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Miwok Valley Language Academy Charter

Charter | K-6 | 13 students

 

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Living in Petaluma

Situated in a suburban neighborhood. The median home value is $330,000. The average monthly rent for a 2 bedroom apartment is $1,350.

Source: Sperling's Best Places
 
Last modified
Community Rating

5 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 7 ratings

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted June 22, 2014

There are many outstanding teachers at Miwok, we have never been disappointed. There are so many nice families and a strong PTA. I hope to see more diversity in the classrooms, hopefully more people will be attracted to the opportunity to learn new languages.
—Submitted by a parent


Posted June 22, 2014

I just had one child finish his 7th year at Miwok! As with every school there are excellent teachers and those less desired! I have another child entering 5th and would not change a thing!Test scores have to do with diversity and parent involvement! Yes Miwok does have a low income population,but while that may effect test scores it does not reflect on the excellent teachers , staff, and PTA.I have to say that I have one child that needs constant help and follow through to achieve academics while the other does not! If you are not highly involved in your child's education do not blame the school or teacher, they can not do it all. While yes Miwok may be short on funding I have to say that both my children have and are getting a great education.
—Submitted by a parent


Posted March 31, 2013

I wanted my daughter to go to a private school, but my husband convinced me to ignore the test scores and give Miwok a chance. Today, my daughter is in 4th grade and we are still at Miwok, and I can't wait until my little daughter starts at Miwok too. I am so glad that I listened to my husband and proud to be a Miwok parents. I don't think any private school will have the amazing teachers and staff that we have at Miwok. With addition to the excellent level of education, the diversity at Miwok opening my daughters eyes and mind to the other cultures around the world . At Miwok, she learned by interacting everyday with kids from different countries, that the world doesn't end at the boards of united states. She is getting an amazing and excellent level of education, at Miwok.
—Submitted by a parent


Posted May 31, 2012

Our child has struggled due to what now appears to be a learning disability, and the teachers are absolutely uninvolved, and unconcerned. We were told that we needed to practice flash cards more with our daughter so she could learn her addition facts, but little more. We were practicing, she was just having trouble anyway. The school never suggested testing, teachers were vague about her problems. This year, she gets a satisfactory on everything on her report card despite a clear lack of comprehension, while we get virtually no homework or tests back. We believe it is never corrected. We have finally taken our daughter to a doctor for testing, although the school is legally obligated to do it. The teacher is indifferent, and blames everything on the large class. We couldn't even get a textbook for her tutor. This school has poor leadership and more, and is making excuses - the tight budget. The test scores are not the problem, who cares about those. The problem is that there appears to be little guidance for the teachers, low engagement by the teachers, and the good teachers are there, but few, and overwhelmed by the lack of help from admin. Find a different school. Terrible.
—Submitted by a parent


Posted February 17, 2012

My son is in Kindergarten in the Miwok Dual Immersion program. I volunteer in the classroom regularly and have been very pleased with the quality education he is receiving. The classroom is large and more than adequately stocked with books, toys, teaching materials, etc. His two Kindergarten teachers are wonderful and he loves them. He is progressing well in all subject areas and we feel he is receiving an above average education. He is learning everything that his peers are learning at other schools in addition to becoming bilingual and bi-literate. We have a great group of involved parents and we parents and our children are making cross cultural friendships. We are so pleased that the Old Adobe Union School District decided to provide such a wonderful program for our children and our community.
—Submitted by a parent


Posted December 15, 2011

My child is in the Dual Immersion at Miwok and it is amazing! She is reading and writing in Spanish and it's only December. I am amazed! I feel that the spirit of the school and the program is alive and exciting! Truly a gem of a program and at our local public school. We are very lucky to have our there! Her teacher is fantastic! Great job Miwok for making me a believer!
—Submitted by a parent


Posted October 24, 2011

My daughter has just started Kinder in the Dual Immersion program. I believe in the program, but there is low parental involvement, not a lot of resources - not a lot of books, toys, manipulatives in the classroom. I hope that the school receives more funding, gets aides and lowers class size.
—Submitted by a parent


Posted October 21, 2011

I've just read all the other views and have decided that I am going to give Miwok a real review. Look at the test scores. For the past two years, Miwok has failed minimun standards for both State and Federal, along with another school in the district. So, every year we get a notice saying that we have the right to send our child to another school in the district. When you call the other schools, they do not have space, you end up stuck. Their technology is outdated and last year one 6th teacher couldn't use 2 of the 3 computers due to software incompatibility. The campus is rundown and children are allowed to roam free before and after school and teachers just stand there or there are no teachers present at all. As far as parent involvement, the same parents are involved with school activities. I will say this though. As far as teachers are concerned, the teachers that my children have had were great. But then again, with no money, we sure did find some to hire a brand new superintendent at the cost of our children.
—Submitted by a parent


Posted October 20, 2011

We love hearing our 1st grade daughter reading in two languages as easily as other 1st graders read in just one! It's so sweet to hear her going about her play at home, and break out in song in another language! .....but, I think the most exciting thing is that our daughter's amazing teacher is such a testimony to the program and a firm believer in it, because she grew up going through the very same program that our daughter is... and it worked brilliantly!! We are enamored with the program and eager to see all the benefits that will play out in our daughter's life as a result!
—Submitted by a parent


Posted January 20, 2011

I have two children (K & 1st) in Miwok's Spanish/English Dual Immersion program. I'm so happy that my kids have the opportunity to participate in this bilingual and intercultural program. If you are looking for educational opportunities for your children that will provide a much needed cultural component that other public schools don't provide, this is the program for you! We have a terrific and caring principal and LOVE our kinder teacher!
—Submitted by a parent


