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Teacher quality
Principal leadership
Parent involvement
The school follows a great PAUSD curriculum. It is very diverse, not only culturally, but socio economically as well. My son and daughter are excelling at Barron Park. They are being challenged academically, and are flourishing socially as well. The teachers play a major role in my family's love for the school. They genuinely care about the children, and the success of the school. I will be sadden when they move on to middle school. We originally moved into the area because of Gunn high school, and came to fall in love with Barron Park. Hoping that we will love Gunn just as much.
—Submitted by a parent
Barron Park is a wonderful school. The teachers are awesome! The staff is amazing! The community is outstanding! My children are better students, citizens and human beings because of Barron Park Elementary. It is the best school in the world and I am grateful and psyched to "bee" a part of it!
—Submitted by a parent
Barron Park Elementary is a wonderful school. The teachers continue to be beyond excellent. The new principal is warm, welcoming and easy to talk to, she comes with an open heart. My two kids love their school. Bullying is not tolerated and the community of parents grow more and more supportive.
—Submitted by a parent
This is our 3rd year at the school and I have 2 children that attend. Both of my children love to go to school everyday. Barron Park is a School that has not only helped my children be better students but better people. My children are very strong academically and are given material and curriculum that has pushed them to grow. We have wonderful teachers and parents. Barron Park School is not just a great school but a wonderful community.
—Submitted by a parent
This school is the best school in Palo Alto! We live next to two of the 'best' elementary schools in PA, but drive to the other side of the district so that our two girls can go there. My wife and I work in the School of Ed at Stanford and chose this school! The outstanding teachers and the sense of community at this school means Stanford places more student teachers at this school than any other in Palo Alto. We have a new principal and this school is going places. For obvious reasons, I am so pleased that the parent that only gave one star has gone elsewhere! Our children are happy to go to school every day and come home full of exciting stories about their new learning. This is a true community of kids, parents and teachers.
—Submitted by a parent
Both of my children currently attend Barron park. My older child is almost done. I have never seen such talented and devoted teachers and staff. They somehow manage to teach to the level of each individual student. My daughter's STAR testing is better than the average at Hoover. There are a number of unique things to barron park 1) constellation groups 2) the diversity 3) smaller school=more community involvement I have not seen the bullying described below and am sad to see that someone has had this experience. I love Barron park!
—Submitted by a parent
Barron Park is a wonderful school. Some of the reviews written here are old and outdated (2007, 2005). There have been many positive changes since then: 1. There is a new principal who is really involved, approachable, personable, Stanford educated, and has a low-tolerance for bullying. 2. The school has reduced the bullying with Steps to Respect, Noon activities, Grade Buddies, and Constellation Groups, in addition to more yard duties at recess/lunch. 3. Seasoned teachers from PAUSD and other districts were added, and they are eager to prove themselves outstanding. There are great teachers at every grade level, some of whom went to and taught at MIT. 4. The school's test scores increase every year. 5. It is not a Title 1. To the parent review from Feb 2011: I am not sure what teacher you had, but my child's penmanship is impeccable. You need to take a look at your own writing skills and admit that perhaps your child's lack of writing skills stem from the home as well; your review is riddled with errors. Parents are also responsible for their child's education. It's not just teachers who teach the child; parents need to be involved too and reinforce/introduce concepts at home.
—Submitted by a parent
This school has consistently improved its API scores year to year. In fact they made a 9 point jump from 2010. The school's overall 2011 API score is 870, and if you break that down and look at each subgroup, the Asian population at the school scored 951 and the white population scored 945; this is out of 1000. In fact students with disabilities scored at 824. There are some smart kids at this school. The school got a A for test score growth target for the year.
—Submitted by a parent
This is a wonderful school for many students. The principal has made it her personal mission to serve the needs of Title I families, special-needs students, English-Language Learners, and students with learning differences. Barron Park is innovative with its College Bound program. The Principal championed 'Everyday Math', which was implemented district-wide in 2009. Starting in 2011-2012, Barron Park will be the first school in the PAUSD to offer a full-day Kindergarten program.
—Submitted by a parent
My daughter attended this school for two years, the first year seemed to be fine, but the second year, we found that it was a big hole in her writing skill. The teacher didn't teach her cursive writing as well as not enough standard writing. When she switched to her neighbor school. She was the only student, who didn't know how to write cursive well. Bottom line is this school is kicked back, and academy level is so so. My daughter is very happy with her current school compared to this. And it took her about half school year to catch up the language art level with her friends.
