GreatSchools Rating
Special education
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Teacher quality
Principal leadership
Parent involvement
I graduated from Crocker Highlands last year. I loved Crocker and got a more then fantastic education there. I recommend Crocker Highlands to every child and want to give a special shout out to both my 5th grade teachers who were absolutely outstanding and taught me so much school related topics and much more. Thank you Crocker Highlands I will never go to another school like you, I will never forget Crocker! :D
I have had children at Crocker for 6 years now and will be there until my 2nd child graduates. The last few years I walk away thinking...."why do we all think this school is so great?" The principal is fabulous! The parents and community are unbelievable. But I want more from a school. While we've had a few GREAT teachers, I would say we've had more teacher that are not inspiring, yell FAR to much, and do not seem to have a love for teaching. Perhaps if I didn't continue to hear what an amazing school this is, my expectations wouldn't be so high. I hope in time the principal can make the changes necessary to make this a truly great neighborhood school!
—Submitted by a parent
Crocker Highlands is a wonderful school. Our daughter is in Kindergarten and she loves her teacher and loves going to school! The community at the school is nurturing and supportive. The principal is also wonderful and has instilled a great sense of cohesiveness, positivity, and excitement for learning! And we can walk to school (when we are not running late...)! The buddy program helps connect older kids with younger kids, and teaches children to be thoughtful and to care for each other. What a great place!
—Submitted by a parent
I am a student at Crocker Highlands and really like it . I came in third grade and was welcomed in to the community. That year I had a great teacher. I am now in fifth grade and encourage your child to go to Crocker Highlands
Very active parent community which strives to promote an excellent learning environment and to become inclusive of all learners and families. The staff are all dedicated to not only help students meet state learning standards but to enrich the students with a variety of novel and first-rate activities from hands-on science and math to in-depth exploration of the arts to innovative and thoughtful physical education and now a new edible, teaching garden. Crocker has also adopted the Caring Communities social standard and is one of a few public schools in Oakland with a full inclusion program for students with special needs. Go Cougars!
—Submitted by a parent
This school is fantastic. The parents are everything you've heard/read about and more and really are the defining difference in this school. The principal is new and still getting her bearings, but she shows promise and seems deeply committed to maintaining Crocker's integrity and she loves the kids. We almost decided to go private and then wondered why we'd spend $20k+ a year when we had a gem like Crocker in our backyard. We believe Crocker is every bit as good as a private education, but it comes with the diversity of thought and opinion that we all love about Oakland. We could not be happier with this school and our choice to send our kids here.
—Submitted by a parent
The teachers are wonderful. They have been there, on average, 10-15 years, and the principal is fantastic. She was a former teacher here and has come back as the principal so she knows and respects the teachers and they respect her. The children have learn and thrive and enjoy the activities that are provided through a strong PTA. I love this school.
—Submitted by a parent
I am a parent of a first grader and feel that Crocker is a tough place. The academics are taught in a dry/ out-of-date manner and the children are not taught a love of learning. The administration is really lacking... the parents are really the driving force... the pta is great and many of the teachers are wonderful and caring... but an inspiring place for young minds? unfortunately no.
—Submitted by a parent
My child came out of a very well regarded private school to attend Crocker Highlands Elementary and we love it! In most ways it is nearly identical to the private school - same great parent participation, wonderful children, dedicated teachers, and challenging academics. We thought that we'd have to sacrifice a bit in the change to public education, but this school is every bit as good as private (or better). We are so pleased with this school!
—Submitted by a parent
As a 3rd generation graduate of cCorcker Highlands, I can only say it is one of the finest elementary schools in the state. Too sad when it go uglyfied for earthquake retrofitting.
I have a son in 1st. grade and hava had a wonderful experience. We highly recommend it
—Submitted by a parent
Well of course I have to write to rescind the last comment! I think that parent is not representative of Crocker as evidenced by the other comments. Maybe his/her kid was a genius? I have a high achieving child there who is challenged academically. Comparable to private schools for sure if not better in some ways. The parent involvement is strong (PTA raises 180K a year to support vocal music, PE, computers and other things). It is a diverse school in many ways; no sheltered kids here! And the staff is fabulous. The diversity in and of itself will drive plenty of people away, but those folks should go elsewhere b/c they wont' fit in. Its a great school.
