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GreatSchools Rating

Theodore Judah Elementary School

Public | K-6

 

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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 8 ratings
2013:
Based on 4 ratings
2012:
Based on 3 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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59 reviews of this school


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Posted April 22, 2010

TJ is in a unique status of a school moving forward with support from students, parents and the community. A renewal of education for the right reason,...the students and their future. Top drawer PTA support and involvement is bringing the school back to a top rank elementary school in conjunction with teacher and staff interaction. McKinley Park is a community and Theodore Judah is our school.
—Submitted by a parent


Posted April 22, 2010

Theodore Judah is great because of its active PTA which contributes to provide such programs as science, art, music, garden, and computers.
—Submitted by a parent


Posted April 22, 2010

this school is amazing! it is for sure a school on the move. the pta is very active and has worked with the teachers to make some fabulous things happen - music, hands-on science, and in-the-dirt garden time for each class each week! come to our open house on may 27th if you want to see an amazing place where you will want to enroll your kids for sure!
—Submitted by a teacher


Posted November 13, 2009

We transferred our daughter here after two years at a charter, we are amazed at the progress she has made. Awesome structure, the parent participation makes all of the difference. They have a garden that the children work in, it is a wonderful place for kids.
—Submitted by a parent


Posted October 14, 2009

There is a true partnership between teachers, parents and administration at Theodore Judah to provide a well-rounded experience for our students. The school brings traditional academics, art, hands on-science, music, and physical education to every student. It is a true community effort and everyone feels part of the Theodore Judah family. I'm so excited for my son to be part of this fantastic school.
—Submitted by a parent


Posted October 7, 2009

Theodore Judah has an amazing garden and Science Alive program that has captured the participation and interest of the entire neighborhood including many seniors. The entire community definitely feels that the school welcomes their participation.


Posted October 6, 2009

Because the parent involvement is incredible. The kids are excited about school, and we have an amazing principal who has improved the quality of the (already great) school by leaps and bounds.
—Submitted by a parent


Posted January 16, 2008

As a parent I am always impressed by the level of dedication the teachers and principal of this school have. Most of the staff has been with the school 10+ years. The principal has proven to be a wonderful asset to this school. Her open-door policy is great for us parents that have questions/comments. The PTA has changed, a new Board and president. Events seem less traditional and very sponsor driven at every event. Some of us think it has lost it's 'home-like' feel. It is not the PTA that makes the school, it is the teachers, students and parents. My child enjoys going to school there. As a parent I am very pleased with the academics.
—Submitted by a parent


Posted January 10, 2008

I am so glad the neighborhood is taking back the school! I look around the campus during recess and think what a gem of a school. As a small neighborhood school the children receive individual attention and are known by name by all the teachers and staff. I am impressed by the spirit of the school, the dedication of the PTA, and the support of the local community. I see the positive direction they are heading in and feel lucky to have such a wonderful school in my neighborhood.
—Submitted by a parent


Posted August 17, 2007

I have worked at T.Judah for many years. We have wonderful teachers, great instructional programs, and the nicest kids in Sacramento! It's a fun place to work. Come and visit us.
—Submitted by a teacher


Posted August 15, 2007

I am also a parent of a child who luckily had Mrs.Dawson for kindergarten this past year. She was absolutely the best teacher to have for this critical introduction to public education. I am hopeful that First Grade will also prove fruitful, but I am disappointed that a number of kids are not returning to Theodore Judah -- opting instead to attend Phoebe Hearst. // While this is a personal choice, we should all keep in mind that Theodore Judah's principal will begin her second year when the school bell rings in a few weeks. Her leadership, direction and vision for her school and for her students -- her kids -- are definitely worth keeping my child at her school.
—Submitted by a parent


Posted June 1, 2007

The school has won many awards this year. My son loves his teacher and his tutor. He has a lot of friends and the school feels friendly and helpful. I have been very happy with the school and plan to keep my son there for 4th grade next year
—Submitted by a parent


Posted January 15, 2007

I had a son go to Theodore Judah for kingergarten and then moved him to a parochial school. I thought most of the kindergarten teachers were great... My son had all year with Mrs. Dawson.
—Submitted by a parent


