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Teacher quality
Principal leadership
Parent involvement
My daughter has been at this school for 2 years now - we moved here when she started 3rd grade and my son started her in Kindergarten. My daughter had a very hard time fitting in and after being bullied I tried to get the teacher involved and he said that is the way 3rd grade girls are and refused to help in any way shape or manner. I finally had to take my complaint to the principal who did absolutely nothing. My son's Kindergarten teacher and the teacher that she shares a classroom with decided that they didn't want the hassle of having an end of the year ceremony even though the other 2 Kindergarten classrooms were having one. She explained to me that it was just too much work. There is absolutely no direction or guidance given to the teachers at this school. They are hiring their 5th principal in 5 years and it is absolutely not surprising to me why. The office staff are often rude and seem disconnected. New parents have no way to learn about the school and have no resources given to them i.e. a welcome group of parents. The communication flow is terrible at this school and after being there for 2 years, I finally feel like I kinda know what is going on at the school.
—Submitted by a parent
The reason why the school is successful is because of very hands on and very generous parents. Every month there are about three different fund raisers going on but there is no real pressure to have to contribute to all, all at once. With that being said, my gripe with this school is really the parents. My kid came into Donlon in first grade, and most of the other kids have been in pre-k, kinder and now first grade together. They even have extra-curricular activities together, which is great. But they are quite clique-y. There is not much room for inclusion for the new kids. But my kids' first grade teachers have been fantastic, always communicating what needs to be done, and always encouraging what is working out. However, because of my previous stated gripe, I may have to take out m child from the school because of the emotional trauma she is currently experiencing. Sadly she was happier at a lower level school she was previously in because of how much nicer everyone was there.
—Submitted by a parent
I went to this school a long time ago, so when I had my son, I would send him there too. Worst mistake I ever made. He went there 4 years and in that time he only had one teacher who even cared and treated him as a kid and not just a number for a paycheck. His first grade teacher who let him sleep when he wanted informs us he had to go to Sylvan to pass grade 1. She made no effort with him and like the other teachers when it came to meet, they could not be bothered to discuss plans or anything to make things better. I was thankful for his second grade teacher. She treated like a kid and had no problems with them. We were also told the teachers like girl students and can not be bothered by the boys. My son cried 3 out of the 4 years he went there begging not to get out of the car. I finally removed him and to this day trying to undo his mental issues of self esteem that this school created in him feeling like a worthless child. Shame on this school for picking teachers who are only there for a paycheck.
—Submitted by a parent
Donlon has been a good school for my 2 children. They do have an issue regarding their system for collecting "donations" for school supplies. I feel cornered into purchasing a school supplied kit for twice the price I could othewise pay for the items. Handing out the supply list at Back To School night is NOT acceptable; last time I checked BTS night is several days AFTER the school year begins. Otherwise, my kids have been fortunate in their teachers, who for the most part have been excellent. Parents are also heavily involved in the classroom.
—Submitted by a parent
I can give it only an average rating. On the positive side, it is a friendly place. There is a lot of parent involvement here which I like and the current principal is nice enough. However, the quality of teachers is mixed. Some are great and some are only mediocre. They seem overwhelmed and often unmotivated. They teach to testing, so scores remain high, but if you are move here for the educational opportunities in Pleasanton, you will probably be disappointed. We have just been told class size is increasing again! Buildings are crowded and classrooms are too small for the amount of students now. I cringe to think of 5 more students in each class next year. Donlon is planning to go to a split arrival schedule to accommodate everyone. We have 2 children and moved here 3 years ago for the schools. We have been renting and decided not to buy here. We can get more for our investment somewhere else. Pleasanton schools are not bad but not good enough. One other budget note, all students are asked to contribute $45 for school supplies,(no list is provided so you can do it yourself). You will be asked to contribute $40 per classroom and another $10 for an agenda.
—Submitted by a parent
Whoever posted the review on 6/8/12 is incorrect about the school supplies! The program which provides the supplies for $45 is optional and the supply list is always (every year so far) available to ALL parents during back to school night. I choose to participate in the FUNDRAISER for the school supplies because it helps the teachers at Donlon by providing the same supplies to every child. It is very convenient for me as a parent, I don't have to drive from store to store looking for supplies. The PTA at Donlon has in the past supported the students, parents and teachers and I hope it will continue on the same path. Donlon has great teachers that are dedicated and a principal who is super active at school with the students and staff. There might be many changes coming the schools in Pleasanton, but for now the schools are better then in Dublin, Livermore or San Ramon.
