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Teacher quality
Principal leadership
Parent involvement
Natomas Park Elementary has made great strides in improving their curriculum. They recognize that children learn at different levels. They have excellent programs like WIN (What I Need), GATE, computer lab and other opportunities for the children to excel. The teachers are wonderful, personable, and open to communication and working with parents. The principal, Kendra Shelton, is an absolute gem. Her weekly phone/email communications are a refreshing and positive change to keeping parents informed on upcoming events and school-related happenings. And Safety is Number One on their list. I have 2 children at Natomas Park Elementary. I'll be honest, I was a little concerned at first when we enrolled because of the somewhat low API scores, but when you see the great results in your child's learning and abilities, you know this is a great school (not to mention the 21 point increase in API last year, woo hoo). I'm disappointed they don't integrate art or PE in their program, but this means they truly are focused on my child's learning. However, they do offer extracurricular activities and programs such as these.
—Submitted by a parent
My son has been and this school since Kindergarten, he is now in third grade and we love it! The teachers and principal are wonderful! It is a real asset to the Natomas community.
—Submitted by a parent
The best school in the whole Natomas area. My daughter graduated from NPE in 2006. And now my son is in 1st Grade. We love this school. Highly recommended. If you have a child and you want them to become a high achieving student, this is the school you want them to attend. Mr. Johnson, the principal is very good and excellent mentor to all the students at NPE.
—Submitted by a parent
We have been a family at Natomas Park Elementary for 8 years now and we are very happy with our decision to move here! The family community, other families, teachers and staff are dedicated and involved in the education of our students. One of the best parts is having the school so close. If my child forgets his homework, we can run back over there and get it. Its hard to be late to school when it is so close! If there is an activity at school in the evening and we have a busy schedule, we can usually still get up there for part of it and have our kids participate, even for a short while. I appreciate the way our District was formed, with larger schools further apart to keep them thriving much longer.
—Submitted by a parent
I am a proud parent of two Natomas Park Elementary students. Aside from a beautiful new facility, it is the staff, students, and parents that make this school great. Principal Johnson is the most approachable leader I have ever meet. He is a teacher at heart and when he is not principaling he can be found substituting on occasion and doing magic tricks with the kids. The teachers and all staff are wonderful caring professionals. Highly recommended school if you are in that area.
—Submitted by a parent
My son has been going to NPE since Kindergarten and is about to graduate. I feel he has been well prepared academically as well as socially. The teachers are great and the family are really involved in the school.
—Submitted by a parent
I am proud NPE parent for 2 years. I am very happy and impressed with my kids performance in this school. We have a class of very bright kids and have full support of the teachers. Parents in our both classes are well involved and are always ready to help. We also have 5 art docents in our one class. Which itself speaks for parent participation.. We love this school and will always recommend it to other parents.
—Submitted by a parent
We recently moved here from Elk Grove, CA where the school district is suppose to be the premiere district. After moving here we quickly noticed Natoma Park was far above the elementary school in Elk Grove. Parents volunteers swarm the school. The teachers are enthusiastic and willing to assist parents in any way. Also the school pride runs rampid throughout the school. My daughter is thrilled to be attending Natomas Park and I have been floored with level of education she has recieved. She has improved ten fold in her academics since begining here. A great school with a great faculty who cares for the students and families alike.
—Submitted by a parent
I've had 2 children at NPE over the past 7 years. NPE is an exceptional school with passionate and caring teachers. I've been so impressed with each and every teacher my children have had. As each year passes, its hard for my daughter to pick who her favorite teacher is as it usually changes each year. The principal is amazing and seems to remember each and every student, past and present. Keep up the great work. NPE rocks!!!
—Submitted by a parent
I've been an NPE parent for 9 years and am still impressed by the teachers, principals, and parents. The 'issues' from years ago were due to this elementary housing students that had no school available to them (city planning issue). The district had to create 4 new schools to keep up with capacity. The principal, Mr. Johnson, is very personable and the teachers truly seem to care about their students and the students' success. In our class of 21 students last year, we had 19 parent volunteers! On one day this year, we counted 27 parent volunteers for 26 students! The teenagers (NPE alum.) still come by to volunteer for carnivals and school clean ups. Wonderful school!
—Submitted by a parent
I've been very impressed with this school including the teachers and staff. My son is in speech therapy here and he receives excellent care and has improved significantly. It sounds like the school has worked out most of the kinks from when it first opened. I've been very impressed.
—Submitted by a parent
Our son has done well at the school. It would be great if there were more parents who participated - even a little is a big help! The principal is very nice and encourages the students with positive feedback.
—Submitted by a parent
Like any public school, some teachers love kids and some just put up with them. There are several exceptional teachers at Natomas Park. The HOSTS program for students who are below grade level is positive and helpful. The coordinator is a fabulous teacher. It is almost sad she's not in the regular classroom. There is a very well organized art docent program to try to make up for the lack of art instruction. The lessons are excellent, but it is always hard to find good volunteers to teach them. Over 30 prints of works of art are available for the students to see and learn from. I believe the dedication of volunteers can make a real difference in the school. Some years there are more volunteers than others. It is always hard to see great volunteers leave as their kids 'age out.'
—Submitted by a parent
This is my son's third year here. I have liked 2/3 teachers, the principal is great, despise the traffic, parent involvement is low, and I wish that they offered more for the kids to do at recess, as well as after school. They don't even have balls on the playground! That's just sad. But still, it's probably the best K-5 in Natomas.
