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Teacher quality
Principal leadership
Parent involvement
I have two childeren here with the oldest currently in 5th grade. I have been very impressed overall. Most of the teachers we have had are impressive and still seem inspired to be in their proffession. We have had a couple of teachers that were soso, but no bad ones. The class sizes are appalling - but typical for where we are and CA budget (33 kids in the class). The PTSA is very active and provides and great amount of support to the school. We see kids and parents from this school constantly throughout our community and enjoy the small town feeling. As the kids who started in this school fill out the upper grades, I am excited to see development in their middle school program.
—Submitted by a parent
We have been with the school since it started. The teachers in 1 - 3 grades are good, 4-6 grades are so-so. No teachers we had communicated with us on regular basis(no emails, nothing). Teachers did not put anything on their web site. The school web site has out-dated info. Most teachers sent their kids to the Charter school after 5 grade. The test score improved recently; no sure what tricks the teachers used; I did not feel any changes in the recent years.
—Submitted by a parent
My kids have been attending this school for 5 years. I feel our principal is so dedicated to this school, always finding new and creative ways to make it better. Both of my kids are challenged in their classrooms with differentiated learning targeted at their abilities. The new science focus of the school helps bring about well rounded students rather than focusing only on testing. New after school clubs offer art, drama, science and engineering. There is a strong community feel. We are really happy and plan to keep our kids here through 8th grade.
—Submitted by a parent
For those who complain about the education their child is getting, your child is not trapped in this educational system. You have choices: change school, pay for private school, or home school. With the budget the way it is and schools closing, teachers should not be blamed for the pie being cut smaller. There is a huge difference teaching 20 and 30 students and even 25 and 30 students. Heron is a great school. It's very organized and the parents are very involved. Yes, monetary wise, a lot is being asked, but they have more field trips than most schools provide. I think teachers wish teaching is a baby sitting service because they would be making way more than they are now minus the lesson planning, the grading, the prepping and all the other paperwork, and just sing,dance, and make sure the children are safe. Miniumum $3/child x 30 children x 6 hours/day x ~175 days=$94,500. The public should be grateful that teachers are there to "babysit" and provide a quality education. Thank you Heron teachers and every teacher out there!
—Submitted by a parent
Last few years being in the school, have come across just couple of teachers who are dedicated to the progress & growth of their students, whether it be a below avg, average or a gifted child. Most teachers in this school are there just to teach an average kid nothing below or above that, their attitude is, they can't be bothered about doing anything extra. Regrading the previous posts about parent involvements, what we have seen is, there are few parents/ families who dominate the scene both in school & class. Many teachers favor the children from such families, neglecting other children. We have seen that partiality in our child's current class. The current principal ( Aug2010) has no leadership qualities, a puppet in the hands of his older teachers. He does not know to keep his word, we felt he is still inexperienced for the post,most senior teachers wanted him so that they could have their way . Previous principal had better leadership qualities in her. Our child is trapped in this education system. This school ( in fact most public schools) is just a free baby sitting place, there is no good teaching in terms of subjects materials or morals appropriate for the grade level.
—Submitted by a parent
Heron school's teachers are excellent! My child is able to get advanced work to keep her challenged, although I have concerns that she will be held back academically due to budget cuts. I'm extremely disappointed that Heron does not have the GATE program at their campus! This year classroom size has increased, which is tough on teachers as well as our children. I am happy to bring in school supplies, drive on field trips, etc., to help out because without volunteers, the future for our schools looks bleak. I am happy to see that many parents feel the same way and help out whenever they can. I would really like to see P.E. increased to five days a week instead of only two! It would be nice if more extra-curricular activities were offered.
—Submitted by a parent
Class size has been increased from 24 to 30 and the closing of a nearby elem school will increase it more. The teachers constantly want kids to give money and do fundraisers. Parents must drive the kids or they don't go on field trips. P.E. is only two days a week. There is no GATE program. More cuts are expected.
—Submitted by a parent
My child attends Heron school. I have been impressed year after year with the teachers. Some of the teachers have been excellent, while others are very good. They have all been experienced teachers and none have been bad. Both the teachers and the principal are caring and very much involved with the students. There is a strong sense of community, as the parents are very involved at this school. The only problem at this school have been district problems with increasing class sizes and budget cuts. It is a shame that NUSD can't get their act together otherwise it would be a phenomenal school. Still as long as the teachers and parents stay involved, we will still come out ahead...
—Submitted by a parent
Heron is a wonderful school full of wonderful teachers. By far most of the students at the school are wonderful and engaged in the learning process. The parents seem interested in what their children are doing in class and there is a lot of parent participation in all aspects of the school. The PTSA has bridged some of the gap with the budget crisis and only hopes to do better things next year.
