Advertisement
Advertisement

GreatSchools Rating

Mary Collins School at Cherry Valley

Charter | K-8 | 366 students

Rich, "Hands On' learning, warm "family" feel, and high academic standards!

 

Be sure to visit

Take along one of
our checklists:

 

Living in Petaluma

Situated in a suburban neighborhood. The median home value is $401,000. The average monthly rent for a 2 bedroom apartment is $1,525.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
Based on 3 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

24 reviews of this school


Sort by:
Show reviews by:
Posted June 29, 2013

As a parent of a now 6th grader, 10th grader (NHS), and college fresh(wo)man, I can tell you that regardless of test scores, MCS teaches children to think, to problem solve, to organize, and to imagine. These skills are invaluable, but often left out of test-based teaching. MCS has nourished my children and taught them to not just worry the grade, but to investigate, to listen, to engage in the larger project/idea. I say all this because I've heard the not-rigorous argument for 11+ years now. My kids (like the twin salutatorians at Petaluma High this year) have not suffered because they didn't have grades to worry about k-5 or because they learned in the garden and at the river or because they sang in the choir or because they were read aloud to in 7-8. Quite the contrary, they are thoughtful students and mentors. For our family, creating a life-long love of learning is the most important thing a parent and a school can teach.
—Submitted by a parent


Posted June 23, 2013

Fabulous teachers!!! If your kid isn't doing great at MCCV, then its whats going on at home, not the curriculum or the school or the teachers!! This is a great educational environment that teaches kids to think outside of the box. They learn to respect the environment, each other and the value of education. If there is an issue at school, you can be sure it will be addressed but every parent needs to be involved. My kids went from K-8, are now in Jr HIgh and High School, have 4.0 GPA, are respectful, kind and determined in their school work and outside activities. I owe all of this to their years at MCCV. And yes, good parenting. Parents have to be held accountable for their own parenting skills because that is usually where bad behavior begins. MCCV grows GREAT kids but parents are the seeds!!
—Submitted by a parent


Posted June 18, 2013

MCCV believes in a constructivist educational approach that allows students, teachers and families the freedom to be who they are, learning in ways that suit them. Having K through 8 gives opportunities for joyful, cross-age relationships and a lengthening of childhood. We are developing along with the recent introduction of the Common Core Standards because they reflect more depth in learning, which is what we strive for. My child has been welcomed as a community member and grown just as I'd like him to, confident and curious.
—Submitted by a teacher


Posted March 31, 2012

Every school is not for every family. When you're searching for the right school, look at it for your family needs. I grew up with lots of homework! I moved to CA and had my 1st child go to CV. I was worried he wasn't learning and behind. When he went into High School, I was grateful that he went to CV. He and his friends learned the most valuable lessons they can learn in elementary school. #1 - They learned to love learning and not resent it. #2 - They all learned how to have confidence in their own mind #3 - They didn't give in to peer pressures in HS, because they learned confidence in themselves. #4 - They learned how to be a friend. They've all gone separate ways to COLLEGE and all still remain best friends. #5 - They learn through projects and using their reasoning skills, instead of being taught at and memorizing things they don't understand. My 2nd is now at CV. He's a different child then my first. I was worried he wouldn't be successful with the learning style at CV, because he needs more structure. The teachers and staff immediately acknowledged his needs and quickly placed him in programs in which he can be successful! He is happy and thriving!
—Submitted by a parent


Posted March 30, 2012

My four are behind in everything. My kinder doesn't know her alphabet, my seven year old can't read, doesn't know phonics ,can't count to twenty. One is struggling in math and reading, the oldest is bored and wants homework regularly. The school seems more about play time and arts. No diversity! Children or staff and this is California. When I call the office for information, they don't really return calls, I have to wait until parent/teacher conference for info & by then my kids are struggling. Problems should be addressed as they come up not wait until conference time.I prefer traditional education with routine curriculum & proper testing. Safety is a problem. No locked fence around the school. The building needs repairs. My children's favorite part of school is lunch and recess. I ask during parent/teacher conferences "how to help my children improve", the teachers aren't able to give me helpful advice. They say my kids are young, give them time and they will get it later on. They only say to read more with my children. The student/teacher ratio is bad. It's more like an over size daycare center.The principal favors married couples and not single parents. That's discrimination.
—Submitted by a parent


