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Teacher quality
Principal leadership
Parent involvement
I love my sons school! I was worried about my son starting Kindergarten this year since he is one of the younger ones in his class but Mrs. Geis is by far a wonderful teacher and has years of experience. She is very organized and thorough. My son loves going to school each day. The afterschool program on site is excellent too for us working parents. I love the fact that they pick up my son from his classroom and escort him to the daycare center on campus. Kudos to Bannon Creek!
—Submitted by a parent
My kids have had some wonderful, caring teachers at this school. It would be nice to see a few more school and family activities. The Start program was too chaotic for my kids. The principal seems a bit cold and any friendly behavior seems fake. I've also seen her treat staff very poorly. Don't think she knew parents were around to see that.
—Submitted by a parent
Both my girls have attended here and they have great teachers! Principal is a little wacky but in a good way. Start program is awesome and staff is good.
—Submitted by a parent
My G/son is now attending kindergarten right now I have no complaints. He's doing great and his teacher Mrs Burnes is doing a wonderful job. soooo patient!
I feel Parental Voluntering is over rated in school pass the 3rd rade. At this point, teachers should have control and interest in the class and want children to be more independent from their parents, in school thought. Bannon Creek makes too much of an issue of parental volunteers. Teachers, do your jobs, thats what you are paid for. Not everyone has the availability to give 'time' during the day. You will find most of your parents, single parents, have to work.
—Submitted by a parent
If I knew before what I have experienced and know about Bannon Creek Elementary school, now; I would have never enrolled my child. I have watched this normally engaged, energetic, school loving A student, go to an unmotivated or school inspired C average performer. We will not be returning to BC next year.
—Submitted by a parent
After two years of parochial school, then two years of homeschool my son started at Bannon Creek last year in Mrs. Wells' 4th grade class. We could not have asked for a more wonderful teacher. She helped with his transition and was very communicative. This year my son is in Ms. Gerardo's 5th grade GATE class. She is wonderful as well. Excellent communication. It is clear she cares very much for the needs of her students. Ms. Wilkinson, the principal is the most involved principal I have ever met. I hear her greeting children by name as they get to school in the mornings. We're very pleased with the school.
—Submitted by a parent
My child is in the GATE program this year at Bannon Creek, having spent her first year in a 'regular' classroom. So far, having experienced both classroom settings, I am thoroughly unimpressed. There is very little parent involvement and we've had two years in a row of sub-par teaching. Going beyond the curiculum, at this age the teachers have a real opportunity to stand out as a good role model for the children - I haven't seen that so far. The only saving grace is the Principal, who is a lovely woman who genuinely cares for all the students. If they got rid of some of the tenured teachers who clearly don't like their job anymore and replaced them with people like Ms. Wilkinson, it would be a better school. This school has a long way to go. We're involved, but it feels like an uphill battle. It's mediocre at best.
—Submitted by a parent
My child went thru 3 years of the GATE program. It was very challenging for her and she excelled. Excellent teacher/parent communication when your child begins to struggle kept us apprised of any problems. The field trips are plentiful and out of the normal. Great Program for gifted children.
—Submitted by a parent
My daughter is in 4th grade and is in Mrs Wells class.She is very co-operative and a nice person to approach.She has a smile on her face everytime.[My daughter] is very comfortable and looks forward going to school.Bannon creek is a very nice school.Children are very safe and taken care of very well.I appreciate and thank the Principal,staff and Mrs Wells for all the help and support.
—Submitted by Bharathi Krishnan, a parent
I am now looking into moving my child from bannon creek. there are too many students in the class and the teachers do not have time to help them all my child went from a A student and now having major issues. I had no idea she was having problems until I got her report card her teacher did not follow up with me as a parent. I have nothing good to sat about this school
—Submitted by maria, a parent
I really am grateful for the fact that all three of my boys that attend this schhol are treated as an individual and not treated as one. I also enjoy the ladies in the front office are very friendly. The only thing I would like to change is the morning drop off situation. It is a mess espically for those parents who are trying to get to work. I appreciate the teachers standing out directing traffic and honestly I dont think there is anything you could about it that is just what comes when you have over 500 people going the same place at the same time...Thank you staff... Shanden Cervantes, proud bannon creek parent
—Submitted by SHANDEN CERVANTES, a parent
Great special ed program. We really miss it there. The teachers are very caring and accommodating to the student and family.