Posted February 3, 2006

Theodore Judah is a great little school tucked away in East Sac. We have a new principal that brings a burst of energy with him. He takes time to get to know the students and parents and listens. We have some great programs continuing this year like our Art Docents, music lab, and a great new science lab. Our Library is beautiful and our auditorium has been renovated. A new marquee is on the way to grace the entrance. Our PTA continues to bring great enrichment to our students and last but not least our teachers are priceless.
—Submitted by a parent


Posted November 21, 2005

There is a new principal, so I'm waiting to give him marks one way or the other. They have a music program, science program, GATE program and 4th R. However, I'm not seeing all these programs integrated into high scores from the kids. In fact, many neighborhood parents don't send their kids to this school, because of low test scores. Although the local parents are involved, I would hesitate to say that all parents are involved. Part of the issue, I think, is that the territory for the school is too large and pulls from too large of a student pool. It probably brings down test scores, but I couldn't say for sure.
—Submitted by a parent


Posted August 17, 2005

Although the curriculum looks great and the first impression is good ...the children have complained that there is not a good learning envirnment as there are too many behavioral issues and the issues are not being handled in a positive manner. The children are labeled and not given the opportunity for constructive input.
—Submitted by a parent


Posted March 24, 2004

Sad to say, since another parents note in January 2003, there has been no change in extracurricular activities. Educational field trips is basically non-existant. Though this school is in a great neighborhood, it really needs help in their overall program - from their educational curriculum to the personal enrichment the school should provide our children. We do our part to development our children and the school system needs to do their part to add to that development. Our children are limited by the education program at this school. I look forward to my child moving on to Junior High where my research has discovered a greater system of education and an even better opportunity to get involved in extracurricular activities. Unfortunately, the new principal has not offered hope for the near future.
—Submitted by a parent


Posted January 6, 2004

The school is going through changes that I think will be for the better. My children have excellent teachers. The PTA is quite strong and I expect there will be more extracurriular activities in the future.
—Submitted by a parent


Posted September 27, 2003

Located in a lovely neighborhood, this little school has had its ups and downs. The principal of many years has left and the new principal is rigid and has terrible people skills. The art program is by the PTA. Due to low enrollment many students had to change classes three weeks after school started. Now the worst school in the district, the parents do what they can, but over all the administration hobbles them.
—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
White 51%
Hispanic 32%
Two or more races 9%
Black 5%
Asian 3%
American Indian/Alaska Native 0%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 39%N/AN/A
English language learners 6%N/AN/A

Teacher experience

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

Teacher resources

Special staff resources available to students Art teacher(s)
Gardening teacher(s)
Librarian/media specialist(s)
Music teacher(s)
Nurse(s)
PE instructor(s)
Special education coordinator
Speech and language therapist(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Special education / special needs

Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Gardening teacher(s)
School facilities
  • Garden/Greenhouse
  • Science lab

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
Visual arts
  • Drawing / sketching
  • Painting
  • Sculpture
Music
  • Instrumental music lessons
  • Orchestra
Performing and written arts
  • Creative writing
  • Drama
  • Improv

Language learning

Staff resources available to students
  • Speech and language therapist(s)

Health & athletics

Staff resources available to students
  • Gardening teacher(s)
  • Nurse(s)
  • PE instructor(s)
School facilities
  • Access to sports fields
  • Garden/Greenhouse
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

Before school or after school care / program onsite
  • Before school
  • After school
School Leader's name
  • Corrie Buckmaster-Celeste
Fax number
  • (916) 277-6388

Resources

Staff resources available to students
  • Art teacher(s)
  • Gardening teacher(s)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • Special education coordinator
  • Speech and language therapist(s)
Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
Transportation options
  • School shares bus/van with other schools
School facilities
  • Access to sports fields
  • Auditorium
  • Cafeteria
  • Garden/Greenhouse
  • Library
  • Playground
  • Science lab
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Cross country
Girls sports
  • Cross country

Arts & music

Visual arts
  • Drawing / sketching
  • Painting
  • Sculpture
Music
  • Instrumental music lessons
  • Orchestra
Performing arts
  • Creative writing
  • Drama
  • Improv
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

School culture

Parent involvement
  • Join PTO/PTA
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Volunteer in the classroom
Note: Data provided by school administrators and community.
School leaders, update and verify 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.

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

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