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Teacher quality
Principal leadership
Parent involvement
I hate to write this, but this school is not good for Special Needs students. You have to fight to get the I.E.P implemented with a known disability. It seems like this school reaction to all students is to mainstream them and not offer services. I have had some major issues with this site. On the positive, if you have a general education student there is a lot of support. They do have RTI groups, but it is not enough to understand all kids. My child has been lost and did suffer an injury on the site and I did not even get a phone call. I think the teachers do mean well, but do not understand disabilities as much as they should.
—Submitted by a parent
My kindergarten child has gone from just knowing the ABC's three short months ago, to sounding out and reading words by himself! I am very impressed with the teaching, and quality of people at this school!
—Submitted by a parent
Excellent teachers! Very friendly, loving, nuturing and knowledgable. I am SO GLAD my son is a studen there!
—Submitted by a parent
My oldest child transferred to Kaseberg last year, mid year. While this is usually difficult on the child, we were very fortunate to have Mr. Barber as her 4th grade teacher. Mr. Barber helped make the transition a positive one. He was supportive and approachable and helped my daughter adjust to the move smoothly. This year my youngest will also be attending Kaseberg as a kindergartner and I am very excited to have Kaseberg as her first academic experience. The office staff are friendly and knowledgeable and although I have not met Ms. Quinlan, I know that if needed she would available at the drop of a hat. After dealing with other schools from Texas to California, I am very pleased with our experience so far at Kaseberg and look forward to many more great years.
—Submitted by a parent
As a parent of a 3rd grade student and an incoming Kindergartner, and as a high school teacher myself here in Roseville, I want to share with anyone taking the time to read this website how much I appreciate Kaseberg school. I have great admiration for what Principal Quinlan and her hard-working staff have accomplished at this true 'neighborhood school.' I get the sense of community at Kaseberg that reminds me of when I was a kid, and is not at all what I expected in Roseville, 2008. My family is in the process of moving out of our rental and into a new home. We are doing everything we can to ensure that we keep our students at Kaseberg. From academics and social events to a great diverse student body and neighborhood support, we look forward to many more great years at Kaseberg!
—Submitted by a parent
Our oldest child is in kindergarten at Kaseberg. The principal is wonderful...very involved and always visible/approachable. The school seems to be making positive strides and a real effort to be one of the better schools in the area. Parent involvement seems high in our daughter's class. And, we love it that most of the kids in her class live within a couple blocks of us. Feels like a nice close-knit community school.
—Submitted by a parent
We have had 3 children at Kaseberg starting in 2000. We have also had the pleasure of watching Kaseberg transform into a wonderful school with a fantastic principal who is 'in-tune' and a teaching and support staff that is fantastic. Each of our children have had different needs. Kaseberg has provided each one with the resources needed to help them succeed. I feel like the 'school community' is a family, and we are all part of it. We love Kaseberg. Thank you to all the wonderful staff, both teaching and support for all that you give our kids daily.
—Submitted by a parent
Parent of newly registered Kindergarteners (twins). Quick and easy registration. Friendly staff. Multiple-friendly school (they asked me if I wanted my twins kept together...rare for most schools). Principal was helpful in answering questions about the school and provided a school tour for parents (and kids were welcome too!).
—Submitted by Carol Repetti, a parent
I have had children at Kaseberg for the past eight years. I have been very happy with the education provided and the overall atmosphere at Kaseberg. My daughter has had a few special circumstances that have required some extra care from the staff and I received an excellent response and support from the teachers. Our family has had a great experience at Kaseberg and we still have quite a few more years there and are looking forward to it.
—Submitted by a parent
Kaseberg school is going in a fantastic direction! With construction of new classrooms for the upper grade students and renovation of older classrooms for the primary students, the learning environment is just great! The new multi-purpose room is an exciting addition. Mrs. Quinlan, the principal, is a solid leader and an effective communicator to students, teachers, and parents. As a teacher there, I find that we as a staff are extremely hard-working and collaborative. Kaseberg is a great place to be!
—Submitted by a teacher
I did have behavior problems with my son at Kasberg, and being a single mom I asked for a call from the principal on multiple occasions to set up a meeting with me to help find a solution for my sons behavior issues at school. I have never received a call. One time I was very obviously upset on the phone, still no call back. I understand the administration is busy but I think calling back concerned parents should be a higher priority for the principal.
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.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
50 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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
56 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.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
90 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.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
97 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 | 56% |
| Females | 65% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 94% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| 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) | 89% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| 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 | 53% |
| Females | 64% |
| Males | 43% |
| 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 |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 68% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 74% |
| Females | 79% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 76% |
| Students with disability | 36% |
| Students with no reported disability | 81% |
| English learner | 63% |
| Fluent-English proficient and English only | 77% |
| 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 | 86% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 70% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 88% |
| Students with disability | 69% |
| Students with no reported disability | 79% |
| English learner | 71% |
| 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 | 82% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 68% |
| Females | 71% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 81% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 91% |
| Students with disability | 64% |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 58% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| 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
English learner
Fluent-English proficient and English only
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 56% | 28% | ||
| Hispanic or Latino | 31% | 49% | ||
| Asian | 4% | 8% | ||
| African American | 3% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 14% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 52% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 75% | 85% | ||
| Filipino (Pilipino or Tagalog) | 8% | 1% | ||
| Russian | 4% | 0% | ||
| Ukrainian | 4% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Vietnamese | 2% | 2% | ||
| Cantonese | 1% | 2% | ||
| Japanese | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Rumanian | 1% | 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 | 7 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |
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1040 Main Street
Roseville,
CA 95678
Phone: (916) 771-1790
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