GreatSchools Rating
Extended care
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Teacher quality
Principal leadership
Parent involvement
My son also started kindergarten at Cleveland this fall and loves it! I have been very impressed with the involvement and dedication of the parents and PTA who are sensitive to the needs of all students. The school is very diverse and inclusive. Cleveland offers a unique Eco-Literacy program with a beautiful garden. My son is really picking up speed with his reading and loves his teacher and the after school program Bear Cub that is on-campus. There's a school music program and after school activities such as soccer and drumming. The teachers are hard working, very experienced and dedicated. I really can't say enough about how amazing this school is!
—Submitted by a parent
My son started Kindergarten at Cleveland this fall. He really loves his teacher and his new friends....and he's learning a ton. The aftercare at Bear Cub City is great, too. I've been really impressed by the parent community....lots of smart, caring adults who are really focused on ensuring the highest-quality education for their kids.
—Submitted by a parent
I have three children at Cleveland - two kinder and one in 1st grade - and we love it! It's a true gem of a public school with great teachers and staff and a very involved group of parent volunteers. The state curriculum is enhanced with art, music, ecoliteracy and after school learning options that include soccer, languages, guitar lessons, creative writing and others. They also provide excellent after school care options. Perhaps some of the best events at the school are a series of community events that bring the school together for fun celebrations of the very diverse community - Spaghetti night, movie nights, Cinco De Mayo celebration, Lunar New Year celebration, Cultural Heritage night, Fall and End of the Year Festivals. My favorite thing about this school is that it is a place that truly celebrates diversity. Nothing can compare to the social learning that comes from experiencing other cultures as a part of everyday life. The campus is bright and lively with flowers, trees, veggie gardens, wonderful play structures and views. The two recently refurbished libraries promote a love of reading in a fun environment. On top of all these pluses, their test scores are excellent.
—Submitted by a parent
My son has been in Kindergarten and loves it!! He is learning a lot and suppose to be reading by the end of the year... The teachers are consistent and lovely, the principal is really engaged with the parents and children. We couldn't be more happy about this fantastic little school!
—Submitted by a parent
I love Cleveland!! Everyone including parents and staff are very friendly. My son also went to the after school program called Bear Cub City which has an awesome group of staff. My son always begs me to stay longer. I enjoy their annual all natural soup day where the students pick the vegetables they've grown and make soup to share with each other. Both new and old principle has been very good to me and my son. The open campus is a bonus in OUSD.
—Submitted by a parent
The school is incredibly inclusive of all families - even translates documents and meetings into the dominant languages spoken besides English - yet achieves high scores and academic success more typical of a homogeneous environment. Go Cleveland!
—Submitted by a parent
After surviving OUSD's total mess of an enrollment process, we were assigned to Cleveland. With a thick coat of bitterness, we enrolled in what's turned out to be a hidden gem of a school. With about 150 kids, Cleveland is small compared to other nearby schools, Crocker, Lakeview and Glenview. The smaller class sizes (17-20) were an unexpected bonus and pleasure for our easily distracted child. The Principal, Ms. Settles, is dynamic, friendly and accessible. She not only knows her school and the educational field, but she makes it a point to learn every child's name- and remembers them all! Cleveland also has great academics and an awesome eco-literacy curriculum that supplements the science program from K-5. Kids learn about growing food in an outdoor classroom designed by an parent/environmental architect, with gardens that have 8-ft tall sunflowers and delicious strawberries. Love what we see so far!
—Submitted by a parent
Cleveland is a great, small community school that is diverse and can set an example of how to communicate with ALL students AND parents. i have been involved with Cleveland school for over 11 years as my 4 children have move through and it has been a pleasure watching it grow.
—Submitted by a parent
Cleveland School has an excellent principal, great teachers and wonderful programs. My granddaughter is doing so well at Cleveland - on her way to becoming a scholar.
—Submitted by a parent
The diversity is great, teachers caring and the principal is very involved, committed and knows the children by name. The PTA, though small, does an excellent job with fundraising and events.
—Submitted by a parent
The school has started some inovative new projects like a garden and an outdoor classroom! Great principal!
—Submitted by a parent
This is our first year at Cleveland. We've heard many great things about this school and so far, the results have more than exceeded our expectations. The principal is very impressive and runs a fantastic operation.