—Submitted by a parent
We moved here two years ago, specifically to take advantage of the excellent educational opportunities Donlon could provide to our children. We have found the staff, teachers, and principal at Donlon to be incredibly supportive, positive, and genuinely committed to ensuring students reach their full potential in a very nurturing environment. The sense of community among parents and families at Donlon is also exceptional, and we feel extremely grateful to have found such a wonderful school community for our children.
—Submitted by a parent
My son has been going to Donlon for 3 years now and I couldn't be happier with how he has progressed academically as well as how Donlon has helped develop his character. So far, ever teacher he has been assigned to has always had a genuine interest in his education. Our outgoing principal didn't seem to have much time to adjust to Donlon, but she did have some very big shoes to fill taking Mr. Schwitzer's place! I am sure whoever fills the position will have the full support of the staff and the parents as both are always very active and involved in everything.
—Submitted by a parent
Donlon is a great school with lots of community involvement. This is what helps the success of all the Pleasanton schools. My daughter is very happy here and her testing are way above average. Mr. Schweitzer is missed as the principal as he was always a jolly fellow.
—Submitted by a parent
Mixed reactions to this school. The classrooms are overcrowded, no budget and no facilties. I have 2 children here, one has a great teacher but the other teacher is simply uncaring about the students. I would recommend going elsewhere.
—Submitted by a parent
We are so happy that we will have a new principal. Way to go!
—Submitted by a parent
Each of my children's teachers have been excellent. The principal is very involved with parents, students and teachers. I am very glad I chose Donlon over private schools in the area.
—Submitted by a parent
Donlon is a great school. Our principle, Mr. Schweitzer is the best. He gets very involved with the activities and the students love him. The teachers are good and there is heavy participation by the parents.
—Submitted by a parent
I am a mother of three students at Donlona and I love the school. The programs they offer are wonderful and all of the teachers really include all of the schools and the principal is really cool with all of the students. They have band, strings, and other in and after school activities. My 5th grader is doing the revolution and they have a whole program to help them learn all of the academic work. The 4th graders do a California thing that my 5th grader really liked. The teachers are really nice and they involve all of the parents always. The 5th grade teachers give the 5th grade students the help they need to get ready for middle school and even high school. We love Donlon a lot and I will continue to give my children the opportunity to let them go through this school. We love Donlon! Yay!
—Submitted by a parent
Donlon is a great elementary school, we had great progress with our daughter. The teachers are helpful and the school was always willing and helpful if we had any concerns.
—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.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
126 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.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
123 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.
129 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
130 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.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
130 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 | 90% |
| Females | 89% |
| Males | 90% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | 67% |
| Students with no reported disability | 93% |
| English learner | 77% |
| 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) | 76% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 79% |
| Males | 90% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | 60% |
| Students with no reported disability | 89% |
| English learner | 69% |
| Fluent-English proficient and English only | 88% |
| 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) | 71% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 73% |
| Females | 84% |
| Males | 64% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 73% |
| Students with disability | 55% |
| Students with no reported disability | 75% |
| English learner | 54% |
| Fluent-English proficient and English only | 75% |
| 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) | 42% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 85% |
| Males | 87% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | 83% |
| Students with no reported disability | 86% |
| English learner | 92% |
| 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) | 58% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 88% |
| Females | 86% |
| Males | 89% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | 77% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 80% |
| Males | 91% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | 71% |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 86% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | 58% |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | 85% |
| All Students | 74% |
| Females | 66% |
| Males | 80% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 74% |
| Students with disability | 47% |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 77% |
| All Students | 91% |
| Females | 88% |
| Males | 93% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | 79% |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 77% |
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
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 54% | 27% | ||
| Asian | 31% | 11% | ||
| Hispanic | 6% | 51% | ||
| Two or more races | 5% | 3% | ||
| Black | 3% | 7% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 4% | N/A | 54% |
| English language learners 2 | 6% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| All other non-English languages | 25% | 1% | ||
| Korean | 22% | 1% | ||
| Spanish | 22% | 85% | ||
| Vietnamese | 8% | 2% | ||
| Japanese | 6% | 0% | ||
| Polish | 6% | 0% | ||
| Farsi (Persian) | 3% | 0% | ||
| Gujarati | 3% | 0% | ||
| Italian | 3% | 0% | ||
| Mandarin (Putonghua) | 3% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |


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4150 Dorman Road
Pleasanton,
CA 94588
Website: Click here
Phone: (925) 426-4220
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