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Teacher quality
Principal leadership
Parent involvement
Emerson is a fantastic place for children to learn, grow and thrive. It has been one of the best decisions of my life to join with this group of committed human beings. Committed to helping children and their families have the best experience an elementary school can offer. Emesrson is not just a school it is a center for growth and development for the community. I have encouraged many families to bring their children to this beautiful campus. It is important to know that parents should participate, contribute, and volunteer where their children attend.
Emerson is a GREAT school. I have had two children to graduate from there and I currently have a third child enrolled. The teaching staff are some of the most dedicated and committed professionals in the district despite the Oakland Unified School District financial mismanagement. I live more than 10 miles from the school and I gladly send my child to this school. I had have children who have required additional support which included speech therapy, tutoring and just plain discipline. Each time an event needed to be address, my children and I were always treated with respect and offered a genuine support system to help my children do better. The Umoja Village afterschool care is invaluable. I am very appreciative to have sent my children to such a small and dedicated teaching staff.
—Submitted by a parent
Completely Regret sending my son to Emerson. I sent my son to Emerson for 4th grade. After 4 weeks he as transferred to a 4th/5th grade class, where he was attacked twice with the teacher in the classroom. Both times the teacher had no idea what happened and had to rely on the kids statements which all varied. Both times she did not stop the attacks but ran to another classroom. The second time he ended up with a big knot on his forehead. The principal insisted that these issues were unique to my son(who had a cast all the way up his thigh) and even called his previous schools. I've picked him up and the same boys were running around with my son's shoes. They also vandalized their classroom. His father then came and sat in the classroom and observed kids cursing each other, throwing things, and that the teacher had absolutely no control. He s been pushed down on the yard. I went to a parent meeting and the first issue discussed was bullying which surprised me because the principal insisted that they had never had any issues before. I feel like I have failed my son and will spend the rest of his schools years trying to repair the damage caused by his fourth grade experience
—Submitted by a parent
although emerson still needs some work, i have to say the the CHILDREN at emerson are absolutely the BEST. i have never seen such a beautiful and bright bunch of kids. the teachers are outstanding and the school campus is one the best in oakland in my opinion. the parents are just starting to really get involved and have recently done some very successful fundraising and have started a full time art and music program. there are gardens and fruit orchards, a lovely library, great PE coach and a top notch (FREE) after school program! this school is one of the best kept secrets in oakland to those of us who know it well. it's only a matter of time until our test scores reflect the growth happening at Emerson. :))
—Submitted by a parent
Emerson has wonderful and great teachers. They are committed to helping each and every student. I'm proud to say my son attends Emerson Elementary School.. The core group of the of their PTO is great. The PTO is pushing and rasing the bar this year. But, they need MORE PARENT involvement. So I challege all PARENTS AND GUARDIANS to do your part!. Come to the PTO meetings and see all the work that is going on behind the scence to Make EMERSON a Great School for Children to thrive at!!
—Submitted by a parent
I would somewhat disagree with the last poster; great schools begin with strong leadership at the top. Emerson is not your typical neighborhood school because more than 50% of the children who attend are bussed in from outside the school's zone. All one has to do is drive by this school during normal school hours to observe the demographics of this school, or if you are genuinely interested in knowing the truth, arrange to take a tour when class is in session. It's natural for people to delude themselves into believing what they want to believe when circumstances are bad and maybe even beyond their control, but from a historical and statistical perspective this school is not so great. I would recommend that parents do their due diligence before enrolling your child in this school.
We are on our second year at Emerson Elementary. My daughter is a first grader and she loves school! The staff is amazing, afterschool program is wonderful, and demographics are very diverse. I am a very involved parent with PTO and am striving everyday to involve our families. The only thing that makes a school better is if the community wants the school to be better. I chose to support my neighborhood school and am happy that i did. I feel fortunate to raise my child in such a diverse environment and am always frustrated by talk of our school being too one race or another. The only thing that should matter is if it is a caring and welcoming environment and i see it as that! Of coure we want more parents involved, but the only way that can happen is if WE parents get involved! Support your neighborhood school!
—Submitted by a parent
The teachers are AMAZING, as is the administrative staff. They do SO MUCH with SO LITTLE, & are getting cuts all the time! They ROCK and my hat goes off to the SUPERB job they do!
My non-profit has operated programming at Emerson for the last four years and is working there again this year. I love working with the teachers, principal, afterschool program and PTO there. Everyone is committed to making the school a success. It's great to be a part of the positive things going on at Emerson.
Emerson is a hidden treasure with its diverse student population, committed Staff, Faculty, and Principal to academic success for all the students.
—Submitted by a parent
Emerson is a great elementary school in a great neighborhood. The staff and principal are AMAZING!
