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Teacher quality
Principal leadership
Parent involvement
The office staff at this school is appalling. I have never met such rude and unhelpful secretaries and I do not understand how this behaviour is allowed to continue. The teaching staff are wonderful but the principal is invisible; at times I am left wondering is there a principal at all.
—Submitted by a parent
Front Office staff is rude. Special Needs children are not support properly. They violate laws and doesn't seem to know what they are doing. Very disappointing.
—Submitted by a parent
We're new to the area and my two children started TJ this year as new students. So far, I have seen nothing but stellar systems in place for academics, routines and ensuring children safety. While I'm sorry to read of others issues with the office secretaries, I personally have never had any problems with them. But then again, I'm not easily offended. As far as cliques at the school, I don't really stick around to chat. To me, that's unimportant and irrelevant. What's more important are test scores and statistics here, not whether or not the office secy's are rude and parents are in cliques. The drop off and pick up areas are fine, they work well. The teachers do a fabulous job communicating with parents via email, red folders to parents and have excellent follow up. My children appear to be thriving and doing great there so far this year. I would not get too caught up in petty reviews such as some that are left here. TJ scores are very high! The only thing I am a little disappointed in is there seems to be no artistic supplemental teaching, no art classes or the like. I am one who advocates art very much. Other than that... no complaints only praises!
—Submitted by a parent
The Secretaries in the front office are inconsiderate. One secretary, in particular, is absolutely rude and obnoxious. She has no respect for others and makes up her own rules. She states that The School District has NO authority over them and they decide what is best for them and not the District. Unfortunately, the principal goes along with the front office and ignores dealing with children s/parents issues. The Thomas Jefferson disregards the District s guidelines (at least on accommodating kids from their own neighborhood) and things are based on relationships and connections. Unfortunately, the District does not make any changes.
—Submitted by a parent
This school has one of the best kindergarten program in the entire area.
—Submitted by a parent
Front office staff is rude and not polite whatsover. Its so ridiculous to see the parents in clicks like its high school and they do cause drama amongst themselves. Very disappointed in the principal on handling the busy parking lots and not accepting of new students/parents entering into this school!!
—Submitted by a parent
My son entered the school half way through the year. He came from a very bad school experience to a wonderful school experience. Mrs. Balao brought back the child that loved learning and wanted to do well at school. He felt that he could trust her and he felt that she cared about him. She listen to our suggestions on what works to get him motivated and applied them. He had an excellent school year. His reading levels increase 2.5 grade levels and his competitive nature motivates him to increase his levels even more. He cannot wait for the school year to start and is very excited about being a 3rd grader. We are excited to get to work and working with the teacher to make his school experience productive and successful.
—Submitted by a parent
I love the teachers here at this school. The parents on the other hand seem to be in clicks, and gossip quite a bit. They seem to want to cause drama for others. The principle seems to want buy into all of this as well.
This is our first full year here at Jefferson. Overall my kids feel welcomed in the school. Parent participation is welcomed at the school and it's easy to become an active participant. I have had no issues with the staff and the principal was more than helpful the one time I had an issue that needed to be addressed.
—Submitted by a parent
My daughter has been at Thomas Jefferson since 2005 and started as a kindergartener and now is the 2nd grade and has had a wonderful experience at the school. As a parent, I have also been very pleased with the school expectations of the children's learning and behavior. The communitcation between the teachers and staff is wonderful and I always feel welcomed when I enter the office and school grounds. I am also impressed with the other parents and their level of commitment to their child's education and school. I am looking forward to my son starting school in the fall at Thomas Jefferson and know with confidence that he will be off to a great start.
—Submitted by a parent
Only in its' fourth year and Thomas Jefferson academically, has exceeded my expectations. There are many programs and technology available to the students that I feel provide a challenging academic environment for all levels of students. I do feel that a strong partnership among the parent, teacher and the student is the key for a successful experience at this school. There is a huge level of involvement from the community and that has equaled success for the school. The school has a musical instrument program for 4th and 5th graders. There is a volunteer art docent program funded by the PTC for all grade levels. The Gate program is available through a teacher/parent recommendation starting at 3rd grade. Because this school is new they have had their ups and downs, but I feel they are learning from it and are going towards the necessary changes in procedures and policy.
—Submitted by a parent
My child was a 5th grader coming in to public school, after 6 years at a private school. It was very important to me that she feel comfortable with students, staff, and all aspects of the new school. We were very nervous about the adjustment that was to be made. We found the staff at Thomas Jefferson to be wonderful. They made my daughter feel very comfortable, they even went out of their way to find kids that they thought my child would get along with and introduced them. The teachers worked well with the students. My child felt very cared about, and respected by her teacher, Mrs. Santos. The curriculum was excellent, my child did very well in this school. Having come from a private school we were concerend that she may not get the swing of things easily. The school did a great job of transitioning her.
—Submitted by Rachel McGuigan, 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.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
110 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.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
112 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.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
85 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.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
78 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 | 79% |
| Females | 85% |
| Males | 72% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 81% |
| Students with disability | 33% |
| Students with no reported disability | 85% |
| English learner | 81% |
| 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 | 64% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 83% |
| Males | 82% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 85% |
| Students with disability | 42% |
| Students with no reported disability | 88% |
| English learner | 86% |
| 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 | 71% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 86% |
| 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 | 75% |
| Females | 77% |
| Males | 73% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 73% |
| 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 | 50% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 90% |
| Males | 94% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 96% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 96% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | 93% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 88% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 85% |
| Females | 88% |
| Males | 81% |
| 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) | 87% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| 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) | 83% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 86% |
| Males | 79% |
| 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) | 87% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| 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) | 83% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 94% |
| Females | 95% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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) | 91% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 82% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| 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) | 75% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 70% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 80% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 79% |
| 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 | 64% | 28% | ||
| Hispanic or Latino | 15% | 49% | ||
| Asian | 11% | 8% | ||
| Filipino | 6% | 3% | ||
| African American | 2% | 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 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 14% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 30% | 85% | ||
| Ukrainian | 20% | 0% | ||
| Russian | 15% | 0% | ||
| Khmer (Cambodian) | 7% | 0% | ||
| Vietnamese | 7% | 2% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Hindi | 4% | 0% | ||
| Rumanian | 4% | 0% | ||
| Assyrian | 2% | 0% | ||
| Cantonese | 2% | 2% | ||
| Ilocano | 2% | 0% | ||
| Italian | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 5 | N/A | 11 |
| Average years teaching | 8 | 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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750 Central Park Drive
Roseville,
CA 95678
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Phone: (916) 771-1840
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