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GreatSchools Rating

Phoebe A. Hearst Elementary School

Public | 1-6 | 528 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 3 ratings
2012:
Based on 9 ratings
2011:
Based on 5 ratings
2010:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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53 reviews of this school


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Posted March 22, 2013

I switched my 3 children to this school, I have to say I'm very happy with all 3 teachers and the school in general. There is a lot of parent envolvement which is great. There are high expectations and it's "cool" to be smart at PH.
—Submitted by a parent


Posted February 6, 2013

In a climate of a public schooling crisis, I feel Phoebe Hearst is rising to the challenges and continues to provide high academic expectations for all students. As a parent of a child in both a "GATE" class and "non-GATE" class, I see equal expectations of both children. There is no doubt that this year has brought big changes in the forms of bigger class sizes and "new" teachers (aka experienced teachers at a new campus). However, this is a change that all schools in our district have faced. In looking at a couple negative reviews of Phoebe from this year, I feel compeled to remind people that we must not place blame on our local schools for large class sizes and experienced educators teaching grades they have not taught before; as these changes are district, state, and union mandated. The principal's leadership at Phoebe is strong and for those that are willing to be part of a solution, there is a solution to be had for most problems. It's no secret that positive behavior and academic rigor are basic expectations at Phoebe, and that may not be for everyone; but if you want peace of mind that high expectations will be held for your child's public education, this is your school.
—Submitted by a parent


Posted January 25, 2013

Everyone makes a big deal about Phoebe being the "top" school, but we don't see what all the hype is about. I would suggest parents sit and observe a few classes in action before putting their child here (don't just do the principal guided tour). The teachers are "handed" gifted students but some have become complacent and quite arrogant. There aren't any awards or kudos given to the kids for good attendance, improving academically or anything. They use negative reinforcement constantly by taking away recess. We can't understand why they don't use any positive reinforcement techniques to engage and reward the children. In addition, now that the lower grades are packed with 30 kids per classroom, my child's teacher is very overwhelmed and it's negatively impacting the students. Many of the parents feel that the principal needs to ease up on the constant "PR" and focus more on staff development INSIDE the classrooms. I would not recommend this school.
—Submitted by a parent


Posted November 15, 2012

We are so glad our little one is attending kindergarten at Phoebe Hearst. Even though, he transitioned from being in a preschool class with just 14 kids to a typical 30 student classroom, he is learning and having a great time. And teacher manages to encourage all the children to thrive even if some of them are at different levels. I'm most impressed with the parent involvement and how it is encouraged. I'm having a ball helping at my son's classroom and knowing that every effort we as parents do to support the school is in our little one's best interest.
—Submitted by a parent


Posted November 14, 2012

The transition to Phoebe has been less than favorable for our family. A small group of older kids have bullied our child, physically and verbally. We have received very little assistance from the staff regarding resolving or preventing bullying. At my child's last school, we NEVER had any issues with bullies or unresponsive staff. This school seems to focus so much on academics and high test scores that they seem to have forgotten how the well being of children is equally important in the overall school experience. Test scores aren't everything and seeing my child so unhappy at this school has been an awful experience.
—Submitted by a parent


Posted October 7, 2012

I was really worried at first because of the high student:teacher ratio at the public schools and I was going to enroll my daughter at one of the private schools in East Sacramento. But so far I've been very happy with the experience at this school. My daughter's teacher is great and I hear from the other parents of kids in the older grades that the academic curriculum is bar none. I think we made the right choice. My daughter is having fun and the parents I've been so far are really great. The school is very welcoming and very open to having me around as much as possible.
—Submitted by a parent


Posted October 7, 2012

What a find this school is. I have two kids in this school. One is in the 4th grade GATE class and I have a new younger son in kindergarten. Amazing teachers. Parent involvement is welcome by the principal and the teachers. This is an amazing environment for kids to be in and I'm glad this school is in my neighborhood, even though it's not really a neighborhood school. One word for this school and its teachers: AWESOME!!
—Submitted by a parent


Posted October 4, 2012

I have a son in 3rd grade and my other son started kindergarten this year. Amazing difference with our experience at this school vs our experience with my other son's kindergarten year. The academics is really more challenging at this school and less trivial (which is what my other son got at his other kindergarten school). Don't get me wrong. I don't believe it's necessary for kindergarteners from the beginning start off gangbuster with academics, but it's kind of nice for my second son to start reading more substantially and doing more real academic stuff. It makes me feel like he's really learning something early on. Just my two cents. Great school, especially if your child is academically gifted.
—Submitted by a parent


