GreatSchools Rating
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Teacher quality
Principal leadership
Parent involvement
This school has really lost its edge. The school doesn't treat parents or students. If you voice an issue that needs to be addressed you will quickly become the school's enemy. The school's principle is more concerned with being well liked than doing the right thing. The school also allows student safety to be compromised.
—Submitted by a parent
Mrs. Lewis is the best and we couldn't have asked for a better Kindergarten teacher for our son. The office ladies are awesome as well!
—Submitted by a parent
love it!!!! And amazing school with great staff! the kids get a good education. I would not change it for the world!
—Submitted by a parent
My children are on a transfer to Spanger. I couldn't be happier with the staff. So thankful they had room for us.
—Submitted by a parent
All of the teachers and staff are wonderful. They really show they care about the studends and want to see them succeed.
—Submitted by a parent
I am a Spanger parent, and I would say that I am happy with the school overall. I have heard great things about other teachers, but we have had a really not good teacher this year. My childs teacher has been out for probably 3-4 months of the school year, and the principal has no recourse. We are hoping that we have better luck next year as far as the teacher goes, but everything else has been really wonderful.
—Submitted by a parent
The bad: The secratary is not easy to talk to she can be rude and abrupt at times, I dont belive she is even aware of it. The good: I love her teachers they are careing and supportive with the children. My child loves to read and write, as the teachers make learning fun. They also have a very good special ed program for special needs kids. They do alot of fun-raisers, and the parents help out a lot! They are also getting a new fitness palyground and is in the progress of beeing build now. I hope to have my child stay here for the next few years as we reside in Sac Co. and have a district transfer, but the school may be too full for us this next season.
—Submitted by a parent
At one time Spanger was a great school. I'm not sure what happended, but the bullying and tolerance of 'bad' kids goes way too far. The 'good' children are constantly defending themselves with both the teachers and adminstration as far them not being the cause of a problem. They tolerate too much and therefore give out multiple citations that are meaningless. They don't suspend the troublemakers... there's a real problem and not safe! I will not being sending my children to Spanger next year as the school is just not up to excellence any longer.
—Submitted by a parent
My Child is in Kindergarten at this time and it has been a pleasure and a blessing to be in Mrs. Lewis' class. This teacher is so patient with the children and appropriately stops unruly behavior if it occurs. It's a shame we can't keep this teacher for every year our child is in elementary school. So far the principal has been great that we can see. She speaks of lifeskills to the entire school which teaches the children tools in success, effort, failure, and behavior, etc which is great. I find it hard to keep up with the numerous fundraisers, sometimes we receive 2 or 3 at one time, nonetheless, I'm sure most schools have the same challenge.
—Submitted by a parent
Both my children love Spanger! I have a 4th grader and a 1st grader...they can't wait to get to school every day. There's no tolerance for bullying, fighting, name calling and general mean behavior. The Principal is tough, but I know my children are in a safe place where action will be taken immediately if any of the above happens. She's always been reasonable when there's a disagreement. Spanger is well balanced both academically and teaching general lifeskills. There's always a fun school wide activity / event / assembly that the kids love. Overall, I'm pleased with the VERY POSITIVE education my children are getting at this awesome school!
—Submitted by a parent
Academically, Spanger standards are quite high and was lacking in music & art until our Governor came thru with funding. This is our 1st year here & our last. This school is overly strict in discipline and do not listen to the children's side of the story when conflict is involved. Children are demeaned when normal mistakes are made. The principle/parent communication lacks, principle tends to ' get in one's face...' scolding you like a child in trouble instead of talking with you like a real person. Some teachers are understanding, compassionate and really into the kids, and some our basically there to get a paycheck. This school definitely teaches to the Test, so much to the point that they lack in compassion & emotional support for the students. Do not expect many 'extras' from teachers and suggest you meet principle 1st before you enroll.
—Submitted by a parent
The level of concern from the teachers to students, I've found, is severely lacking. In addition, their over-emphasis on academics leaves culturally-important programs like music and art out to dry. I'm glad that this is our last year here.
—Submitted by a parent
Our kindergartner has had a great experience being a Spanger student. Our family feels welcome, appreciated, and important. The teachers are all friendly, and care about the kids. The school is clean, the library is beautifully put together, the neighborhood is safe and pleasant. Excellent PTC program and activities. We enjoy music class, computer lab, and library day each week. Field trips have been well choreographed and relevant. A great school with a great principal!
—Submitted by Kelly White, a parent
Spanger is what every school should be. My kids can't wait to go to school. The staff is loving and stern without putting the kids down. The principal knows each and every child on campus. She can always be found with the kids and is extremely approachable. The Library is well stocked and a fun comfortable atmosphere. I wouldn't want my kids to be anywhere else.
—Submitted by a parent
Many outstanding teachers and excellent parent involvement with an active PTC. It pays to observe prospective teachers and talk to parents of students about particular teachers. Campus is clean and safe. As with most campuses today, it has gone overboard with respect to 'safety and respect' on the playground - a student cannot make up their own rules to games (there goes the imagination!) and citations have been issued to students who have stood up from an uncomfortable position after the 'freeze bell.' Principal is not the best with parent communication (did not involve parent when student was involved in physical behaviors & did not respond in a timely manner (it took 8 weeks) to a request by a parent regarding student placement).
—Submitted by a parent
Our family loves Spanger! The teachers are wonderful and our kids are always happy to go to school. The music and art program is lacking, though. Academics take top priority.
—Submitted by a parent
My child is in Kindergarten ans so far way exceedes my expectations of an elementary. The teachers are caring and attentive. They truly care for the kids and their progress.
—Submitted by Jessica Hagan, a parent
We love Spanger! Mrs. Westphal is an excellent leader as well as a very compassionate person. She always perceives the student as an individual when providing solutions to various issues. There is a very positive attitude through out the school teachers, parents, and kids. Its a very happy place where learning is a fun rewarding experience for all.
—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.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
83 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.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
60 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.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
67 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.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
63 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
63 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 | 75% |
| Females | 89% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 85% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| 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 | 71% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 94% |
| 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 | 72% |
| Females | 75% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 84% |
| Males | 86% |
| 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 |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 87% |
| 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 | 69% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 94% |
| 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 | 77% |
| Females | 93% |
| Males | 65% |
| 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) | 82% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 83% |
| Students with disability | 62% |
| Students with no reported disability | 81% |
| English learner | n/a |
| 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 | 92% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 86% |
| Males | 54% |
| 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) | 68% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 76% |
| Students with disability | 60% |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 85% |
| 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 | 69% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 82% |
| Males | 97% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| 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 | 85% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 45% |
| Males | 87% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 67% |
| 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
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 | 74% | 28% | ||
| Hispanic or Latino | 20% | 49% | ||
| African American | 2% | 7% | ||
| Asian | 2% | 8% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% | ||
| Filipino | 0% | 3% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 25% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 68% | 85% | ||
| Ukrainian | 16% | 0% | ||
| Farsi (Persian) | 5% | 0% | ||
| French | 5% | 0% | ||
| Russian | 5% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 16 | 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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CA 95678
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