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GreatSchools Rating

Genevieve Didion School

Public | K-8 | 593 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 3 ratings
2012:
Based on 4 ratings
2011:
Based on 1 rating
2010:
Based on 1 rating

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Parent involvement

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23 reviews of this school


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Posted June 2, 2013

My son has attended Didion since Kindergarten and I am truly disappointed with the school. The parents and teachers love to gossip about other students, teachers and parents. Students run wild on campus and have no manners and are rude to classmates and adults. Parents complain to one another but are afraid to take their concerns to the principal. More parents need to voice their concerns to turn this school around.
—Submitted by a parent


Posted May 1, 2013

My son attended Didion. I have nothing positive to say about his time there. Is there an option for zero stars?? His teacher was mean and should have retired several year earlier. On many occasions, I was told by other parents that the teacher was discussing my child with them. I shouldn't have been surprised as she discussed other children with me! I found the remaining teachers I encountered to be gossip mungers, arrogant, and lacking empathy and the ability to nuture children. The principal was a waste of time. I found the other students to be "okay" at best, but needed lessons in kindness. I sent my son there because I had heard such wonderful things and I bought into the idea that he "had" to be at Didion to succeed. My son scored in the Stanford 99.9 percentile in math and language last year. He has qualified for advanced classes and testing--wow, and look he didn't attend Didion. I would never recommend this school. My son still talks about how awful his year at Didion was.
—Submitted by a parent


Posted April 30, 2013

FINALLY!!!! Didion's true colors are being appropriately displayed! Students are hand picked, wrong and inaccurate addresses used and faculty not doing their best for the needs of the students. The principal is fully aware of this but doesn't handle matters appropriately. Hats off to the parents speaking their minds!
—Submitted by a parent


Posted October 29, 2012

Our children attended another school and did well because of a high level of parent involvement and participation, the real key to a successful school. Although we initially considered applying to Didion because of its outstanding test scores, I am gald we did not because of the stories we continue to hear about how Didion manufactures its high scores. We have heard about parents lying about their true address or using a relative's address to get their child into Didion. We have also heard of Didion asking a student not to return even though the student lives within its boundaries and with a sibling attending. So, bottom line is that it picks and choses the students that will achieve it the highest test scores even if that means turning its head away from the acts of dishonest parents or accepting students from outside its boundaries while rejecting the students who live within its boundaries. I'm sure Didion receives excellent parent support as well, but the practice of cherry picking, at least in part, explains its high year after year test scores. I'm not sure that the rewards are worth the long term physcological costs or that the practice is ethical for a public K-8 school.


Posted April 17, 2012

I love Didion! It has been a wonderful experience to go to this school. I made friends so easily and the teachers are very good. The principal really cares about the kids, and so does almost everyone on the staff. My grades are high, and a lot of that has to do with all the awesome teachers and excellent learning experience. I am in the 6th grade and will not be here for middle school, but I would DEFIANTLY recommend Didion for K-6. The middle school is ok, but, I myself am not a big fan of having middle schoolers (and I bet the middle schoolers do not like the "little kids" around) everywhere but I have gotten used too it. The teachers a great, the campus (is fairly small which I never minded) and the area are great, and the parents are very involved which I think is also great. Thank you for reading this and I hope you consider Didion for your child!


Posted January 23, 2012

I agreen with the post of 1/11/12. We have kids at Didion and while we are satisfied with the school overall, it is not because of the level of teaching, curriculum, or leadership. We feel that the staff and administration have become a bit too complacent in their "elevated" status and there needs to be a major wake-up call starting at the top. Where is the enrichment? Our level of satisfaction comes from our feeling of safety: the children look out after each, major behavioral problems seen at other schools don't appear to be a problem and the parents are very involved. On the other hand, the school needs to really work on instructing parents who drop their kids off at school in the morning to not park in the white zone and leave their cars. It creates a very dangerous situation.
—Submitted by a parent


Posted January 11, 2012

We have a child at Didion, and have to admit, we are not that impressed. There is definitely some elitism from some of the teachers and parents. Even though our child is identified as gifted (GATE) and scores Advanced on all the STAR tests, we've still felt a sense of inadequacy. To be honest, we have been disappointed by the level of teaching from such an "advanced" school. As educators ourselves, we have not been impressed so far. The school is great because of the parents' expectations of their own children, not the teachers or curriculum. Our child received a more rigorous education from a teacher at a nearby school with a lower API and reputation, leaving the demands from Didion looking weak by comparison. As most students are already Gifted and Talented, more of a challenge needs to be presented. The parents are very involved, which is good, but there is a constant nagging from the school of its hardship. We understand the district is financially strapped, as is all of education in California, but must we hear it all of the time? Granted, we believe the overall level of education is quite good here, but the attitudes and lack of challenges can be troubling.
—Submitted by a parent