Posted October 3, 2012

The last post is interesting because I've had the opposite experience with the addition of Kindergarten at Phoebe Hearst. With all that goes into starting a brand new program and the currnet budget situation SCUSD schools are in, I think the program is phenomenal. No kindergarten in SCUSD has any less children, it's a district cap at 31. Also, Phoebe Hearst has parents volunteering on a regular basis to support the learning environment. Surprisingly, the PTO has supported art lessons weekly for enrichment for the new Kindergartners. My child's teacher shared with me that she is working with the 1st grade team to be sure that the Kinders are totally ready for Phoebe Hearst's rigirous 1st grade program. The new kinder rooms are bright and clean, and the teachers are all welcoming. My child loves school, and the facility is meeting our needs.
—Submitted by a parent


Posted October 3, 2012

I have a daughter in the kindergarten class and I was really nervous at first because I wasn't sure what to expect. I know that I'm a pretty hands on parent and I didn't know if the teachers would give me hassle for that but to my surprise, my daughter's teacher reassured and made me feel so much better. She has a great time at school and she's met a lot of new friends who happen to be in the neighborhood too. She's learning a lot and loves school and loves to read with me. I could have had her go to the private schools in town with more personal attention but I'm glad my wife and decided to enroll our daughter at Phoebe Hearst. The teacher is amazing, the principal is on top of everything and the families are wonderful.
—Submitted by a parent


Posted September 28, 2012

After jumping through many hoops, my child is in kindergarten here and I don't understand what the big deal is with this school. First off, the class size is 31 (one teacher, no aide) which is quite large. Secondly, although having been a teacher for 20+ years, his teacher has never taught this age and has been clearly stressed to the limit from day one. She has no patience and gets upset at the slightest thing without realizing that if she had even a bit of control over the class, she could reign this in and be much happier. The kids aren't even allowed to ask questions during class! Furthermore, there are three kindergarten classes and hers is the only one who doesn't allow the children to work in the school garden (too messy) or do anything outside the mandated curriculum. I am disappointed that we came here with such high expectations only to have a five year old who used to love school now dread leaving the house every day. To make matters worse, she's catering to the lowest common denominator and the lesson plan is for a three year old at best. I know it's public school, but this is ridiculous.
—Submitted by a parent


Posted January 7, 2012

This is a great school with an excellent principal who is realistic (given the budget) and supports the kids and teachers. In 2012 this school will also have Kindergarten classes. The parents and kids make this school a great place. The one drawback is an excess of busy homework that seems a bit unnecessary. The kids are expected to be at or above grade level and the GATE program allows the teachers to repeat the material less often. My son loves this school.
—Submitted by a parent


Posted June 17, 2011

My daughter has just finished first grade and I'm astonished at the progress that she had made. This is the ideal school for anyone that wants their children to achieve academically and be in a safe environment. Homework is at least one hour a day for first grade, and the school does enforce a strict uniform code and on-campus rules. Students and parents though are rewarded with meaningful teaching, excellent quality extra curricular activities and a school run efficiently and effectively.
—Submitted by a parent


Posted April 7, 2011

I think this school has a lot of great programs and certainly parent involvement, and PH certainly meets many children's needs; however, it was not right for my child and our family. We switched here expecting great teachers, but the teacher that my son got was burned out and, even worse, condescending to the children. Furthermore, the rigid expectations and lack of warmth really dampened my child's love of learning--in our opinion they expect too much in regards to homework from children who should still have some time to be children. My son began to develop some behavior problems while here, but happily they were resolved shortly after switching him back to his previous school. I am disappointed we ever tried this school out.
—Submitted by a parent


Posted April 2, 2011

I was a student at Phoebe Hearst and here's exactly what happened: Had an absolutely excellent time in second grade Had a terrible time in third grade and switched school Came back in fourth grade and experienced the worst year of my entire life both socially and academically. Teachers came and went and every single student hated me for no apparent reason In fifth grade things were slightly better but not really. At least the teacher was the same throughout the whole year In sixth grade had a very good year. My grades shot up, nearly all the kids forgot to hate me, and I really liked the teacher. However, throughout everything that happened at Phoebe one office worker was really mean to me, calling me into the office for slight uniform violations (i.e. short just barely too short) while not saying a word to more serious violations (i.e. literally a halter top), and I was called in nearly every single day for not wearing socks while others weren't at all. I also received a citation for walking on the grass, which I consider absolutely ridiculous. I am so much happier at middle school now, where you can wear whatever and nobody wastes time yelling at you for insignificant details.