—Submitted by a parent
Cleveland is a happy fmaily oriented school. It is a friendly school in a big city. The students, teachers, staff and parents all work together beautifully to make Cleveland the best elementary school on Oakland.
—Submitted by a parent
Cleveland Elementary was the school I was attending as a little girl. I enjoyed because of the great friendly atmosphere, the teachers who work hard to make sure that we learn what was needed. The parents and children here are also mutl-racial, friendly and giving. Now currently my three children are attending Cleveland Elementary School. Next year my fourth child will be attending as well. After fifteen years, Cleveland has become an even better school with its new gardens, it has added an outside classroom where the kids are taught about the plants and health. The teachers are so delicated in teaching out kids, that we can't thank them enough. Our PTA is one the best, fundraising yearly to add afterschool programs, for example after school care to six o'clock, guitar classes, lego classes, chess classes etc. Pta work hard help raise much need money that the state or federal level does not supply which help to build a playground structure for our school, money for each individual class for fieldtrips, new benches and tables for the kid to eat their lunches and rest during recess. The funding also supplies further funds for many pending project need for the school and help make newer events possible. With each year we see Cleveland grow and mature in something better than the last. our parents and teachers are remarkable working together for what, for our kids and future kids and our community. Cleveland School is a great school. I proud of our school 'Cleveland School' IOt's my school and my kids school, hopefull it will still be around for my grandchildren.
—Submitted by a parent
Cleveland is a diverse, amazing school full of interesting people and dedicated teachers!
—Submitted by a parent
Cleveland is such a wonderful school with great teachers, a diverse community, super academic record, fantastic programs and enrichments, beautiful campus gardens and a new outdoor classroom. Amazing! My kids and I love Cleveland!
—Submitted by a parent
I love Cleveland for its great teachers, visionary principal and wonderful community of students, staff and parents who work together to make Cleveland even better. It is safe, nuturing, academically strong and incredibly diverse. We couldn't ask for a better environment for our son.
—Submitted by a parent
diverse school, great principal who remembers the kid's names. great teachers.
—Submitted by a parent
Fantastic principal, experienced teachers, and a diverse and involved community of parents and kids.
—Submitted by a parent
Our Great Principle, our Awesome teachers, Wonderful staff, Driven PTSA, Enrichment Programs, High Academic, are just few to name.... Cleveland is not just a school but a Community and we are proud to be part of it.
—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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
56 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
59 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.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
60 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
49 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 | 80% |
| Females | 88% |
| Males | 73% |
| African American | 73% |
| Asian | 92% |
| 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 | 83% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 84% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 80% |
| All Students | 91% |
| Females | 96% |
| Males | 87% |
| African American | 100% |
| Asian | 92% |
| 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 | 92% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | 88% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 93% |
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 | 64% |
| Females | 70% |
| Males | 58% |
| African American | n/a |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 38% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 65% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 88% |
| Males | 92% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 100% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 81% |
| Females | 83% |
| Males | 80% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| 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 | 82% |
| All Students | 81% |
| Females | 83% |
| Males | 81% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| 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 | 85% |
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 | 78% |
| Females | 81% |
| Males | 76% |
| African American | 64% |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| 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 | 88% |
| All Students | 85% |
| Females | 81% |
| Males | 90% |
| African American | 64% |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| 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 | 91% |
| All Students | 82% |
| Females | 81% |
| Males | 83% |
| African American | 63% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| 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 | 85% |
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
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Grade 5
All students
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Male
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Asian
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Non-economically disadvantaged
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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 - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 59% | 8% | ||
| African American | 19% | 7% | ||
| Multiple or No Response | 9% | 3% | ||
| Hispanic or Latino | 6% | 49% | ||
| White | 6% | 28% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 35% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 59% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Cantonese | 77% | 2% | ||
| Arabic | 5% | 1% | ||
| Vietnamese | 5% | 2% | ||
| Spanish | 4% | 85% | ||
| All other non-English languages | 2% | 1% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Toishanese | 2% | 0% | ||
| Chaozhou (Chiuchow) | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Mien (Yao) | 1% | 0% | ||
| Tigrinya | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 19 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 18 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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745 Cleveland Street
Oakland,
CA 94606
Website: Click here
Phone: (510) 874-3600
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