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Teacher quality
Principal leadership
Parent involvement
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.
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
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
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
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
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
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
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
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
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
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
Excellent School. Acadademics are stressed. One-on-one attention is available. Teachers are responsive.
—Submitted by a parent
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 Michele Smith, 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.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
81 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.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
69 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.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
85 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.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
75 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 | 60% |
| Females | 63% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 58% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 67% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 58% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 57% |
| 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 | 31% |
| Females | 38% |
| Males | 25% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 67% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| 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) | 69% |
| Parent education - college graduate | 64% |
| 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 | 69% |
| Females | 75% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 58% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| 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) | 62% |
| Parent education - college graduate | 79% |
| 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 | 58% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 66% |
| Males | 65% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| 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) | 76% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 47% |
| Males | 53% |
| African American | 27% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | n/a |
| 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
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
African American
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 46% | 51% | ||
| White | 37% | 27% | ||
| Black | 8% | 7% | ||
| Asian | 4% | 11% | ||
| Two or more races | 3% | 3% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 45% | N/A | 54% |
| English language learners 2 | 23% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 93% | 85% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Portuguese | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|


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