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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
Love the school! My son is getting a great education.
—Submitted by a parent
my student nina borras made great friends here.her teacher mr.barfield is great!
—Submitted by a parent
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
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
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 Vicky S., a parent
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
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
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
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
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
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
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
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.
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.
117 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
117 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.
117 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
117 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.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
99 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.
108 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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
| All Students | 86% |
| Females | 89% |
| Males | 82% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 88% |
| Students with disability | 83% |
| Students with no reported disability | 86% |
| English learner | 76% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 84% |
| Males | 80% |
| African American | n/a |
| Asian | 60% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 83% |
| Students with disability | 83% |
| Students with no reported disability | 82% |
| English learner | 65% |
| Fluent-English proficient and English only | 85% |
| 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 | 90% |
| Parent education - graduate school/post graduate | 81% |
| 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 | 82% |
| Females | 82% |
| Males | 83% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | 79% |
| Students with no reported disability | 83% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 91% |
| Males | 93% |
| African American | n/a |
| Asian | 100% |
| 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 | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | 95% |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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) | 96% |
| Parent education - college graduate | 90% |
| 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 | 87% |
| Females | 91% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 89% |
| Students with disability | 89% |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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) | 79% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 85% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 86% |
| Students with disability | 89% |
| Students with no reported disability | 84% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 78% |
| 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 | 77% |
| Females | 79% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 81% |
| Students with disability | 50% |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| 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) | 59% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 81% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 86% |
| Students with disability | 82% |
| Students with no reported disability | 83% |
| English learner | n/a |
| 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) | 77% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 65% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 76% |
| Students with disability | 67% |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| 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) | 59% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 83% |
| 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 - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 72% | 28% | ||
| Asian | 10% | 8% | ||
| Hispanic or Latino | 8% | 49% | ||
| Filipino | 6% | 3% | ||
| African American | 2% | 7% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 8% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 9% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Russian | 25% | 0% | ||
| Spanish | 22% | 85% | ||
| Ukrainian | 11% | 0% | ||
| Filipino (Pilipino or Tagalog) | 8% | 1% | ||
| All other non-English languages | 6% | 1% | ||
| Korean | 6% | 1% | ||
| Vietnamese | 6% | 2% | ||
| Cebuano (Visayan) | 3% | 0% | ||
| Gujarati | 3% | 0% | ||
| Punjabi | 3% | 1% | ||
| German | 2% | 0% | ||
| Hindi | 2% | 0% | ||
| Ilocano | 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 | 10 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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3151 Hopscotch Way
Roseville,
CA 95747
Phone: (916) 771-1760
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