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GreatSchools Rating

Diamond Creek Elementary School

Public | K-5

 
 

Living in Roseville

Situated in a suburban neighborhood. The median home value is $285,000. The average monthly rent for a 2 bedroom apartment is $1,270.

Source: Sperling's Best Places
Last modified
Community Rating

5 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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18 reviews of this school


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Posted February 5, 2013

Both of my daughters attend DC and absolutely love it there. Every teacher has their own strengths and my kids have gained an amazing amount from all of them. Principle Brown is always present with the students and it shows he cares. The PTC has put out events that were not out of budget and really fun. We appreciate the afterschool KidzArt, Science, and drama/musical productions offered. Keep up the great work DC!
—Submitted by a parent


Posted July 20, 2012

We are extremely please with Diamond Creek and the teachers there. We had been contemplating a move over to Fiddyment Farms, but because we loved Diamond Creek so much, we decided to stay put until both of our daughters complete 5th grade. The parent involvement is fantastic and we as parents have made some great friends through DC as well. This says a lot about a school, especially since our youngest won't start Diamond Creek until Fall 2013. Thank you to all the staff at DC!!!!
—Submitted by a parent


Posted June 9, 2010

We just finished our oldest daughters first grade and we had an excellent year! We love Mrs. Conaty, very structured and compassionate with all of the kids. She truly enjoys teaching. I think that this is a great school because the teachers and staff enstill rules, respect for others, and follow through with consequences. They are establishing a great foundation to build responsible young people. My youngest daughter can't wait to start kindergarten in the fall!
—Submitted by a parent


Posted June 3, 2010

My son loves every teacher he has had and is getting a fantastic eduacation. The principal is very involved in day to day happenings. We love it here!
—Submitted by a parent


Posted March 10, 2010

Love the school! My son is getting a great education.
—Submitted by a parent


Posted January 28, 2009

my student nina borras made great friends here.her teacher mr.barfield is great!
—Submitted by a parent


Posted February 5, 2008

Excellent teachers and an outstanding principal. You truly feel like a member of a huge family that enjoys on-campus and off-campus events together.
—Submitted by a parent


Posted January 16, 2008

This school is Awesome! Marty Brown the principal has gone far beyond any expectation I had as a principal. He is personal, understanding, firm, follows through, open and honest with his conversations and holds himself and his staff accountable for all commitments. My children were safe and had a wonderful experience. Their teachers Mrs. Spring and Mrs. Messineo were two of the most caring, interested, 'real' women that give a huge amount of their personal time and funds to make things work with their students. I feel blessed we had this experience with the school.
—Submitted by a parent


Posted September 18, 2006

This is our first year at Diamond Creek. We transferred up here from the Bay Area where we were in a Catholic School. I love Diamond Creek! It looks like the parents are really involved, and I love the Principal, Mr. Brown. He is very steadfast about safety issues for all of the children, and he takes pride in his school, and his students, and it shows!
—Submitted by a parent


Posted March 8, 2006

Two of my children have attended Diamond Creek over the last three years and I have been very impressed with the school. The entire staff cares about the childrens best interests. The principal is very hands on with the students and can be found reading to them in the classroom or guiding them around the campus. The school offers activities such as the Fall Festival, Spring Fling, and Field Day, which allows working parents who can't be involved in the classroom to get involved. These regular activities provide an opportunity for parents/families to get to know each other in a fun environment. Some of the teachers are newer/young and lack consistancy, but most are seasoned quality teachers who will work with the students who are struggling. It's a successful joint teacher/parent/student effort. The environment at Diamond Creek is fun and safe providing a well rounded learning environment for our kids.
—Submitted by a parent


Posted January 12, 2006

The teachers are excellent and lesson plans appear planned out and organized. I saw lots of structure within the class rooms. The principle is a bit of a control freak for alack of a better term. Lunchtime, which is supposed to give the kids a breather, chance to sit and enjoy a lunch is very often interrupted by a bullhorn request to lower the noise. The parking lot is the same. Bullhorn requests to not take up too much curb time or to stay in the car until your child has come to the gate. Very gestapo-like and our kids site this behavior as the only negative to the school. He dampens spirits with these requests and rules.
—Submitted by a parent


Posted September 19, 2005

One of the excellent schoools in Roseville Area.
—Submitted by a parent


Posted June 4, 2005

Nice school, would like to see higher test scores. Grades 1-3 great teachers. Would like to have advanced subject training. Older grades children are held at standard learning level so that 'no child is left behind'. Want all kids to succeed, but feel stronger students are not encouraged to perform at advanced levels. Possibly offer a partnership program with middle school so as not to tax the elementary teachers with extra burden. Library needs more books. No organized sports, have to go to outside org's and school does not advertise. Same parents seem to run the PTC,comes across clique-ish, and not welcoming to newcomers. Principal tries hard and is very hands-on.
—Submitted by a parent


