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GreatSchools Rating

Boulder Creek Elementary School

Public | K-8

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 5 ratings
2012:
Based on 2 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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26 reviews of this school


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Posted June 29, 2014

I have two boys in this school - 5th and 1st grade. Overall, Boulder Creek is a good school. The principal is great and the academic standards are good. The booster club is hard to crack if you aren't a certain type of person ($ and popularity still rule) and you have to watch for the teacher/parent favoritism, which seems to be worse in the early grades (K-2). After 2nd grade, it isn't really a problem. My son's K class last year had some parents who were very close with the teacher and it was like a little club. Those few parents and their kids were the center of the teacher's attention; the rest of us had to fight for time to speak to her and had to drag details out of her. There was one mom who was in the class all the time, just hanging out, and several of the other parents who were friends of the teacher were in and out all day. My son kept talking about it so I think it had become distracting. The teacher was younger and it was like she was more concerned with what was going on after school than during. Overall, a good school in a safe neighborhood. My kids are happy and if you can get past the elitist attitude of some of the parents and teachers, you will be happy, too.
—Submitted by a parent


Posted November 20, 2013

This is the worst school ever. I went here from kindergarten to 2nd grade. The "amazing principle" , Dale Porter gave me detention for going to the office to much.And my second grade teacher banned my father from the campus for telling her about children that where bullying me, and falsely claiming that he threatened her. Almost all teachers and parents here are stuck up. Honestly, a horrible school that I will always hate. -Kori Coffman- Pfennig.


Posted September 7, 2013

This school is amazing. It has a great family atmosphere with a lot of school unity. The principal is one of the key elements that makes this school so wonderful. Mr. Dale Porter is held in very high regard by his students, teachers, and parents. He's firm with his students, but in a very caring way. There is also a lot of parent participation at this school. It feels like one big happy family when you walk down the halls. The teachers are exceptional too. They always try to find new innovative ways to learn and have fun while they're doing it. I would highly recommend this school to anyone.
—Submitted by a parent


Posted August 30, 2013

Love the teachers and the people. I was sad to move and leave this school.
—Submitted by a parent


Posted August 23, 2013

This school is great for the first five or so years. However, I have not been happy with my daughter's experience in middle school. If your child is white, popular, and likes to bully people, then this is the school for them. If your child does not fit into this category, then he or she will be at the mercy of the a fore mentioned. Unfortunately, the staff and teachers are not sympathetic to the kids getting picked on. In fact, I've witnessed certain teachers bullying the kids as well. There are only a couple of great teachers, one for math, and one for science, oh, and the music teacher is okay, other than that, they are mediocre at best. If your child displays any type of individuality or creativity, this school will squash it.
—Submitted by a parent


Posted July 23, 2013

I used to go to that school for 7 yrs. until I moved, and it was really great. I am in love with most of the teachers. The jr. High is really great all of the teachers are nice, If you listen to them. It is a very good school. All (3) of the principals are very nice. Mr. Porter is very kind and reasonable. I think that Mrs. Gleason is more in the junior high area. And Mr.Bose is there mondays and fridays and is like an advisor and plays with the kids. Your kids will LOVE this SCHOOL!!!


Posted December 14, 2012

It is exactly as another parent put it, roll the dice on if you get a good teacher or not we have been at this school 3 years and 2 out of 3 teacher's are REALLY bad apples, I think we will switch soon. Principal Mr. Porter is very nice and easy to talk to but his assist Gleason is very much self involved and don't truly care about the children, such a waste to talk to her.
—Submitted by a parent


Posted August 16, 2012

I have had two boys in Boulder Creek since Kindergarten one is now a sophmore in high school and the other is about be an 8th grader at Boulder Creek! I can not say enough good things about BC! The Staff the students are fantastic. My kids never wanted to leave. Looking forward to another great year!
—Submitted by a parent