Posted February 23, 2012

I have children that go to MCCV and a few of them are behind academically. This school compared to several others that my friends children attend doesn't focus on homework and only once a week is it expected to be turned in as other schools have homework every night. I believe that's why my children aren't succeeding academically where socially they enjoy the school. I have come to find that many of the staff are prejudice and unless you are social with certain individuals they will not treat you the same as everyone else. If you are a divorced parent the school does pick sides and outcast the parent they don't agree with. I don't feel safe having my children attend this school as the campus is open and anyone can step foot on the grounds without permission. We had an incident where a person went there to speak to one of my children and was able to take my child away from class while school was still in session. A moment later that individual followed my child into the class and made a disturbing scene. The police were involved and luckily my child was safe and returned to me, the parent. I do not feel good after such an incident and will be taking my children out of this school.
—Submitted by a parent


Posted August 26, 2011

We love our MCCV!! I have 3 boys there and they are happy confident kids who love to go to school. The middle school program (6-8) is awesome and doesnt have a lot of the same pressures of Jr. high. The teachers are wonderful,smart careing people who really show they love to teach! We are really happy to have our kids go to such a special place.
—Submitted by a parent


Posted May 31, 2011

We love MCCV! Our daughter is going through the middle school years and she does not have to deal with any of the difficulties most junior high students deal with. She looks forward to school, is learning in a creative and positive environment, has gained self-confidence through participation in the arts, and her teachers and administration really know who she is. The librarian is amazing--my daughter never enjoyed reading before MCCV---now she loves it! It is such a comfortable and positive place. So glad she doesn't have to deal with the "nasty mean girls."
—Submitted by a parent


Posted October 3, 2009

MCSCV not only teaches the children the 3-R's, it teaches them to think for themselves, and how to be productive and positive citizens of the world!
—Submitted by a parent


Posted September 17, 2009

Mary Collins School at Cherry Valley is a conversion charter with an emphasis on environmental education and visual/performing arts. We are committed to the education of the whole child.


Posted September 17, 2009

I love it because the teachers focus on creating an environment where the children love the process of learning and the wonder of the world around them. It is very community minded as well as involving many of the parent body. My kid loves his school!
—Submitted by a parent


Posted September 17, 2009

My child loves going to this school and really enjoys learning. I attribute that to the mission statement of the school, it's teachers, the principal and staff. As a parent I stay involved. I truly appreciate and enjoy the community at this school.
—Submitted by a parent


Posted September 17, 2009

Great teachers, curriculum, lots of art and science. Love that it teaches children to think for themselves and be curious.
—Submitted by a parent


Posted September 16, 2009

All 5 of my kids have gone - or are currently going to Cherry Valley. This school teaches respect for yourself, others and the world around us. The teachers honostly care about each child and their individual needs - it's a wonderful place to go every day!
—Submitted by a parent


Posted July 2, 2009

I can't say I have been impressed about the academics, they do not even teach spelling to the children (no spelling tests and no phonics). Nice teachers and nice campus but too little focus on math, writing and spelling.
—Submitted by a parent


Posted October 28, 2008

We have loved the school ever since we started. Yes there are things that can be corrected and that comes with parent involvement. The parents that never have anything dgood to say are the ones who do nothing for the school. The teachers are in-tune with your child and always has time to discuss issues. The learning is wonderful. All three of my kids love reading! What else could I say? Even the sports program has started to advance. Wonderful school!
—Submitted by a parent


Posted September 5, 2008

A truly broad educational experience of the liberal arts variety.
—Submitted by a parent


Posted January 29, 2008

We are really impressed with the school. the dedication to project-based learning, the performing arts, and the environment are strong. My 3rd grade son is very engaged in math and science. My kindergarten son loves going to school and sharing his new-found knowledge with older children during blended learning times.
—Submitted by a parent