Posted January 25, 2011

I have a son in 4th grade (at Didion since K), 2 kids in Kinder, and 1 more entering K in the Fall. I feel very fortunate to have my children enrolled at Didion. The school is known for it's rigorous academic program. The kids are kept very busy with work, and not just busy work. I feel the kids are getting an excellent foundation to prepare them for middle- and high school. I'm continually amazed at the quality of work these kids produce when visiting open house. The strong partnership between the principal/teachers and Didion Forum (PTA) creates an atmosphere of cooperation and encourages all parents to actively participate in their child's education, which is really a huge part of the equation. Fundraising is a natual part of the Didion experience. Excellent school!
—Submitted by a parent


Posted September 21, 2010

The teachers & principal are the best. It's just the best school in the area.
—Submitted by a parent


Posted September 23, 2009

I have a 4th grader and a Kindergartner at this school and I absolutely love this school. It has a great PTA/Forum which helps support the teachers and field trip costs. Parent participation is outstanding. And I really enjoy & appreciate the various culture day events that are planned throughout the year.
—Submitted by a parent


Posted May 21, 2009

I have 3 daugthers at Didion one of them is going to stay for Middle school at Didion. I am very happy with the envriomental, diversity ant the quality of the education .The teachers are very open, friendly and put everything to give the students different tools to learn. The parents are involved in 100% this make Didion an special place to learn.
—Submitted by a parent


Posted July 23, 2007

I was new last year ('06-'07) at Didion K-8. They welcomed me with open minds and arms. Didion is a special school, not all schools can be good academic wise, and let the kids have fun ;-). Although the campus may be small, it is a wonderful school in many ways. This year has been the best school year of my life. I had two wonderful teachers who taught me many things that my old school couldn't have.
—Submitted by a student


Posted March 30, 2007

This is my second year at Didion and my son loves the school and so my husband and I. We were fortunate enough to get in through a permit at the last minute. The teachers here are top noch and we are amazed at the academic curriculum. The PTA forum is well run and supports the teachers with many things they would not be able to purchase.
—Submitted by a parent


Posted March 27, 2007

Academically this is a top notch school, one of the best if not top three in the City. However, the school's culture is lacking, it is not diverse. The school has a very strong Forum. It s run by a group of women who are very good at fundraising. If you start after kindergarten, it s difficult to get in; enrollment is limited to neighborhood children.
—Submitted by a parent


Posted March 22, 2006

The strength is lots of parent involvement.
—Submitted by a parent


Posted November 7, 2005

Teachers at Didion overall, are experienced and do an excellent job. There is a lot of parent invovlement and support for teachers. There is an after school program and some activities for elementary students. Aside from sports, there are not many after school activities for middle schoolers.For the most part, we have had a good experience at this school.
—Submitted by a parent


Posted November 1, 2005

This is the best school in the district. The principal is very hands-on, and involved in everything. The teachers are passionate about what they do. My child has been here since kindergarten, and will soon exit the middle school. It's unfortunate there are no high schools that can match Didion's quality.
—Submitted by a parent


Posted August 15, 2005

An enthusiastic, involved and supportive principal sets the tone for this terrific school. Excellent for gifted students, promoting extra activities to help them grow emotionally, as well as strong academics.
—Submitted by a parent


Posted June 10, 2005

This school provides a rigorus academic envronment for all students. The school has an excellent reputation, and outscores all other SCUDS school in the annual STAR tests. The teachers are dedicated to the intellectual, physical, emotional, cultural, and social advancement of all students. Parents are exceptionally active at Didion. Parents are found on campus throughout the school day, volunteering to do all the little and big jobs that make Didion the outstanding school it is. The middle school consistantly wins district-wide academic and sporting competitions. The close knit staff works diligently to insure that all students have access to the curriculum, and succeed.
—Submitted by a parent


Posted September 10, 2004

Didion's Teachers are committed to the children of this community. They prove this through their active involvement during school hours, as well as after. After school they tutor in Math and Reading. Many live in the community and actively particpate in fundraising events to help cover costs of programs (music, science and art) the district cannot afford. Exemplary example of Parents, Principal, Staff and Teacher's working together to provide quality learning evironments which promote sound core curriculum foundation for all children attending Didion K-8th School.
—Submitted by Diana Abinante, 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

907

Change from
2011 to 2012

-8

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

6 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

907

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

-8

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)

9 / 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)

6 / 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.

