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GreatSchools Rating

Thomas Jefferson Elementary School

Public | K-5

 
 

Living in Roseville

Situated in a suburban neighborhood. The median home value is $178,000. The average monthly rent for a 2 bedroom apartment is $1,060.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 2 ratings
2012:
Based on 2 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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16 reviews of this school


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Posted June 19, 2014

This school is awesome!! I read reviews and was a little concerned but everyone from the wonderful office staff including the principal we great. Always friendly and very helpful. I think people that complain simply just don't get what they want and become negative. My kids loved their teachers and we as a family couldn't be happier. Way to go TJ staff!
—Submitted by a parent


Posted April 25, 2014

There is one good thing about this school, and that is the SDC teacher. She is FANTASTIC!! I can not say enough positive about her and her staff! Sadly, that is where the positives stop. The principal is a total joke, and not to mention completely unprofessional. One of the 4th grade teachers, very sweet person, but has no business teaching at all. The kids are not held accountable for their behavior or their actions. At one point the teacher said in front of my child that homework is not even checked or graded at all, so the teacher would never even know if its done or not! Seriously?! Thanks for insuring that my kid will not feel the need to complete homework for the rest of the year! As far of the office staff goes: One lady is very sweet, and the other is about as professional as the principal. A few times my kids have gone to the office with a stomach ache, of course I get a phone call, I ask if they have a fever and the response I get from the not nice one is "I don't know, they said their stomach hurts, I don't want to get close to their mouth and have them throw up on me!" What a joke! The district should be ashamed of a majority of the staff at this school.
—Submitted by a parent


Posted April 11, 2014

I have two boys at this school and I have seen many good things going on here. They are pushing technology, increasing after school programs, and supporting teachers with anything that is needed. My boys love going to school and they love learning. The common core instruction has been difficult, but it seems like teachers are working hard to implement the new style of teaching. Students at this school are always looked after and good behavior is held to high expectations.
—Submitted by a parent


Posted August 6, 2013

Awesome office secretaries, teachers and janitors!! We have been here almost 3 years and they are always helpful and friendly. Teachers really love the kids and the janitors keep the school nice and pretty. Love this place!
—Submitted by a parent


Posted May 3, 2013

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


Posted October 12, 2012

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


Posted August 10, 2012

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


Posted December 19, 2009

This school has one of the best kindergarten program in the entire area.
—Submitted by a parent


Posted October 14, 2009

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


Posted August 18, 2009

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


Posted April 13, 2009

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.


Posted March 4, 2009

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


Posted June 3, 2008

It is just so great i cant say anything
—Submitted by a parent


Posted February 6, 2008

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


Posted August 17, 2007

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


Posted December 11, 2006

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 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

911

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

911

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.

121 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
79%

2011

 
 
74%

2010

 
 
73%
Math

The state average for Math was 65% in 2013.

121 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
83%

2011

 
 
82%

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.

109 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
75%

2011

 
 
79%

2010

 
 
68%
Math

The state average for Math was 66% in 2013.

111 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
92%

2011

 
 
88%

2010

 
 
93%
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.

106 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
85%

2011

 
 
91%

2010

 
 
91%
Math

The state average for Math was 72% in 2013.

107 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
83%

2011

 
 
89%

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 60% in 2013.

85 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
94%

2011

 
 
87%

2010

 
 
78%
Math

The state average for Math was 65% in 2013.

85 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
87%

2011

 
 
81%

2010

 
 
81%
Science

The state average for Science was 57% in 2013.

85 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
78%

2011

 
 
80%

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 Students71%
Females69%
Males72%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged55%
Non-economically disadvantaged75%
Students with disability27%
Students with no reported disability77%
English learner72%
Fluent-English proficient and English only71%
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)67%
Parent education - college graduate67%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students82%
Females81%
Males82%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged65%
Non-economically disadvantaged86%
Students with disability33%
Students with no reported disability89%
English learner89%
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)74%
Parent education - college graduate81%
Parent education - graduate school/post graduate100%
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 Students70%
Females77%
Males61%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantagedn/a
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only72%
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)55%
Parent education - college graduate75%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Math

All Students95%
Females97%
Males93%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only95%
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)90%
Parent education - college graduate100%
Parent education - graduate school/post graduate94%
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 Students85%
Females85%
Males87%
African Americann/a
Asian100%
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 disadvantaged82%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)76%
Parent education - college graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students91%
Females90%
Males92%
African Americann/a
Asian100%
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)90%
Economically disadvantaged82%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate85%
Parent education - some college (includes AA degree)88%
Parent education - college graduate93%
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 Students83%
Females90%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged80%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability86%
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)80%
Parent education - college graduate84%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students89%
Females90%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged87%
Non-economically disadvantaged90%
Students with disabilityn/a
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 graduate93%
Parent education - declined to staten/a

Science

All Students76%
Females81%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged67%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability77%
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)84%
Parent education - college graduate81%
Parent education - graduate school/post graduate64%
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
White 58%
Hispanic 18%
Asian 13%
Two or more races 4%
Black 1%
American Indian/Alaska Native 0%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 16%N/AN/A
English language learners 12%N/AN/A

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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750 Central Park Drive
Roseville, CA 95678
Website: Click here
Phone: (916) 771-1840

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