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Teacher quality
Principal leadership
Parent involvement
I was transferred here in fifth grade and let me tell you, it was the worst school year of my life. I was so glad to finally get out. Almost all the kids were rude and self-centered, its hard to find real friends. It's hard to fit in when everyone is going around thinking they are the best. As for the school itself, it seemed that they only cared about their image and not the students. Most teachers, supervisors, and the principal were kind of faking their way through the year and not caring to really connect with the students. Also, their rules are really strict, esp. At recess. I remember that I bought this X-large pencil at the bookfair during lunch, and as I was racing to catch up with the lunch line, a supervisor yelled NO RUNNING WITH A PENCIL. Even though there was no one nearby as I ran, and it was doubtful I would hurt myself. This school wants good, obedient students that will become another brick in the wall of society. Rarely allows creativity, or freedom. The only part I really enjoyed was the art projects, which was done by volunteered parents and not the school itself. Then again, perhaps it was just my bad timing of transferring to the school...
Overall, I am disappointed with Coyote Ridge. Most of the teachers here are good. BUT, there is one second grade teacher who is very cold, tends to humiliate students, and is unapproachable. The community of parents is GREAT. However, the school chooses AWFUL standardized curriculum, refuses to deviate from it, does not re-teach subjects that entire classes are not getting, and concentrates on STAR testing far too much. Teaching to the test does NOT HELP STUDENTS. The kindergarten teachers are all fantastic, but there needs to be something done about the curriculum, reading programs, and really most academics-related things about this school. I must point out though, the teacher's hands are bound, perhaps the curriculum change needs to happen at the district level. The office staff at Coyote Ridge are snooty, rude and make you feel like you are bothering them with anything.
—Submitted by a parent
It has been an amazing school for my daughter so far. The teachers are great and keep you informed avery step of the way..
—Submitted by a parent
This school has been so great. Have had child from K- 2 so far teachers have been incredible. supportive, attentive and my child has loved every one of them.
—Submitted by a parent
Coyote Ridge is a large school and when you have so many students it is harder to provide field trips, incentives etc. due to the large cost involved. Most of the teachers are great. The PTA does alot for the school but it always seems like the same twelve people are doing all the work. Many parents say they will help out and want more for their kids but when asked to participate they always have an excuse. Schools with half as many students are able to raise three to four times as much money as our school through box tops but Coyote Ridges parents seem to busy to even cut out a box top. If all 850 students were to bring in 10 box tops a month (which is not hard) the school would raise almost $7,000. Step up parents. Stop complaining and start helping out.
—Submitted by a parent
I like the way, this school has helped my child. I am exceited for this new school year. Thank you to the school administration on helping my daughter in everything that she needed. To the teachers I can`t thank you enough.
—Submitted by a parent
My wife and I are very pleased with the school administration and teachers. Our daughter is extremely happy at Coyote Ridge. She has learned a lot from her teachers for the past four years. Yes, she does have fun at school. There are also great after school activities! Thank you, teachers for working so hard and for caring.
—Submitted by a parent
The school only cares about test scores and how they look on paper. No communication and the kids just cant have fun. Isn't it funny that during test weeks they give your kids snacks.Which they say helps a child learn more. My daughter is very far behind and i get no help from the school.
—Submitted by a parent
I am always happy with the office staff. However, some of the staff (teachers) are extremely unapproachable. While academics are important I think too much emphasis on curriculum has really robbed the students of a fun elementary experience.
—Submitted by a parent
I think this is a great school. My daughter has improved a lot throught the years. Thanks
—Submitted by a parent
I too feel the staff is cold and aloof. You are made to feel as though you are intruding. I get minimal information from teachers and am always the one initiating feedback. I'd like to see less meaningless flyers come home and receive more personalized feedback on my child's progress without always having to go ask for it.
—Submitted by a parent
The administration is very cold and discipline is much too strict. There is no question that at Coyote Ridge, academics are priority #1, however there's more to the well-rounded growth of the students than just academics. What about play and fun? It's part of being a kid. They're neglecting a key ingredient to true well-rounded growth, the freedom to run and play.
