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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 June 8, 2014

Wonderful school with caring teachers and a beautiful facility. Even the library is great for an elementary school.
—Submitted by a parent


Posted May 29, 2014

We have been at Judah for 5 years and have 3 children that attend here. The staff, teachers and PTA are very dedicated to my children and making sure they are being educated in a diverse environment. The school offers many programs and is always pushing my children educationally to be the best that they can be. I recommend this school to everyone. There is a nice comforting feeling when I go to work and know that my kids are in such great hands.
—Submitted by a parent


Posted May 28, 2014

I have 2 children at TJ. We were lucky to get in during Open Enrollment, and do not reside in East Sac. In fact, we are residents of Oak Park. I was concerned at first that we would not fit in and might even be left out, but my concerns were unwarranted. We transferred from SCUSD's #1 school after learning they were unable to meet the needs of one of my children. The team at Theodore Judah has been so supportive and encouraging to my special child and our family as a whole. Principal Celeste has always been kind, and fellow parents have been warm and inviting. My children are educationally challenged and receive art, music, and garden lessons that keep them engaged. I love this school.
—Submitted by a parent


Posted May 28, 2014

We are so excited about our experience at Judah. The staff has been very accommodating and welcoming to our child. The philosophy the school has about the inclusion of art, science and music in the school day make the learning environment very engaging. The facility is old and in need of TLC but parents and community members are doing a great job of keeping that front and center so the district makes improvements. The families that attend watch out for each other and come together to make smart decisions for our children and the education they receive.
—Submitted by a parent


Posted May 25, 2014

This school is WONDERFUL! After reading the last few reviews, I am so confused and saddened by the negative and odd comments people are making about our school. Sure, it is old and class sizes are big, but that is city wide and we need to take that up with the district. If your kid has special needs or behavioral problems, maybe that's a separate issue, but don't blame the teachers and staff who work so hard to make this school amazing. The PTA works hard too and should not be blamed for "taking over the school," or raising "cliquish children!" Such silliness! This summer we are getting many improvements made to the school and our programs continue to be some of the strongest in the district. This is a lovely neighborhood school and it hurts my heart to see it spoken so poorly of. People are waiting to attend here and the community of parents is outstanding. I guess some folks just have a hard time seeing how tremendous our little school is.
—Submitted by a parent


Posted May 25, 2014

My wife and I are not sure we did the right thing by transferring our son to this school. The building is old and smells horrible. People from the surrounding neighborhood bring their dogs in and let them poop on the playground area and he has ruined three pair of shoes from stepping in it. Our son has always enjoyed school but has become withdrawn and does not like going to school anymore since starting here. We have tried discussing our concerns with the principal but she is less than helpful. The teachers seem like they are unhappy and under stress all of the time. The school has safety issues.
—Submitted by a parent


Posted April 30, 2014

I was drawn by what seemed like a true sense of community and good academic programs. My daughter really wanted to go to this school, but after a few months she begged me everyday not to go. The very first day of kindergarten, she came hone full of anxiety asking about the bench, the principals office, and calls home for bad behavior. When I asked her what she did at school, she said they had to sit all day and any playtime was short. I volunteered and noticed the kids were in trouble for minor offenses... hair twirling, squirming, sitting the wrong way. I'll also have to agree with previous post that there is a non-inclusive, clique mentality prevalent among the highly involved pta parents. Even worse, the same attitude seemed apparent among their kids. My daughter has always been outgoing with lots of friends. She was left out by the other girls in her class. The teacher didn't seem to notice or understand how to create a class culture of inclusivity. My child became more isolated, anxious, and unconfident as time passed. After finally leaving the school, I sent a message to the principal requesting to aire my concerns. I never received a reply. Don't believe the hype.
—Submitted by a parent


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

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


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 2012 and Spring 2013. 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%
Source: CA Dept. of Education, 2013-2014

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
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 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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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.

Upcoming Events

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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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