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Teacher quality
Principal leadership
Parent involvement
Westlake charter school has not had it easy as far as the support of the district of Natomas; I feel like we are constantly fighting to stay put together. Even with all of that, the school has surpassed all of my expectations. It may not be the newest, best looking school in the district but when you step foot on the campus it glitters and gleams and you forget about all the perfections. It has given my children the best education you could ever pay for. I am eternally grateful for all that they do; the teachers, the staff, the administration and the parents. IF you want community, leadership and a child who is truly learning you want to apply here. I hope one day all of the kids of this nation will receive the education my children are receiving.
—Submitted by a parent
Sending my child to Westlake Charter was one of the best discussion I ever made. The teachers are amazing and very helpful. I feel like Westlake is this close knit community and everyone knows everybody. My child has been learning Spanish since kindergarten. I love the international learning for my child.
—Submitted by a parent
This is a great school that focuses on an international theme. Each grade has a continent that they focus their studies on during the year. They have a full immersion Spanish class that is wonderful as well as their own Art and P.E. teachers. Having these supplemental classes, though, require funding so there is a big focus on fundraisers. This actually helps us build a great sense of community at our school. The curriculum is very challenging, which is wonderful. They go above and beyond the standard California state requirements. They also put together several seminars throughout the school year that focus on important character traits and bullying. These seminars are actually held by the students themselves so that they can relate to their peers. Overall, this is a great school that focuses on our students' well being and academic acheivements.
—Submitted by a parent
I feel very fortunate to have my child attend this school. I love that he has Art and Spanish classes. I love the way most parents are involved with the school. I love that I don't have to pay tuition. I love the dedication that the teachers have to make sure the students succeed.
—Submitted by a parent
The new principal is not on board with the community feel, the focus of the school or in support of the international curriculum. He only cares about test scores, down to the t-shirts he bought with the API score. High performing students aren't challenged and the principal takes credit for genetics when the programs didn't do anything for middle or high performing students. After several meetings where the principal's stock answer is "if you don't like it go somewhere else" we are going to take his advice. It's too bad, the school was fabulous under the previous principal and board leadership.
—Submitted by a parent
This school is built on school spirit. The school itself is a mixture of a old classrooms and portables but the minute you walk on this school you can feel the love the kids have for their school. The teachers and staff use positive reinforcement to create a school of great learners! Westlake is a small school with a big impact on the lives of our students.
—Submitted by a parent
I am no longer a parent at Westlake Charter and was GREATLY disappointed when the school did not grow to 6th grade for the 09-10 school year. However, hearing that their API scores grew to 854 then 912 in 2010, I clearly understand the choice the school made. This school has had its difficulties from the start, but has moved quickly to the forefront in providing a stellar education for our children. I applaud Westlake Charter, and if they grow to middle or high school soon, we're coming back! ss
—Submitted by Sherri
I have seen first hand how this school focus's on the individual child's needs. Children coming from other public or private schools find here a school that exceeds all expectations.
—Submitted by a parent
Great school that teaches thematically and offers specialty classes to students of all grades! Teachers truly care about students and do what is best for students.
Westlake Charter has motivated, creative teachers and their enthusiasm encourages our kids. The parents put tons of effort, too, into the activities and opportunities at the school. We are blessed.
—Submitted by a parent
Westlake Charter School is an amazing place! I feel so fortunate that our kids go to this school. Our students receive Spanish, art, and PE weekly with credentialed teachers. The parent support is amazing and the programs and events cannot be beat!
—Submitted by a parent
My children have the best teachers in Natomas. The teachers care about our children as they would their own. The extra programs that the children recieve are unbelievable. Many school now days don't have regular PE or Art, let alone Spanish classes. The school is also bless with very dedicated parents. Westlake Charter is a awesome school.
—Submitted by a parent
Westlake Charter is providing my grandson a well-rounded program. His teacher is able to keep him challenged and excited about learning!
