no help for children needing extra help, no inspiration for higher achievers. State Standards is pushed, with study to test. There is little if any enrichment learning. Parent involvement: regarding academics is not welcome at local and district levels - but is welcome for fundraising efforts. Quality family life, talents and skills is not considered important. Teachers: extremely unhappy with one teachers integrity which fell on deaf ears when reported... as bad teachers are protected by Unions and can not be fired. Good Teachers hands are tied, as they must teach to the test. In summary: After years of trying to help improve the system which was to no gain, we choose to leave Bunker and enroll in a Private School. I get no pleasure in writing a poor review - but this has been our experience.
—Submitted by a parent
My child has been at Bunker School for several years now. My family was happy with the school and Mr. Chamberlain was a very great asset to the school. However, recent encounters with the new administrator have left me feeling disappointed and even a little discouraged about my child's future at Bunker. I am not personalizing this, I am basing this on what I feel other administrators would have done in the same situation. I was not happy with the process that was carried out. I honestly have lost all confidence in the new administration and I feel as a parent my child needs to have a more supportive, understanding, and empathetic environment in which to learn. We are even considering moving out of the school district next year. That's just my personal experience, but I know there are other parents out there that feel the same.
—Submitted by a parent
It is an outstanding school with exceptional teachers that teach from the heart.
—Submitted by a parent
this school has taught my daughter so much in a year, since we had moved. i am very proud of her and the teachers for helping her.
—Submitted by a parent
This is a fantastic school. The teachers do an outstanding job getting the students to reach high academic goals, the school is well organized and there is a sense of community throughout.
—Submitted by a parent
So far the school is great. My son has the best and the brightest Kindergatren teacher who is all about new and innovative teaching. Other parents want their kids in her class!
—Submitted by a parent
Best school! My son loves his school. Teachers are very good and have enough time to make kids understand a subject in a fun way. School Principal is a hard working,dynamic person. School office staff is helpful and friendly. Overall this school is well balanced with good academic and cultural activities.
—Submitted by a parent
I really like this school, since my son is in kindergarten. He changes a lot acadomic wise and behavior wise. Their teacher pays really close attention to their student and helps them a lot and shows lots of concern. I will rate this school 5 star. 10 out of 10.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
78 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.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
86 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.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
65 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.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
77 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.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
76 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 | 73% |
| Females | 82% |
| Males | 64% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 47% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 85% |
| Males | 85% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 80% |
| Fluent-English proficient and English only | 86% |
| 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 | 90% |
| Parent education - graduate school/post graduate | 94% |
| 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 | 52% |
| Females | 55% |
| Males | 50% |
| African American | 27% |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 30% |
| Fluent-English proficient and English only | 59% |
| 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) | 30% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 80% |
| Males | 81% |
| African American | 45% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 80% |
| Fluent-English proficient and English only | 80% |
| 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) | 70% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 84% |
| Females | 83% |
| Males | 86% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| 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) | 73% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 79% |
| Males | 86% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| 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) | 73% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 77% |
| 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 | 62% |
| Females | 70% |
| Males | 57% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| 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) | 41% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 73% |
| Males | 65% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| 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) | 59% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 67% |
| Males | 57% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| 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) | 41% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 62% |
| 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 | 63% |
| Females | 69% |
| Males | 58% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 69% |
| Males | 66% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 76% |
| 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
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
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
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 | ||
|---|---|---|---|---|
| Asian | 38% | 11% | ||
| Hispanic | 25% | 51% | ||
| White | 23% | 27% | ||
| Black | 11% | 7% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| Two or more races | 1% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 29% | N/A | 54% |
| English language learners 2 | 21% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 40% | 85% | ||
| Filipino (Pilipino or Tagalog) | 14% | 1% | ||
| Vietnamese | 11% | 2% | ||
| All other non-English languages | 10% | 1% | ||
| Punjabi | 8% | 1% | ||
| Farsi (Persian) | 3% | 0% | ||
| Hindi | 3% | 0% | ||
| Pashto | 3% | 0% | ||
| Gujarati | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| Japanese | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Thai | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |


Tips for understanding school culture
Visit
6071 Smith Avenue
Newark,
CA 94560
Phone: (510) 818-3100
To start a new list, click OK. Otherwise click Cancel.
Stellar Academy for Dyslexics
Newark, CA
Louis Milani Elementary School
Newark, CA
John G. Mattos Elementary School
Fremont, CA
St. Edward Parish School
Newark, CA
Challenger - Newark School
Newark, CA
Joseph Azevada Elementary School
Fremont, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of James L. Bunker Elementary School on Facebook.
Welcome to GreatSchools!
For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!
Thanks! We just sent you an email – please click on the link in the email to post your answers.

