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GreatSchools Rating

Vintage Parkway Elementary School

Public | K-5 | 534 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
No new ratings
2010:
Based on 1 rating

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15 reviews of this school


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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 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.

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 2012.

This school's
API score

816

Change from
2011 to 2012

-9

API Statewide Rank
(2011)

6 / 10

API Similar Schools Rank (2011)

5 / 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 2012

This school's
API score

816

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
2011 to 2012

-9

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. 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
(2011)

6 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

5 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

81 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
41%

2010

 
 
39%

2009

 
 
42%
Math

The state average for Math was 64% in 2012.

81 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
50%

2010

 
 
60%

2009

 
 
46%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

66 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
42%

2010

 
 
38%

2009

 
 
47%
Math

The state average for Math was 69% in 2012.

69 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
53%

2010

 
 
50%

2009

 
 
63%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

82 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
74%

2010

 
 
86%

2009

 
 
56%
Math

The state average for Math was 71% in 2012.

85 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
78%

2010

 
 
79%

2009

 
 
47%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

75 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
74%

2010

 
 
52%

2009

 
 
48%
Math

The state average for Math was 65% in 2012.

72 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
84%

2010

 
 
55%

2009

 
 
40%
Science

The state average for Science was 60% in 2012.

75 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
70%

2010

 
 
53%

2009

 
 
48%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students60%
Females63%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged58%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability63%
English learner58%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)77%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students68%
Females67%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged68%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability71%
English learner58%
Fluent-English proficient and English only71%
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)85%
Parent education - college graduate57%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students31%
Females38%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged19%
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)40%
Parent education - college graduate23%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students63%
Females67%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged58%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)69%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students69%
Females75%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged67%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)70%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students60%
Females58%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged57%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability62%
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 graduate52%
Parent education - some college (includes AA degree)62%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students56%
Females58%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)67%
Economically disadvantaged55%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only61%
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)57%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students65%
Females66%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)72%
Economically disadvantaged57%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate52%
Parent education - some college (includes AA degree)76%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students49%
Females47%
Males53%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)65%
Economically disadvantaged36%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
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 graduate36%
Parent education - some college (includes AA degree)52%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 38% 28%
Hispanic or Latino 37% 49%
Multiple or No Response 14% 3%
African American 8% 7%
Filipino 2% 3%
American Indian or Alaska Native 1% 1%
Asian 0% 8%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 123%N/A24%
Students eligible for free or reduced-price lunch program 240%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 20N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 12N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

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

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