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GreatSchools Rating

Matsuyama Elementary School

Public | K-7 | 648 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 4 ratings
2012:
No new ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted June 2, 2014

The teachers at this school are good at what they do but are unable to change with the times. The new principal has no control of her staff and tends to just attend, almost as if they are her boss. A changing environment that is NOT GOOD.
—Submitted by a parent


Posted May 12, 2014

I enrolled my two kids here because it had the best reviews in the area, but after one school year, I am seriously considering switching them out. My older sons teacher had one conference with me and then the rest were just notes sent home with a report card. My youngest has a teacher who seems to care but still only ever says how she doesn't know how to help him and what do I suggest. The school is no fun. No winter performances, no field trips for my youngest. My oldest is getting one field trip(a walk to Bel Air down the street!). It's an ok looking school is a nice area but they apparently don't have money for anything despite the constant fundraising. Parking is ridiculously bad and I have to show up at the school 45 mins early just to have a parking to pick up my kid. The playgrounds are also sucky, for lack of a better word. They're not allowed to play on the playground in the morning before school, they have to just stand in line. I all around dislike this school.
—Submitted by a parent


Posted April 11, 2014

My daughter has been at Matsuyama since Kindergarten. She is now in 6th grade and has loved each and every one of her teachers. Parent involvement at this school is like no other. What normally are small school activities and festivals turn into full community events. The staff at Matsuyama truly partner with parents to ensure the highest quality of education and development of our children. Principal Montgomery is the key to Matsuyama's success -- a firm, yet fun leader who stays involved on a personal level with the kids AND their parents. I am blessed to have had the privilege of my daughter attending Matsuyama and extremely sad this is her final year as we embark on a new chapter this Fall. Words cannot express how grateful I am to 6th grade teacher, Mr. Mike Mullen, for being a positive male role model to my young daughter. This school is highly recommended to all!
—Submitted by a parent


Posted November 18, 2013

My son was racially profiled and disregarded. His ADHD was used as a tool against him. He was being bullied and the teachers disregarded him and he was left to his own devices. He was made to feel bad for the way that he looked and complained about how poorly the teachers treated him on a daily basis. He was made out to be a monster on every school write up or suspension when the fight was initiated by another student. I would not recommend this school for any African American child or minority for that matter. -A very upset parent.
—Submitted by a parent


Posted August 20, 2013

This school only cares about kids that are in the box, teachers lack training, and patience, bullying is overlooked, as teachers chit chat instead of watch the children, teachers seem overwhelmed and miserable, had to pull my child out :(
—Submitted by a parent


Posted June 18, 2013

This school goes the distance. We transferred to follow the new principal, and we have had very positive experiences. 1) the parent participation is so strong, it's almost intimidating! But everyone is very nice. Highly recommend volunteering for one of the festivals to get to know people. 2) the academic push is strong. Our daughter kept up, but there are a lot of concepts I am really hoping they cover again so that they are ingrained. Her reading comprehension is very high, and she is doing math at the end of 2nd grade that I was doing in 5th. I don't necessarily idealize that developmentally, but it's nice to see her handle it. 3) zero tolerance for bullying. Period. So that can backfire on a prankster or class clown!! 4) after school activities abound. There is music, art, language, math and science, etc; and they are inexpensive. At our last school? The only after school program was baton. 5) The only issue I have had so far has been with the after school child day care program run by the school district; I found the k-2 program to be rigid rules-wise and behind-the-times developmentally, though very kind. Needless to say, we are looking forward to 3rd grade!
—Submitted by a parent


Posted May 2, 2013

My son attended this school since kindergarten and was vilified by the teachers and students for his ADHD condition, never got good grades until I pulled him out, he is currently on the honor roll and doing great, Matsuyama is a box with absolutely no flexibility, I agree with the previous post that this school should be converted to a Charter School!!!!!
—Submitted by a parent


Posted April 4, 2011

My son looks forward to his school every day. It has a very good reputation in the area and definitely the teachers and staff are respected and the learning environment is very rewarding. My son has attended two semesters now and has been proficient all the way through. If you're looking for a school academically then Matsuyama is the one for your child! I feel the principals skills and techniques play a very important role in any school and the principal at this school definitely does a hardworking job.
—Submitted by a parent


Posted February 26, 2011

Its a nice school the teachers and staff are respectul and nice, my daughter likes her school I feel the good enviornment the school has.
—Submitted by a parent


Posted June 30, 2010

Very nice school , but some of the teachers are racist,and all they care about is money if your child is sick they dont care,because they lose money.The new principle is very unfair,there is alot of favorism.


