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Teacher quality
Principal leadership
Parent involvement
Quail Glen School has Great teachers and wonderful students. The standards are high. Teachers have high expectations from their students which helps them do their best and excel in everything they do.
—Submitted by a parent
I have two children in Quail Glen. Both of them are doing extremely well and we have really been pleased with their teachers. The new principal is really involved in everything and I see him frequently around campus which I think is great. There is a ton of parent involvement and great spirit in the school. Quail Glen is awesome!
—Submitted by a parent
I love Quail Glens teachers. The ones that i have met are really awesome! I really like the way the school is set and how it works. It's just an all around great school. Go Patriots!!!!!!!!!!!
—Submitted by a parent
My daughter is in Kindergarten and she is loving it. Her teacher is fantastic and is teaching her so many new things each day. She is being inspired creatively as well as academically. The one thing I love is how the teacher describes kindergarten as 'magical' and to let them love their time and their school year. I am so greatful to have my daughter in such a wonderful school.
—Submitted by a parent
Two of my children attend this school and we have been very happy with everything there. They do a fantastic job educating our children there, plenty of parent involvement, excellent PTA and fundraisers to provide extras for the kids, great educational field trips are planned and they do a fantastic job recognizing and rewarding academic achievements and promoting good citizenship.
—Submitted by a parent
We love this school and hope that our girls continue to excel academically.
—Submitted by a parent
My daughter just finished her k-5 grades at Quail Glen. We had a very positive and rewarding educational environement while there. Overall, the teachers are excellent with very good experience. There are some teachers there that exceed over other teachers and some they could do without. The office staff have always been friendly with a nice greeting. It would be nice to see the school offer some extra-curriculum activities for the younger grades.
—Submitted by a parent
All they care about at tis school is themselves and how they look. My daughter has attended for three years starting with third now in fifth. The princepal is really rude. The office staff is rude as well and if your child is absent then you get a big lecture from the assistant princepal.
—Submitted by a parent
Q.Glen is strong academically, but that's all they care about is where they are ranked. The teachers are very cold and discipline is much too strict.
—Submitted by a parent
Great academically, no question. Teachers are great. I appreciate the level of discipline instilled overall. While academics is correctly priority #1, 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. It's one key to the overall learning and social experience. Again, great for academics and great for discipline, but they're neglecting a key ingredient to true well-rounded growth, the freedom to run and play.
—Submitted by a parent
I am glad my two boy's are no longer attending Q.G. I did love all of their teacher's and thought that was the best thing about this school. The office personnel including the principal and vice-principal were horrible.
—Submitted by a parent
This school seems very tough and also strict. We have had some difficulties adjusting. The teachers really seem to care about their students but I have never felt welcomed by any of the people that work in the office. They are usually pretty rude. You start to feel like you are just a number and that all they care about is their scores. Overall the teachers are great but I think that some of them have forgotten that learning should be fun too.
—Submitted by a parent
Great school. Very Safe, Great academics. Principal & Asst. Principal are always visible. Teachers are wonderful.
—Submitted by a parent
Fantastic school with high morale and high academic standards. Great P.T.A. activities, such a barbecue, a back to school dance party and yearly carnival. They have a schoolwide discipline program that seems to be very effective. Children who are struggling can get extra help with reading and math tutoring, or go to intercession during vacation breaks. There is great unity and school spirit and many classes have parent volunteers every day. My daughter has music, computers, P.E. and library each once a week. The teachers do a great job and work well supporting each other. I would recommend this school to anyone.
—Submitted by Stephanie Gerard, a parent
I was raised in private school. I was very concerned about my son attending public school. Quail Glen has far exceeded my expectations. What a great school! The staff, parents and students have 'Patroit Pride'!
—Submitted by Meredith P, a parent
My oldest daughter has been at Quail Glen since Kindergarten. She is now in 4th grade and has loved each and every one of her teachers. Mr. Medd provides great leadership in a firm and fun manor. My youngest daughter now attends QG,and loves the nurturing from her teachers. I love this school for its parent participation, wonderful loving teachers and excellent principal. How many principals will challenge their students to meet their reading goal so they can shave his head at the school carnival and paint it red white and blue? (the school colors) Excellent, Excellent school.
—Submitted by a parent
Is there something in the water? Parent involvement at this school is like no other. Open house and back to school night are standing-room only events. Grandparents, aunts, uncles et al are in attendance. What normally are small school activities (ice cream social, school carnival) turn into full community events. Teachers are great. The Principal provides firm but kindly discipline. Test scores are through the roof. Wow . We ve two daughters in elementary school and are fortunate it s Quail Glen they attend. Ever seen a 3rd grader do algebra or a kindergartner do oral book reports? This place is amazing.
—Submitted by a parent
Our son attended Quail Glen for 4 of his 6 elementary schools years, and our daughter is currently enrolled. We have been thrilled with their teachers and their involvement in our children's growth -- academically, socially, emotionally, etc. The staff at Quail Glen truly partner with parents to ensure the highest quality of education and development of our children. Gordon Medd, the principal, is the key to Quail Glen's success -- a firm yet fun leader who stays involved on a personal level with the kids AND their parents; a man of integrity; a principal who selects quality staff members. We are thrilled to have had the privilege of our children attending Quail Glen, and highly recommend it to all.
—Submitted by N. Doty, a parent
My daughter attended for three years and we were very sad to leave. She was constantly challenged academically but nurtured where appropriate. The small town community feeling was such a fabulous environment for her to grow in. I wish that more schools were modeled after Quail Glen.
—Submitted by a former student
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.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
93 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.
115 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.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
108 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
113 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 | 83% |
| Females | 86% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| 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) | 82% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| 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) | 74% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 86% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| 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) | 82% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| 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) | 84% |
| 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
| All Students | 77% |
| Females | 70% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 85% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 91% |
| Students with disability | 82% |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 93% |
| Females | 91% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 93% |
| 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 | 92% |
| 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 | 98% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 94% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 95% |
| 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 | 87% |
| Females | 96% |
| Males | 80% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 90% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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) | 88% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 94% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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) | 92% |
| Parent education - college graduate | 92% |
| 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
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
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 | 71% | 28% | ||
| Multiple or No Response | 13% | 3% | ||
| Hispanic or Latino | 6% | 49% | ||
| Asian | 5% | 8% | ||
| Filipino | 3% | 3% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 4% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 11% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 48% | 85% | ||
| Russian | 15% | 0% | ||
| Filipino (Pilipino or Tagalog) | 9% | 1% | ||
| Punjabi | 6% | 1% | ||
| Ukrainian | 6% | 0% | ||
| Arabic | 3% | 1% | ||
| Hmong | 3% | 1% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Portuguese | 3% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 3% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 14 | 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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1250 Canevari Drive
Roseville,
CA 95747
Website: Click here
Phone: (916) 771-2055
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