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California Montessori Project - Capitol Campus School

Charter | K-7 | 198 students

 
 
Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 3 ratings
2011:
Based on 7 ratings
2010:
Based on 2 ratings

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20 reviews of this school


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Posted August 23, 2012

I strongly disagree this is not a good school for children who are easily distracted. My son was diagnosed with ADHD and has excelled in a Montessori environment. The smaller class size allows for more one on one attention from the teacher and teaching assistant. Students can focus on areas that they excel and love while still learning other subjects.
—Submitted by a parent


Posted April 30, 2012

We are rounding out our first year at CMP Capitol Campus. While I will agree with the previous comment that Montessori isn't for every child, I disagree with the statement that a "normal child desires not to work hard." Our individual motivators & intrisic deires vary from person to person~& I don't think that's a solid theory. Montessori works well for a specific "type" of person. I have been an educator myself for over a decade & I definitely can describe some of the attributes one needs to have a successful Montessori experience. You need to tour the school before signing on. That said, yes, there are parent participation hours. If you don't like participating-or you simply can't, this isn't for you. If you can afford to "buy out" your hours, you can do that too. Yes, there are lots of fund-raisers. We buy/sell what we can, & we've never stressed about it, & never gotten the message or impression that what we've bought/sold isn't enough. We use & appreciate the clothes trading closet, a nice perk about school uniforms here. The staff work well together, planning & coordinating-evident in the festivals & celebrations throughout the year. The older kids are a bit rowdy- I agree.
—Submitted by a parent


Posted April 23, 2012

This isn't the right school for our child. We were very inspired by the Montessori values and teaching methods, and I think this could be very good for students who struggle in traditional classrooms. However, our child needs to be challenged by an authority. The teachers here try, but let the child decide if that is what they want. Our child has too much potential and normal child desires to not work hard. Putting the child in charge, teaching younger students, and conflict resolution skills are some of the high points of the Montessori way. Just isn't right for our child.
—Submitted by a parent


Posted November 6, 2011

My child comes home saying their class is out of hand and the students are becoming more and more disresceptful to the teachers. My child says their teacher doesn't have control of the class and it's affecting their concentration and ability to learn. I've addressed concerns with the teacher and the principle only to be ignored. I;m looking into other options if things don't turn around by the winter break. Crossing fingers.
—Submitted by a parent


Posted October 25, 2011

This is our second year at the Capitol campus. It is a wonderful school with that really honors each individual child. Class size is small-around 20-with one teacher and one teaching assistant in each classroom. Lessons are taught in small groups or individually-based on the students needs/rate, while acknowledging their successes, in this way, the environment is ideal for both the high achiever as well as children who progress at a slower rate. As a parent with kids at both ends, I appreciate that they each have their needs met! . Every year, API has risen and is above state standards-quite amazing when considering around half of the students newly enrolled are also new to Montessori. Classrooms are beautiful-teachers seem to spend a lot of effort in creating an attractive,comfortable, home like environment with curtains, rugs, lamps, art, etc. using natural materials and soothing colors, often when I am volunteering, I notice the teachers playing gentle background music while the the kids are working. It is a really peaceful environment, and the kids are taught good conflict resolution skills, helping the kids to make their own peace.
—Submitted by a parent


Posted September 18, 2011

This is a wonderful school which is dedicated to educating the "whole child" in a warm and loving community. They assess all the children and provide each child with an individualized work plan, instead of teaching everyone the same thing. The Montessori approach is great if your child is academically advanced, interested in learning, and independent. I could not be more impressed with my child's teacher and the enrichment my child receives at this school. My child's attention span, attitude, and social skills have improved greatly as a result of the teacher's patience and classroom environment. I can't believe that this school is tuition free!
—Submitted by a parent


Posted September 11, 2011

So far I'm not impressed, I know it's early on in the school year but I wonder if my child is even learning anything yet. This is not a school for a child who doesnt have self motivation when dealing with school work. Also, if your child is easily distracted by others these classroom might not work. As these are child-driven classes, whereas the teacher doesn't seem to have any authority in the class. Very lax and laid back, go with the flow enviroment.
—Submitted by a parent


Posted July 14, 2011

I'm not impressed with the rude admin staff, teacher and principal was hard to get a moment with/return phone call/email.You re not allowed to come to the class before & after school the teachers have duties or meetings so no time to wait = SOL.There is a lot of turn over with the teachers, it seemed as if my child s teaching assistant 9-12 wasn t up to par, she was often mia . However even with the lack of parent/teacher/principal communication the parents and students are very resourceful and a great community. There is a great amount of parent participation and everyone is always willing to help where needed. Unfortunately the parents are not the ones I want to always hear from. I absolutely loath the afterschool pickup car line which always seems to lack order&consistency. Takes about 15 minutes for my child to be corralled out. Another good aspect is they offered lunch program, after school extracurricular activities,club before/after school care,focus on respectful and environment. My child enjoyed the assemblies,field trips,culture night,science fair,continent party&harvest festival.
—Submitted by a parent