Posted September 16, 2009

Matsuyama Elementary School is a school that challenges it students to be their best. The teachers, principal and staff are extraordinary.
—Submitted by a parent


Posted September 26, 2007

I have two kids at Matsuyama and we love the school! The principal, parents, and teachers are awesome. The principal holds monthly coffee chats where parents can come and talk to him openly about anything from test scores, extracurricular activities, safety issues or anything that is on their mind. Teachers really care about their students, not only the test scores, but the health and safety of them as well. My child has multiple food allergies and all of his teachers were receptive in helping me keep him safe. One teacher even contacted me before each event to ensure my child had something to eat so he wouldn't feel excluded.
—Submitted by a parent


Posted July 10, 2007

Hello, My name is Christopher Chin and I was promoted from Matsuyama Elementary School about 3 years ago. I think that the school was excellent and the teachers really loved what they were doing. I am now attending John F. Kennedy High School in the PACE program and am looking forward to graduating. The reason that I got where I am today is because of my teachers that I had at Matsuyama Elementary School. I would recommend this school to all parents that have a child that is going to go into Kind. or if they are transferring from another school to get their kids to go to Matsuyama because the environment is very friendly and you can really fit in there. Also because there are many activities that are offered there. There is band, Orchestra, Gate, etc. And now that Matsuyama is under new management (Mr. Huscher) the school is better.


Posted May 29, 2007

I have a son in second grade and an in-coming kindergartner. Our family chose Matsuyama as our number 1 school during open enrollment. There are some exceptional teachers who go beyond expectations with their time and their attention. Extracurricular activities include the standards (choir, band, GATE) and other unique clubs (Club Matsuyama focused on our sister city in Japan, chess club, art, science). The Principal is always available and works hard to know the kids. Safety is clearly a priority, along with academics and respect.
—Submitted by a parent


Posted January 4, 2007

Having come from out-of-town, I read a lot about this school's reputation for academic achievement. My child has attended one year, and I can attess the school has an emphasis on 'the three R's'. However, I feel that the curriculum is lacking in science, social studies, and arts. Staff members have expressed their frustration for the lack of resources to the students and time constraints for teaching. Having spoken to parent's who have children at other schools, I do believe Matsuyama was the best choice I could make, foregoing private schools.
—Submitted by a parent


Posted January 12, 2006

I have two children at Matsuyama. Overall a great school but very geared towards high test scores and not necessarily a nurturing enviroment. Most teachers are great but there are a few with issues.
—Submitted by a parent


Posted August 15, 2005

I love everything about Matsuyama Elementary School. I have 2 children attending Matsuyama Elementary School this year(2005-2006) and I have met both of their teachers. Looking forward to another wonderful and successful year. The quality of academic programs are excellent. The PTA involvement level is high.
—Submitted by a parent


Posted April 4, 2005

Matsuyama is an excellent school. My son loves his teacher and is enjoying his learning experience at Matsuyama.
—Submitted by a parent


Posted August 18, 2004

My oldest daughter graduated from Matsuyama this past June '04. She started from kindergarten to completion. I also have a 1st and 4th grader coming through, both boys. I have been more than pleased with the educational opportunities offered. Our teachers overall, are highly-qualified and have many years of teaching experience. The parent involvement is exceptional! The PTA is active and enthusiastic about their goals and focused on fund raisers that help in increasing the enrichment of our students, not only during school hours (Computer Technology), but also through fine after school activities including Art, Music, Science/Math, Writing, Foreign Language and most interesting is learning about the Japanese Culture from our sister school, Sakura Elementary, in Matsuyama, Japan. There is a high focus on the academics (Look at our achievement scores!), however, the principal, teachers & parents also work closely for the well rounded education and safety of our children.
—Submitted by a parent


Posted April 29, 2004

Great school where really 'no child is left behind'.
—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

853

Change from
2012 to 2013

-18

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

8 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

853

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

-18

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)

8 / 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)

8 / 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.

