GreatSchools Rating
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Catheryn Gates Elementary School on Facebook.
Teacher quality
Principal leadership
Parent involvement
Very disappointed!! My daughter got a very bad 1st and 4th grade teachers.She is an outstanding student but was discouraged most of the time and was getting yelled at by her 4th grade teacher when asked clarifications on any subjects. She is an old teacher who needs to frankly retire and not capable enough to teach 4th and 5th split. She didn't even have certificates ready to give out on the last day of school assembly. She was stressed all the time in the classroom that stressed kids especially the anxious kids. Very demotivating! Unwelcoming classroom teacher that I have ever seen! On the other hand Mr. Swisley is an AWESOME teacher. He needs to be rewarded the BEST TEACHER OF THE YEAR!! This school is very political and has a bad leadership. Best teachers in the school that my daughter had are Mrs. Irvine (who moved to Junction elementary) and Mr. Swisley. Teachers are suppose to make a difference in a child's life. If you are not that kind of a teacher at least don't discourage and demotivate the kids.
—Submitted by a parent
Very disappointed!! Could not disagree with the previous comments. Kids have done extreme hard work through out the year and did not even get a simple certificate. That shows the teacher did not do her job. Retire is simpler word. I leave it up to the school to decide what to do in future if they have to keep students interested in the school.
—Submitted by a parent
Love this school! Mrs. Roberts and Mrs. Dyas are amazing and my child is thriving!
—Submitted by a parent
I had high hopes for this school but unfortunately I was dissapointed. I agree with the last review. The staff members are very rude. Especially that older lady with the strong foreign accent. She is just RUDE! Never says hi, thank you, welcome. Def. makes you feel like she is doing you a favor by being there! Although I must say, Michelle is sweet and cordial. Regarding the teachers, I can say some are horrible and some are ok. So your child has to be lucky. If you child is a slow learner beware! They are almost abandoned to the corner of the class all day. This seems to be happening very often as I have seen it with different classrooms.
—Submitted by a parent
Bad customer service :( I recently moved and my home school is Catheryn Gates. I came to enroll my kids. As moment I walked in the office I felt unwelcomed. The staff in the front desk are rude and unfriendly. I felt that if I was treated this way kids would be treated even worst. I rather drive 30 minutes and take them to school where they would receive love and care and great education. The way I see is if you can't work in the front desk with people then your place is in warehouse with boxes.
—Submitted by a parent
I have a third child going through Gates, I also have adult children in their late twenties who attended Private Christian School. I am very thankful that academically, there is very little difference. I really enjoyed working with Mrs. Baichtal and was saddened to see her go but I am sure our new principal will be great too and I am looking forward to an awesome fun filled school year and meeting other like minded parents who love getting involved with their childrens education.
—Submitted by a parent
I love this school and feel blessed my son attends Gates. I would have given 5 stars BUT they seem to do little about all of parents who don't follow the parking/loop rules. There is usually a staff member standing out in the loop area everyday, BUT rarely do anything! Some parents do not pull up as far as they should (leaving many cars backed up on the street) and I feel the staff member should be motioning for people to pull up farther, NOT get out of their cars, etc!!! But they just stand there.. and many lame parents insist on turning in the wrong direction, making even more traffic on the street. If Gates would start doing something about traffic issues, I would be happy to give a 5 star rating.. Gates is great!
—Submitted by a parent
Gates is the best school with the best teachers and an awesome principle.
—Submitted by a parent
I use to be very involved at Gates, but because of its politics and how the school is run like a dictatorship and not a democracy is so unfortunant. I have learned in all my years with the Roseville City School District that parents 'concerns' are viewed as complaints and if you don't like the way the school is ran, your told to find a different school. Thank goodness my students for the most part have been fortunant enough to of had good teachers. With all the support Gates gets from parents like myself you would think we would be treated better.
—Submitted by a parent
Good test scores. Most of the teachers differentiate their teaching. Children are recognized for reading and it can be very competitive. Some of the kids get 1000+ points. What parent doesn't love that type of competition! Finally a competition where everyone wins. The school recently got Accelerated Math which also challenges the kids. Concerns about the principal are valid but she is new to the job and will hopefully become more comfortable dealing with parents concerns.
—Submitted by a parent
I agree whole heartily with some of parent's comments about the clicky parents and favortism. The atmosphere is vicious and I try to keep to myself. I volunteer and am very active in my son's education but the vicious gossip that is tollerated by the staff is unacceptable. I am considering a different school.
—Submitted by a parent
It is very frustrating to hear other parent's responses to those who might not be as satisfied with certain aspects of the school. Just because a parent might see room for improvement does not mean they need to take their kids and their so called 'negativity' and leave. I am a parent who spends a lot of time volunteering in the classroom, I go to PTC meetings, and I contribute and assist with fundraisers. However, when my child had an issue with one of the yard duties I coudln't get anyone to talk to me to work it out. I left 2 messages with the principal and never got a call back. Overall I have been happy with the teachers and all the fun activities and field trips, but not with the administration. Parent phone calls should always be returned.
—Submitted by a parent
Every child should be so lucky to attend such a wonderful elementary school as Catheryn Gates. Little credence should be given to the all too vocal minority of parents who, for some reason, seem to thrive on nit-picking every action by our outstanding principal rather than focusing on the overwhelmingly positive learning atmosphere that has been created by the principal, her dedicate professional support staff, the students and parents of Gates. Go Explorers!
