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GreatSchools Rating

Crocker Highlands Elementary School

Public | K-5 | 371 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 3 ratings
2011:
Based on 1 rating

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28 reviews of this school


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Posted February 28, 2014

I have two children at Crocker and this is our family's fifth year at the school. Our new principal, Joci has been outstanding. She is such a calm and peaceful presence and has brought a wonderful energy to the school. I look forward to the four years we have left here. The future is bright!
—Submitted by a parent


Posted July 22, 2013

I have been teaching at Crocker for 18 years...and I still LOVE my job! The kids come in ready and eager to learn, and the parents are always willing to help in the classroom and with fund raising. Most parents are very kind and supportive of the teachers, so it is a great place to work. I particularly like my grade level team. We collaborate a lot, and I think our students really benefit from this.
—Submitted by a teacher


Posted November 6, 2012

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


Posted July 29, 2012

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


Posted March 18, 2012

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


Posted January 23, 2011

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


Posted October 10, 2010

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


Posted November 22, 2009

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


Posted October 20, 2009

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


Posted January 8, 2009

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


Posted December 4, 2008

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


Posted April 25, 2008

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.


Posted February 13, 2008

I have a son in 1st. grade and hava had a wonderful experience. We highly recommend it
—Submitted by a parent


Posted March 28, 2007

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


Posted September 19, 2006

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


Posted February 25, 2006

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 a parent


Posted November 24, 2005

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


Posted November 13, 2005

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


Posted November 4, 2005

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


Posted August 29, 2005

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


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

949

Change from
2012 to 2013

-4

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

3 / 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

949

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

-4

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)

10 / 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)

3 / 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.

70 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
93%

2011

 
 
96%

2010

 
 
83%
Math

The state average for Math was 65% in 2013.

70 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
93%

2011

 
 
98%

2010

 
 
84%
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.

62 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
88%

2011

 
 
80%

2010

 
 
76%
Math

The state average for Math was 66% in 2013.

62 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
97%

2011

 
 
92%

2010

 
 
90%
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.

60 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
93%

2011

 
 
95%

2010

 
 
87%
Math

The state average for Math was 72% in 2013.

61 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
93%

2011

 
 
95%

2010

 
 
89%
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.

56 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
95%

2011

 
 
85%

2010

 
 
88%
Math

The state average for Math was 65% in 2013.

57 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
84%

2011

 
 
84%

2010

 
 
82%
Science

The state average for Science was 57% in 2013.

57 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
88%

2011

 
 
88%

2010

 
 
84%
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 Students78%
Females82%
Males74%
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)84%
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only79%
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)n/a
Parent education - college graduate79%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Math

All Students84%
Females79%
Males90%
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)86%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
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)n/a
Parent education - college graduate64%
Parent education - graduate school/post graduate88%
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%
Females86%
Males82%
African American64%
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)87%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate78%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students92%
Females86%
Males97%
African American73%
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)94%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate94%
Parent education - graduate school/post graduate92%
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 Students97%
Females97%
Males96%
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)97%
Economically disadvantagedn/a
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate96%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students100%
Females100%
Males100%
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)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
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 Students85%
Females85%
Males86%
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 disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state86%

Math

All Students90%
Females86%
Males93%
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 disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state88%

Science

All Students91%
Females86%
Males97%
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)96%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state92%
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 State average
White 53% 27%
Black 16% 7%
Two or more races 15% 3%
Asian 8% 11%
Hispanic 7% 51%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 9%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
  • Garden/Greenhouse

Arts & music

Music
  • Choir / Chorus
  • Instrumental music lessons

Health & athletics

School facilities
  • Garden/Greenhouse
School leaders can update this information here.

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School basics

Before school or after school care / program onsite
  • Before school
School Leader's name
  • Elizabeth Rhine
Is there an application process?
  • Yes
Fax number
  • (510) 451-5905

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Global
Level of ESL/ELL programming offered
  • None

Resources

Transportation options
  • AC Transit line 18 serves our school.
School facilities
  • Computer lab
  • Garden/Greenhouse
  • Library
School leaders can update this information here.

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  • Crocker Highlands Elementary School is located in the Trestle Glen neighborhood, above Lakeshore Avenue. Teachers, parents, students, and staff all work together to ensure that our children develop a love for learning. Our focus is on the 21st Century skills of communication, critical thinking, collaboration, and creativity. We meet these goals using District-adopted materials, supported by problem-solving, engaging and diverse literature, and meaningful units of study across the curriculum. Students have the opportunity to learn Spanish, work in the edible garden, participate in a physical activity program, sing in the vocal music program, borrow books from the library, and work on projects in the computer lab. Much of our success is due to the strong faculty, staff, PTA, and our community volunteers who help in the classroom, office, and on the playground every day.
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525 Midcrest Road
Oakland, CA 94610
Website: Click here
Phone: (510) 451-5900

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