Posted March 4, 2011

Phoebe has super teachers, excellent principal, outstanding parental involvement - and great kids! Phoebe is a wonderful place.
—Submitted by a parent


Posted January 19, 2011

I love this school! It's awesome, and The teacher's are super duper nice! I really love my 6'th grade teacher, Mr.Goul!(Hi mr. Goul! It's Kaylene!) XD lolololololololololol XP


Posted February 8, 2010

I completely agree with the latest post from 2-7-2009. The princial is lacking in the leadership department and seems to be focused on the 2nd school he is in charge off. There a few teachers that do not know what they are doing and are a complete waist of the childres and parents time. If you don't have a principle you can turn to when your child is in need, what is the point? I have a 6th and a 4th grader at Phoebe, and as the years have passed I have become more and more disapointed with the leadership at the school.
—Submitted by a parent


Posted February 7, 2010

The parents at this school have worked very hard and have fought tooth and nail to keep desirable programs, like art and music, afloat. And of course, the kids are great! Unfortunately, leadership is lacking at this school and the teaching my child received was very uneven. Personal experience with some teaching staff was extremely unprofessional. A small school like this one doesn't afford much choice when teachers aren't meeting your child's need. And the principal is doing very little to weed out those teachers who are just 'biding their time,' while they waste the precious time of the students they are trained professionally to serve and inspire.
—Submitted by a parent


Posted September 8, 2009

One of the top elementary schools in the district because it attracts good students. It has built on its success by continuing to attract motivated/involved parents who want to have their kids surrounded with like-minded families. It is not a neighborhood school, so all prospective students must apply through open enrollment. Significantly, this means that the school draws the kids of academically activist parents with high expectations and typically a home environment that augments the school's academics. But, like any school, the student's experience will vary by the teacher. Some PH teachers are just okay and some are great. I believe the school's strength comes from the parents that expect much from their own children. (One child is former Phoebe Hearst alum and one is currently at the school.)
—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 2012.

This school's
API score

933

Change from
2011 to 2012

-8

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

7 / 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

933

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)

10 / 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)

7 / 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.

98 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
87%

2010

 
 
93%

2009

 
 
85%
Math

The state average for Math was 64% in 2012.

98 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
95%

2010

 
 
95%

2009

 
 
94%
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.

97 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
78%

2010

 
 
61%

2009

 
 
87%
Math

The state average for Math was 69% in 2012.

97 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
97%

2010

 
 
90%

2009

 
 
99%
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.

95 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
88%

2010

 
 
97%

2009

 
 
86%
Math

The state average for Math was 71% in 2012.

95 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
82%

2010

 
 
98%

2009

 
 
83%
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.

100 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
96%

2010

 
 
86%

2009

 
 
88%
Math

The state average for Math was 65% in 2012.

100 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
89%

2010

 
 
87%

2009

 
 
88%
Science

The state average for Science was 60% in 2012.

100 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
83%

2010

 
 
73%

2009

 
 
72%
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.

93 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
80%

2010

 
 
85%

2009

 
 
85%
Math

The state average for Math was 55% in 2012.

93 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
74%

2010

 
 
79%

2009

 
 
83%
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 Students89%
Females82%
Males94%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged67%
Non-economically disadvantaged94%
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 state93%

Math

All Students86%
Females76%
Males94%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged67%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only88%
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)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 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 Students78%
Females80%
Males77%
African American73%
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged59%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only78%
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 graduate86%
Parent education - graduate school/post graduate88%
Parent education - declined to state78%

Math

All Students94%
Females91%
Males98%
African American100%
Asiann/a
Filipinon/a
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged88%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability95%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate93%
Parent education - graduate school/post graduate94%
Parent education - declined to state91%
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%
Females91%
Males92%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged81%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only92%
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)73%
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to state98%

Math

All Students89%
Females86%
Males92%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged81%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
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)64%
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to state95%
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%
Females90%
Males70%
African American86%
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)89%
Economically disadvantaged79%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate87%
Parent education - some college (includes AA degree)83%
Parent education - college graduate70%
Parent education - graduate school/post graduate92%
Parent education - declined to state74%

Math

All Students77%
Females82%
Males72%
African American71%
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)84%
Economically disadvantaged83%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate87%
Parent education - some college (includes AA degree)83%
Parent education - college graduate65%
Parent education - graduate school/post graduate77%
Parent education - declined to state74%

Science

All Students68%
Females74%
Males62%
African American57%
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)74%
Economically disadvantaged59%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)50%
Parent education - college graduate61%
Parent education - graduate school/post graduate77%
Parent education - declined to state78%
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%
Females88%
Males100%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged90%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented95%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state92%

Math

All Students82%
Females78%
Males88%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged80%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented89%
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 graduate87%
Parent education - graduate school/post graduate100%
Parent education - declined to state73%
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
White 54% 28%
Hispanic or Latino 20% 49%
African American 11% 7%
Asian 8% 8%
Filipino 5% 3%
American Indian or Alaska Native 1% 1%
Multiple or No Response 0% 3%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 13%N/A24%
Students eligible for free or reduced-price lunch program 221%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 63% 85%
All other non-English languages 13% 1%
Cantonese 13% 2%
Lao 13% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 23N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 14N/A11
Average years teaching 14N/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!

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

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