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Teacher quality
Principal leadership
Parent involvement
Fantastic school that cares about every child and makes my child feel like she is successful no matter what.
—Submitted by a parent
I can see from the last report that how things work around Jefferson hope thing will change next year, miss lopes gone needed , the librarian gone after 18 years sorry to here that she was great ..... but nobody said anything about Ms.Dauterive she has been there 23 years and leaving going to other school big lose she was great.
I don't believe that the 'no child left behind' scoring truly depicts the success of a school, but I will be taking advantage of the opportunity to transfer my (current) kindergartner and 4th grader. The principal is unavailable, I feel my kids are not supervised well when outside the classroom, one of the teacher's has a negative approach to teaching which I feel impacts self-esteem and there is a consistent gross lack of organization. Also - I was excited for my kids to experience some cultural/race diversity. But the older one has unfortunately had a bad experience which I hope will not affect her views. The school has a strong policy on racial slurs and harrasment - but it seems only if it's aimed at non-white kids. All that said - I recognize that the teachers/staff are incredibly overburdened and can't say I could do any better in their position.
—Submitted by a parent
Jefferson is a great school. All 3 of my kids attended it. They have intelligent teachers, and it is built in an excellent neighborhood.
—Submitted by a parent
Jefferson Elementary School is an excellent school. It is full of great teachers with terrific teaching methods.
—Submitted by a student
Jefferson is located in a safe, and wonderful neighborhood. The teachers are very well-educated which make them great teachers.
—Submitted by a parent
Jefferson is a great little neighborhood school. The campus is clean and inviting. The staff is wonderful and take the child's best interest to heart. My favorite place to be on a beautiful day is at Jefferson!
—Submitted by a teacher
Although the school year has just begun, I really love my daughter's kindergarten teacher and she thinks she as well as the afternoon teacher do a good job. I was very impressed with the teachers as well as the classroom and overall school.
—Submitted by a parent
I had major issues with teacher and principal. Poor communication. Not willing to help, and puts low self-esteem in children. When my child left she did so much better and she was now happy to go to school. Even got top award in her class. I would never tell any parent to take there child there. By far the worst experiance ever. This has made me scared to put her in public schools.
—Submitted by a parent
My son is in 5th grade and still has not been taught cursive writing? Was told he won't need it by Vice Principal. Also we have a contract that was done in November and the school has not done any of what is on the contract to date. I am still trying to get them to hold there part. My son and I are doing are part.
—Submitted by a parent
In my experience with Jefferson they take action only when it will directly affect their own budget or you threaten to go above their heads. Although my kids like their teachers, communication is horrible.
—Submitted by a parent
I am not very happy with this school. Some of the teachers use reward systems to get the children to fall in line. Not good.
—Submitted by a parent
Great teacher and parent involvement. Need more computers in classrooms.
—Submitted by a parent
I believe that Jefferson needs to improve on their classes and their level of sympathy and encouragement towards students with disabilities.
—Submitted by Shauntae Haskins-Thomas, a parent
The school was OK for the most part the one problem I had that I complained in writing about was the lack of communication when my children first begun school there. I had no idea about uniforms, or about pick up locations, lunch info. etc.
—Submitted by a parent
I would not recommend this school if your child is african american. The kids never seem to have enough work and the teachers are forgetful.None of the fifth grades classes were working ont he same subject, which means some of the kids may have left the school knowing more or less then other.
—Submitted by a parent
I currently have three children attending Jefferson Elementary in Natomas. Prior to this school year they had been attending year round school. Jefferson follows the traditional school year schedule. As of now my boys really enjoy the school,; however, there have been a few actions on the behalf of yard-duty or recess monitors that I do not agree with. Getting to the bottom of these issues have not been the most pleasant of experiances. But under the circumstances, they are trying to monitor how many children? When speaking to adults I honestly feel they forget how to communicate on a level other than what they are use to with the children.
—Submitted by a parent
As parents and volunteers since school yr 1998-99, we have struggled to get a good education for our three children. Since 1998 our children have been diagnosed with ADD/ADHD. We tried again and again to get the school administration to understand that the children had special needs. It took us almost two years to get the school to properly address our oldest childs needs with an IEP, and over a year for the youngest. Our kids were treated like disciplinary problems instead of children who needed some special consideration. It got to the point that we had to take the district to task in order to get the problems properly addressed. Unless the school district reevaluates its policies in relating to the needs of special needs children and stop treating them as disciplinary problems, we fear our children will not receive a fair chance.
—Submitted by a parent
I'm not a parent at Jefferson, I'm actually a teacher but I wanted to let people know that there is a great staff at Jefferson and many wonderful parents that volunteer regularly. There is a very warm feeling on campus and I am really, really glad to be a part of the community at Jefferson!
—Submitted by a teacher
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.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
82 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.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
54 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.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
79 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.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
59 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 | 29% |
| Females | 31% |
| Males | 28% |
| African American | 20% |
| Asian | 18% |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | 24% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 30% |
| Females | 29% |
| Males | 30% |
| African American | 33% |
| Asian | 18% |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | 27% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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 | 24% |
| Females | 35% |
| Males | 14% |
| African American | 17% |
| 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 | 21% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | 7% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 34% |
| Females | 35% |
| Males | 32% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | 20% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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 | 46% |
| Females | 64% |
| Males | 19% |
| African American | 19% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 40% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 48% |
| Males | 42% |
| African American | 27% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 40% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | n/a |
| 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 | 33% |
| Females | 40% |
| Males | 21% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | 17% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 25% |
| Females | 26% |
| Males | 25% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| 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 | n/a |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | 17% |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 22% |
| Females | 23% |
| Males | 21% |
| African American | 27% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 22% |
| English learner | 11% |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | n/a |
| 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
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
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 48% | 49% | ||
| African American | 26% | 7% | ||
| White | 11% | 28% | ||
| Asian | 7% | 8% | ||
| Filipino | 4% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 37% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 74% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 79% | 85% | ||
| Punjabi | 6% | 1% | ||
| Urdu | 3% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Hindi | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Cantonese | 1% | 2% | ||
| Hmong | 1% | 1% | ||
| Japanese | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Vietnamese | 1% | 2% | ||
| Mien (Yao) | 0% | 0% | ||
| Portuguese | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 19 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 9 | 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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Sacramento,
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