Posted May 9, 2011

I love this school but it's not perfect. In my experience, everything that goes on in the classroom is wonderful - supportive teachers, a curriculum that is challenging and moves at the pace of the child, includes lots of art, science and music and instills a sense of responsibility and community. I have major issues with the principal. She doesn't answer emails, she consistently ignores the parents and it feels like she is running a private school with zero tuition (which is the justification for the repeated requests for donations and the reason many low income families feel marginalized here). I wouldn't move my kids to any other school so I'm hoping that the parents can band together to make the administration reflect the passion, cooperation and sense of community that is present in the classroom.
—Submitted by a parent


Posted May 8, 2011

The teachers in the 6-9 classes are wonderful but most of the teachers in 9-12, the rude office staff and the absent and out of touch administrators at this site are the main reasons we are looking elsewhere for the next academic year. My student's current teacher never returns my emails and you have to have a computer ( Yes, there are still people who do not have access to a computer at home) and keep abreast of the newsletters on Fridays to find out what's going on in the classroom and when projects and assignments are due. If you have questions about assignments, projects or about the field trips, good luck getting a response. I'm very disappointed in the direction the school has gone and we are sad that we have to look for other options.
—Submitted by a parent


Posted June 16, 2010

My daughter started Kindergarten here and will continue next year. We've had a fantastic experience. The teachers have all proven to be passionate, caring and responsive. I've never had an issue that wasn't resolved. The parent participation here is phenomenal. Everyone pitches in; whether it's time, volunteer work, purchasing items, donating, etc. We are in true partnership with school staff, which is what a charter school is about. I am very well aware of what happens with my daughter as they send out weekly newsletters. Not only has my daughter mastered her required academics, she's also being taught to be a responsible, productive member of her community. Love it!
—Submitted by a parent


Posted March 9, 2010

We started looking into other options besides traditional public school when we realized how limiting they are in Sac. City. My child gets art, music, and science weekly, plus PE and yoga. There's a new gardening program in place that is looking into composting. He performs a full play every year. He goes on about 7 field trips each year. The school offers more music, art and sports teams after school. Each class uses a computer program and each child learns a language chosen by the parent. He participates in the science fair. Only some of these things are offered at public school, and usually, it is very limited. Teachers are open to suggestions and send out weekly newsletters. Most important to me, curriculum can be adjusted by teachers if needed. Not traditional Mont. education (due to charter regs) , but we love this school and are so happy with it!
—Submitted by a parent


Posted July 13, 2009

My child has been in the school since kindergarten and unfortunately, I am not in a position to have him change schools due to custody issues. However if I could I would, yes the school is tuition free but it does not fail to ask for money every week and offer times to pay off your parent participation hours with cash. I highly object to that and find it offensive. The school has too much going on all at once which makes it overwhelming to both parents and students, The staff has a high turnover rate both in the administration, before/after school program and teachers, every year there has been new teachers in both of the 6-9 classes. Now with the relocation of the school they are changing the format once again.What I find most concerning is that they do not operate, as a Montessori should, teaching to star testing.
—Submitted by a parent


Posted May 1, 2009

This is a charter school with a principal & staff who are truly passionate about teaching & children. The parents are also awesome in going beyond the required no. of parent hours. Kids not only learn the academic stuff but also learn how to be responsible for the choices they make & how to be part of the community they are in. Parents have to be involved for their child to be successful in this school. It's not a perfect school as there is none but it certainly is the best for my kids.
—Submitted by a parent


Posted January 20, 2009

I have a child in 2nd grade and one that will start Kindergarten next year. I am very happy with the school and all the parent participation. The teachers are definitely great and have an appreciation for the Montessori Method which makes it a great experience for my child and my family. If you are looking for a great Montessori Charter School, this is it! We love it!
—Submitted by a parent


Posted September 9, 2008

My kids started here this year 8-2008 in 1st and 3rd. I love it so far! The kids are having a really good experience as well. They were coming from a Public and this school is doing great. The teachers are awesome. The parents are wonderful. The parent committees are great to help with the parent hours. I love everything about the philosophy and the way that creativity is still offered here. My son started piano afterschool> They do arts & crafts, music, art docent program, theater, sports, and all things that had been CUT from their previous public school. The best part is that it is Charter so that it is tuition FREE.
—Submitted by a parent


