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GreatSchools Rating

Phoebe A. Hearst Elementary School

Public | 1-6

 
 

Living in Sacramento

Situated in an urban neighborhood. The median home value is $310,000. The average monthly rent for a 2 bedroom apartment is $1,110.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 8 ratings
2012:
Based on 9 ratings
2011:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

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60 reviews of this school


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Posted October 19, 2007

We live in East Sac and when we were looking around for schools for our kids, we were told that there are only two main schools to consider (both are private schools) in the area. We put both our kids in one of the private schools in East Sac, but later realized that the teaching was average and although the community was great, our kids appeared to be bored. We then decided to switch to Phoebe Hearst and realized we should have considered this school at the beginning. It's academic program is excellent compared to the other schools in East Sac and the administration, esp the principals and teachers are very dynamic, caring, and want what is best for kids in terms of overall education. Anyone in East Sac looking for a school for their kids should look at Phoebe Hearst as well as the other two private schools before deciding
—Submitted by a parent


Posted September 3, 2007

Phoebe Hearst has the best API scores in Sac City Unified for the 06-07 school year. That is not a coincidence. The principals, teachers and parents are all focused on not only a great academic experience, but one that fosters independence and the love of learning.
—Submitted by a parent


Posted August 15, 2007

During and after school programs include: Mad Science, Spanish, Homework Club, Chess Club, Band Practice, Piano Lessons, Newspaper, Choir, 4th R, Yearbook, Leadership, and Art. There is also a Harvest Festival, Scarecrow Contest, Craft Fair, Spaghetti Dinner and Auction, Talent Show, Holiday Grams, Friendship Dance and/or Sock Hop, Family Fun Nights (Fresh Choice, Leatherby's, King Skate, Chevy's), Book Fair, Pancake Breakfast, Sports Day, and Jog-A-Thon, to name a few. P.H. also provides opportunities for students to attend overnight field trips, work in the school garden, become office, library, and cafeteria assistants, play instruments, attend leadership and science conferences, publish books, and compete in school and district-wide contests. This is in addition to the regular school and class assemblies, field trips, performances and projects.
—Submitted by a parent


Posted August 15, 2007

Phoebe Hearst is comprised of GATE and Basic programs, both of which are highly academic. The school is perfect for students who thrive in challenging environments and who would be unfullfilled in their neighborhood school. It is a school of choice, meaning that parents from all over the district choose to enroll their students in one of the two rigorous programs. In addition, all students particpate in P.E., art, and music programs, taught by credentialed teachers. Staff members expect every student to do their best at all times and maintain good behavior. Students who do not meet this criteria after mentoring, tutoring and communication with parents may be asked to leave the program. In this way, it is similar to a private school. It is a safe environment for families that value education and are willing to work hard. It is not for every child.
—Submitted by a parent


Posted March 5, 2007

This is not a great school. The GATE program does not differentiate to any kids who need it. They want an all size fit all for the GATE program which is not really applicable since gifted kids are not the same.
—Submitted by a parent


Posted January 3, 2007

The overall quality of the programs is great! The teachers and staff are caring. I would like to see more critical thinking activities as a campus community; and expanded after school programs such as Spanish language instruction, band/choir and sports for all grades. Lastly, I would like to see more cultural events happening at the school so our kids can learn more about each other.
—Submitted by a parent


Posted April 24, 2006

The parent participation is incredible. We are only required 40 hours for the school year and there are more than several families that put in over and above what is required. Academically, the school seems better than any others I have seen. Teachers are flexible with students, giving more work if requested, within the guidelines of the district. The kids are involved in physical education activities at least once a week and art classes once a month. My daughter enjoys the children and teachers at the school. I would definitely recommend this school if your child is looking for a challenge in a safe and fun environment.
—Submitted by a parent


Posted February 21, 2006

Great school. I'm very happy with the teachers and administrators. My kids are excelling here.
—Submitted by a parent


Posted February 6, 2006

The principal at the school is wonderful. She is caring and has a vision for the school that is compelling. Her standards are high for the students and the teachers. Some of the teachers have been teaching for a long time and seem to have lost their passion for it and their tolerance for the children, but it is only a couple of them. Parent involvement is high, it's a wonderfully diverse environment and all of the children are encouraged to stretch themselves.
—Submitted by a parent


Posted January 13, 2006

Phoebe Hearst has been a blessing to our family. This is our child's second year there. As a teacher myself, I am particular as to where our children attend. I observed other schools before choosing Phoebe Hearst-scores are important, but there are other essential factors. My child feels safe there, academics are challenging without being too demanding for his age, I am appreciative of how his teacher interacts with the children-in her encouragement as well as teaching responsibility for one's actions instead of blaming or making excuses - experiencing consequences. She is warm and has a smile on her face almost all the time. She cares about the students and is a professional. With the 40 parent volunteer hours required, I see parents on campus all the time-in the classroom, on the blacktop play area, in the cafeteria, organizing school functions, planting in the flowerbeds...I've never experienced anything like it!
—Submitted by a parent


Posted January 12, 2006

This school is very well run..The PTA takes a huge roll in its school, and it shows in the way the teachers are so thankfull for the time and money the PTA gives.
—Submitted by a parent


Posted August 17, 2005

This is a great school - like the kind of school 'we' (aka boomers) went to. High expectations for behavior and achievement, with a devoted staff.
—Submitted by a staff


