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Teacher quality
Principal leadership
Parent involvement
Best School in Roseville! We spent 3 years with our kids an another Roseville school - never felt at home, never thrilled with the principal & so we decided to transfer to Blue Oaks. Best decision we've made! We couldn't be happier with the entire experience! Love the staff, love the families, great kids, amazing programs. My daughter went from disliking & struggling with reading at our last school, to reading every spare moment of the day! She now LOVES to learn thanks to her outstanding teacher! Top notch! Will be sad when the kids move on from Blue Oaks because it's just that great. Love Principal Murphy, he is spectacular!
—Submitted by a parent
My child is in 3rdthe grade now and he had been attending Blue Oaks since kindergarten. I can strongly say that it is the best elementary school in Roseville. I've moved several times and our home school was always different, but I try to make sure my child gets the best care and education he deserves by sticking to Blue Oaks. I've been to other home schools and was comparing them to Blue Oaks, and non of them came even close to being as good as Blue Oaks. The staff is unbelievable, they honestly do care about each and any concern you have. They treat every single child with care and make sure that each one of them receives the right kind of attention. The two lovely lasts on front desk, Carol and Jan, are the most wonderful people. They honestly treat you like one of their own and they always seem to always having a great day and in a good mood. Mr. Anker our principal, loves kids. I could tell by the way he acts with them. I caught him playing tag with them, basketball, even sometimes eating lunch with them. After school when he's outside, kids are all around him and it almost seemed to me that he knows each and everyone of their names. I love it!
—Submitted by a parent
The Best school is Blue oaks elementary. I have two children attending this school for 3 years. They receive the best education here. The teachers, staff and principal are great. We feel here like at home, and I would highly recommend this school to everyone. Parents if you love your kids then you will love this school. All teachers, staff and principal have same love and care for your kids as you.
—Submitted by a parent
I have 2 children at this school and can confirm that the faculty and students provide a great learning experience. Both academics and extra-curricular activities have been very strong on a year over year basis
—Submitted by a parent
This is a very good school, my child has done well there. My only complaint is they are micro-managers and overly srict. They don't allow children to be children. No digging in the playground, no picking up acorn shells, all the harmless things kids should be able to do, they control and typically do not allow. They could also do better with parent/teacher communication. My child was/has been 'benched' in the past, and I was never notified by the teacher. How can I correct a behavior if I don't know about it? They are strict when it comes to behavior and the activities of the kids are highly controlled. It's pretty much a get your education school, with minimal fun. However, the teachers seem to be very good and we have always been pleased with the education my child receives.
—Submitted by a parent
its is the best school ever there is no other better elamentry school than Blue Oaks
—Submitted by a student
I like this school very much. They do seem to care about the kids and it has a nice atmosphere there. My one criticism is that they seem to have a very ultilitarian attitude regarding the kids education. There never seems to be much fun stuff going on there, compared to Gates, where our other child goes. In fact, sharing birthday treats for kids in class is prohibited.
—Submitted by a parent
My son has attended Blue Oaks School since the first day it was opened, and will finish his 5th grade year at Blue Oaks. I am so impressed with this school that I travel 14 miles each way (from Sacramento) to make sure he stays at the school he loves! His 5th grade teacher is phenomenal and should be given an award for his integral part in the students' development. I would recommend this school to anyone new to the 95747 area.
—Submitted by a parent
I have a daughter in 2nd grade, and one who will enter Kindergarten in the fall, I have had nothing but positive experiences, with the teachers and staff. The PTC is a huge benefit, lots of happy kids and parents
—Submitted by Mike Karg, a parent
This is our 3rd year at Blue Oaks. For the most part I am happy. The school is new, clean, and most of the teachers seem eager to teach. However, when I have complained about different issues, they are not corrected. I have complained over and over about several issues and the principal just smiles and says he'll look into it. He doesn't seem to be effectively carrying out his job. This is very disappointing considering that I am trusting them to teach my children. The majority of parents that I speak to seem to not want to 'rock the boat' for fear of being disliked or their children suffering the consequences. I believe that school personnel should investigate every problem that arises and correct it appropriately in a timely manner.
—Submitted by a parent
Just wanted to comment on things I believe are lacking in the RCSD in general. If you have a GATE child, why must they be sent away to another school? Other local districts offer GATE classes in the school the child attends. Also, why is there no Spanish Immersion to be found anywhere? In our old district (Bay Area)there was a wonderful program going on. Here, I'm told 'It costs too much' which is not true. A Bilingual teacher and Spanish books/school supplies cost the same. I believe we are lacking in these areas and they should be addressed. We need to look at the state we live in, being bilingual can only help our children in the future. We need to start planning now.
—Submitted by a parent
I LOVE Blue Oaks. My son started there the first year the school opened. He has spent 3rd and 4th grade there and will finish up this year in 5th grade. He has had two wonderful, caring teachers who have helped him succeed with straight A's and more. One of his younger brothers will start Kindergarten this Fall and I know he will be just as successful. I am so happy that we live near this wonderful school. The only improvement that I can suggest is that I wish they would add a Spanish Immersion program.
—Submitted by a parent
Blue Oaks is a new school in Roseville and has upheld the Roseville school systems tradition of excellence in education. The staff, administration and involved parents are very supportive and concerned with the development process of the children both academically and socially. I have nothing but praise for the Principal and the great work and direction he has lent to the development of a successful elementary school.
—Submitted by a teacher
Blue Oaks is fantastically organized for only having been in operation two years. A great faculty and leadership. I feel my children are being taught the most current info in a nurturing environment. I also feel they are extremely safe when on school grounds as security is is taken very seriously without being prison-like. Most of all my kids enjoy and are enthusiastic about the school, teachers and activities which makes teaching them at school and at home much easier.
—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.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
98 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.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
114 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.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
98 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.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
107 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 | 88% |
| Females | 83% |
| Males | 92% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 63% |
| 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) | 83% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 90% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | 88% |
| Fluent-English proficient and English only | 96% |
| 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) | 90% |
| 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 | 80% |
| Females | 82% |
| Males | 78% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 82% |
| Students with disability | 54% |
| Students with no reported disability | 83% |
| English learner | 71% |
| Fluent-English proficient and English only | 81% |
| 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) | 64% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 88% |
| Males | 88% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 88% |
| Students with disability | 69% |
| Students with no reported disability | 90% |
| English learner | 86% |
| Fluent-English proficient and English only | 88% |
| 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) | 80% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 89% |
| Males | 82% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| 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) | 87% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 80% |
| Males | 83% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| 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) | 72% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 86% |
| Females | 86% |
| Males | 86% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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 | 84% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 96% |
| Males | 90% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 95% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| 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) | 92% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 93% |
| Males | 84% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| 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) | 85% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 71% | 28% | ||
| Asian | 10% | 8% | ||
| Hispanic or Latino | 10% | 49% | ||
| Filipino | 4% | 3% | ||
| African American | 3% | 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 | 13% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 33% | 85% | ||
| Russian | 24% | 0% | ||
| Vietnamese | 11% | 2% | ||
| Ukrainian | 7% | 0% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Gujarati | 4% | 0% | ||
| Japanese | 4% | 0% | ||
| Korean | 4% | 1% | ||
| Hindi | 2% | 0% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| Portuguese | 2% | 0% | ||
| Punjabi | 2% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 6 | 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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8150 Horncastle Avenue
Roseville,
CA 95747
Website: Click here
Phone: (916) 771-1700
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