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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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
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
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
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
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 Kymberly Dewey, a parent
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 Jennifer Hallin, a parent
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.
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.
121 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
121 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.
116 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
117 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.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
99 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.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
120 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 | 54% |
| Females | 64% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 70% |
| Students with disability | 8% |
| Students with no reported disability | 60% |
| English learner | 39% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 52% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 61% |
| Students with disability | 8% |
| Students with no reported disability | 55% |
| English learner | 27% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 56% |
| Females | 45% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 0% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 61% |
| Males | 92% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 81% |
| Students with disability | 27% |
| Students with no reported disability | 82% |
| English learner | 45% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 76% |
| Females | 81% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | 91% |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 25% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 63% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | 91% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 33% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 77% |
| Females | 85% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 64% |
| All Students | 78% |
| Females | 79% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 64% |
| All Students | 80% |
| Females | 74% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 73% |
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
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 40% | 49% | ||
| White | 32% | 28% | ||
| African American | 11% | 7% | ||
| Multiple or No Response | 8% | 3% | ||
| Filipino | 4% | 3% | ||
| Asian | 3% | 8% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 26% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 44% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 86% | 85% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 12 | 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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