Advertisement

GreatSchools Rating

D. H. White Elementary School

Public | K-4 | 376 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
No new ratings
2010:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please indicate your relationship to the school.
Please read and accept our Terms of Use to join GreatSchools.
Indicates a required field

13 reviews of this school


Sort by:
Show reviews by:
Posted September 11, 2012

This School didn't do anything to help my Daughter in her education at all. All the teachers would say is that she is a pleasant to have in classand that she there is nothing she needs help with. She went there for kindergarten to 2nd grade. When we moved we found out she was way behind and has a learning disability. If you want your kids to get a great education look into other schools for it. This school will not give it to your children! I am only giving it 1 star because it wont let me leave it empty.
—Submitted by a parent


Posted August 9, 2010

I do not understand how this school has a 6 out of 10 rating. The teacher my child had for 2009-2010 was terrible. I am really hoping this year will be better.
—Submitted by a parent


Posted October 6, 2009

DH White has incredible teachers!!!!
—Submitted by a parent


Posted October 5, 2009

D.H. White school has the best teachers, staff and parent involement.
—Submitted by a parent


Posted August 6, 2008

We are now going on to our second year at this school and we are looking forward to it. My daughter loves it here and I am finding myself glowing with pride when I talk about D.H White. The are a lot of things that this school needs to do to become a bit more modern but funds are hard to come by. We are going to be getting new computers this year thanks to the fundraising by the PTC. I am a stay at home mom for now so I have more time then others so I volunteer as much as I can. I joined the Parent Teacher Club and I love the feel of knowing more about the goings on at school. The staff are wonderful people and they work very hard for our kids. I wish we had better parent involvement but at every event I saw the same few parents. This is a public school after all so parents need to help out when ever and where ever they can. I am going to be happy to be sending my youngest to this school as well. I'm going to be at this school for a long time. Hope to see you here.
—Submitted by a parent


Posted March 15, 2008

My child is in Kindergarten at this school and would be lucky to have any one of the kindergarten teachers here. They are all fabulous, energetic, and attentive to the kids. They make themselves easily accessible to the parents. The school is typical of a small town in that the staff knows all the students and a lot of the parents and families, but I come from a big city and I think this is wonderful! It makes me confident in knowing that my child and my requests will not be ignored and lost in the system. The office staff is great and the PTA group is dedicated and welcoming to all parents that are interested in helping in any way they can. I work full time and have still been able to find a way to be involved.
—Submitted by a parent


Posted February 26, 2008

I had my son attend here for 1st and 2nd grade. His first grade teacher was Ms Fredrick and she was very attentive to the students. My son enjoyed going to school and doing his homework. His Second grade teacher ( Ms. Hunt) is very motivating to her students. She really helped my son improve in his reading skills. Overall the teachers have been good. The school administrative needs more assistance. Principal is not always around. Short on staff in the office. This town a is your typical small town feel. Where everyone knows your name and your business. They gossip too much amongst each other. There is not enough diversity within the town or the school. If it wasn't for the Superb Teachers ( Ms. Fredrick is no longer teaching there) I would not have my child in this school.
—Submitted by a parent


Posted January 22, 2008

This school is a decent school, my child is in kindergarten at this school and had 2 fabulous teachers his first teacher was a temporary Mrs. Saldana and his current teacher Ms. Bonner is also amazing they both care a lot for the children and make lots of efforts to help all chilren. I work in the class frequently and couldnt ask for a better teacher.
—Submitted by a parent


Posted December 3, 2007

My child attended this school for 5 LONG years. There are very few good teachers at this school. My child only received a decent teacher in 4th grade as there weren't any bad 4th grade teachers. [My] child does not fall at or below the national standard there isn't any effort put in to helping [her] exceed that standard. This started in Kindergarten and went thru 3rd grade. The principal is very unhelpful [to us] and doesn't seem to want to be there most of the time.
—Submitted by a parent


Posted January 19, 2007

Last year my daughter was in first grade and really loved it. Her teachers were wonderful and cared about her and her progress. First grade is great as they separate into groups per reading level and all the first grade teachers are pretty good. Second grade seems to be another story. As far as I can tell there is only one possibly two good second grade teachers and my daughter does not have them. She is in the top of her class academically but is bored and has become unmotivated to read or excel as she is forced to perform on an average or below level and the work is easy and boring for her. There are no programs for students like this and the teachers don't show any sign of caring for her academically or personally that I can tell. I work in the class what else can I do?
—Submitted by a parent


Posted April 7, 2006

The kindergarten program at this school is stellar. The parent involvement is very strong and the school provides an after school choir; fall, Christmas, and Spring musical.
—Submitted by a parent


Posted August 14, 2005

Last year was our first year at DH White school and I felt our daughter was very blessed to have Mr. Nick Glende as her teacher. He is very focused and attentive to his students. My daughter attended pre-school before going into Kindergarten, but she really didn't show any interest in reading until Mr. Glende worked with her and got her really excited. I was a parent helper in her class, and was fortunate to observe his work. The only thing that I have been disapointed in at DH White is the lack of activities outside of the class rooom for our kindergarteners and the lack of parental involvement. I am a working mother and still found the time to be there for my child and as a resource for her teacher. Unfortunatly I am one of a very small group. We need to be partners to expect excellence!!!
—Submitted by a parent


Posted July 19, 2004

I love this school. My kids are coming home from school eager to do their homework, and keen to learn. Both of my sons are already reading Harry Potter books (all 400+ pages) and they are only in first and second grade!
—Submitted by Ian Coad, 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 2012.

This school's
API score

815

Change from
2011 to 2012

-4

API Statewide Rank
(2011)

6 / 10

API Similar Schools Rank (2011)

4 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

815

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
2011 to 2012

-4

Change from 2011 to 2012
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
(2011)

6 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

4 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

70 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
59%

2010

 
 
33%

2009

 
 
31%
Math

The state average for Math was 64% in 2012.

70 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
64%

2010

 
 
41%

2009

 
 
42%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

72 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
41%

2010

 
 
26%

2009

 
 
57%
Math

The state average for Math was 69% in 2012.

71 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
62%

2010

 
 
41%

2009

 
 
69%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

63 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
66%

2010

 
 
77%

2009

 
 
75%
Math

The state average for Math was 71% in 2012.

64 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
73%

2010

 
 
91%

2009

 
 
77%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students65%
Females63%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged55%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)59%
Parent education - college graduate87%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students60%
Females54%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged53%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)63%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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

English Language Arts

All Students46%
Females47%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged26%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)50%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students71%
Females69%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged59%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)77%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students49%
Females65%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged37%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate40%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)52%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students70%
Females75%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged64%
Non-economically disadvantaged79%
Students with disability73%
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate56%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)76%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 60% 28%
Hispanic or Latino 28% 49%
Multiple or No Response 8% 3%
African American 2% 7%
Asian 2% 8%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Filipino 0% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 121%N/A24%
Students eligible for free or reduced-price lunch program 242%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 96% 85%
Khmer (Cambodian) 3% 0%
Russian 1% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 19N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 11N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

500 Elm Way
Rio Vista, CA 94571
Website: Click here
Phone: (707) 374-5335

ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare
ADVERTISEMENT