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GreatSchools Rating

Heron School

Public | K-8 | 837 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 2 ratings

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Principal leadership

Parent involvement

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17 reviews of this school


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Posted February 5, 2014

Most classes have diversified learning, through the use of pre- tests to determine level of mastery. There is at least one GATE cluster class per grade level. There is extended day for kids who are struggling or behind. Overall, I feel they do a good job reaching all of the kids at different levels and abilities.
—Submitted by a parent


Posted February 25, 2013

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


Posted May 28, 2012

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


Posted January 22, 2012

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


Posted September 25, 2011

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


Posted March 9, 2011

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


Posted February 23, 2010

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


Posted February 12, 2010

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


Posted February 11, 2010

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


Posted February 11, 2010

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


Posted November 6, 2009

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


Posted May 18, 2009

I love heron school because all the teachers are great.
—Submitted by a student


Posted December 28, 2008

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


Posted April 21, 2008

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


Posted August 15, 2007

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


Posted July 29, 2007

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


Posted June 14, 2007

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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

838

Change from
2012 to 2013

-1

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

6 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

838

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-1

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

7 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

6 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

113 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
58%

2011

 
 
61%

2010

 
 
62%
Math

The state average for Math was 65% in 2013.

113 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
65%

2011

 
 
71%

2010

 
 
65%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

98 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
64%

2011

 
 
61%

2010

 
 
42%
Math

The state average for Math was 66% in 2013.

98 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
83%

2011

 
 
85%

2010

 
 
69%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

110 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
71%

2011

 
 
71%

2010

 
 
80%
Math

The state average for Math was 72% in 2013.

111 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
77%

2011

 
 
82%

2010

 
 
76%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

101 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
68%

2011

 
 
75%

2010

 
 
60%
Math

The state average for Math was 65% in 2013.

101 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
67%

2011

 
 
72%

2010

 
 
64%
Science

The state average for Science was 57% in 2013.

102 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
53%

2011

 
 
63%

2010

 
 
61%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

87 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
58%

2011

 
 
56%

2010

 
 
50%
Math

The state average for Math was 55% in 2013.

88 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
43%

2011

 
 
63%

2010

 
 
62%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

90 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
61%

2011

 
 
56%

2010

 
 
55%
Math

The state average for Math was 52% in 2013.

81 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
50%

2011

 
 
49%

2010

 
 
43%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

54 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
40%

2011

 
 
50%

2010

 
 
3%
English Language Arts

The state average for English Language Arts was 57% in 2013.

84 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
66%

2011

 
 
63%

2010

 
 
42%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

27 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
28%

2011

 
 
27%

2010

 
 
29%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

84 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
53%

2011

 
 
57%

2010

 
 
40%
Science

The state average for Science was 67% in 2013.

85 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
74%

2011

 
 
56%

2010

 
 
49%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students61%
Females66%
Males57%
African American47%
Asian67%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged45%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability63%
English learner62%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)54%
Parent education - college graduate67%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

Math

All Students66%
Females68%
Males65%
African American47%
Asian94%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged42%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability68%
English learner69%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
Parent education - some college (includes AA degree)64%
Parent education - college graduate72%
Parent education - graduate school/post graduate60%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students54%
Females55%
Males54%
African Americann/a
Asian40%
Filipino73%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged44%
Not economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability56%
English learner38%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)38%
Parent education - college graduate59%
Parent education - graduate school/post graduate72%
Parent education - declined to staten/a

Math

All Students80%
Females83%
Males77%
African Americann/a
Asian73%
Filipino100%
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged72%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability82%
English learner81%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate76%
Parent education - some college (includes AA degree)69%
Parent education - college graduate89%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students74%
Females82%
Males66%
African American44%
Asian100%
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged61%
Not economically disadvantaged79%
Students with disability33%
Students with no reported disability78%
English learner84%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)74%
Parent education - college graduate88%
Parent education - graduate school/post graduate89%
Parent education - declined to state73%

Math

All Students78%
Females84%
Males74%
African American63%
Asian100%
Filipino91%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged65%
Not economically disadvantaged85%
Students with disability62%
Students with no reported disability80%
English learner79%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)78%
Parent education - college graduate89%
Parent education - graduate school/post graduate100%
Parent education - declined to state64%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students74%
Females71%
Males75%
African American60%
Asian88%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged54%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)63%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to state71%

Math

All Students69%
Females69%
Males69%
African American44%
Asian76%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged46%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)63%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to state64%

Science

All Students72%
Females73%
Males72%
African American60%
Asian88%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged56%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)59%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to state79%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students50%
Females45%
Males53%
African American29%
Asian36%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged39%
Not economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability54%
English learner23%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)44%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to state47%

Math

All Students48%
Females45%
Males50%
African American29%
Asian55%
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged34%
Not economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability53%
English learner23%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate32%
Parent education - some college (includes AA degree)52%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to state37%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students63%
Females72%
Males57%
African American37%
Asian75%
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged56%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)59%
Parent education - college graduate78%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students59%
Females65%
Males55%
African American35%
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged53%
Not economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)63%
Parent education - college graduate56%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students75%
Females81%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged79%
Not economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)63%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students63%
Females67%
Males60%
African American50%
Asian75%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged53%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability64%
English learner46%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)60%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to state54%

General Mathematics (Grades 6 & 7 Standards)

All Students19%
Femalesn/a
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students60%
Females43%
Males69%
African American50%
Asian67%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged46%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability63%
English learner38%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)48%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to state46%

Science

All Students73%
Females67%
Males76%
African American43%
Asian92%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged67%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability76%
English learner69%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate88%
Parent education - some college (includes AA degree)68%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to state62%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 30%
Hispanic 21%
Black 15%
Asian 13%
Two or more races 9%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 34%N/AN/A
English language learners 13%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 6%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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5151 Banfield Drive
Sacramento, CA 95835
Website: Click here
Phone: (916) 567-5680

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