Advertisement
Advertisement

GreatSchools Rating

Gehringer Elementary School

Public | K-5

 

Be sure to visit

Take along one of
our checklists:

 
Last modified
Community Rating

4 stars


Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

12 reviews of this school


Sort by:
Show reviews by:
Posted November 29, 2009

We moved here in Jan.08 and feel like Gehringer has been a outstanding school. The staff/teachers were helpful and wonderful to work with while we moving here. My son has had nothing but positive to things to say about Gehringer and his teachers. He excells and the teachers are very good at keeping you update/informed. I give Gehringer a 10.
—Submitted by a parent


Posted November 8, 2008

My sons teacher is Miss Dudek,and she is wonerfull. She is very hands on and is very nice to my son.The only downfall is waiting in line just to even pull into the driveway.
—Submitted by a parent


Posted July 24, 2008

I must admit my entire family loves Gehringer! My two boys were in private school before we arrived in California last year. Gehringer has provided them with the academic challenges they were used to and with lots of loving guidance and discipline. The teachers are superb and so is the school's principal.
—Submitted by a parent


Posted May 22, 2008

Gehringer has been a geat school so far. I have had my boys there for the last two years with no problems with the exception of the parents who clog up the driveway because they dont think about others.
—Submitted by a parent


Posted March 21, 2008

My son is only in Kindergarten & so far, we like this school. Everyone tries to be on the same boat with us parents in dealing & solving whatever problems we have/had with our son. There has been a great improvement since the beginning of school year. His teacher tells me so. There are few bumps here & there. But that is life. I hope that the staff, teachers & Mrs. Buckman will continue onto making this school great as it already is. Traffic is the only flaw I see right now. Thanks to all. (Especially to Mrs. Baladad) :-)
—Submitted by a parent


Posted July 17, 2007

This will be our 4th year at Gehringer in this time a new principal has come to the school. She only carried out minor changes in her first year and we are pleased that Gehringer continues to move forward. The teaching staff at Gehringer is wonderful! They are all focused on encouraging our children to learn in a positive environment regardless of their level. Every child s need are addressed and the teachers are always doing their best to implement ideas that will help all the students. The school administration is excellent and oversees our children's care, as well as managing the school and all that is ongoing daily. No school is without its bumps but this staff gets a A+ for their outstanding efforts in ensuring the best for our children. This school also has had a good strong volunteer basis in its parents and the 2007-08 looks the best.
—Submitted by a parent


Posted July 16, 2007

I love this school. We moved in town and changed schools in district. Gehringer is an older school, but unbeleivably better. Our son is above grade level in all areas, and the reading program that they have implemented here continues to challenge him. All of his teachers have also been great about giving him extra challenges in order to keep him from being 'bored' in class.
—Submitted by a parent


Posted June 5, 2006

Gehringer has been an outstanding school for my daughter. The teachers are of the highest quality and the principal, Mrs. Walters has been outstanding. Parents are very involved in school activities and are very welcome on campus. The staff is great and the kids really love their school. Our 6 years at Gehringer have been great.
—Submitted by a parent


Posted August 6, 2005

My son is a 'special needs' child. The teachers, counselor and principal all work with us to get my son the best education possible. The teachers (especially Mrs. Abbott) have gone above the call of duty with my son. They have welcomed by information about his illness and work with me to get the daily updates that I need. If I ever have to move from this area I would love to take this school with me.
—Submitted by a parent


Posted May 16, 2005

I have been at this school for over 5 years with my children and have had such a winderful experience that I would recommend parents moving to this area to come move within this school zone. They have such a great and supporting staff that it makes it so much fun to volunteer there. I do not want to move from this area because of the great school!
—Submitted by a parent


Posted May 17, 2004

Gehringer is a good school. Coming from a different school with much more parental involvement and more extracurricular activities was kind of a let down though. My son's teacher has been great about keeping him involved in his class as he tends to be ahead of the class in much of his work and needs extra activities to keep him from losing interest. I would like to be more involoved in my child's class, but have felt some hesitancy from his teacher anytime that I volunteer. I would also to see more emphasis placed on the many easy, hassel free ways there are to raise money for the shool that have not been advertised to the parents.
—Submitted by a parent