91 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
67%

2011

 
 
56%

2010

 
 
55%
Math

The state average for Math was 65% in 2013.

92 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
71%

2011

 
 
54%

2010

 
 
64%
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.

94 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
47%

2011

 
 
62%

2010

 
 
44%
Math

The state average for Math was 66% in 2013.

96 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
76%

2011

 
 
89%

2010

 
 
77%
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.

84 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
71%

2011

 
 
67%

2010

 
 
78%
Math

The state average for Math was 72% in 2013.

84 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
73%

2011

 
 
78%

2010

 
 
83%
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.

89 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
73%

2011

 
 
82%

2010

 
 
74%
Math

The state average for Math was 65% in 2013.

90 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
87%

2011

 
 
82%

2010

 
 
86%
Science

The state average for Science was 57% in 2013.

89 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
72%

2011

 
 
83%

2010

 
 
76%
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.

92 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
74%

2011

 
 
70%

2010

 
 
79%
Math

The state average for Math was 55% in 2013.

93 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
75%

2011

 
 
77%

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

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 52% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

English Language Arts

All Students66%
Females70%
Males59%
African American42%
Asian68%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged39%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability70%
English learner50%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)65%
Parent education - college graduate73%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students70%
Females70%
Males68%
African American33%
Asian78%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged35%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability72%
English learner47%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)61%
Parent education - college graduate84%
Parent education - graduate school/post graduate95%
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 Students52%
Females68%
Males42%
African American39%
Asian67%
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged34%
Non-economically disadvantaged60%
Students with disability17%
Students with no reported disability57%
English learner33%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%

Math

All Students72%
Females71%
Males72%
African American53%
Asian89%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged48%
Non-economically disadvantaged83%
Students with disability43%
Students with no reported disability77%
English learner53%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate86%
Parent education - graduate school/post graduaten/a
Parent education - declined to state77%
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 Students69%
Females67%
Males71%
African American68%
Asian65%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged54%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to state67%

Math

All Students75%
Females68%
Males83%
African American68%
Asian85%
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)85%
Economically disadvantaged64%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)73%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to state73%
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 Students62%
Females63%
Males60%
African American69%
Asian53%
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)n/a
Economically disadvantaged46%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)67%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to state61%

Math

All Students77%
Females76%
Males77%
African American75%
Asian83%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged48%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability78%
English learner64%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)78%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to state82%

Science

All Students55%
Females54%
Males57%
African American63%
Asian60%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)56%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to state61%
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 Students64%
Females63%
Males65%
African American15%
Asian82%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged40%
Non-economically disadvantaged76%
Students with disability36%
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)35%
Parent education - college graduate85%
Parent education - graduate school/post graduate69%
Parent education - declined to state71%

Math

All Students69%
Females60%
Males80%
African American14%
Asian90%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged50%
Non-economically disadvantaged78%
Students with disability50%
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)53%
Parent education - college graduate76%
Parent education - graduate school/post graduate92%
Parent education - declined to state75%
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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
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)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
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)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
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)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
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
Asian or Asian/Pacific Islander 34% 11%
Hispanic 22% 52%
Black 19% 6%
White 15% 26%
Two or more races 7% 3%
Hawaiian Native/Pacific Islander 2% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 28%N/A55%
Source: NCES, 2011-2012

Teacher experience

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

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School basics

School Leader's name
  • Judy Montgomery
Special schedule
  • Year-round
Fax number
  • (916) 433-5556

Resources

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

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7680 Windbridge Drive
Sacramento, CA 95831
Phone: (916) 433-5535

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