Advertisement
Advertisement

GreatSchools Rating

Theodore Judah Elementary School

Public | K-6 | 375 students

 

Be sure to visit

Take along one of
our checklists:

 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 5 ratings
2012:
Based on 3 ratings
2011:
Based on 2 ratings

Sweep tile
No Purchase Necessary. Void where prohibited. Sweepstakes begins at 12:00:00 AM Pacific Time (PT) on April 1, 2014 and ends at 11:59:59 on April 30, 2014 (the “Promotion Period”). Open to legal residents of the U.S. and D.C., 13 years and older. Each school that receives a new, published review will get one (1) entry into the sweepstakes, up to ten (10) entries throughout the Promotion Period. See the Official Rules for details. Sponsor: GreatSchools, 1999 Harrison St., Suite 1100, Oakland, CA 94612.

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

54 reviews of this school


Sort by:
Show reviews by:
Posted January 26, 2014

We were very disappointed in Theodore Judah Elementary for the 4 years we were there. Theodore Judah is not the school to send your child to if he or she has any sort of learning disability, autism, or attention issue. The principal is uncooperative and not supportive of learning differences in children, nor are many of the teachers. There is hardly any one on one attention given in the classroom, and teachers feel it is a hardship to deal with any child that is different. Every year, during the IEP process, the principal would continually brush aside our input as parents, making it nearly impossible to get our child(ren) a suitable and constructive IEP. Although the speech therapy staff are somewhat supportive in their efforts, the principal and teachers are not, which negates any real progress. We tried our best to be happy at Theodore Judah, but dealing with disagreeable teachers and an inconsiderate principal made for a miserable experience for our family.
—Submitted by a parent


Posted January 17, 2014

This wonderful gem of a school is run by an excellent administration and teaching staff. The parents are supportive and help fund music science and the arts. The best part is the community if families. We all watch out for each others kids, good diversity and smart happy kids. And they have chickens in the garden program!!
—Submitted by a parent


Posted August 22, 2013

We moved from the east coast to Sacramento several years ago. My son started Kindergarten at TJ. We live a five minute walk away. I was hoping that we'd be able to find a real neighborhood school in which parents were fully involved in their kid's education and with a high standard of educational excellence. TJ is all of that with a good core of teachers and a better group of kids. I would hope that the dissension witnessed this past year among the diverse parent make up will be resolved through better dialogue particularly with a new inflow of students coming in from several of the schools which were closed. I am confident that this will happen.
—Submitted by a parent


Posted August 4, 2013

I love our school! It has been an amazing experience for my son the last 3 years. The amount of dedication and passion the parents and staff show at this school is remarkable. The science, art, and music programs (which include an orchestra) thrive here. Yes it's old. In fact, it is the oldest continuously running school in Sacramento and has been placed on the Historic Register. If you only care about a shiny new facility, look elsewhere. We aren't your people. This school runs on imagination, will power, hard work, and a true belief in the public education system.
—Submitted by a parent


Posted August 4, 2013

As far as the learning experience goes this school is top notch. But the principal is very cold and unapproachable. She has a certain group of parents whom she plays "favorites" with. If you complain she retaliates. We enjoy the teachers and most of them have been great!
—Submitted by a parent


Posted January 21, 2013

The learning environment here is outstanding. Excellent teachers who are very approachable. Having said that, a few parents from the PTA control the school and Principal which makes for a very unpleasant experience for a lot of families. No real diversity among staff at all.
—Submitted by a parent


Posted January 18, 2013

TJ is the very best a public neighborhood school can be, pushing the envelope with success in countless directions. With all the funding challenges and students' diverse needs, success is not simple - but that much more special when it happens, which occurs daily. Much relies upon the willingness of the teachers to challenge themselves and the tremendous parent involvement. An unfortunate occasional ill-effect of the volunteerism may be that some parents feel left out. Ideally, we all keep reaching out to each other, learning from each other, healing, and growing sronger together. The opportunity and desire are very much there.
—Submitted by a parent


Posted October 18, 2012

I agree with the review posted on 10/7/12. We heard such wonderful things about this school, and at the open house we attended we were told that this school was different from other Sacramento schools in that they don't just "teach to the test." So far our experience could not be more different. High-pressure academics - in kindergarten! - with a focus on eventual standardized tests. Too much homework, too much pressure, teacher who loses her temper in class. If this is kindergarten I can't imagine what sixth grade will be like.
—Submitted by a parent


Posted October 7, 2012

We had read the reviews on here for Theodore Judah and were excited that our son would be attending school here. That excitement has diminished. The hallways smell like urine and so do the areas around the building. The students and teachers seem to be nice but many of the parents are cold and on the "snobby" side. It's okay but nothing that lives up to the hype.
—Submitted by a parent


Posted June 1, 2012

We have been very happy with our experience at Theodore Judah. My son had a wonderful kindergarten teacher, Mrs. Marshall, who made sure that he was challenged. And he loves the after school program at the Children's Center with Ms. Gretchen, Ms. Unique and Ms. Irene. All of the parents are very involved and allow the school to offer a lot of enrichment activities that they would not otherwise have the staffing for.
—Submitted by a parent


Posted October 11, 2011

This school seems to give preferential treatment to the Caucasian students and families. Very cliquish!


