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Teacher quality
Principal leadership
Parent involvement
My son is in 2nd grade here, and he loves it! The teachers are great, and the neighborhood around the school is very safe. I haven't had any problems with the principal at all, and the administration in the office is very helpful. I've called a few times with questions, and they're always warm. If they don't have the answer right away, they'll find it for you. This is a great school.
—Submitted by a parent
I have three children in this school and the teachers have always been great. Two of them are in GATE classes and the 3rd is only in kindergarten, so my experience may not reflect the non-GATE classes. Principal has been responsive as needed.
—Submitted by a parent
My daughter's been at the school since 2nd grade. The teachers seem to be pretty. The principal is dreadful--rude, cold, and not the least bit service oriented. The office staff is pleasant and helpful. My kid feels safe attending this school.
—Submitted by a parent
I went to Witter Ranch from 2nd grade until 5th grade, and I loved all my teachers never had many big problems.. My only problem was the principal never took care of behavioral problems, i'm sorry but she doesn't do much period. It would have been so much easier if the person who kind of tortured me was taken care of. Also, all the teachers work hard. I only had one teacher who didn't do much but I still learned. It was just a different type of teaching I guess. To me it's a good school I really loved it
I have had my children at this school for 3 years and this is the first year that I feel the PTA has started really functioning. I am truly saddened by the lack of intrest the principle has in the look of the school and the way the attitude is at the school. It is a safe enviroment. But the teachers have to handle alot of the behavoir problems unless you as a parent call multiple times to get the principle involved. I have been happy with the teachers my children have had. I would not recomend this school to my friends.
—Submitted by a parent
My daughters both attend this school and my oldest is in 4th grade and youngest is 2nd grade. Both have been here since kindergarten, and I can speak highly of all of the teachers they have had at this school. However, I think the principal does a very poor job at handling situations and needs to be warmer and appreciative of the parents who help at the school. She is plain rude to parents in my opinion. Maybe the school would have more support if she was a more fun and loving principal to her students and the parents and people would be glad to lend a helping hand. She needs to get involved with the students as I have seen a fill-in principal do in her absence.
—Submitted by a parent
Granted there are areas that need improvement, over all there are many things that I like about this school for my child than other schools in general. My child's current teacher is great and I have good communication and direction with how my child is doing, my child is very happy there and that is what is most important to me. I see that the principal has a low rating and I am not surprised about that, but hopefully she reads this and motivates herself to improve. I like the environment around the school and it seems that most kids come from a genuine house hold like ours. I like that.
—Submitted by a parent
My son just finished up his kinder year at Witter Ranch. It was a wonderful experience for my son and for my husband and me as parents. His teacher was familiar with the state standards and kept the class on pace. The class went on five field trips and had various extra activities in class that enhanced their leaning experience. I don't think we could have asked for more.
—Submitted by a parent
First and foremost, the principal has no personality and does not allow the children to celebrate any holidays in school. She sends these automated messages on your home phone saying if your child dresses in costume, they'll be sent to the office, sent home, do not send candy to school & no parties. Secondly, while I've had 3 great teachers for my daughter, she has struggled in math and reading and I have yet to get her any real help other than regular class time. I've had to pay a teacher to tutor my daughter just so she didn't have to be held back. The lack of extra-curricular activities is unacceptable and if the principal was not so cold and unapproachable, I think the school would get a lot more parent involvement. I have been to other schools where the parent participation is enormous. The test scores are also unacceptable.
—Submitted by a parent
My son's K teacher was great. She loved the kids and they loved her. Any additional programs only seem to be the ones mandated by the state. It's a school. Not good, not bad, just middle of the road.
—Submitted by a parent
Only 30% of 5th graders are proficient in English Language Arts, and 40% proficient in Math is not acceptable. These same kids are going to be promoted to Middle School next year. It is freightning that half the kids that are graduating are not proficient in either English or Math.
—Submitted by a parent
My daughter is just starting 4th grade at Witter Ranch. Her 3rd grade teacher was fantastic!!! The teachers work as a team to ensure that the needs of students are being met. The 3rd grade teachers in particular worked to incorporate new ideas and programs with the students. So far 4th grade has been just as good!