—Submitted by Patricia Pena-Noline, a parent
At Bannon Creek, each child is encouraged to do their personal best without being labeled as the smart or dumb kids. The teachers are highly skilled and work hard to bring out the best in each child. The principal is kind and knows each child by name.
—Submitted by a parent
Parent Involvement? What is that? I would not send my children to this school. We have an intra-district pass to another school. The children are not pushed to learn basic reading and math skills. Those that need extra help are not given the opportunity. Teachers are in a rush to go home at the end of the day. MAJOR parking lot problems. Access to student pick up area is a nightmare and is an accident waiting to happen. There is no strong support to get this remedied. Just awful!
—Submitted by a parent
Bannon Creek is an excellent school, with a dedicated staff and strong academic programs. It is among the best schools in the district. One area of weakness is in parent involvement. While there is a small group of committed parents who make things happen, the vast majority of parents are not invovled in PTA or other aspects of school life.
—Submitted by a parent
The school itself has a community fell to it. Parental involvment is good from the GATE program parents, but typically it is only a few parents doing it all. It would be nice if there was more parental involvement. PTA good really use some help. I have been very pleased with the self contained GATE classes in all areas I think the teachers are doing their best. I can not commment on other class rooms.
—Submitted by a parent
Bannon Creek is a very rigorous elementary school. The students are held to the highest academic standards I have ever seen. My children get way more homework than kids at any other school I know.
—Submitted by a teacher
Bannon Creek School has been a wonderful experience for my two daughters. They both attended from kdg. through 5th. They say it was comforting to grow up with their friends and see familiar faces that they trusted and respected. I was able to communicate easily and comfortably with each teacher they had. My daughters are teenagers now and always speak highly of the years they spent at Bannon Creek.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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 48% in 2012.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
84 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.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% 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 63% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
93 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 | 32% |
| Females | 33% |
| Males | 32% |
| African American | 31% |
| Asian | 55% |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 56% |
| Students with disability | 0% |
| Students with no reported disability | 38% |
| English learner | 14% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 38% |
| Males | 32% |
| African American | 38% |
| Asian | 36% |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 54% |
| Students with disability | 0% |
| Students with no reported disability | 41% |
| English learner | 14% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 46% |
| 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 | 34% |
| Females | 39% |
| Males | 28% |
| African American | 41% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | 27% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 44% |
| Males | 58% |
| African American | 53% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 46% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 75% |
| 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 | 54% |
| Females | 57% |
| Males | 52% |
| African American | 55% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 85% |
| Students with disability | 23% |
| Students with no reported disability | 59% |
| English learner | 38% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
| All Students | 60% |
| Females | 57% |
| Males | 63% |
| African American | 60% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 89% |
| Students with disability | 23% |
| Students with no reported disability | 66% |
| English learner | 41% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
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 | 54% |
| Females | 59% |
| Males | 49% |
| African American | 44% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 50% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 55% |
| All Students | 54% |
| Females | 66% |
| Males | 43% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 54% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 55% |
| All Students | 37% |
| Females | 45% |
| Males | 29% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | 25% |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 42% | 49% | ||
| African American | 30% | 7% | ||
| White | 14% | 28% | ||
| Asian | 8% | 8% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 25% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 72% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 77% | 85% | ||
| Punjabi | 7% | 1% | ||
| All other non-English languages | 5% | 1% | ||
| Cantonese | 2% | 2% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Hindi | 2% | 0% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Arabic | 1% | 1% | ||
| Lao | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Samoan | 1% | 0% | ||
| Ukrainian | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 11 | 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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2775 Millcreek Drive
Sacramento,
CA 95833
Phone: (916) 567-5600
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