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GreatSchools Rating

Green Oaks Fundamental Elementary School

Public | K-6

 
 

Living in Orangevale

Situated in an urban neighborhood. The median home value is $170,500. The average monthly rent for a 2 bedroom apartment is $1,070.

Source: Sperling's Best Places
Last modified
Community Rating

5 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
Based on 4 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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23 reviews of this school


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Posted October 18, 2013

This is our 3 year there and over the summer my 7 year old daughter had a stroke. Green Oaks isn't exactly set up to help children with challenges but they managed to still get her back to school on the first day and the resource teachers have made every effort to make it a positive experience. We have set up an education plan that accommodates her needs but gives her a chance to succeed and stay caught up with her class and as normal as possible. The Principal has been very communitive with me to make sure everything works out smoothly, my daughter is getting an education at school and at home and has the time to heal at the same time. If any school deserves an award and recognition it is Green Oaks. The resource teacher Kaylelyn S has been a life saver to me and our advocate and has made every effort to make sure my daughter, Cadence, is treated fairly. Because of Cadence's hard work and bravery she has been chosen to be a miracle family this year for the UC Davis Miracle Network and we hope to find a way to give back to our wonderful school and the wonderful children and families there, who by they way have never once teased her for her disabilities. Bully's Are Not Here
—Submitted by a parent


Posted October 6, 2013

Green Oaks Elementary -- this is a great school where the focus is on making each child successful. I'm a very approving grandparent!


Posted May 27, 2013

This is a great school. My son loves to be there everyday. He learned a lot. There are some things need to be improve. The teacher is not very welcoming and it is very hard to find a time to talk to her. One of the office staffs who sits in the back is very helpful with having always a smile , but the other one is not the one I would like to answer my questions. The safety of the school is low. There is no gate/restriction on who comes and goes to school. The wait time for the pick up line is too much. There is not any pre-time test schedule for the 1st grade, if so we can practice with the kids and make them ready for the test. Overall the school is good and I refered it to my friend. She is going to have her child in Kindergarten next year.
—Submitted by a parent


Posted September 16, 2012

My child is now in first grade at Green Oaks and I couldn't be happier. The structure the school provides makes the kids feel safe and provides a routine that helps them know what is expected of them. I like the school rules even though at first they seem excessive, but then you come to find out that they have simply thought in advance about how they would like things handled. This means there isn't any guessing as to what to do as a parent or kid and the rules aren't made up as they go along. I like the principal and have found him to be very fair and thinks things out before coming to a decision. He consults the staff and always tries to implement a policy that is best for the kids. The key to this school is the parent volunteers. With all the help from the parents the teachers can teach instead of doing paperwork, go on trips that otherwise wouldn't be possible and do projects that require a lot of help. In our first grade class we have 30 kids and 21 parents who volunteer to work in the class on a rotating daily basis. The other parents do work at home, help on special projects, etc. All the parents helping means even if you are not in the class that day, another parent is.
—Submitted by a parent


Posted August 30, 2012

This is our second year at this school (our kid was in K last year) and overall it's been a great experience. It was important to me to be involved in my kids school, and I have found Green Oaks lives up to that expectation. They teach your child good study habits right from the beginning, and how to work independently. For a different opinion from another comment made, in Kindergarten we never had homework for 1 hour a night...yes, there WAS homework every night (not the weekends) but it took our child at most 1/2 hour. Just wanted you to hear a different side.
—Submitted by a parent


Posted May 8, 2012

A previous reviewer wrote that there are a lot of rules and conformity on this campus. This is true, as a parent, I find the campus rules (stay off the grass, parking, etc) very annoying! I often feel like I'm about to get scolded and being a grown man, it's not a feeling that I've warmed to. That said, my two boys love this school. They are challenged to be creative, to use logic, and to always do their best work. Both of my boys love their teachers. They are excited about what they are learning, I know this because they come home looking to show me what they can do now. If occasional annoyance is the price of my kids getting a great public education, I consider Green Oaks an unbeatable value.
—Submitted by a parent


Posted January 10, 2012

My daughter attended in K. She learned a lot and it gave her a good foundation. We chose to leave the school primarily because of the stress they put on conformatity. The academics are very rigorous, and she did fine academically. However, they expect perfection and conformity on all things, like art,handwriting, etc. We felt the education did not consider the child's individuality. It seemed that the staff also went to great lengths to teach and disipline parents. I spoke to many fellow parents who were nervous on campus of doing or saying the wrong thing. I felt the staff talked down to parents and students. There is a lot of homework. We had closr to an hour's worth in K. That in itself did not bother me, but after a while it seemed excessive. It felt like they were just training the kids how to take tests so they could maintain their schools high test scores. We found a school that is more concerned with teaching the whole child, teaching more to the individual than stressing conformity. Overall I do not regret my daughter attending G.O., but I think it would have been damaging for her to remain in that environment. She was starting to hate school.
—Submitted by a parent


Posted March 15, 2011

Not only do I believe this is the best public shcool in the district, test scores prove it. My kids have had nearly every teacher on staff and each one is dedicated to the model of teaching independence and leadership within our children. You won't find many shy ones in the bunch after all the public speaking and classroom performances that these kids do. It's an art really. These teachers bring the curriculum alive through projects and activities that highlight the important standards, but also teach the whole spectrum of content.
—Submitted by a parent


Posted January 24, 2011

As a parent, I love Green Oaks. The staff wonderful and caring. My boys have learned so much. Reading by the middle of Kindergarten - WOW. Parent involvment is a must, but it is so worth it. The staff appreciate our being in the classrooms to help and the kids enjoy it too. So glad we are here - wouldn't change for anything.
—Submitted by a parent