—Submitted by a parent
We came to Barron Park from a 3 years stay oversea and private schools. We were please to feel welcome. Having 3 children ranging from pre K to 2nd grades then, each with there own unique needs, it could have been a challenge. Yet, every one of my children have blossom there and fit right in after 2 years. Our incoming kindergarten got to know the school thru a treasure hunt organized by a parent volunteer. Our 1st grader, who has special needs, was included and welcome, given the support he needed. Our 3rd grader got to experience a very interactive classroom. All teachers are outstanding. The school psychologists, speech therapist, secretaries are available. The principal ready to work with you. I has been a wonderful experience for the last 2 years. Parents are welcome to get involve in class, thru the PTA. Extra curriculum activities available. A great community!
—Submitted by a parent
Both of our our kids attended Barron Park for K-6 and had a great experience. Their teachers were amazing and instilled a love of learning and good socialization. If you are a parent that thinks that the school should be run for the sole benefit of your child, good luck. The principal is strong and experienced. She is open to dialog and change that benefits the majority, not just your child.
—Submitted by a parent
We have two children who are currently enrolled at Barron Park and they are so happy there! The school has a wonderful principal and fantastic teachers. Both of our children are receiving a high quality education and are so excited about learning. We wouldn't want to be anywhere else!
—Submitted by a parent
Our experience at this school is that it has no mission but to attend to students at the lowest level. Not that this is an unworthy goal but when the school will not challenge or provide appropriate academic material to all level students it is an outrage. In our experience, the principal is feared by many parents and I think perhaps the teachers steer clear of her as well because she is difficult and unaccommodating to new ideas. The principal has a pass view of education and her method of equalizing the school experience is to dumb down to the lowest common denominator by neglecting the average and above average children. I could not believe what passed for a science experiment in an upper grade. It was a joke and maybe at the first grade level. Many neighbors opt out to the choice schools or private schools in an attempt to get out of this school. Someone should be attending to this situation.
—Submitted by a parent
i have 2 kids in this great school, they have given my son the self esteem he needed and now he moves to the next grade at reading level, if it wasn't for the teachers and principal going above the call of their job he wouldn't be motivated to learn and to impress as he is. So thank you Barron PARK FOR CARING..
—Submitted by a parent
My son loves Barron Park Elementary and so do I. I look forward to the years to come.
—Submitted by a parent
We couldn't be happier with Barron Park. Initially, we were disappointed our child didn't get into escondido (our local school), but after joining Barron Park we wouldn't leave. The best things about the school are the teachers - my child had a truly outstanding teacher who really encouraged the kids to do their best every day whilst instilling a love of learning. The principal is encourages parents' feedback and is a visible, hands-on leader. The parents themselves are so welcoming, it's a lovely school community with a diverse mix of nationalities and backgrounds. We couldn't have wished for a better school. Also the fact that it's one of the smallest schools in the PAUSD is a huge bonus and it's beautiful grounds (bordered by Matadero Creek - many class rooms open up right onto it's [fenced] banks) make it a great place to be. Most of all our child loved it.
—Submitted by a parent
I have observed many schools but I can tell you BPS has the best school program ever. When a secretary (Cristina) greets your children with a warm smile and make each children like her own you feel at peace that they will be in a good and healthy environment.She makes BPS a home away from home for all the children. Teachers are very dedicated and very helpful to make sure your child has all the right tools to excel. The rest of the staff is friendly and accommodating which is hard to find in any school. You can tell the success of this school not only by its test score but how the children come back and see their old teachers and a lot of them do. A very high recommendation!
Great school with committed teachers and principals. Good sense of community. Both my children graduated with a love of learning and are doing well in middle school
—Submitted by a parent
Parents are very involved in classroom/PTA, not playground. Playground is chaotic, like a bizarre social experiment where bullies are not held accountable and victims are not helped until things reach a crisis. Teachers are limited in their disciplinary resources. A disproprotionate number of families opt out or leave the school, which says it all.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
68 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.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
65 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.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
40 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.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
64 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 | 77% |
| Females | 87% |
| Males | 69% |
| African American | n/a |
| Asian | 87% |
| 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) | 93% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 71% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 84% |
| Males | 70% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 69% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 97% |
| 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 | 50% |
| Females | 47% |
| Males | 52% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 33% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 75% |
| Males | 69% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 50% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 84% |
| Females | 80% |
| Males | 88% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 55% |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 73% |
| Males | 84% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 50% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 77% |
| Females | 76% |
| Males | 79% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 37% |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 85% |
| Males | 73% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 57% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 76% |
| Males | 80% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 48% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 97% |
| 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
Asian
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 - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 34% | 28% | ||
| Hispanic or Latino | 27% | 49% | ||
| Asian | 21% | 8% | ||
| Multiple or No Response | 13% | 3% | ||
| African American | 4% | 7% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 31% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 29% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 17 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |
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800 Barron Avenue
Palo Alto,
CA 94306
Phone: (650) 858-0508
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