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GreatSchools Rating

Jefferson Elementary School

Public | K-5 | 533 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
No new ratings
2011:
No new ratings
2010:
Based on 4 ratings

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19 reviews of this school


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Posted February 27, 2013

Fantastic school that cares about every child and makes my child feel like she is successful no matter what.
—Submitted by a parent


Posted May 25, 2010

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.


Posted May 2, 2010

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


Posted January 12, 2010

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


Posted January 12, 2010

Jefferson Elementary School is an excellent school. It is full of great teachers with terrific teaching methods.
—Submitted by a student


Posted January 12, 2010

Jefferson is located in a safe, and wonderful neighborhood. The teachers are very well-educated which make them great teachers.
—Submitted by a parent


Posted January 14, 2009

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


Posted October 1, 2008

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


Posted July 23, 2008

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


Posted March 27, 2008

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


Posted February 12, 2007

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


Posted August 29, 2006

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


Posted November 16, 2005

Great teacher and parent involvement. Need more computers in classrooms.
—Submitted by a parent


Posted October 14, 2005

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


Posted August 22, 2005

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


Posted July 5, 2005

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


Posted December 1, 2004

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


Posted August 7, 2004

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


Posted June 4, 2004

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.

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

671

Change from
2011 to 2012

+24

API Statewide Rank
(2011)

1 / 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 its schoolwide API target for 2012.
  • This school has not yet 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

671

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

+24

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)

1 / 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.

82 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
26%

2010

 
 
24%

2009

 
 
25%
Math

The state average for Math was 64% in 2012.

82 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
23%

2010

 
 
23%

2009

 
 
26%
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.

54 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
20%

2010

 
 
25%

2009

 
 
24%
Math

The state average for Math was 69% in 2012.

54 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
33%

2010

 
 
32%

2009

 
 
32%
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.

78 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
34%

2010

 
 
45%

2009

 
 
39%
Math

The state average for Math was 71% in 2012.

79 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
45%

2010

 
 
52%

2009

 
 
39%
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.

59 students were tested at this school in 2012.

2012

 
 
33%

2011

 
 
35%

2010

 
 
35%

2009

 
 
29%
Math

The state average for Math was 65% in 2012.

59 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
50%

2010

 
 
35%

2009

 
 
27%
Science

The state average for Science was 60% in 2012.

59 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
20%

2010

 
 
26%

2009

 
 
11%
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 Students29%
Females31%
Males28%
African American20%
Asian18%
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged20%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability32%
English learner24%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate26%
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 Students30%
Females29%
Males30%
African American33%
Asian18%
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged22%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability32%
English learner27%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate29%
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

English Language Arts

All Students24%
Females35%
Males14%
African American17%
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability25%
English learner7%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate20%
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 Students34%
Females35%
Males32%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged30%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability35%
English learner20%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate23%
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

English Language Arts

All Students46%
Females64%
Males19%
African American19%
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability51%
English learner40%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)62%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students46%
Females48%
Males42%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability51%
English learner40%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)46%
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

English Language Arts

All Students33%
Females40%
Males21%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability33%
English learner17%
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 graduate37%
Parent education - some college (includes AA degree)23%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students25%
Females26%
Males25%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged22%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability27%
English learner17%
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)15%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students22%
Females23%
Males21%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged18%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability22%
English learner11%
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate30%
Parent education - some college (includes AA degree)15%
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
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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 137%N/A24%
Students eligible for free or reduced-price lunch program 274%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

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 7N/A11
Average years teaching 9N/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
Notice an inaccuracy? Let us know!

2001 Pebblewood
Sacramento, CA 95833
Phone: (916) 567-5580

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