Posted September 21, 2011

My son just started Kindergarten and he has been learning the Pledge of Allegiance so I'm not sure about the previous posters assertion that this is not allowed. We love the school so far! The principal is awesome!
—Submitted by a parent


Posted November 10, 2010

This school is good school but we are moving our children out. We are a military family and were shocked that our child was not allowed to recite the Pledge of Allegiance in class. There was also a class room that had several flags of another country hung up yet no American flag. We want our children in a school promotes American pride and patriotism more than this one. The Principal is really nice and the parent involvement is great, just disappointed in the pledge issue and the fact that the teacher was rude when we inquired.
—Submitted by a parent


Posted September 16, 2010

Amazing community feeling at this school. Off the charts parent involvement that has enhanced the students classroom learning with Art, Science, Garden, Music and Greening the School Programs.
—Submitted by a parent


Posted April 29, 2010

Outstanding & hardworking team (parents, teachers & staff)
—Submitted by a parent


Posted April 26, 2010

The teachers, students and faculty are great. It's a great place to learn and for children to thrive
—Submitted by a parent


Posted April 26, 2010

Theodore Judah Elementary School has endured many difficulties in the past decade that my children have been attending. The school's students, parents, teachers and staff, have come together as a community to not only overcome these difficutlies, but also improve its student scores and the environment as a whole. The school is constantly improving academically, socially, and in its facilities. The one element that stands out for me is the parental involvement that we have at our school. Their positive, can do attitude reinforce, and sometimes enhance, the cirriculum that the teachers and staff present to our children. This is truly a community school, that has excelled because of its teachers, staff, parents, and the children of this community.
—Submitted by a parent


Posted April 26, 2010

Theodore Judah is a true community school, with much needed enrichment programs supported directly through community and parent volunteerisim, monetary support and in-kind donations. It's also a small community where teachers, parents, and students are responsive to and supportive of one another. It's reassuring to be on campus where the principal, teachers, staff, other parents, and other students know my children by name and my child knows them.
—Submitted by a parent


Posted April 25, 2010

I have loved this school since I was a student here in the 60's. This has always been a community of very supportive parents and teachers. Most of the staff have been here for 13 or more years. Many of us have graduate degrees and all of us have CLAD or BCLAD certification. We all love our school, the community and our students. Theodore Judah is the best elementary school anywhere, the teachers teach the required curriculum with passion, and the parents through the PTA are very involved in our school with great art, science, physical education,music and garden programs...Its a great place!
—Submitted by a parent


Posted April 23, 2010

We LOVE our NEIGHBORHOOD SCHOOL. It is community at its best! Very diverse in students as well as in programs. Awesome Science and Garden program, and wonderful Arts program as well. Have been there for many years, and have another kinder ready to start in the fall.
—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

849

Change from
2012 to 2013

-40

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

9 / 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

849

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

-40

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)

9 / 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.

62 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
74%

2011

 
 
66%

2010

 
 
45%
Math

The state average for Math was 65% in 2013.

62 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
83%

2011

 
 
83%

2010

 
 
54%
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.

61 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
75%

2011

 
 
48%

2010

 
 
76%
Math

The state average for Math was 66% in 2013.

62 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
89%

2011

 
 
66%

2010

 
 
85%
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.

55 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
84%

2011

 
 
75%

2010

 
 
84%
Math

The state average for Math was 72% in 2013.

56 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
81%

2011

 
 
75%

2010

 
 
82%
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.

50 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
70%

2011

 
 
83%

2010

 
 
82%
Math

The state average for Math was 65% in 2013.

50 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
67%

2011

 
 
84%

2010

 
 
69%
Science

The state average for Science was 57% in 2013.

49 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
78%

2011

 
 
86%

2010

 
 
75%
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.

46 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
100%

2011

 
 
70%

2010

 
 
63%
Math

The state average for Math was 55% in 2013.

46 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
73%

2011

 
 
54%

2010

 
 
51%
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%
Males72%
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)80%
Economically disadvantaged60%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)81%
Parent education - college graduate73%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students82%
Females80%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged67%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only82%
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)81%
Parent education - college graduate82%
Parent education - graduate school/post graduate93%
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 Students61%
Females58%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged15%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only64%
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)31%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students72%
Females71%
Males74%
African Americann/a
Asiann/a
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)81%
Economically disadvantaged54%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only73%
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)50%
Parent education - college graduate83%
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

English Language Arts

All Students81%
Females83%
Males80%
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)89%
Economically disadvantaged78%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability80%
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)83%
Parent education - college graduate83%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

Math

All Students82%
Females87%
Males76%
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)86%
Economically disadvantaged79%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)83%
Parent education - college graduate83%
Parent education - graduate school/post graduate79%
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 Students70%
Females63%
Males77%
African Americann/a
Asiann/a
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)79%
Economically disadvantaged52%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only73%
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)71%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students60%
Females52%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged52%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability60%
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 graduaten/a
Parent education - some college (includes AA degree)63%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students55%
Females43%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged38%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only57%
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)38%
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

English Language Arts

All Students68%
Females70%
Males65%
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)83%
Economically disadvantaged53%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)77%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students52%
Females41%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged21%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)50%
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

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
White 56% 27%
Hispanic 26% 51%
Two or more races 7% 3%
Black 6% 7%
Asian 4% 11%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 37%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Corrie Buckmaster
Fax number
  • (916) 277-6388

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

Apply

To learn more about enrolling, please call the school.
 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Notice an inaccuracy? Let us know!

3919 McKinley Boulevard
Sacramento, CA 95819
Phone: (916) 277-6364

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools

Sacred Heart School
Sacramento, CA



Caleb Greenwood School
Sacramento, CA


Courtyard School
Sacramento, CA




ADVERTISEMENT
ADVERTISEMENT