Posted March 14, 2008

My child started here as a Kindergartner and is now in 1st grade. I've given her the choice (something Montessori-trained children are very good at by this age) to switch schools and she's chosen to stay. I didn't like the school at first because I was new to the whole school thing and didn't feel they were tending to her needs as well as I'd like. I then realized that no school is going to revolve around my child and this campus is a great compromise between home schooling and public education. The reason is that parent involvement is huge and the campus is so small that we all know each other. My biggest complaint would be all the whiny parents who think it is THEIR child who should be receiving more attention. This school has done a beautiful job of teaching us all to work together as a community.
—Submitted by a parent


Posted February 27, 2008

We are one of the original families to start with CMP when it first opened. My child has excelled academically, emotionally and psychologically from his experience there. He began as a kindergartener and will graduate from 6th grade this year. He has been allowed to keep achieving greater and greater academic heights and not be held back to the pace of the rest of the class as in traditional schools. I credit the CMP teachers and philosophies for instilling a love of learning and a pride in achieving high standards to my child. It is not a school for every child or every parent. It is very small and even after 6 years, there are kinks to be worked out. The breadth of learning your child will receive is unsurpassed at any public or private school in Sacramento.
—Submitted by a parent


Posted December 1, 2007

For a Montessori school that is also a free public charter school, this one is excellent. They are fairly new and are still working out kinks in their system, but they are still providing an excellent education.
—Submitted by a parent


Posted August 28, 2007

If you are looking for a good Montessori school, keep looking. This is not it.
—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 2012.

This school's
API score

813

Change from
2011 to 2012

+3

API Statewide Rank
(2011)

6 / 10

API Similar Schools Rank (2011)

1 / 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 met all student subgroup API targets for 2012

This school's
API score

813

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
2011 to 2012

+3

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. 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
(2011)

6 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

1 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

42 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
58%

2010

 
 
78%

2009

 
 
44%
Math

The state average for Math was 64% in 2012.

42 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
55%

2010

 
 
70%

2009

 
 
43%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

31 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
64%

2010

 
 
55%

2009

 
 
46%
Math

The state average for Math was 69% in 2012.

30 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
69%

2010

 
 
54%

2009

 
 
36%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

26 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
54%

2010

 
 
84%

2009

 
 
77%
Math

The state average for Math was 71% in 2012.

27 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
59%

2010

 
 
67%

2009

 
 
77%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

23 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
47%

2010

 
 
69%

2009

 
 
69%
Math

The state average for Math was 65% in 2012.

23 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
28%

2010

 
 
79%

2009

 
 
77%
Science

The state average for Science was 60% in 2012.

23 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
45%

2010

 
 
79%

2009

 
 
77%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 59% in 2012.

15 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
66%

2010

 
 
86%

2009

 
 
n/a
Math

The state average for Math was 55% in 2012.

14 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
57%

2010

 
 
85%

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 86% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2012.

11 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 52% in 2012.

11 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students67%
Females81%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
White (not Hispanic)62%
Economically disadvantaged55%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only67%
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)54%
Parent education - college graduate67%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

Math

All Students62%
Females62%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
White (not Hispanic)62%
Economically disadvantaged36%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only62%
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)46%
Parent education - college graduate67%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students64%
Females79%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)71%
Economically disadvantagedn/a
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability64%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate73%
Parent education - graduate school/post graduate58%
Parent education - declined to staten/a

Math

All Students50%
Females53%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)43%
Economically disadvantagedn/a
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only50%
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 graduate55%
Parent education - graduate school/post graduate47%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students81%
Females87%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)75%
Economically disadvantagedn/a
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
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 graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students40%
Females33%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)31%
Economically disadvantagedn/a
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only41%
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 graduate54%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students73%
Females79%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability73%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Math

All Students39%
Females36%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only39%
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 graduate64%
Parent education - declined to staten/a

Science

All Students56%
Females57%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only57%
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 graduate82%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students60%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only60%
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

Math

All Students14%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only14%
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
Scale: % proficient or advanced

About the tests


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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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 Students81%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only82%
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

Math

All Students64%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only64%
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
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 46% 27%
Hispanic 29% 51%
Black 9% 7%
Two or more races 8% 3%
Asian 7% 11%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
English language learners 3%N/A24%
Source: CA Dept. of Education, 2008-2009

Average class size

  This school District averageState average
Average class size 19N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 3N/A11
Average years teaching 7N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

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2635 Chestnut Hill Drive
Sacramento, CA 95826
Website: Click here
Phone: (916) 325-0910

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