76 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
84%

2010

 
 
80%

2009

 
 
85%
Math

The state average for Math was 64% in 2012.

76 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
89%

2010

 
 
78%

2009

 
 
87%
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.

70 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
71%

2010

 
 
85%

2009

 
 
86%
Math

The state average for Math was 69% in 2012.

71 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
91%

2010

 
 
96%

2009

 
 
95%
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.

64 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
83%

2010

 
 
87%

2009

 
 
92%
Math

The state average for Math was 71% in 2012.

64 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
84%

2010

 
 
89%

2009

 
 
89%
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.

63 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
88%

2010

 
 
90%

2009

 
 
93%
Math

The state average for Math was 65% in 2012.

62 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
90%

2010

 
 
90%

2009

 
 
100%
Science

The state average for Science was 60% in 2012.

63 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
80%

2010

 
 
86%

2009

 
 
82%
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.

64 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
89%

2010

 
 
94%

2009

 
 
92%
Math

The state average for Math was 55% in 2012.

64 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
90%

2010

 
 
92%

2009

 
 
91%
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.

58 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
80%

2010

 
 
73%

2009

 
 
82%
Math

The state average for Math was 52% in 2012.

59 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
80%

2010

 
 
72%

2009

 
 
74%
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 49% in 2012.

32 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
83%

2010

 
 
93%

2009

 
 
77%
English Language Arts

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

57 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
77%

2010

 
 
87%

2009

 
 
64%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

27 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
61%

2010

 
 
83%

2009

 
 
69%
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

59 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
76%

2010

 
 
85%

2009

 
 
65%
Science

The state average for Science was 66% in 2012.

57 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
83%

2010

 
 
93%

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

All Students81%
Females82%
Males79%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged46%
Non-economically disadvantaged87%
Students with disability50%
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
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 state85%

Math

All Students79%
Females79%
Males79%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged54%
Non-economically disadvantaged84%
Students with disability50%
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented100%
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 state83%
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 Students80%
Females72%
Males85%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)91%
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to state74%

Math

All Students93%
Females86%
Males98%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate91%
Parent education - some college (includes AA degree)91%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to state92%
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 Students93%
Females91%
Males94%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged92%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)100%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state83%

Math

All Students86%
Females79%
Males94%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged92%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)92%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state88%
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 Students71%
Females77%
Males66%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)80%
Economically disadvantaged64%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduaten/a
Parent education - graduate school/post graduate73%
Parent education - declined to state65%

Math

All Students78%
Females77%
Males77%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)84%
Economically disadvantaged73%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)82%
Parent education - college graduaten/a
Parent education - graduate school/post graduate64%
Parent education - declined to state76%

Science

All Students67%
Females61%
Males72%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)75%
Economically disadvantaged82%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduaten/a
Parent education - graduate school/post graduate64%
Parent education - declined to state35%
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 Students92%
Females94%
Males90%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged85%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate89%
Parent education - some college (includes AA degree)86%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state92%

Math

All Students93%
Females94%
Males90%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged69%
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate89%
Parent education - some college (includes AA degree)100%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state85%
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
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students79%
Females89%
Males70%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged62%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate74%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students76%
Females79%
Males74%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged69%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate73%
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 Students91%
Females95%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented92%
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 Students76%
Females76%
Males74%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged47%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate85%
Parent education - some college (includes AA degree)86%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students63%
Females63%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability68%
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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

History - Social Science Grade 8 Cumulative

All Students73%
Females67%
Males85%
African Americann/a
Asian58%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged50%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)93%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students78%
Females68%
Males95%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged53%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)93%
Parent education - college graduate73%
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
Asian 31% 11%
White 27% 27%
Hispanic 20% 51%
Two or more races 13% 3%
Black 8% 7%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 115%N/A54%
English language learners 23%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Spanish 44% 85%
Cantonese 25% 2%
Japanese 6% 0%
Kurdish (Kurdi, Kurmanji) 6% 0%
Mandarin (Putonghua) 6% 1%
Russian 6% 0%
Vietnamese 6% 2%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 24N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 17N/A11
Average years teaching 18N/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!

6490 Harmon Drive
Sacramento, CA 95831
Phone: (916) 433-5039

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