Posted July 6, 2007

We have been really happy here and it's been a good fit for our 6 year old. They don't get into a dither about standardized tests and I think that's reflected in test scores. I do have concerns about how they address math curriculum and while I see that the school is a great fit for us now, but I might feel differently as our child enters higher grades. Academics matter a lot to me and this school has a non-traditional approach to teaching. It's not necessarily bad, it's just very different from my upbringing. Teachers are fantastic going above/beyond, principal too. Unfortunately we've seen a lot of out of control kids - the school attracts a few families with creative approaches to discipline (read: none at all). I suppose it's the same in any school, but I was shocked at how disruptive it is in the classroom.
—Submitted by a parent


Posted May 12, 2006

Our two years here were disturbing. Staff and administrative changes kept the classrooms in a continuous low grade upset with new families, such as our, clueless about what was happening. Our experience was not satisfying and we were relieved when the school year ended.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

812

Change from
2012 to 2013

-24

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

1 / 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 2013

This school's
API score

812

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

-24

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 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
(2012)

6 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

1 / 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.

50 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
57%

2011

 
 
32%

2010

 
 
31%
Math

The state average for Math was 65% in 2013.

50 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
46%

2011

 
 
46%

2010

 
 
62%
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.

45 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
49%

2011

 
 
48%

2010

 
 
48%
Math

The state average for Math was 66% in 2013.

46 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
49%

2011

 
 
56%

2010

 
 
50%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

42 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
75%

2011

 
 
71%

2010

 
 
82%
Math

The state average for Math was 72% in 2013.

41 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
60%

2011

 
 
56%

2010

 
 
74%
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.

37 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
83%

2011

 
 
76%

2010

 
 
67%
Math

The state average for Math was 65% in 2013.

36 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
54%

2011

 
 
64%

2010

 
 
60%
Science

The state average for Science was 57% in 2013.

37 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
80%

2011

 
 
83%

2010

 
 
83%
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.

44 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
79%

2011

 
 
65%

2010

 
 
81%
Math

The state average for Math was 55% in 2013.

43 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
80%

2011

 
 
65%

2010

 
 
76%
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

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

42 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
76%

2011

 
 
91%

2010

 
 
80%
Math

The state average for Math was 52% in 2013.

37 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
67%

2011

 
 
80%

2010

 
 
80%
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

Algebra I

The state average for Algebra I was 50% in 2013.

2013

 
 
n/a

2012

 
 
77%

2011

 
 
77%

2010

 
 
73%
English Language Arts

The state average for English Language Arts was 57% in 2013.

27 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
89%

2011

 
 
81%

2010

 
 
63%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

16 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
56%

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

27 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
68%

2011

 
 
66%

2010

 
 
35%
Science

The state average for Science was 67% in 2013.

27 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
60%

2011

 
 
74%

2010

 
 
53%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students28%
Females38%
Males19%
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)21%
Economically disadvantagedn/a
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only29%
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)38%
Parent education - college graduate21%
Parent education - graduate school/post graduate33%
Parent education - declined to staten/a

Math

All Students26%
Females25%
Males27%
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)23%
Economically disadvantagedn/a
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only27%
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)23%
Parent education - college graduate21%
Parent education - graduate school/post graduate40%
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 Students31%
Females38%
Males21%
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)30%
Economically disadvantagedn/a
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only33%
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)n/a
Parent education - college graduate17%
Parent education - graduate school/post graduate56%
Parent education - declined to staten/a

Math

All Students41%
Females33%
Males53%
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)44%
Economically disadvantagedn/a
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate33%
Parent education - graduate school/post graduate61%
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 Students76%
Females83%
Males71%
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)77%
Economically disadvantagedn/a
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability79%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate79%
Parent education - graduate school/post graduate58%
Parent education - declined to staten/a

Math

All Students51%
Females59%
Males46%
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)56%
Economically disadvantagedn/a
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only53%
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)n/a
Parent education - college graduate50%
Parent education - graduate school/post graduate67%
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 Students73%
Females85%
Males67%
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)75%
Economically disadvantagedn/a
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduate67%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students61%
Females62%
Males61%
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)68%
Economically disadvantagedn/a
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only60%
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)n/a
Parent education - college graduate67%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Science