—Submitted by a parent
This school has been a big disappointment. It is probably fine for most kids, but my fifth grader has not enjoyed his 5 years at Coyote Ridge, a small fish in a very large pond. Being a new school, they have obviously had issue with rules and figuring out what works and what does not. It has therefore given none of the advantages of a huge new school, with all of the disadvantages. I can not recommend it only in contrast to the other public schools that I am familiar with. I really expected much more from this school located in such a great district.
—Submitted by a parent
Two of my sons attend Coyote and they love it! The teachers and staff are great and very supportive of the kids. Many programs for the kids who need that extra help. Very happy at this school!
—Submitted by Mina Lee, a parent
school does to much testing. leaving kids behind an is overcrowded looks like we need to move do not enrol or buy home in this district
—Submitted by a parent
My six year old daughter loves her school. The teachers are great and the standards are high. There are a lot of activities for the kids.
—Submitted by Leslie Chang, a parent
We love this school. Our girls have been to other schools and have done well but this school pushes their learning to a more advanced level. Coyote Ridge really tries to involve parents in the classroom and does a good job communicating to parents about homework and happenings around school. We are very impressed!
—Submitted by a parent
I am very impressed with Coyote Ridge. I have a friend who has a son two years older than mine who goes to the San Juan School District in Citrus Heights. His son is bringing home homework similar to my son. And he is very excited to do it! I couldn't be more happy with his school!
—Submitted by Jillian, a parent
Excellent school. The teachers and Principal are very good. Our son attended Kindergarten and is now almost done with first grade. He likes the school, his teachers, and his classmates. Students are challenged with work at their respective levels. For example, in his first grade class, there is a grade level reading group and an advanced level reading group.
—Submitted by a parent
I have two boys at Coyote Ridge this year. The School needs more music and art programs. PTA should continue to raise funds for new school programs. Thanks for adding the Friday after school sports club, Jr. golf and harmonica music programs - keep it up Coyote Ridge!
—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.
168 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
168 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.
136 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
136 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.
141 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
141 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.
164 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
167 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
164 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 | 72% |
| Females | 73% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 80% |
| Students with disability | 25% |
| Students with no reported disability | 76% |
| English learner | 54% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 74% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 84% |
| Students with disability | 42% |
| Students with no reported disability | 78% |
| English learner | 54% |
| 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 | 62% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 88% |
| 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 | 72% |
| Females | 73% |
| Males | 71% |
| 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) | 73% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 58% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 83% |
| Males | 94% |
| 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) | 90% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 88% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 96% |
| 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
| All Students | 83% |
| Females | 89% |
| Males | 74% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 74% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 85% |
| Males | 82% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 95% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 84% |
| 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
| All Students | 78% |
| Females | 83% |
| Males | 74% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 69% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 91% |
| Males | 76% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 56% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 85% |
| Males | 75% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 63% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 85% |
| 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
Gifted and talented
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 | 67% | 28% | ||
| Multiple or No Response | 12% | 3% | ||
| Hispanic or Latino | 8% | 49% | ||
| Asian | 7% | 8% | ||
| Filipino | 4% | 3% | ||
| African American | 1% | 7% | ||
| 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 | 17% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 23% | 85% | ||
| Russian | 17% | 0% | ||
| Ukrainian | 14% | 0% | ||
| Punjabi | 11% | 1% | ||
| Filipino (Pilipino or Tagalog) | 8% | 1% | ||
| Korean | 6% | 1% | ||
| Vietnamese | 6% | 2% | ||
| All other non-English languages | 4% | 1% | ||
| Pashto | 3% | 0% | ||
| Arabic | 2% | 1% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Rumanian | 2% | 0% | ||
| Cantonese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 10 | 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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1751 Morning Star Drive
Roseville,
CA 95747
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Phone: (916) 774-8282
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