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GreatSchools Rating

Cobblestone Elementary School

Public | K-6

 

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Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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15 reviews of this school


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Posted February 20, 2014

The staff at Cobblestone is wonderful! It is a small community school that does wonderfully with the resources it has. There is a lot of parental involvement, which is encouraged and somewhat relied on with today's lack of funding for education. The principal is very involved with the students so they don't just see her when they are in trouble. My daughter is only in first grade but I have gotten to know several teachers, and when speaking with other parents I have yet to hear anything negative about any of the staff.
—Submitted by a parent


Posted September 22, 2013

Cobble Stone and Rio Del Oro, both are awful places to work, and awful places to send your children. If you live in this area send your child to Arboga Elementary. Academically they are far more advanced than Plumas Lake, and with better teachers. I'm sending my child back to Arboga just after a few weeks at Plumas Lake Elementary School District.
—Submitted by a parent


Posted April 26, 2011

My son started kindergarten at Cobblestone for the 10-11 school year and we have been very happy with the school & the teachers! He is in a special education program to help with his speech delays and he has made phenomenal progress! The teachers are so committed and dedicated and treat each child as an individual. I originally had looked into private school but due to the costs of daycare & private school since i work full-time, we just couldn't afford it. I am definitely happy that we chose to live in Rocklin for our son to go to a better school! We have been beyond pleased with Cobblestone. Keep up the good work! :)
—Submitted by a parent


Posted September 28, 2010

My son just started this year for kindergarten and so far we are very happy! He loves all of his teachers and they are all so dedicated to the children and their individual needs!
—Submitted by a parent


Posted September 17, 2007

We have three children who attend Cobblestone Elementary.They are in first ,fourth and fifth grade and all started at Cobblestone . Cobblestone is a great learning environment all the way around from the highly skilled teachers who care and a super involved principal who always knows what is going on , awesome parent volunteers including a dedicated PTC equals a wonderful learning experience. What more could you ask for? More money for our schools but that is a nationwide problem . Did I mention a great neighborhood as well.
—Submitted by a parent


Posted May 29, 2007

Great neighborhood, great potential, all lost in the execution. If you are looking for a system that pays lip service without follow thru, this is the school for you. This is definitely a pass.
—Submitted by a parent


Posted August 22, 2005

This was an awesome school. Most of the teachers has several years tenure. The principal was very friendly, and my daughter loved it. A very neighborhood feel!
—Submitted by a parent


Posted April 20, 2005

I have a very different picture of Cobblestone elementary school. While my fifth grade daughter did well and had a lovely teacher, they had to work off of copies from their math book because there were not enough textbooks to go around. If you have a special needs child, RUN, don't walk, to a different school district.
—Submitted by a parent


Posted March 31, 2005

My daughter is in 3rd grade, and also attended 2nd grade at this school. Her experience has been wonderful, she has grown academically and socially. The method of teaching works very well for her, she can be a challange as she is easily distracted, yet she has been kept on course, and if anything is ever going on to show that she is deviating, we are promptly notified. I am very proud of her accomplishments, they are her own and with the direction of Cobblestone, teachers and staff she has a strong desire to push herself. She has many friends and the deversity of students keeps her eye open to the world around us.
—Submitted by a parent


Posted February 4, 2005

Cobblestone is a wonderful school. Our first grade teacher is outstanding, despite only 1 year of experience. The library is tiny and lacking, but the computer lab is nice. No separate gymnasium either, just a multi-purpose room that serves as cafeteria, gym, and stage for Visual Arts performances. Class sizes seem average and parental involvment/participation is appears above average. Many, perhaps too many, fundraising, but I guess a necessary evil today. Overall, very satisfied with Cobblestone.
—Submitted by a parent


Posted May 19, 2004

The school is excellent. The teachers are top notch.
—Submitted by a parent


Posted May 3, 2004

Cobblestone is a fantastic elementary school. My child started kindergarten there and is now in 5th grade. Every teacher she has had has been extremely dedicated to the education of our children. I believe she is receiving a top notch education and will be successful in her future endeavours. Our principal is great, always available for any questions, comments or concerns. Our PTC is awesome. The committees have raised thousands of dollars which goes directly back into programs for our children. So, parents out there, get involved with your childrens school!
—Submitted by a parent


Posted April 13, 2004

We think Cobblestone school is very well run, with excellent teachers and administrators. We have a fifth grader and a third grader who both started their education at Cobblestone. We have been very happy with all of the teachers! The school is well run. The PTA is very involved and does a number of positive things for the school. Overall, an excellent school.
—Submitted by a parent