—Submitted by a parent
Our sons will be leaving Natomas Park Elementary school with great pride. Their teachers are great and very supportive. If they have grade 6 level, my kids will still study here next school year. We feel sad moving to another school but we'll cherish good memories they have here. We're very grateful to their teachers who inspired our sons to do well in their class. Students are discipline. We never heard an act of bullying among them. It's safe place for our children because we can see yard duty to look after the students. School principal is very supportive with teachers and students. This is a great school!
—Submitted by a parent
In response to some of the older comments, this school has gone through a tremendous transformation over the past 6 or 7 years since it opened. It was great, then got way too large with over 1000 kids, and now is down to a manageable size. The principal and teachers we've encountered have been great (with one exception who is no longer there.) The traffic problems have been remedied.
—Submitted by a parent
It's a good school. Maybe not great, but good enough that I don't feel like needing to send my kids to a private school.
—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.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
128 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.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
126 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.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
129 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.
129 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
129 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
129 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 59% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
66 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 | 55% |
| Females | 55% |
| Males | 56% |
| African American | 35% |
| Asian | 65% |
| Filipino | 62% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 72% |
| Students with disability | 0% |
| Students with no reported disability | 63% |
| English learner | 49% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 48% |
| All Students | 62% |
| Females | 61% |
| Males | 64% |
| African American | 35% |
| Asian | 70% |
| Filipino | 69% |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 80% |
| Students with disability | 29% |
| Students with no reported disability | 67% |
| English learner | 56% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 52% |
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 | 44% |
| Females | 44% |
| Males | 45% |
| African American | 21% |
| Asian | 57% |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 56% |
| Students with disability | 8% |
| Students with no reported disability | 48% |
| English learner | 38% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 65% |
| Females | 59% |
| Males | 73% |
| African American | 41% |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 75% |
| Students with disability | 25% |
| Students with no reported disability | 69% |
| English learner | 69% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 58% |
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 | 61% |
| Females | 68% |
| Males | 54% |
| African American | 42% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 72% |
| Students with disability | 36% |
| Students with no reported disability | 63% |
| English learner | 44% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 48% |
| All Students | 71% |
| Females | 71% |
| Males | 71% |
| African American | 55% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 78% |
| Students with disability | 55% |
| Students with no reported disability | 73% |
| English learner | 59% |
| 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 | 68% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 61% |
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 | 62% |
| Females | 75% |
| Males | 53% |
| African American | 46% |
| Asian | 57% |
| Filipino | 72% |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 77% |
| Students with disability | 8% |
| Students with no reported disability | 68% |
| English learner | 33% |
| 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 | 47% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 58% |
| All Students | 55% |
| Females | 58% |
| Males | 53% |
| African American | 38% |
| Asian | 54% |
| Filipino | 78% |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 72% |
| Students with disability | 8% |
| Students with no reported disability | 60% |
| English learner | 25% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 42% |
| All Students | 56% |
| Females | 67% |
| Males | 49% |
| African American | 42% |
| Asian | 50% |
| Filipino | 72% |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 67% |
| Students with disability | 8% |
| Students with no reported disability | 62% |
| English learner | 21% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 55% |
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 | 47% |
| Females | 50% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 52% |
| Students with disability | 17% |
| Students with no reported disability | 53% |
| English learner | 24% |
| Fluent-English proficient and English only | 55% |
| 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) | 38% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 43% |
| All Students | 39% |
| Females | 38% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 34% |
| Students with disability | 17% |
| Students with no reported disability | 43% |
| English learner | 18% |
| Fluent-English proficient and English only | 47% |
| 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) | 19% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
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
Grade 6
All students
Female
Male
All students
African American
Asian
Filipino
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
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 30% | 11% | ||
| Black | 21% | 7% | ||
| White | 20% | 27% | ||
| Hispanic | 19% | 51% | ||
| Two or more races | 7% | 3% | ||
| Hawaiian Native/Pacific Islander | 2% | 1% | ||
| American Indian/Alaska Native | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 41% | N/A | 54% |
| English language learners 2 | 24% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 32% | 85% | ||
| Punjabi | 16% | 1% | ||
| Filipino (Pilipino or Tagalog) | 10% | 1% | ||
| All other non-English languages | 7% | 1% | ||
| Urdu | 6% | 0% | ||
| Hindi | 5% | 0% | ||
| Arabic | 2% | 1% | ||
| Cantonese | 2% | 2% | ||
| Farsi (Persian) | 2% | 0% | ||
| Lao | 2% | 0% | ||
| Russian | 2% | 0% | ||
| Tigrinya | 2% | 0% | ||
| Vietnamese | 2% | 2% | ||
| Ilocano | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Thai | 1% | 0% | ||
| Tongan | 1% | 0% | ||
| Cebuano (Visayan) | 0% | 0% | ||
| Gujarati | 0% | 0% | ||
| Hmong | 0% | 1% | ||
| Indonesian | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Mien (Yao) | 0% | 0% | ||
| Samoan | 0% | 0% | ||
| Ukrainian | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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Assistant principal(s) Librarian/media specialist(s) PE instructor(s) School psychologist Speech and language therapist(s) Tutor(s) |
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Spanish Punjabi |
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| Students typically attend these schools after graduating | Natomas Middle School Leroy Greene Academy |
4700 Crest Drive
Sacramento,
CA 95835
Website: Click here
Phone: (916) 928-5234
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