—Submitted by a parent
Catheryn Gates is a truly awesome school. First there s the library, an amazing collection of books at all levels. Our wonderful librarian keeps the library open as much as possible so students have many opportunities during the school day to get books. She reads to all of the classes and instills such a love of reading in the students. The second is the yearly musical. It is choreographed by dedicated teachers and is staffed by teacher/parent volunteers. Many students have an opportunity to participate. Everyone works very hard and the performances are terrific. The third is the school carnival in May. Every year, the carnival gets better and better! There are games, inflatables (including the Giant Slide), demonstrations, animals, cotton candy, and snow cones. Everyone has an awesome time, and the kids look forward to this event all year long. What a fantastic way to end the school year!
—Submitted by a parent
I am puzzled how any parent could not love Gates school. My son has never enjoyed school so much as at this place. He says they have partys and fun activitys all the time and lots of times he cant finish his work at school because their is so much going on. He likes the large amount of afterschool and nighttime entertainments to. We came from a small school in a different state. It had great acedemics but a lot less activitys. California schools seem more round. Sometime my son has trouble to focus and getting his school work done. We try to help him with that at home. His teacher has a lot of student who need help. It is hard for her to give him much time. She was so nice and gave us good material to use with him at home.
—Submitted by a parent
My children have learned so much at Catheryn Gates. The quality of the teachers is quite high. And the level of parental involvement is incredible. Many of us who volunteer at the school have had children at Gates for many years. We are volunteers (PTC, art docents, volunteers in class, lead committees, etc.), and we make significant contributions to the school and its students. We are hoping that next year the administrative staff will be more open to parent suggestions and much less defensive and negative. We would like to work with the principal on many issues and would like to continue to have a positive impact on the school. We would prefer not to have to leave the school as others have been asked to do.
—Submitted by a parent
Wow, this year has been interesting. In all our years at Gates I have never seen so much negativity towards parents with concerns. The atmosphere on campus has changed dramatically, especially if you are one of those parents that has expressed your opinions or concerns. It feels like your back in high school with the clicks among the staff and parents. Our school was never like this before, so ask yourself this question, where does the real problem originate from?
—Submitted by a parent
I have worked very closely with my son's teacher to help keep him challenged. I love the Accelerated Math program and the Accelerated Reading program at Catheryn Gates. Both help challenge the child who needs a little bit more than the classroom can offer. I love the reward system of charms for reading. I think it is so sad that we are asking parents to take their child and leave our school when all they want is a great school. Maybe they could cluster kids and place them with teachers who are willing to challenge them.
—Submitted by a parent
Parent involvement is great. Teachers are great! The 'negativism' referred to here is about people who have given large amounts of volunteer time and postive energy to the school for at least the past 5 years, quietly giving time and energy, never writing letters, never causing 'problems'. The turmoil the school is in now didn't exist a few years ago and the critized parents were here then. There is a reason there are 36 comments on this website compared to 8 for neighboring schools. Come to our school. It is great, but be cautious and ask yourself why there is suddenly so much termoil that hadn't existed before. If you are telling other people to leave the school because they have opinions that are different than yours and wish a forum to address them, I say, have an open mind!
—Submitted by a parent
I love this school so much and am so sad that we will be moving out of the district! The only complaint I have about it is the parking situation. But other than that, it is the best school I've ever dealt with.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
108 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
108 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
107 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 85% |
| Females | 92% |
| Males | 78% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 92% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 92% |
| Males | 82% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 92% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 80% |
| Females | 80% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 87% |
| Students with disability | 58% |
| Students with no reported disability | 86% |
| English learner | 71% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 91% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 94% |
| Students with disability | 84% |
| Students with no reported disability | 93% |
| English learner | 100% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 86% |
| Females | 86% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 72% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 79% |
| Females | 84% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 80% |
| Students with disability | 73% |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 84% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 85% |
| Students with disability | 91% |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 89% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 89% |
| Students with disability | 73% |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 69% | 28% | ||
| Hispanic or Latino | 11% | 49% | ||
| Asian | 9% | 8% | ||
| Filipino | 5% | 3% | ||
| African American | 4% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 18% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 27% | 85% | ||
| Russian | 16% | 0% | ||
| Ukrainian | 13% | 0% | ||
| All other non-English languages | 4% | 1% | ||
| Farsi (Persian) | 4% | 0% | ||
| Hindi | 4% | 0% | ||
| Japanese | 4% | 0% | ||
| Punjabi | 4% | 1% | ||
| Rumanian | 4% | 0% | ||
| Vietnamese | 4% | 2% | ||
| Arabic | 2% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Korean | 2% | 1% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 2% | 0% | ||
| Urdu | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 7% | N/A | 2% |
Tips for understanding school culture
Visit
1051 Trehowell Drive
Roseville,
CA 95678
Phone: (916) 771-1780
To start a new list, click OK. Otherwise click Cancel.
Vencil Brown Elementary School
Roseville, CA
Thomas Jefferson Elementary School
Roseville, CA
Ferris Spanger Elementary School
Roseville, CA
Roseville Community School
Roseville, CA
Destiny Christian School
Rocklin, CA
Adventure Christian School
Roseville, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Catheryn Gates Elementary School on Facebook.
Welcome to GreatSchools!
For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!

