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GreatSchools Rating

Vintage Parkway Elementary School

Public | K-5 | 495 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
No new ratings

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Parent involvement

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17 reviews of this school


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Posted August 8, 2013

I have two children attending Vintage and I couldn't be happier with their program. I have volunteered in many of the classrooms and I have observed top notch education happening. The teachers are creative, energetic, and caring. The parents I've interacted with are very involved with their children. I feel lucky to be a part of the Vintage Parkway community.
—Submitted by a parent


Posted August 1, 2013

Our family loves this school. Both my children have attended Vintage and the education they received has allowed them to excel and become responsible students. The teachers I have met are all so great and do all they can to inspire the students to want to excel also. They create a fun learning enviroment with rewards for accomplishing goals. I highly recommend Vintage Parkway if you have the privilege fort your children attend.
—Submitted by a parent


Posted September 8, 2012

This is my third year volunteering at Vintage in my grandchildrens classes. I have worked at other elementary schools in near by towns and find Vintage a much better school. The students show respect to everyone and they know the rules and that there are consequences for not following them. The teachers actually like being there and show that love to the students.The principal is at school functions and very involved with students and parents. As parents please stay in contact with the teachers it's important for your children. It only gets harder when they go to middle and high school. High school seems to be worse. In my dealings with A high school in another district one teacher announced to the class that he was there for a paycheck and to go to afterschool tutoring if they needed help. A counselor told me that my questions were condescending, that she had seniors to help graduate, that I was being "mean" and not to email her again. Be very happy that you have a staff at Vintage that cares. They are great and Oakley is very lucky.


Posted May 25, 2010

This is my child's first year at Vintage Parkway Elementary and coming here from out of the area this school is by far excellent. I love that the teacher's motto is "No work, No Play!" and they provided organizers for the children to help them stay on task and prioritize their homework responsibility. Anytime I have any questions the teacher is always right there with answers and support. The only stipulation I do have is there should be more funding to this school and it seems as though they are not provided that, but overall my rating for this school is definitely a 4 start.
—Submitted by a parent


Posted September 18, 2008

My children have been attending Vintage Parkway Elementary for several years. We have had nothing but positive learning experiences in that time! My kids are challenged, and are excited about learning!
—Submitted by a parent


Posted May 12, 2008

As a person that went to schools in the SF area, Vintage is a great school for my kids the teachers are so great at keeping me updated. I am a Divorced parent with 3 kids that go to Vintage and I work full time. My children may tend to try to get away with not doing homework but the teachers keep me updated with that very fast.
—Submitted by a parent


Posted February 27, 2008

Vintage is the absulute best! The teachers are of the highest quality. Parents are very involved in school activities and welcome on capus anytime. My son has loved every teacher he has had Mrs.Gardiner,Mrs.Kobold and Mrs.Merrill. They are all exceptional teachers with a calling. My daughter can't wait until her kindergarten sleepover with her teacher Mrs.Gardiner and her friends. My kids are going to have such great memorys.
—Submitted by a parent


Posted September 21, 2005

My Daughter is in 1st grade this year, her 2nd year at vintage. I have found the office staff to be very pleasant, yet professional and understanding as well as helpful. Last year my daughter had a broken leg and the entire staff was on board trying to make her as comfortable as possible, especially her teacher Mrs. Gaul, who's patience and understanding made such an enormous difference to us, she is a truly gifted teacher and person! This years teacher seems to be living up to the standards that have been set by Mrs. Gaul with ease. Unfortunately I haven't had an oppurtunity to talk with her as much as I would like. But Mrs. McElwain seems to have made an impression on my daughter and that is what counts!
—Submitted by a parent


Posted August 16, 2005

It is always the same parents that are involved in the school year after year. As far as I know, they do not have an art program or a sports program. Band is only offered for 5th grade and just a few select instruments. I personally do not like that my child always has to help the 'needy' kids in her class. There is definetly more funds going to resource or ELL than to the GATE program where they should be focusing on those kids who aspire to do more.
—Submitted by a parent


