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GreatSchools Rating

Genevieve Didion School

Public | K-8

 
 

Living in Sacramento

Situated in an urban neighborhood. The median home value is $217,500. The average monthly rent for a 2 bedroom apartment is $1,010.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 8 ratings
2012:
Based on 4 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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28 reviews of this school


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Posted August 30, 2013

Didion is an outstanding school. The faculty staff are all very dedicated to the students. PTA involvement is strong and the community is wonderful. My child has been attending at Didion since she was kindergarten and is entering 3rd Grade. My child's STAR test scores are Advanced level!
—Submitted by a parent


Posted August 29, 2013

My student has attended the school since kinder and I can't say that I am very impressed. Everyone always says"Didion this" and "Didion that" but I have yet to see it. I will say this; If you're kid is a "tester"; they will do well here. Have a personality or be a bit hyperactive. Some teachers have no clue or patience for them
—Submitted by a parent


Posted August 27, 2013

I have two children attending Didion so I experienced lower and middle school. My children enjoyed Didion both socially and academically. The faculty are knowledgable, caring and responsive. In my experience, this is an excellent public school and we highly recommend Didion!
—Submitted by a parent


Posted August 26, 2013

I'm a student at this school who is going into the seventh grade. This school everyone from parents, teachers, and students are friendly and helpful. I've been going to this school since kinder and even knew some of the teachers before that because of my siblings. I've had the best school years ever and I've got wonderful grades because of them. My favorite teacher has been Mr. MacDonald he's soo helpful and nice. He's not just boring he even puts laughter into it. You should consider this school!!!


Posted August 26, 2013

Great Principal and a lot of great teachers. There are some teachers, though, that need to be evaluated! My son's 2nd grade teacher went MIA for months, so who knows how the 2nd half of the year went for him!
—Submitted by a parent


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


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 2013.

This school's
API score

902

Change from
2012 to 2013

-9

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

3 / 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 2013

This school's
API score

902

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
2012 to 2013

-9

Change from 2012 to 2013
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
(2012)

9 / 10

API Statewide Rank (2012)
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 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

3 / 10

API Similar Schools Rank (2012)
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 56% in 2013.

77 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
81%

2011

 
 
84%

2010

 
 
80%
Math

The state average for Math was 65% in 2013.

77 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
79%

2011

 
 
89%

2010

 
 
78%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

73 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
80%

2011

 
 
71%

2010

 
 
85%
Math

The state average for Math was 66% in 2013.

73 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
93%

2011

 
 
91%

2010

 
 
96%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

79 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
93%

2011

 
 
83%

2010

 
 
87%
Math

The state average for Math was 72% in 2013.

79 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
86%

2011

 
 
84%

2010

 
 
89%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

66 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
71%

2011

 
 
88%

2010

 
 
90%
Math

The state average for Math was 65% in 2013.

66 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
78%

2011

 
 
90%

2010

 
 
90%
Science

The state average for Science was 57% in 2013.

66 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
67%

2011

 
 
80%

2010

 
 
86%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

64 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
92%

2011

 
 
89%

2010

 
 
94%
Math

The state average for Math was 55% in 2013.

64 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
93%

2011

 
 
90%

2010

 
 
92%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

56 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
79%

2011

 
 
80%

2010

 
 
73%
Math

The state average for Math was 52% in 2013.

56 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
76%

2011

 
 
80%

2010

 
 
72%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

31 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
91%

2011

 
 
83%

2010

 
 
93%
English Language Arts

The state average for English Language Arts was 57% in 2013.

58 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
76%

2011

 
 
77%

2010

 
 
87%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

30 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
63%

2011

 
 
61%

2010

 
 
83%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

62 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
73%

2011

 
 
76%

2010

 
 
85%
Science

The state average for Science was 67% in 2013.

58 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
78%

2011

 
 
83%

2010

 
 
93%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students78%
Females83%
Males74%
African American58%
Asian85%
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged71%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate86%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students83%
Females83%
Males83%
African American50%
Asian95%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged64%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only83%
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)71%
Parent education - college graduate86%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students76%
Females78%
Males73%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged55%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only76%
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 state77%

Math

All Students90%
Females89%
Males92%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged82%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only91%
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 state89%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students91%
Females85%
Males96%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged73%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate92%
Parent education - some college (includes AA degree)100%
Parent education - college graduate93%
Parent education - graduate school/post graduate82%
Parent education - declined to state86%

Math

All Students88%
Females88%
Males87%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged64%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate83%
Parent education - some college (includes AA degree)87%
Parent education - college graduate86%
Parent education - graduate school/post graduate82%
Parent education - declined to state91%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students88%
Females83%
Males94%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged77%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only88%
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)87%
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to state82%

Math

All Students76%
Females69%
Males84%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged69%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)80%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state82%

Science

All Students53%
Females49%
Males58%
African Americann/a
Asian71%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged62%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)40%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students72%
Females69%
Males75%
African Americann/a
Asian74%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged83%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only73%
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)69%
Parent education - college graduate77%
Parent education - graduate school/post graduate64%
Parent education - declined to state62%

Math

All Students79%
Females75%
Males84%
African Americann/a
Asian74%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged83%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability82%
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 graduate82%
Parent education - some college (includes AA degree)69%
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to state77%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

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
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/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 Students86%
Females82%
Males91%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged67%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)83%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students75%
Females74%
Males77%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged58%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate59%
Parent education - some college (includes AA degree)83%
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 2012-2013 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.

Source: California Department of Education

Algebra I

All Students80%
Females81%
Males80%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented71%
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%
Females83%
Males68%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged71%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate79%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students60%
Females60%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
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
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/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

History - Social Science Grade 8 Cumulative

All Students65%
Females59%
Males70%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged63%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
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

Science

All Students89%
Females90%
Males89%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged93%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only89%
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)n/a
Parent education - college graduate87%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Asian or Asian/Pacific Islander 31% 11%
White 26% 26%
Hispanic 21% 52%
Two or more races 12% 3%
Black 8% 6%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 22%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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

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