Posted April 22, 2005

Excellent neighborhood school with parents who remain committed to staying involved. Annual Spaghetti Feed, Fall Festival, Spring Fling, Talent Show, and a wide range of fund raising events provides opportunities for families to work together toward a common goal--to help their school maintain the quality education and atmosphere that students thrive in. Would like to see more sports-related activities and academic clubs in the near future.
—Submitted by a parent


Posted January 7, 2005

I like the principal leadership. He is at the front gate almost every morning to greet students/parents when dropping/picking-up my kids. I rarely see the principal at the previous school my kids attended.
—Submitted by a parent


Posted June 9, 2004

Overall this school has great potential. The Principal has an open mind, yet he can jump to conclusions before having all the facts. This makes his discipline procedures inconsistant. Overall the school is very good. Parental involvement rocks! The PTC president is awsome. I'd like to see fund-raising done without selling so many products. Considering the districts short fall of money, the school still offers alot of activities. I am very encouraged by the school's support of the Art program. I'd like to see a computer per student in the 4th and 5th grades. The Maintenance department does an o.k. job, once again considering the schools lack of funding. The teaching staff is very strong in grades K-3.
—Submitted by a parent


Posted May 28, 2004

We have two children in attendance at Diamond Creek and we couldn't be happier. It diffently is a top school with great kids, super custodians, wonderful teachers, involved parents and a caring principal. The PTC to date has been tremendous with many extracurricular activities. This primarily due to the work of a solid PTC president. I have not seen the activity of the site council, but would be interested in this activity. NOTE: To date our eldest child has received three great teachers. Our youngest is struggling with his teacher. Nonetheless, we still believe in the quality of teaching that occurs at Diamond Creek.
—Submitted by a parent


Posted May 13, 2004

The principal means well but has a tendency to jump to conclusions, often acting on incomplete and/or false assumptions, prior to gathering all the facts. One would hope the profuse apologies which stem from this tendency would motivate a change in behavior. My advice is to be patient. The principal s intentions are honorable.
—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

907

Change from
2012 to 2013

+2

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

5 / 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

907

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

+2

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)

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)

5 / 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.

107 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
86%

2011

 
 
78%

2010

 
 
76%
Math

The state average for Math was 65% in 2013.

107 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
82%

2011

 
 
84%

2010

 
 
82%
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.

122 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
82%

2011

 
 
75%

2010

 
 
73%
Math

The state average for Math was 66% in 2013.

124 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
92%

2011

 
 
82%

2010

 
 
83%
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.

114 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
87%

2011

 
 
84%

2010

 
 
82%
Math

The state average for Math was 72% in 2013.

114 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
84%

2011

 
 
85%

2010

 
 
77%
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.

101 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
77%

2011

 
 
79%

2010

 
 
70%
Math

The state average for Math was 65% in 2013.

101 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
83%

2011

 
 
87%

2010

 
 
81%
Science

The state average for Science was 57% in 2013.

101 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
70%

2011

 
 
77%

2010

 
 
76%
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 Students79%
Females89%
Males69%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged50%
Non-economically disadvantaged83%
Students with disability64%
Students with no reported disability82%
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)63%
Parent education - college graduate80%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Math

All Students83%
Females84%
Males83%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged50%
Non-economically disadvantaged87%
Students with disability71%
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)63%
Parent education - college graduate87%
Parent education - graduate school/post graduate92%
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 Students74%
Females76%
Males73%
African Americann/a
Asian53%
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 disadvantaged55%
Non-economically disadvantaged78%
Students with disability65%
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only80%
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)50%
Parent education - college graduate81%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students83%
Females84%
Males84%
African Americann/a
Asian76%
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 disadvantaged76%
Non-economically disadvantaged85%
Students with disability68%
Students with no reported disability87%
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)73%
Parent education - college graduate89%
Parent education - graduate school/post graduate89%
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 Students83%
Females87%
Males79%
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)80%
Economically disadvantaged64%
Non-economically disadvantaged84%
Students with disability79%
Students with no reported disability84%
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)79%
Parent education - college graduate81%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students89%
Females88%
Males89%
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)89%
Economically disadvantaged73%
Non-economically disadvantaged90%
Students with disability89%
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only90%
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)88%
Parent education - college graduate89%
Parent education - graduate school/post graduate95%
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 Students84%
Females86%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged82%
Non-economically disadvantaged83%
Students with disability80%
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)87%
Parent education - college graduate87%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Math

All Students95%
Females100%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged88%
Non-economically disadvantaged96%
Students with disability90%
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only99%
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)100%
Parent education - college graduate96%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Science

All Students84%
Females84%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged71%
Non-economically disadvantaged86%
Students with disability85%
Students with no reported disability84%
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)87%
Parent education - college graduate89%
Parent education - graduate school/post graduate75%
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 State average
White 73% 26%
Asian or Asian/Pacific Islander 11% 11%
Hispanic 9% 52%
Two or more races 4% 3%
Black 2% 6%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 11%N/A54%
Source: NCES, 2010-2011

Teacher experience

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

This school has not yet provided program information.


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3151 Hopscotch Way
Roseville, CA 95747
Phone: (916) 771-1760

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