Posted August 5, 2005

Mot happy with the lowered test scores.
—Submitted by a parent


Posted July 9, 2005

My daughter just finished six years at Vintage. Our family found the environment at Vintage to be very safe, friendly and welcoming. All of her teachers were hardworking, dedicated employees who cared about their students and their jobs. The campus is clean and well maintained. Parents were always made to feel welcome and many are involved in the school at all levels. The principal has created an environment where the students, teachers, staff and parents are all partners in educating students. Test scores don't show the whole picture. This was a great school!
—Submitted by a parent


Posted June 1, 2005

Great sense of community with some very good teachers. A little heavy on the teacher turnover as far as switching grades sometimes. This is a smallish school with a lot of heart struggling, as they all are, with Calif. budget cuts. Very good music program. Band, choir and a music teacher. Soft on science. Unless your student has an interested teacher, expect a lot of texbooks and not much fun.
—Submitted by a parent


Posted April 28, 2005

The test scores are not meeting requirements. the principal is not implementing the 'no bullying' policy. she is very judgemental, very unfair. I am having to pull my child out due to their lack of concern for her safety
—Submitted by a parent


Posted April 14, 2005

The teachers and staff have been wonderful. We were concerned about our daughter lack of progress and were assigned a TAA for her. We feel that the school has gone out of their way to help address our concerns and help set up a education plan to have her acheive the success we know she wants.
—Submitted by a parent


Posted January 21, 2005

Fairly good academic programs. Plenty of assemblies.
—Submitted by a parent


Posted July 15, 2004

Excellent School. Acadademics are stressed. One-on-one attention is available. Teachers are responsive.
—Submitted by a parent


Posted November 6, 2003

My son has been at this school for the second year. He has special needs. Everyone has treated him with respect. He is an equal among his peers. The staff and principal have been nothing but perfect for our [special] boy and our family. This school has become a big part of our family and we are glad to be a part of it.
—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

831

Change from
2012 to 2013

+14

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

4 / 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

831

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

+14

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)

6 / 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)

4 / 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.

81 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
60%

2011

 
 
41%

2010

 
 
39%
Math

The state average for Math was 65% in 2013.

81 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
68%

2011

 
 
50%

2010

 
 
60%
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.

77 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
31%

2011

 
 
42%

2010

 
 
38%
Math

The state average for Math was 66% in 2013.

78 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
63%

2011

 
 
53%

2010

 
 
50%
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.

66 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
69%

2011

 
 
74%

2010

 
 
86%
Math

The state average for Math was 72% in 2013.

67 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
60%

2011

 
 
78%

2010

 
 
79%
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.

85 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
56%

2011

 
 
74%

2010

 
 
52%
Math

The state average for Math was 65% in 2013.

87 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
65%

2011

 
 
84%

2010

 
 
55%
Science

The state average for Science was 57% in 2013.

85 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
49%

2011

 
 
70%

2010

 
 
53%
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%
Females58%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged48%
Not economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability56%
English learner69%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate59%
Parent education - some college (includes AA degree)48%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students63%
Females58%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged55%
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability68%
English learner69%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)62%
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

English Language Arts

All Students42%
Females50%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged37%
Not economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability43%
English learner27%
Fluent-English proficient and English only44%
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)50%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students77%
Females75%
Males79%
African Americann/a
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)71%
Economically disadvantaged77%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability80%
English learner73%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)82%
Parent education - college graduate73%
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 Students71%
Females73%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged75%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate88%
Parent education - some college (includes AA degree)69%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students81%
Females80%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged67%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only86%
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)79%
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 Students69%
Females69%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged63%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
Parent education - some college (includes AA degree)68%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students75%
Females75%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged78%
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
Parent education - some college (includes AA degree)77%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students63%
Females61%
Males65%
African Americann/a
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)78%
Economically disadvantaged57%
Not economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
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 graduate64%
Parent education - some college (includes AA degree)59%
Parent education - college graduate62%
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 45%
White 39%
Black 9%
Asian 1%
Two or more races 1%
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 47%N/AN/A
English language learners 12%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

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
School leaders can update this information here.

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School basics

School Leader's name
  • Christina Karg
Fax number
  • (925) 625-6813

Resources

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

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1000 Vintage Parkway
Oakley, CA 94561
Phone: (925) 625-6800

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