—Submitted by a parent
As a partner of Emerson Elementary, we work closely with them to provide their students with ongoing 1:1 or small group tutoring and mentoring. We have come to know their administration and staff very well and have seen passionate, caring people who go above and beyond to support their students. Wendi Caporicci is the 'best of the best' of principals and runs a very tight ship but with a big heart. The PTO is also dynamic and with momentum growing, they are laying an even stronger foundation for student support. While they're important, test scores don't always do justice to how good a school can be. Emerson is a clean, safe neighborhood school that continually improves. If you're a caring, invested and involved parent, your child can thrive here. We recommend them highly, and if nothing else, suggest you come see the school for yourself...you may be pleasantly surprised.
The principal, teachers, and staff are quite committed to the development of their students, often working late and putting extra hours in committees to enhance their enrichment programs. I have been to a lot of schools as an educator around California, and it is rare to see this level of commitment. They just need more parent and community involvement, as they are carrying a great load.
—Submitted by a parent
I really like Emerson my brother's have attended and now my children are enrolled there. The principal is very hands on and my kids really love their teachers. With more parent involvement the could be even more outstanding!
—Submitted by a parent
Emerson is a good school, I think that if there was more parent involvement and funding was better we could have a excellent school.
—Submitted by a parent
My dauther attended this school last year in kindergarten. She has never taken pre-school before attended this school. After one year with Emerson in Miss Campos's class, my dauther has significant improvement. Few of other parents said the same about their kids' ability to read and write in this class and significant improvement in our kids. My dauther enjoys study here especially with her first teacher, Miss Campos. This school has a good after school program and it is free.
—Submitted by a parent
Recently, a very active parent group has informally been constituted to create an active PTA or other group of parents in order to increase local neighborhood kids to attend this school. Hopefully this will have a positive effect on the school's academic performance.
—Submitted by a parent
So far my son really like the school. His 3rd grd teacher is nice and is very informative....as well as the office staff.
—Submitted by a parent
Emerson is a small school located in the Temescal area. The principal Caroline Yee is great. She is supportive of staff, and students. The school has reduced sized classrooms (20 students per class- even in the upper grades). Emerson also has a strong Sports for Kids program which is run by a great coach. As a previous student teacher, I felt supported by my cooperating teacher and Ms. Yee.
—Submitted by a staff
Emerson is a wonderfully diverse school. Principal Yi is an awesome person and loves all of the children as her own. Although I believe the class work and the homework can be more challenging and parent participation should increase, overall I'm pleased with Emerson.
—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.
43 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
43 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.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
42 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.
43 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
44 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.
34 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
40 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 | 70% |
| Females | 76% |
| Males | 64% |
| African American | 61% |
| 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) | n/a |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 63% |
| All Students | 51% |
| Females | 43% |
| Males | 59% |
| African American | 42% |
| 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) | n/a |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 38% |
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 | 33% |
| Females | 53% |
| Males | 17% |
| African American | 31% |
| 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) | n/a |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 40% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | n/a |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 33% |
| 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 | 28% |
| All Students | 56% |
| Females | 53% |
| Males | 59% |
| African American | 52% |
| 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) | n/a |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 59% |
| 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 | 47% |
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 | 33% |
| Females | 29% |
| Males | 35% |
| African American | 21% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 31% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 39% |
| 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 | 39% |
| All Students | 41% |
| Females | 39% |
| Males | 42% |
| African American | 15% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 29% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 48% |
| 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 | 48% |
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 | 45% |
| Females | 53% |
| Males | 35% |
| African American | 48% |
| 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) | n/a |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 64% |
| 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 | 40% |
| All Students | 40% |
| Females | 41% |
| Males | 39% |
| African American | 38% |
| 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) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | 57% |
| 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 | 40% |
| All Students | 21% |
| Females | 35% |
| Males | 9% |
| African American | 15% |
| 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) | n/a |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | n/a |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | 32% |
| 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 | 21% |
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
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African American
Hispanic or Latino
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Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| African American | 55% | 7% | ||
| Hispanic or Latino | 18% | 49% | ||
| Multiple or No Response | 17% | 3% | ||
| Asian | 4% | 8% | ||
| White | 4% | 28% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Filipino | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 19% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 73% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 51% | 85% | ||
| Arabic | 20% | 1% | ||
| Vietnamese | 5% | 2% | ||
| Cantonese | 2% | 2% | ||
| Chaozhou (Chiuchow) | 2% | 0% | ||
| Hindi | 2% | 0% | ||
| Italian | 2% | 0% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Mien (Yao) | 2% | 0% | ||
| Pashto | 2% | 0% | ||
| Thai | 2% | 0% | ||
| Tigrinya | 2% | 0% | ||
| Urdu | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 17 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 6% | N/A | 2% |
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4803 Lawton Avenue
Oakland,
CA 94609
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Phone: (510) 654-7373
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Park Day School
Oakland, CA
Archway School- A Program of Woodsedge
Oakland, CA
St. Martin De Porres School
Oakland, CA
St. Leo the Great School
Oakland, CA
Piedmont Avenue Elementary School
Oakland, CA
Sankofa Academy
Oakland, CA
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