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GreatSchools Rating

Sandpiper Elementary School

Public | K-5 | 490 students

 
 

Living in Redwood City

Situated in an urban neighborhood. The median home value is $745,000. The average monthly rent for a 2 bedroom apartment is $1,710.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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25 reviews of this school


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Posted June 23, 2013

I went to Sandpaper starting in the third grade, and I did not enjoy my experience there. I had trouble making friends. There are many cliques. The academic program was very challenging, which was the one redeeming quality for the school. The teachers were okay. Some were better than others. The start of the new SDC there turned out to be a complete disaster. My sister was enrolled in said class, and it was one mess after another. For two years the administration couldn't be bothered to hire a qualified teacher, and had an aid as an "Emergency Substitute". The principal didn't welcome the class, or even acknowledge they were there. The new class was pretty much invisible. At the end of the year, the PTA forgot her entire class from the yearbook.


Posted April 18, 2012

Pretty good. Strong PTA. PTA seems to be driven by "select few" families. Environment is clean. Professional staff.
—Submitted by a parent


Posted March 3, 2010

With high test scores and an API of more than 900, I am worried that our students are performing too high. Do you think I am kidding? High test scores and a highly stressful academic environment go hand=-in-hand. We don't want our kids throwing themselves on the train tracks like five Palo Alto students did these last 8 months, do we? Be happy. Take your children for weekend car trips. Enjoy family life.
—Submitted by a parent


Posted March 3, 2010

The staff and parents are amazing here. My two daughters are thriving.
—Submitted by a parent


Posted March 1, 2010

Sandpiper teachers are excellent, (especially my daughter's second grade teacher!)..some better and more committed to challenging the kids than the others. I would prefer though that the teachers not always cater to the lowest common denominator and try to break kids into groups, such that they are challenged and do better in the company of their peers. I would also like to echo another parent's sentiments..in this they lack a good enrichment program like spelling bee, mathletics, drama or choir club. This would not only be a great way for PTA or school force to raise money in this time of recession, but would also make our kids smarter and well-rounded in preparation for middle school.
—Submitted by a parent


Posted August 22, 2009

Sandpiper is a great school with a very involved PTA. Since parents here couch kids out of school extensively, for your kid to keep up you need to do the same, or you will be left out!
—Submitted by a parent


Posted August 12, 2009

This is our 7th year at Sandpiper and we have seen it go through many changes over the years. Some were hard, such as the growth and transition of three Principals, but others have been very positive. Test scores continue to be impressive despite funding woes. The Principal is progressive and encourages new programs and technology use. The teachers are a bit set in their ways, but an influx of new teachers has brought some innovation. And the PTA is a well oiled machine. Not everything is roses but overall it's been a great experience and our kids left/will leave well prepared for Ralston.
—Submitted by a parent


Posted August 11, 2009

Sandpiper remains an excellent school dispite some of the recent changes. I agree that the overcrowding has had a negative impact on the school. Parent involvement and community/school culture has suffered due to this situation. The once warm atmosphere, where the principal and school secretary knew all of the children's names, has been replaced by new staff who may be efficient, but lack the personal skills and warmth that are so necessary in an elementary school setting. Some of the sweet traditions that my oldest child enjoyed at this school (and endeared it to our family) have gone by the wayside. Test scores do not tell the whole story.
—Submitted by a parent


Posted September 4, 2008

We moved here in the spring and my daughter starts third grade here towards the end of the school year. The teacher went above and beyond to create a welcome environment for my child. The academic standards are very good. We came from another 'API 10' school in another district and the pace and workload there didn't even compare to the expectations here. The only criticism I have is the lack of extracurriculars. It would be nice to have a drama club or perhaps a choir.
—Submitted by a parent


Posted July 1, 2008

The school is well maintained but severly over crowded. We are new to the school and have encountered an odd mix of situations. The test scores are so high because some sections of the community hire after hours tutoring ect. It is a close nit community but is very seperated by its differences, such as nationality ect. Some of the parents told me that they are citizens of America but they do not consider themselves American. Other groups are very affluent and have a big voice in the community. I long for a school that leaves all that behind and binds with true respect and sense of belonging together. I have encounter mediocre teachers that feel they are the 'cats meow' when actually the scores are due to children being driven to excess by parents, tutoring and teachers teaching to the API test.
—Submitted by a parent


Posted April 7, 2008

As 7th year parents at Sandpiper, we can attest to the fact that this school keeps getting better and better! Our daughter (3rd grade) is privileged to have a fantastic teacher who teaches with spirit, warmth and creativity and recognizes many times a day that each child is special. In the midst of the state budget crisis and the cuts that our district, and all others across the state, are dealing with, we must remember that Sandpiper has an phenomenal, top-notch staff and a parent community who would stop at nothing to ensure Sandpiper remains a superior school. Our children have and are still an receiving an excellent, well-rounded education here.
—Submitted by a parent


Posted September 1, 2007

The principal, teachers, and staffs are excellent!
—Submitted by a student


Posted April 8, 2007

My Daughter has attended Sandpiper school for the last three years - we couldn't be happier! She loves going to school and seems to enjoy the learning process. All of her teachers have been outstanding! The parents in the Sandpiper community seem to understand that a great school doesn't just happen - parent involvement is high and financial donations help support PTA run activities and extracurricular activities. The principle is outstanding - a true leader and is very supportive of the teachers. Redwood Shores has a real small town feel and having our children attend the local school has made us feel even more connected to our community and neighbors.
—Submitted by a parent