—Submitted by a parent
My daughter attended Crocker from 09/03-10/05, and I was very disappointed as a parent. I would never recommend any parent send their child to Crocker Highlands if they are expecting their child to excel and be academically ready for the next level.
—Submitted by a parent
Crocker Highlands is an exemplary city school. It displays great racial diversity, is extremely good on both basic academics and on innovating and bringing new ideas and approaches to the classroom, has long-term, experienced dedicated teachers, and is a great community. The school raises about $100,000 a year to support its art, music, and computer programs. It offers a number of programs after school, including chess, martial arts, and Spanish. The combination of extremely high quality education and diversity is unrivalled. The only drawback has to do with being part of the Oakland district: Strict curriculum requirements, financial crises, and the threat of strikes. The previous principal was fantastic at serving the community and insulating the school from heavy-handed administrative oversight. We hope this tradition continues with the new principal, now in her first year (2005-06) at Crocker.
—Submitted by David Roth, a parent
crocker highlands is a good school with excellent teachers. It is one of the best schools in Oakland, but due to budget cuts the child to teacher ratio is high.
—Submitted by a teacher
I have a son in second grade and daugher in Kindergarden. Both kids are adopted and have had cultural adjustment/English language issues. I have been thrilled with the hands on time and attention given to both children by their teachers. They have zeroed in on their special needs and have made themselves completely accessible. Crocker not only has great teachers, but a wonderfully involved PTA. Fundraising activities by the PTA and parent volunteering have single handedly saved the art and music programs. Both of my children are excited about going to school each day. Crocker has proven to be a safe, diverse, warm place for them to learn and grow. Highly recommended!
—Submitted by a parent
Crocker Highlands has been a wonderful school for my daughter. The teachers are amazing and are the best assets a school can have. The plant needs help, but major work is underway as of Nov 05. I wish there were more afterschool programs (tho therre a few) and I want a Kids garden and a grassy area.
—Submitted by a parent
Crocker is a gem -- located in a great neighborhood but very diverse, loads of parental involvement and experienced,dedicated teachers. The school is currently undergoing some renovation which is great. Both of my daughters attended the school and were more than prepared for middle school.
—Submitted by a parent
Crcoker Highlands is a fantastic school, very family oriented and friendly, the staff are so invovled in how your child is doing encouraging parents to really participate in thier academics. We have had only positive experiences at 'Crocker'.
—Submitted by a parent
Super School with terrific staff, excellent parent participation. These people care about our kids and it shows in more ways than just the API.
—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.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
68 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.
58 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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
57 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.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
58 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 | 93% |
| Females | 90% |
| Males | 95% |
| African American | 77% |
| 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) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 87% |
| Males | 97% |
| African American | 69% |
| 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) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 90% |
| 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 | 88% |
| Females | 87% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| 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 | 100% |
| Parent education - declined to state | n/a |
| All Students | 97% |
| Females | 97% |
| Males | 97% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| 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 | 96% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 93% |
| Females | 92% |
| Males | 94% |
| African American | 73% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| 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 | 94% |
| All Students | 93% |
| Females | 92% |
| Males | 94% |
| African American | 83% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| 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 | 92% |
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 | 95% |
| Females | 100% |
| Males | 91% |
| African American | 83% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| 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 | 100% |
| Parent education - declined to state | 96% |
| All Students | 84% |
| Females | 87% |
| Males | 83% |
| African American | 58% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| 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 | 85% |
| Parent education - declined to state | 89% |
| All Students | 88% |
| Females | 100% |
| Males | 80% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| 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 | 95% |
| Parent education - declined to state | 89% |
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
All students
Female
Male
All students
African American
White (not Hispanic)
All students
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 51% | 28% | ||
| African American | 24% | 7% | ||
| Multiple or No Response | 14% | 3% | ||
| Asian | 7% | 8% | ||
| Hispanic or Latino | 4% | 49% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Filipino | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 3% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 10% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 50% | 85% | ||
| Arabic | 13% | 1% | ||
| Cantonese | 13% | 2% | ||
| Dutch | 13% | 0% | ||
| Portuguese | 13% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 17 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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525 Midcrest Road
Oakland,
CA 94610
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Phone: (510) 451-5900
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