Posted March 4, 2004

I completely disagree with the first and only review that I have read about Cobblestone Elementary School. Never have I seen such dedicated, caring, and professional teachers who consistently go beyond. The principal, Ms. Goddard, bring positive and accessible leadership. The Cobblestone PTC is second to none. . . truly . . . . The president, Laurie J., has done an absolutely marvelous job and puts in so many hours in a positive and very open manner . . . She is kind and hardworking. Cobblestone is an awesome school. All who are fortunate to be touched by this community-based school . . . are lucky and blessed!


Posted August 26, 2003

Cobblestone Elementary is probably fairly typical of most California schools -- in a wealthy area, but where none of the constituents want to pay enough in taxes to provide quality education for their children. We had a special needs child in kindergarten (and fought the district all year to try and get the minimum of good services) and had a fifth grader. The fifth grader's teacher was good, and really a sweet lady, but our daughter was provided with low quality textbooks, or none at all. (no math book -- copies were made of pages within the math book at the beginning of the year -- what is up with that?) The band teacher was wonderful, but he had absolutely no support from the parents. If you have low-quality support from parents you will receive a low-quality education. And if you have a special needs child, do what we did, and leave California entirely! You will never receive a good education in that state.


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

904

Change from
2012 to 2013

-11

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

10 / 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

904

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-11

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

9 / 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)

10 / 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.

58 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
92%

2011

 
 
74%

2010

 
 
77%
Math

The state average for Math was 65% in 2013.

58 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
85%

2011

 
 
68%

2010

 
 
70%
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.

53 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
66%

2011

 
 
73%

2010

 
 
79%
Math

The state average for Math was 66% in 2013.

54 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
79%

2011

 
 
89%

2010

 
 
85%
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.

56 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
73%

2011

 
 
89%

2010

 
 
89%
Math

The state average for Math was 72% in 2013.

55 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
90%

2011

 
 
94%

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 60% in 2013.

57 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
96%

2011

 
 
88%

2010

 
 
61%
Math

The state average for Math was 65% in 2013.

60 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
94%

2011

 
 
92%

2010

 
 
47%
Science

The state average for Science was 57% in 2013.

59 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
94%

2011

 
 
92%

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

English Language Arts

The state average for English Language Arts was 60% in 2013.

54 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
81%

2011

 
 
72%

2010

 
 
86%
Math

The state average for Math was 55% in 2013.

55 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
88%

2011

 
 
79%

2010

 
 
73%
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 Students71%
Females80%
Males66%
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)75%
Economically disadvantaged60%
Not economically disadvantaged74%
Students with disability17%
Students with no reported disability85%
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 graduaten/a
Parent education - some college (includes AA degree)63%
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students74%
Females80%
Males71%
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)77%
Economically disadvantaged67%
Not economically disadvantaged77%
Students with disability17%
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only75%
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)75%
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

English Language Arts

All Students78%
Females76%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
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 disadvantaged75%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)80%
Parent education - college graduate68%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students93%
Females92%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged95%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only94%
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)87%
Parent education - college graduate100%
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 Students80%
Females87%
Males65%
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)79%
Economically disadvantaged88%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability80%
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 graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate90%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students84%
Females82%
Males88%
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)86%
Economically disadvantaged87%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only87%
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)75%
Parent education - college graduate80%
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 Students89%
Females94%
Males85%
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)91%
Economically disadvantaged82%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only91%
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)89%
Parent education - college graduate96%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students87%
Females88%
Males86%
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)90%
Economically disadvantaged73%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only88%
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)71%
Parent education - college graduate96%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students90%
Females97%
Males81%
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)94%
Economically disadvantaged82%
Not economically disadvantaged92%
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)86%
Parent education - college graduate96%
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 Students85%
Females79%
Males95%
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)84%
Economically disadvantagedn/a
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
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)84%
Parent education - college graduate90%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students86%
Females88%
Males82%
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)89%
Economically disadvantagedn/a
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only85%
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)79%
Parent education - college graduate95%
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 15%
Asian 5%
Black 3%
Two or more races 3%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 19%N/AN/A
English language learners 8%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Kathleen Goddard
Fax number
  • (916) 632-9732

Resources

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

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5740 Cobblestone Drive
Rocklin, CA 95765
Website: Click here
Phone: (916) 632-0140

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