Posted March 20, 2007

My daughter was in the first class of Redwood Shores kindergartners to attend Nesbit Elementary in Belmont due to the over enrollment issue in the fall of 2005. I was very pleasantly surprised with how quickly the principal, teachers and staff adjusted to this major adjustment--the Redwood Shores kindergartners nearly doubled the student population at Nesbit! At the time, the school had 4 Sandpiper teachers, and 3 Nesbit teachers and I have heard nothing but positive things about ALL of the teachers and their classrooms. This year we are at Sandpiper for the first time, and I couldn't be more pleased. The principal, teachers, school environment and parent involvement is unbelievable! We have taken an after school enrichment classes, and there are many more to try: art, language, piano science. A second school has been approved to be built, and a library is under construction--it is GREAT community!
—Submitted by a parent


Posted January 21, 2007

I have been a Sandpiper parent since 2001 with two children currently at the school (5th and 2nd grades). I couldn't be more pleased with the education my children have received at Sandpiper. The faculty is committed and excellent; the principal is strong; the parent involvement is stellar; and the academics are traditional yet creative. While much effort goes into fundraising by both the PTA and the district's foundation, most parents feel we could still be offering more enrichment opportunities. The new dedicated 4th/5th grade science teacher has made a big difference, although he is working with handouts -- there is no funding for science textbooks. Our son enjoys the after-school 'music mentor' program for individual instrument study. While classes are large in 4th and 5th grades (30 students), the teachers are strong, in control and are still able to give individual attention. All in all, a great neighborhood school.
—Submitted by a parent


Posted July 14, 2006

Sandpiper is a big bubble. High test scores only because of very high parent involvement and not because of average teacher quality.
—Submitted by a parent


Posted July 10, 2006

Sandpiper emits an aura of excellence (it looks so clean, kids and families are so nice, PTA is so strong) but in reality it is in crisis academically. This is a district of great mediocrity (or worse).
—Submitted by a parent


Posted January 29, 2006

We are very impressed with this school.
—Submitted by a parent


Posted January 12, 2006

Sandpiper is the best performing public elementary school in the school district of Belmont-Redwood Shores, with the support of actively involved parents. It is located at an affluent and safe area. K-grade is no longer housed in this school starting 2005, as they have been moved to the lowest performing school in the district. This brings into question the motive of the district's superintendent. In addition, the school board has gradually been molded to consist of only supporters of the superintendent. Hopefully, the politicians will not make decisions for their own gain at the expense of the children's education.
—Submitted by a parent


Posted September 13, 2005

Sandpiper is one of the shining stars in the Belmont-Redwood Shores school district, and it continues to improve yearly. A new principal joined the school mid-2005, after the former principal was reassigned to a neighboring school. Extracurricular activities include music and field trips sponsored by donations from area businesses and parents. The parent demographics are highly educated, most with graduate and post-graduate degrees and stay-at-home parents, who are actively involved in helping the school and its staff.
—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

938

Change from
2012 to 2013

-5

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

7 / 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

938

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

-5

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 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)

7 / 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.

98 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
87%

2011

 
 
80%

2010

 
 
88%
Math

The state average for Math was 65% in 2013.

98 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
88%

2011

 
 
82%

2010

 
 
94%
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.

68 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
86%

2011

 
 
80%

2010

 
 
76%
Math

The state average for Math was 66% in 2013.

68 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
89%

2011

 
 
94%

2010

 
 
88%
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.

73 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
93%

2011

 
 
95%

2010

 
 
92%
Math

The state average for Math was 72% in 2013.

72 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
93%

2011

 
 
91%

2010

 
 
88%
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.

70 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
97%

2011

 
 
91%

2010

 
 
91%
Math

The state average for Math was 65% in 2013.

68 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
84%

2011

 
 
88%

2010

 
 
88%
Science

The state average for Science was 57% in 2013.

70 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
84%

2011

 
 
86%

2010

 
 
93%
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 Students82%
Females84%
Males80%
African Americann/a
Asian97%
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)80%
Economically disadvantaged36%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate79%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students85%
Females82%
Males90%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged55%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only86%
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 graduate85%
Parent education - graduate school/post graduate93%
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 Students88%
Females93%
Males82%
African Americann/a
Asian94%
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)90%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only92%
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 graduate93%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students94%
Females93%
Males96%
African Americann/a
Asian100%
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)95%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only95%
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 graduate96%
Parent education - graduate school/post graduate97%
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 Students89%
Females85%
Males92%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only89%
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 graduate89%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students93%
Females85%
Males100%
African Americann/a
Asian100%
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)90%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only93%
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 graduate100%
Parent education - graduate school/post graduate97%
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 Students93%
Females94%
Males91%
African Americann/a
Asian100%
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)88%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
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 graduate93%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Math

All Students96%
Females97%
Males94%
African Americann/a
Asian93%
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)97%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only96%
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 graduate96%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Science

All Students86%
Females83%
Males88%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only86%
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 graduate85%
Parent education - graduate school/post graduate90%
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 44%
Asian 35%
Two or more races 7%
Hispanic 5%
Black 3%
American Indian/Alaska Native 0%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 6%N/AN/A
English language learners 14%N/AN/A

Teacher experience

  This school District averageState average
First-year teachers 10%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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801 Redwood Shores Parkway
Redwood City, CA 94065
Website: Click here
Phone: (650) 631-5510

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