—Submitted by a parent
The teachers, the principal, the parent community, the kids! I love the daily spanish, art, and PE, and the thematic approach to instruction.
—Submitted by a parent
The students are given the opportunity to learn using all learning modalities. The lessons are taught thematically so there is a connection across the subjects making learning more meaningful. They are also fortunate to have Spanish, Art, and PE classes making our children well rounded students.
—Submitted by a parent
Westlake is among the last of a dying breed of schools in America that continues to put Children first in Education. That focus is evident in so many ways. Beginning in Kindergarten, children are taught Spanish daily. (We have 2 full time Spanish teachers.) Specialized classes remain a priority even during budget crunches. Why? Because it's best for the kids. Innovative learning approaches, such as 'Looping', are constantly among principal Bob Capp's educational arsenal. Because it's a Charter School, Westlake is able to have freedom to let teachers go that aren't teaching effectively. I believe this keeps a healthy competition to stay 'current' among our staff. If all this isn't enough, we employ a full time Curriculum Director/Developer. Kate Burwinkle has brought in amazing seminars and made room for ongoing education for our teachers. Her support in this arena is outstanding. Of course, a school like this doesn't run without parents that go over the top to do 'Whatever it takes'. In fact, this school was started by community parents that weren't satisfied with mundane education. For these, and so many unmentioned reasons, Westlake Charter School is a rare delight in a sea of strangled education.
—Submitted by a parent
Only elementary school in the area to offer PE, Art, and Spanish to all students each and every week. Great teachers who provide individualized attention to their students. Engaged parents (minimum 30 hours of school service per family per year).
—Submitted by a parent
In short...dedication makes this school so amazing. The staff is exceptional and parents that are invested in their children's progress. This combined with a really effective curriculum in core subjects as well as PE, Spanish and Art teachers. There is no place like this school!
—Submitted by a parent
The teachers and staff are exceptional, coordinating goals throughout the grades and understanding differentiated learning for our children. The parent dedication and contribution is another strong piece of the school's success. My kids feel safe, accepted and challenged.
—Submitted by a parent
Westlake Charter has been the best decision we have made for our children's education. It has made learning safe, fun, and challenging year after year. The teachers and staff are awesome. The best is the community feel to this school - it takes a village to raise a child - and you get that here at Westlake. I enjoy seeing not only my child's progress, but her friends as well. The dedication of the school and the parents to keep this school great is rare and am glad we have it. Yay Explorers!
—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.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
62 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.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
62 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.
116 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
116 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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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
| All Students | 83% |
| Females | 85% |
| Males | 79% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 73% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 79% |
| Males | 72% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 55% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 88% |
| 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 | 67% |
| Females | 64% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 45% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 86% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | 100% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 87% |
| Females | 86% |
| Males | 88% |
| African American | 65% |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 87% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 69% |
| All Students | 91% |
| Females | 90% |
| Males | 91% |
| African American | 94% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 90% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 92% |
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 | 82% |
| Females | 93% |
| Males | 72% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 85% |
| Males | 76% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 85% |
| Males | 76% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| 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) | 69% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 92% |
| 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
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
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 | 33% | 28% | ||
| African American | 23% | 7% | ||
| Asian | 18% | 8% | ||
| Hispanic or Latino | 17% | 49% | ||
| Filipino | 4% | 3% | ||
| Multiple or No Response | 4% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 19% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 37% | 85% | ||
| Punjabi | 17% | 1% | ||
| Cantonese | 10% | 2% | ||
| Arabic | 7% | 1% | ||
| Hindi | 7% | 0% | ||
| Russian | 7% | 0% | ||
| All other non-English languages | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Gujarati | 3% | 0% | ||
| Korean | 3% | 1% | ||
| Mandarin (Putonghua) | 3% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 3 | N/A | 11 |
| Average years teaching | 7 | 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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3800 Del Paso Road
Sacramento,
CA 95834
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Phone: (916) 567-5760
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