Posted January 20, 2011

My two kids love this school. The key to the success of this school is the parent envolment and outstanding teachers. I feel very fortunate to have found such a welcoming and caring public school.
—Submitted by a parent


Posted December 21, 2010

My two kids go to this school. Parental involvement is required, homework is nightly and rigorous, and the teachers have many years of experience. The expectations of the student body from the classroom to the playground are very high - the kids must treat each other, the faculty and parents with respect or there are serious consequences. The environment is competitive and supportive, and it is a privilege to attend the school. I cannot say enough positive things about this school - my kids are receiving as good an education as any private school could provide.
—Submitted by a parent


Posted September 3, 2010

AWESOME School and every teacher my son has had has been just great. Third grade was the best year for him, he will never forget Mrs. France. They are kind, caring and communicate well with the parents. The new principal is definitely not my favorite person. The kids really miss Mr. Cook a lot. Hopefully he won't make any drastic changes because the kids here are happy. It's a lot of work for the parents. The only thing I disagree with is that the kids are given missing assignments if a parent misses a signature, which has nothing to do with the childs performance.
—Submitted by a parent


Posted May 21, 2009

It is all about the kids at this school! Not only are there great teachers but also great parent support --parents who donate their time to provide a better learning atmosphere for their children. Parents donate their time to do yard duty, to promote the arts by providing special art classes, to teach dance and musical theatre, to organize talent shows and many other special projects to help teachers in their classrooms. Very lucky to have this school for our children!
—Submitted by a parent


Posted April 20, 2009

This is such an amazing school because of the dedication of the teachers and the commitment of the parents to see every child succeed! The curriculum is much more aggressive than the standard school and something, as a parent, you need to be prepared to support. To provide this sort of opportunity to your child in a public school is just amazing. The after school opportunities for the extra curricular activites are wonderful. They have great band, choir, piano and art classes available. The sense of community and support amongst the parents is something not found in a typical public school. It can be challenging to navigate the enrollment process, but worth every minute of it!
—Submitted by a parent


Posted April 1, 2009

Many of the teachers have become spoiled by the amount of parental support. When the teacher doesn't grade the papers, how can they understand where the students are having trouble? The involved parents are what make the school special. The teachers should be here for 5 or 6 years then rotate back to traditional classrooms.
—Submitted by a parent


Posted June 7, 2008

Amazing school! Our first grader has learned so much. A lot of work is expected from the parents and we're all very well trained to be heavily involved in the kids' studies. The parents, teachers and principal are all dedicated to keeping this a top notch school. We miss the old principal, but realize that Mr. Reynolds has some very huge shoes to fill.
—Submitted by a parent


Posted May 31, 2008

Best school ever! But the old pricipal was better.
—Submitted by a parent


Posted December 28, 2005

This is a wonderful school. They are disciplined and the children seem to behave well. They teach the children to read and write by the end of the kindergarten year. They have great field trips and activities as a school. the principal works so well with students and teachers to truly help them succeed. The class size is fairly low and in turn the teachers can know each student well.
—Submitted by a parent


Posted September 23, 2005

My daughter has learned so much just in 1 month at Green Oaks. The teachers are wonderful and give detailed feedback about your childs progress.
—Submitted by a parent


Posted June 11, 2005

Great school and great kids. High performing students and caring and experienced teachers.
—Submitted by a staff


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

933

Change from
2012 to 2013

+4

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

7 / 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

933

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

+4

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)

10 / 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)

7 / 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.

71 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
84%

2011

 
 
74%

2010

 
 
80%
Math

The state average for Math was 65% in 2013.

71 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
90%

2011

 
 
94%

2010

 
 
86%
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.

93 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
73%

2011

 
 
82%

2010

 
 
72%
Math

The state average for Math was 66% in 2013.

92 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
90%

2011

 
 
95%

2010

 
 
88%
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.

83 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
91%

2011

 
 
93%

2010

 
 
94%
Math

The state average for Math was 72% in 2013.

83 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
94%

2011

 
 
97%

2010

 
 
95%
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.

66 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
86%

2011

 
 
90%

2010

 
 
95%
Math

The state average for Math was 65% in 2013.

66 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
89%

2011

 
 
88%

2010

 
 
85%
Science

The state average for Science was 57% in 2013.

66 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
83%

2011

 
 
94%

2010

 
 
95%
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.

56 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
85%

2011

 
 
99%

2010

 
 
92%
Math

The state average for Math was 55% in 2013.

56 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
83%

2011

 
 
91%

2010

 
 
91%
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 Students80%
Females80%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged50%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)55%
Parent education - college graduate90%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students93%
Females90%
Males97%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged92%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)91%
Parent education - college graduate94%
Parent education - graduate school/post graduate100%
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 Students77%
Females78%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantagedn/a
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)65%
Parent education - college graduate81%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students92%
Females92%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)88%
Parent education - college graduate95%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students87%
Females94%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged88%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduate94%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students91%
Females94%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged94%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)86%
Parent education - college graduate91%
Parent education - graduate school/post graduate100%
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 Students90%
Females97%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduate91%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students97%
Females100%
Males94%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)93%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students89%
Females97%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)80%
Parent education - college graduate87%
Parent education - graduate school/post graduate100%
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 Students83%
Females92%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to state71%

Math

All Students80%
Females88%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantagedn/a
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to state79%
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
White 88%
Hispanic 5%
Asian 2%
Two or more races 2%
American Indian/Alaska Native 1%
Black 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 15%N/AN/A
English language learners 3%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

This school has not yet provided program information.


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7145 Filbert Avenue
Orangevale, CA 95662
Phone: (916) 986-2209

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