Posted January 11, 2011

I am very happy with Miwok Valley! We are transplants from Bernard Eldridge's Dual-Immersion program. The school community has been very welcoming and the transition has been smooth. Kim Harper is a top-notched administrator, with a staff of dedicated and experienced teachers. There is strong parent involvement, which helps keep traditional programs like 6th grade camp, library, and PE. The population is diverse and dynamic, with an excellent traditional curriculum as well as one of only three Dual Immersion/Spanish programs in the entire county!
—Submitted by a parent


Posted January 6, 2011

We are transfers from BE, following the dual immersion program and are very happy we did! Miwok is a wonderfully diverse community, both culturally and socioeconomically, and Kim Harper is a dedicated and thoughtful leader with top-notch dual immersion teachers. I appreciate her accessibility and visibility - always available for a chat or to schedule a longer meeting and always out in front after school keeping an eye on things! We are very happy to be at Miwok Valley in their dual immersion program!
—Submitted by a parent


Posted November 8, 2010

Our school has the best spirit, we are about 70% hispanic and our chilldren are working together to make our future bright..
—Submitted by a parent


Posted October 10, 2010

My youngest child is now in 6th grade at Miwok. I am very proud to say my children went to Miwok. I feel that everyone at Miwok from the teachers to the janitors truely cares about the kids, they go out of their way to make sure the children have what they need to succeed.
—Submitted by a parent


Posted March 12, 2010

My son started Kindergarten there this year and he loves it. The teachers are amazing as well as the rest of the staff.
—Submitted by a parent


Posted February 27, 2008

This is a really wonderful inclusive elementary school. It has a diverse population meaning students get not only wonderful lessons in the class, but wonderful lessons in the playground from kids from different backgrounds. A wonderful well-repsected principal leads the way.
—Submitted by a parent


Posted January 13, 2006

The school has many great things going for it. With one exception that comes to mind, it's 6th grade math program. It moves to fast and has been implemented because of the political issues the school is having.
—Submitted by a parent


Posted August 11, 2004

Active & Excellent PTA funds not only extras but essentials like classroom aides. Principal Harper is excellent - very involved with parents, children, PTA. Greets children in front of school every day. A real Open Door policy and always receptive to new and innovative ideas.
—Submitted by a parent


Posted March 1, 2004

I am a former student. I loved this school. My favorite teachers were there. My teachers were always there to support us and were trully concerned if you had a problem. They never let you squeak by with education. Wonderful memories.
—Submitted by a former student


Posted December 3, 2003

I've had a child in Miwok Valley for 6 years now, I also have 2 younger children and 6 more years to go in Miwok Valley and am looking forward to those 6 more years. I have never met a Principal of a school who actually spends 'time' with the children outside of the office until Ms. Harper. She is a very dedicated principal to the school, children and parents. Many times you'll find her out on the grounds 'with' the children or in the lunch room eating with them. Miwok's PTA is also very involved in the children as well, with the many fundraisers to bring the children new text books, playground equipment, and so much more. They are as dedicated to the children and the school as the principal.
—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

782

Change from
2012 to 2013

-11

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

3 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet 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

782

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

-11

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)

4 / 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)

3 / 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.

62 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
54%

2011

 
 
40%

2010

 
 
50%
Math

The state average for Math was 65% in 2013.

62 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
65%

2011

 
 
45%

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 46% in 2013.

72 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
35%

2011

 
 
34%

2010

 
 
41%
Math

The state average for Math was 66% in 2013.

74 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
55%

2011

 
 
68%

2010

 
 
64%
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.

71 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
71%

2011

 
 
74%

2010

 
 
62%
Math

The state average for Math was 72% in 2013.

73 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
70%

2011

 
 
76%

2010

 
 
63%
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.

53 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
79%

2011

 
 
48%

2010

 
 
59%
Math

The state average for Math was 65% in 2013.

52 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
65%

2011

 
 
31%

2010

 
 
40%
Science

The state average for Science was 57% in 2013.

53 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
54%

2011

 
 
41%

2010

 
 
46%
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.

76 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
38%

2011

 
 
50%

2010

 
 
57%
Math

The state average for Math was 55% in 2013.

76 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
25%

2011

 
 
29%

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 Students46%
Females57%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability48%
English learner41%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)54%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to state45%

Math

All Students53%
Females57%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability54%
English learner45%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)62%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to state45%
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 Students45%
Females59%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged33%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability48%
English learner14%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate39%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)56%
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students65%
Females79%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged60%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability70%
English learner50%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate58%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)63%
Parent education - college graduate77%
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

English Language Arts

All Students64%
Females59%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged54%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability62%
English learner42%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)68%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state69%

Math

All Students59%
Females60%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged54%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability60%
English learner52%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)58%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state64%
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 Students51%
Females48%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged44%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability54%
English learner28%
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 graduate25%
Parent education - some college (includes AA degree)58%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students35%
Females30%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged29%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability36%
English learner18%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)8%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students46%
Females30%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged33%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability48%
English learner11%
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 graduate17%
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students70%
Females71%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged56%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability72%
English learner29%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate79%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)88%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%

Math

All Students50%
Females45%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged39%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability53%
English learner0%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)59%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to state58%
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
Hispanic 67%
White 26%
Black 3%
Asian 2%
Two or more races 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 71%N/AN/A
English language learners 56%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 5%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Jorge Arvizu
Fax number
  • (707) 765-4380

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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1010 Street Francis Drive
Petaluma, CA 94954
Website: Click here
Phone: (707) 765-4304

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