Posted January 29, 2004

My child has an IEP and receives Speech and OT. Both therapists seem great and the school psychologist, Robyn Byrd, is terrific. I do wish that they had a better solution for children who do not qualify for special ed, yet receive resource help. I am afraid he is falling behind as they really cram a lot into a school year and by the time he starts to 'get it', they move on to something else and then he never really masters anything and eventually has to re-learn it all over again. This may be a State problem, as I'm sure they teach what they are required to, but it's just too much unless you are a 'normal', bright child. I agree with the other response re: the yard duties. There needs to be more supervision on the playground.
—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

833

Change from
2012 to 2013

-9

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

6 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

833

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

-9

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 2012 and Spring 2013. 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)

7 / 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)

6 / 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.

126 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
54%

2011

 
 
65%

2010

 
 
41%
Math

The state average for Math was 65% in 2013.

126 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
50%

2011

 
 
62%

2010

 
 
41%
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.

120 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
56%

2011

 
 
46%

2010

 
 
45%
Math

The state average for Math was 66% in 2013.

120 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
77%

2011

 
 
69%

2010

 
 
74%
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.

130 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
76%

2011

 
 
74%

2010

 
 
70%
Math

The state average for Math was 72% in 2013.

131 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
63%

2011

 
 
78%

2010

 
 
69%
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.

105 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
77%

2011

 
 
75%

2010

 
 
69%
Math

The state average for Math was 65% in 2013.

104 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
78%

2011

 
 
69%

2010

 
 
66%
Science

The state average for Science was 57% in 2013.

104 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
80%

2011

 
 
68%

2010

 
 
74%
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 Students52%
Females49%
Males57%
African American39%
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged34%
Not economically disadvantaged68%
Students with disability7%
Students with no reported disability59%
English learner48%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)51%
Parent education - college graduate77%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students53%
Females53%
Males53%
African American44%
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged38%
Not economically disadvantaged66%
Students with disability13%
Students with no reported disability59%
English learner48%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate48%
Parent education - some college (includes AA degree)46%
Parent education - college graduate65%
Parent education - graduate school/post graduate82%
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 Students46%
Females53%
Males39%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged31%
Not economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability47%
English learner36%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)57%
Parent education - college graduate42%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students66%
Females65%
Males66%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged58%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability68%
English learner71%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate67%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)76%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
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 Students87%
Females82%
Males91%
African American100%
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged83%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability88%
English learner50%
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate81%
Parent education - some college (includes AA degree)91%
Parent education - college graduate87%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students86%
Females81%
Males91%
African American100%
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged85%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability87%
English learner67%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate81%
Parent education - some college (includes AA degree)80%
Parent education - college graduate93%
Parent education - graduate school/post graduaten/a
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 Students66%
Females75%
Males58%
African Americann/a
Asiann/a
Filipino100%
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged55%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability69%
English learner38%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)73%
Parent education - college graduate78%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students63%
Females66%
Males59%
African Americann/a
Asiann/a
Filipino100%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged35%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability64%
English learner44%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)70%
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students60%
Females61%
Males58%
African Americann/a
Asiann/a
Filipino85%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged46%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability62%
English learner31%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate26%
Parent education - some college (includes AA degree)81%
Parent education - college graduate70%
Parent education - graduate school/post graduaten/a
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

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
Hispanic 43%
White 31%
Black 13%
Asian 5%
Two or more races 2%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 48%N/AN/A
English language learners 15%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Susan Evans
Fax number
  • (925) 625-6356

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem

Apply

To learn more about enrolling, please call the school.
 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Notice an inaccuracy? Let us know!

100 Simoni Ranch Road
Oakley, CA 94561
Phone: (925) 625-7070

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools




Bouton-Shaw Academy
Brentwood, CA




ADVERTISEMENT
ADVERTISEMENT