Posted December 7, 2011

We just moved away from Boulder Creek 2 months ago and boy do we miss it!!! That school is the best. Super friendly, helpful staff. An amazingly involved Principal. We miss it soooooooo MUCH!! Please if you are looking for a school pick this one with ease. I had a 1st and 2nd grader and they loved it and so did I! My 2nd grader just got a envelope full of letters from her old class yesterday I felt like crying, we are not fans of her new school. If I could I would drive her the 3 hrs to go back to Boulder Creek!!
—Submitted by a parent


Posted April 26, 2010

Like the size of school and that it doesn't feel like a City school and like the Principal's philosophy
—Submitted by a parent


Posted December 18, 2009

We just moved away from Boulder Creek. Everyone in my new area thinks the schools here are great, but they are nothing compared to Boulder Creek! Awesome school, incredible teachers and great staff! We miss you, Boulder Creek!!
—Submitted by a parent


Posted August 6, 2009

All of my kids go here and they love it!!!!I would have to say this is the best school out there..
—Submitted by a parent


Posted January 22, 2009

I have had 2 of my sons at Boulder Creek for the last 3 years and they have excelled in their studies and enjoyed there school experience. We are truly greatful for Boulder Creek!
—Submitted by a parent


Posted December 15, 2008

My son loves it here and his grades are great, the principal and all staff are world class. Troy Rauh
—Submitted by a parent


Posted October 30, 2008

I also love having my daughter at Boulder Creek, Mr Porter is the best principal I have seen in many years. He is very involved with the children and they are comfortable talking to him. I agree that the teachers are a mixed bag, perhaps it is just their personalities. Mr Shelby, Ms Vollmers and Mrs. Jewett have been great.
—Submitted by a parent


Posted October 29, 2008

I love having my children at Boulder Creek School. It has great parent involvement and the teachers really care about the students and that they do well. The principal, Mr. Porter, is the best principal that I have ever encountered. He is very active in all school functions and cares about the school. Some principals hide in their offices handing out detentions, but Mr. Porter is not like this. He's also about 6'5', so the kids look up to him, literally! I'm very pleased with Boulder Creek School all the way around!
—Submitted by a parent


Posted August 14, 2008

My daughter loves going to school! We have had nothing but great teachers. The teachers are caring, loving, hard-working individuals. The principal is awesome. He really gets involved with the children and school activities.
—Submitted by a parent


Posted June 16, 2008

Boulder Creek is full of potential and good intentions. It's among the best schools in Redding, and while it delivers on many levels, it comes up short on some and misses completely on others. Principal Dale Porter, warm and caring, reaches out to students and parents. Yet, he appears to lack sufficient control over the faculty and staff, which shortchanges his efforts. The faculty is a mixed bag. Some teachers are simply awesome, while others are mediocre at best, and their standards and curriculum vary widely, even in the same grade levels. The booster club is a cliquey bunch, powerful and hard to penetrate. They look out for one another, but for everyone else, it s a mixed bag. If you manage to get the right teachers, Boulder Creek is a very good school. But if not, it will leave you pulling your hair out over what might have been.
—Submitted by a parent


Posted May 22, 2008

Boulder Creek Elementary School is the best school you could ever send a child too. I was a former student and now am entering high school this upcoming year. I am on homeschool and help out at Boulder Creek every Friday at lunch. I get to enjoy going back there and have a wonderful relationship with the teachers I had there. I could never say enough about great stuff about this school. It is amazing. I can guarantee that as your child gets older they will never forget the hospitality and 'family' feeling that you get from being at that school. I know that this school has each students best interest at mind. I know that your child will succeed in school if they attended Boulder Creek.


Posted April 1, 2008

Both of my children have attended this school. While one has moved on and now Boulder Creek is adding 6th grade I intend to keep my child at Boulder Creek rather than moving her to a Middle School. The teachers are like family to me, they really care about how well your child does and that means EVERYTHING to me.
—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

865

Change from
2012 to 2013

+1

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

9 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

865

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

+1

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)

8 / 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)

9 / 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.

111 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
62%

2011

 
 
67%

2010

 
 
65%
Math

The state average for Math was 65% in 2013.

111 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
77%

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

English Language Arts

The state average for English Language Arts was 46% in 2013.