—Submitted by a parent
The teachers, staff, and students make Heron School a wonderful community. There is a core of dedicated teachers lead by warm, caring principal which allows the students to feel safe and nurtures the learning environment. The tremendous outpouring of parent and community involvement is also extremely important in making Heron School such a huge, all-around success.
—Submitted by a parent
I am actually kind of tired of the fundraisers. I have a daughter in the fifth grade and this is her last year because I would prefer for her to change classes and have a bouquet of teachers, an actual middle school experience rather than extended elementary. We have had awesome teachers. I think Mr. Breckenridge is awesome as well as Mr. Talbot and Mrs. Wilson for kindergarten.
—Submitted by a parent
I have four boys. Three attend the school in grades K (Mrs. Wilson), 1st (Ms. Alfaro) and 3rd. (Mrs. Norris) grade. I volunteer in each class and I have found that all three teacher are amaizing with the kids. They each are very patient, caring and wonderful with the kids. Each teacher that we have all know the kids learning levels and really take the time and go the extra mile for every one of their kids. They really work hard and it shows. My kids love them and I do too.
—Submitted by a parent
The Kindergarten program is excellent. The teachers are some of the best in the district. The facilities are brand new and the campus seems adequately safe. My daughter had a great year in Kindergarten and we have no major complaints.
—Submitted by a parent
This is our district's first K-8 school. The teachers are incredibly caring and dedicated to our children. They always have the time to spend helping our children succeed and most are involved in after school activities in some way. We have been most impressed with the education of our 3 children at this new school!
—Submitted by a parent
Heron's first year was tough, but with more adminstrative support from the district office Heron will be one of the best K-8's in NUSD. Heron needs a great principal to lead a diverse student population. Though there are many parents that are helpful there is a larger number of parents that want to be involved, but need direction. Parents for the 6th - 8th grades are necessary for the success of Heron.
—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.
Grade level
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.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
96 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.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
96 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.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
94 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.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
95 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.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
96 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 Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
85 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 Algebra I was 49% in 2012.
32 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
61 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 | 58% |
| Females | 63% |
| Males | 55% |
| African American | n/a |
| Asian | 64% |
| Filipino | 69% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | 47% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 68% |
| Males | 64% |
| African American | n/a |
| Asian | 71% |
| Filipino | 77% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 53% |
| Fluent-English proficient and English only | 68% |
| 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) | 65% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 64% |
| Females | 72% |
| Males | 55% |
| African American | 36% |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 80% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 62% |
| All Students | 83% |
| Females | 85% |
| Males | 79% |
| African American | 64% |
| Asian | 93% |
| Filipino | 82% |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 85% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 69% |
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 | 71% |
| Females | 66% |
| Males | 74% |
| African American | 56% |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 38% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 64% |
| All Students | 77% |
| Females | 66% |
| Males | 89% |
| African American | 59% |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 56% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 64% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 68% |
| Females | 74% |
| Males | 62% |
| African American | n/a |
| Asian | 53% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 25% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
| All Students | 67% |
| Females | 70% |
| Males | 63% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 44% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
| All Students | 53% |
| Females | 55% |
| Males | 50% |
| African American | n/a |
| Asian | 33% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 13% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
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 | 58% |
| Females | 63% |
| Males | 54% |
| African American | 42% |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 44% |
| Males | 42% |
| African American | 15% |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 55% |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 61% |
| Males | 61% |
| African American | 50% |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 29% |
| 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 | 69% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 60% |
| All Students | 50% |
| Females | 45% |
| Males | 54% |
| African American | 43% |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 36% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 43% |
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 | 40% |
| Females | 38% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| 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 | 27% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| 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) | 55% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 79% |
| Males | 55% |
| African American | n/a |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 45% |
| All Students | 28% |
| Females | 36% |
| Males | 24% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | n/a |
| Fluent-English proficient and English only | 29% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 61% |
| Males | 47% |
| African American | n/a |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 55% |
| All Students | 74% |
| Females | 82% |
| Males | 67% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 73% |
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
Grade 7
Grade 8
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 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 | 31% | 27% | ||
| Asian | 24% | 11% | ||
| Hispanic | 22% | 51% | ||
| Black | 14% | 7% | ||
| 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 | 31% | N/A | 54% |
| English language learners 2 | 16% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 32% | 85% | ||
| Punjabi | 20% | 1% | ||
| All other non-English languages | 14% | 1% | ||
| Filipino (Pilipino or Tagalog) | 7% | 1% | ||
| Cantonese | 6% | 2% | ||
| Vietnamese | 3% | 2% | ||
| Farsi (Persian) | 2% | 0% | ||
| Korean | 2% | 1% | ||
| Arabic | 1% | 1% | ||
| Cebuano (Visayan) | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Hmong | 1% | 1% | ||
| Indonesian | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Pashto | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Ukrainian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 26 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 13 | 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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5151 Banfield Drive
Sacramento,
CA 95835
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Phone: (916) 567-5680
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