—Submitted by a parent
My daughter was there since first grade.Until there was Ok.But we have hard time at third grade.The school does not offer any extra curricular activities and the principal does not care about it.The education is poor.I had to take care most alone at home.Only a few parents are involved wich make it even worse.A lot of work needs to be done.
—Submitted by a parent
Communication is very poor between kids and teachers, parents and teachers. The school pays no attention and do very little to kids misbehavior. My child complains everyday. Do not recommend!
—Submitted by a parent
The school is new, but I am not impressed with class size situation. The communication is also very poor. The STAR scores were low in the first year, we will see if they improve. Why is the neighboring Natomas Charter school doing so well, and Witter Ranch is not?
—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.
125 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
125 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.
162 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
162 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.
137 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
137 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.
159 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
159 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
159 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 | 71% |
| Females | 81% |
| Males | 60% |
| African American | 44% |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 86% |
| Students with disability | 38% |
| Students with no reported disability | 75% |
| English learner | 63% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 77% |
| All Students | 81% |
| Females | 82% |
| Males | 79% |
| African American | 44% |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 90% |
| Students with disability | 69% |
| Students with no reported disability | 82% |
| English learner | 87% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 85% |
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 | 52% |
| Females | 59% |
| Males | 45% |
| African American | 40% |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 45% |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 68% |
| Students with disability | 9% |
| Students with no reported disability | 55% |
| English learner | 41% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 40% |
| All Students | 74% |
| Females | 76% |
| Males | 73% |
| African American | 56% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 91% |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 84% |
| Students with disability | 45% |
| Students with no reported disability | 77% |
| English learner | 79% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 72% |
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 | 75% |
| Females | 74% |
| Males | 75% |
| African American | 55% |
| Asian | 77% |
| Filipino | 64% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 79% |
| Students with disability | 50% |
| Students with no reported disability | 77% |
| English learner | 59% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 65% |
| All Students | 87% |
| Females | 87% |
| Males | 87% |
| African American | 65% |
| Asian | 94% |
| Filipino | 91% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 90% |
| Students with disability | 42% |
| Students with no reported disability | 92% |
| English learner | 85% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 84% |
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 | 76% |
| Females | 78% |
| Males | 73% |
| African American | 68% |
| Asian | 87% |
| Filipino | 86% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 83% |
| Students with disability | 21% |
| Students with no reported disability | 81% |
| English learner | 53% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 65% |
| All Students | 66% |
| Females | 63% |
| Males | 70% |
| African American | 56% |
| Asian | 90% |
| Filipino | 71% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 81% |
| Students with disability | 21% |
| Students with no reported disability | 72% |
| English learner | 58% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 53% |
| All Students | 62% |
| Females | 58% |
| Males | 66% |
| African American | 64% |
| Asian | 69% |
| Filipino | 43% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 77% |
| Students with disability | 14% |
| Students with no reported disability | 67% |
| English learner | 32% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 53% |
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
Pacific Islander
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 | ||
|---|---|---|---|---|
| White | 24% | 28% | ||
| African American | 22% | 7% | ||
| Asian | 22% | 8% | ||
| Hispanic or Latino | 18% | 49% | ||
| Filipino | 9% | 3% | ||
| Multiple or No Response | 3% | 3% | ||
| Pacific Islander | 3% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 27% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 51% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 26% | 85% | ||
| Punjabi | 15% | 1% | ||
| Vietnamese | 10% | 2% | ||
| Russian | 9% | 0% | ||
| Filipino (Pilipino or Tagalog) | 6% | 1% | ||
| Urdu | 5% | 0% | ||
| All other non-English languages | 4% | 1% | ||
| Hindi | 4% | 0% | ||
| Hmong | 4% | 1% | ||
| Lao | 4% | 0% | ||
| Assyrian | 2% | 0% | ||
| Cantonese | 2% | 2% | ||
| Farsi (Persian) | 2% | 0% | ||
| Pashto | 2% | 0% | ||
| Ukrainian | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| German | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Mien (Yao) | 1% | 0% | ||
| Polish | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Tongan | 1% | 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 | 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 | 0% | N/A | 2% |
| School Leader's name |
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| Special schedule |
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| Fax number |
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3790 Poppy Hill Way
Sacramento,
CA 95834
Phone: (916) 567-5620
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