117 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
48%

2011

 
 
65%

2010

 
 
59%
Math

The state average for Math was 66% in 2013.

117 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
71%

2011

 
 
78%

2010

 
 
81%
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.

105 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
77%

2011

 
 
77%

2010

 
 
70%
Math

The state average for Math was 72% in 2013.

106 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
76%

2011

 
 
79%

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 60% in 2013.

112 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
80%

2011

 
 
71%

2010

 
 
67%
Math

The state average for Math was 65% in 2013.

112 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
71%

2011

 
 
59%

2010

 
 
69%
Science

The state average for Science was 57% in 2013.

112 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
74%

2011

 
 
77%

2010

 
 
71%
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.

86 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
73%

2011

 
 
76%

2010

 
 
79%
Math

The state average for Math was 55% in 2013.

84 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
50%

2011

 
 
66%

2010

 
 
57%
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.

85 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
83%

2011

 
 
71%

2010

 
 
77%
Math

The state average for Math was 52% in 2013.

84 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
73%

2011

 
 
61%

2010

 
 
78%
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.

33 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
70%

2011

 
 
80%

2010

 
 
n/a
English Language Arts

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

89 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
68%

2011

 
 
80%

2010

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

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

61 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
58%

2011

 
 
71%

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.

94 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
60%

2011

 
 
80%

2010

 
 
n/a
Science

The state average for Science was 67% in 2013.

89 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
58%

2011

 
 
82%

2010

 
 
n/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.

Source: California Department of Education

English Language Arts

All Students64%
Females71%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged50%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)66%
Parent education - college graduate83%
Parent education - graduate school/post graduate70%
Parent education - declined to staten/a

Math

All Students81%
Females79%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged78%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability84%
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 graduate76%
Parent education - some college (includes AA degree)71%
Parent education - college graduate96%
Parent education - graduate school/post graduate81%
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 Students49%
Females54%
Males44%
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 disadvantaged42%
Not economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduate30%
Parent education - some college (includes AA degree)41%
Parent education - college graduate57%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

Math

All Students65%
Females63%
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)70%
Economically disadvantaged56%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate48%
Parent education - some college (includes AA degree)49%
Parent education - college graduate86%
Parent education - graduate school/post graduate83%
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 Students75%
Females76%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged60%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)71%
Parent education - college graduate86%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students76%
Females79%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged71%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)76%
Parent education - college graduate91%
Parent education - graduate school/post graduate79%
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 Students72%
Females81%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged70%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
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

Math

All Students78%
Females82%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged74%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)66%
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students71%
Females75%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged64%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)63%
Parent education - college graduate83%
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 Students71%
Females75%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged56%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)77%
Parent education - college graduate83%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Math

All Students70%
Females64%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged56%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)85%
Parent education - college graduate78%
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
Not 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 Students63%
Females74%
Males55%
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)61%
Economically disadvantaged68%
Not economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate59%
Parent education - some college (includes AA degree)56%
Parent education - college graduate70%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

Math

All Students54%
Females59%
Males49%
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)48%
Economically disadvantaged59%
Not economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate41%
Parent education - some college (includes AA degree)56%
Parent education - college graduate52%
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 Students93%
Females94%
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)93%
Economically disadvantaged89%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students73%
Females85%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged84%
Not economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
Parent education - some college (includes AA degree)78%
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students74%
Females76%
Males72%
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)76%
Economically disadvantaged78%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate76%
Parent education - some college (includes AA degree)76%
Parent education - college graduate79%
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
Not 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 Students71%
Females72%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged71%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
Parent education - some college (includes AA degree)77%
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students78%
Females78%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged84%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)84%
Parent education - college graduate81%
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
White 71%
Hispanic 11%
Two or more races 8%
Asian 4%
American Indian/Alaska Native 2%
Black 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 46%N/AN/A
English language learners 3%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 12%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Dale Porter
Fax number
  • (530) 224-4141

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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505 Springer Drive
Redding, CA 96003
Website: Click here
Phone: (530) 224-4140

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