Posted August 16, 2005

This school is big on test scores and that's all they prepare for during the school year. No availability of art programs, sports programs or other extracurricular activities that I am aware of. Parent involvement is required (40 hours per year), so of course it is very high.
—Submitted by a parent


Posted March 29, 2005

The quality of academics of this school is excellent. There is a high level of parent involvement and the children have the ability to partcipate in all types of sports and after school activities.
—Submitted by a parent


Posted January 22, 2005

Phoebe Hearst is a great school for parent involvement. Sometimes it seems that the school is more interested in numbers than people.
—Submitted by a parent


Posted March 10, 2004

Look beyond high test scores. There is more to life than reading and math and sitting like little soliders in the classroom. Although reading and math are essential elements, children need balance and the opportunity to learn about history, culture and science. Children need to learn through hands on experience, peer teaching/learning and nuturing teachers. Sit still, be quiet and score high on tests - this is Phoebe Hearst. It is a stressful environment - especially for a child who takes criticism to heart or who does not perform as well as the other students. My student excelled - academically and socially - but it came at a steep emotional price. If I had to do it over again, I would not have him attend this school.
—Submitted by a parent


Posted March 8, 2004

Principal is wonderful. I'm not so sure about the teachers. One in particular [some] do not allow our children to be children. Very stressful for a child who is not used to a 'private school' like atmosphere.
—Submitted by a parent


Posted November 28, 2003

There are some wonderful dedicated teachers at this school, however the bottom line is the test scores which are the best in the area. Unfortunately this comes with some drawbacks. Depending on the teacher some students are bullied out of the school if the teacher has fears his student will not score high enough. Kids need to be tough to go to this school in the classroom and on the playground.
—Submitted by a parent


Posted September 9, 2003

I would love to see more extracurricular activities for the basic program. Example would be intramural sports, foreign language, art programs, music etc.
—Submitted by a parent


Posted April 21, 2003

We would like to see newer computers in the lab for all children. Also, I would like to see the children participate in language enhancement workshops: Spanish, French, Italian. I think the kids should have a nicer playground with shade, as well.


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

940

Change from
2012 to 2013

+7

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

5 / 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

940

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

+7

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)

10 / 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)

5 / 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.

92 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
89%

2011

 
 
87%

2010

 
 
93%
Math

The state average for Math was 65% in 2013.

92 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
86%

2011

 
 
95%

2010

 
 
95%
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.

92 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
78%

2011

 
 
78%

2010

 
 
61%
Math

The state average for Math was 66% in 2013.

90 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
94%

2011

 
 
97%

2010

 
 
90%
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.

99 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
92%

2011

 
 
88%

2010

 
 
97%
Math

The state average for Math was 72% in 2013.

99 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
89%

2011

 
 
82%

2010

 
 
98%
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.

88 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
80%

2011

 
 
96%

2010

 
 
86%
Math

The state average for Math was 65% in 2013.

88 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
77%

2011

 
 
89%

2010

 
 
87%
Science

The state average for Science was 57% in 2013.

88 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
68%

2011

 
 
83%

2010

 
 
73%
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.

90 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
92%

2011

 
 
80%

2010

 
 
85%
Math

The state average for Math was 55% in 2013.

90 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
82%

2011

 
 
74%

2010

 
 
79%
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 Students87%
Females91%
Males82%
African Americann/a
Asiann/a
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)93%
Economically disadvantaged80%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented97%
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 graduate96%
Parent education - graduate school/post graduate93%
Parent education - declined to state71%

Math

All Students92%
Females92%
Males92%
African Americann/a
Asiann/a
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)96%
Economically disadvantaged87%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only93%
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 graduate100%
Parent education - graduate school/post graduate97%
Parent education - declined to state76%
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 Students74%
Females63%
Males82%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged53%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability73%
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 Students83%
Females73%
Males92%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged79%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only85%
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 Students88%
Females89%
Males87%
African American92%
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged84%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only88%
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 graduate94%
Parent education - graduate school/post graduate83%
Parent education - declined to state88%

Math

All Students97%
Females94%
Males100%
African American100%
Asiann/a
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged96%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
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 graduate100%
Parent education - graduate school/post graduate94%
Parent education - declined to state95%
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%
Females93%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)98%
Economically disadvantaged91%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability91%
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 graduate100%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to state95%

Math

All Students86%
Females88%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged77%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate91%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to state89%

Science

All Students84%
Females83%
Males85%
African Americann/a
Asiann/a
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)91%
Economically disadvantaged73%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to state87%
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 Students81%
Females87%
Males75%
African American85%
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged74%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate91%
Parent education - some college (includes AA degree)74%
Parent education - college graduate70%
Parent education - graduate school/post graduate92%
Parent education - declined to state84%

Math

All Students81%
Females89%
Males73%
African American77%
Asiann/a
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)91%
Economically disadvantaged74%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate91%
Parent education - some college (includes AA degree)89%
Parent education - college graduate60%
Parent education - graduate school/post graduate92%
Parent education - declined to state80%
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
White 51%
Hispanic 21%
Asian 10%
Two or more races 7%
Black 6%
American Indian/Alaska Native 1%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 24%N/AN/A
English language learners 3%N/AN/A

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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1410 60th Street
Sacramento, CA 95819
Phone: (916) 277-6690

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