All Students78%
Females69%
Males83%
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 disadvantaged82%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only81%
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)64%
Parent education - college graduate83%
Parent education - graduate school/post graduate92%
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 Students82%
Females86%
Males78%
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 disadvantaged83%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented91%
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 graduate88%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Math

All Students66%
Females57%
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)62%
Economically disadvantagedn/a
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented91%
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 graduate69%
Parent education - graduate school/post graduate63%
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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
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)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students81%
Females91%
Males68%
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)84%
Economically disadvantagedn/a
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only81%
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)n/a
Parent education - college graduate78%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students54%
Females58%
Males50%
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)56%
Economically disadvantagedn/a
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability61%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
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)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students89%
Females77%
Males100%
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)91%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only88%
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)n/a
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students56%
Femalesn/a
Malesn/a
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)50%
Economically disadvantagedn/a
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only53%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
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)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students63%
Females54%
Males71%
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)63%
Economically disadvantagedn/a
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only63%
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)n/a
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students74%
Females54%
Males93%
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 disadvantaged76%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

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 State average
White 81% 26%
Hispanic 10% 52%
Asian or Asian/Pacific Islander 3% 11%
American Indian/Alaska Native 2% 1%
Two or more races 2% 3%
Black 1% 6%
Hawaiian Native/Pacific Islander 1% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Female 47%N/A48%
Male 53%N/A51%
Students eligible for free or reduced-price lunch program 4%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 2%N/AN/A
Source: CRDC, 2011-2012

Teacher resources

Special staff resources available to students Gardening teacher(s)
Instructional aide(s)/coach(es)
Librarian/media specialist(s)
Nurse(s)
PE instructor(s)
Reading specialist(s)
School psychologist
School social worker/counselors(s)
Speech and language therapist(s)
Read more about programs at this school
Source: Provided by a school official.

Special education / special needs

Specific academic themes or areas of focus
  • Special education
Staff resources available to students
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Mathematics
  • Science
Staff resources available to students
  • Gardening teacher(s)
School facilities
  • Access to farm or natural area
  • Garden/Greenhouse

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
  • Music
  • Performing arts
School facilities
  • Art room
  • Music room
Music
  • Band
  • Choir / Chorus

Language learning

Foreign languages taught
  • Some Spanish Opportunities
Staff resources available to students
  • Speech and language therapist(s)

Health & athletics

Staff resources available to students
  • Gardening teacher(s)
  • Instructional aide(s)/coach(es)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to farm or natural area
  • Access to sports fields
  • Garden/Greenhouse
  • Kitchen

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
School leaders can update this information here.

School basics

School start time
  • 8:25 am
School Leader's name
  • Chad Carvey
Gender
  • Coed
Special schedule
  • Year-round
Fax number
  • (707) 778-4839

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Classical (e.g., focuses on the "classics")
  • Constructivist
  • Gifted / high performing
  • Hybrid
  • Multi-aged
  • Outdoor / Farm-based
  • Project-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
  • Environmental
  • Global
  • Humanities
  • Mathematics
  • Music
  • Performing arts
  • Science
  • Service learning
  • Special education
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Foreign languages taught
  • Some Spanish Opportunities

Resources

Staff resources available to students
  • Gardening teacher(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Nurse(s)
  • PE instructor(s)
  • Reading specialist(s)
  • School psychologist
  • School social worker/counselors(s)
  • Speech and language therapist(s)
Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
Transportation options
  • None
School facilities
  • Access to farm or natural area
  • Access to sports fields
  • Art room
  • Audiovisual aids
  • Auditorium
  • Cafeteria
  • Garden/Greenhouse
  • Internet access
  • Kitchen
  • Library
  • Music room
  • Playground
School leaders can update this information here.

Sports

Boys sports
  • As per parent volunteering
Girls sports
  • As per parent volunteers

Arts & music

Visual arts
  • None
Music
  • Band
  • Choir / Chorus
Performing arts
  • None
Media arts
  • None
School leaders can update this information here.

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem

School culture

Parent involvement
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Many Many Other Opportunities!
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
Notice an inaccuracy? Let us know!

1001 Cherry St.
Petaluma, CA 94952
Website: Click here
Phone: (707) 778-4740

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools







ADVERTISEMENT
ADVERTISEMENT