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GreatSchools Rating

Mark Twain Elementary School

Public | K-6

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 6 ratings
2013:
Based on 3 ratings
2012:
Based on 2 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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16 reviews of this school


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Posted August 12, 2014

Don't hate on Mark Twain because you got busted handing out flier to kids. My kid got one from a grown blond lady not a little boy. So mom up and shut up, if you don''t like the common core or any other standards of testing the district is choosing for it's schools then take it up with them, Mark Twain is a good school with good teachers, good kids, and a good principle
—Submitted by a parent


Posted May 14, 2014

Come on, Mark twain is not that bad! The Common Core is meant to ensure there are standard for every school in our nation. If you hate standards, go hide in a private school, where ANYTHING could happen. Including not teaching reading until 3rd grade, as I have heard from some "friends" whose children attend these pricey alternatives. The teachers work hard to earn their paychecks! Have YOU ever tried being in the classroom every day with 30 plus kids, half of whom were raised in homes where English is not spoken?! Please do not say bad things about a school where your kids do not even go.
—Submitted by a parent


Posted April 8, 2014

This is a great school that offers many opportunities to learn or strengthen skills in a fun engaging safe environment. the Staff is wonderful and this school has a START After School Program.
—Submitted by a teacher


Posted April 4, 2014

My wouldn't send my child this liberal common core teaching school if it was the only one in the area. Talk about "dumbing" down our kids.
—Submitted by a parent


Posted April 4, 2014

Parents need to wake up. This Principle's actions are very troubling and threatening. You are paying the taxes/bills, you have a right to voice your concerns. Whoever hired this Principle shoukld be held accountable, as well. This is disgusting... even for California.


Posted April 3, 2014

In response to the current events taking place on this campus...the principle banning a parent from campus for 14 days: The principle on this campus is purely an affirmative action principle. She truly is at war with both parents and staff. Her actions are completely out of line and she deserves to be removed from her position immediately. Parents do have rights. They have the right to be pro-active concerning public education...and they have a right to over see their children's education. Pro-active parents are the most important parents to have around your public school. Sadly, the principle is unable to understand that debate is a healthy characteristic in public education. She only views public concerns as a threat to her position. But she is the threat. Please direct your concerns directly to Sac City Unified School District, and simply ask for this principles resignation. Students, Teachers and Parents before administration. They and their pay checks are out of line!


Posted August 30, 2013

I am going to be a 5 grade student that goes to Mark Twain Elementary School and I think it is an awful school. The principle is rude to parents, the staff workers, and the kids. Ms. King is very rude. She yells at kids when she doesn't even need to. My mom is very unhappy there. Im unhappy there. The only reason i go there is my older sister goes to West Campus. So its easier for my mom i just go to Mark Twain. They need to fix up the playground and the bathrooms. The teachers are very nice though, and the Staff workers. That is what I wanted to say about Mark Twain Elementary School.


Posted April 14, 2013

I'm a grandparent and i'm also a child sitter in the preschool. The teachers are great. I wish more parents would help out. They should NOT think that we can do it all. Parents should have more interaction with thier kids and the school.
—Submitted by a parent


Posted April 7, 2013

This school may be next to West Campus (which happens to be one of the only decent H.S.'s in the district... but this school is a wreck. While the K-3 may be decent to ok... the 4th-6th grades are a joke. This school is a wreck due to the Principle... she's at war with her staff, and it shows. Throw the bag out and and get someone new and fresh... out with the old!


Posted September 4, 2012

The teachers are very caring and considerate of their students. They focus on teaching standards and allowing the students to express themselves. I feel that the school is safe and that the staff does an excellent job at creating a very caring and nurturing learning environment.


Posted July 31, 2012

my child had a bad experience they never send home homework and then the would ask for it to be turned in and don't like the teachers tons of bullying I would pick up my child and she would be in tears the would try to force her to read and the discipline was horrible putting a 1st g in with 5th g that were picking on her one day I was eating lunch with her and they told the kids in the lunch room to shut up and eat or they would throw there food in the trash this school should be shut down the principle is horrible favors kids and my child was left out when she needed extra help in school and they told me I had to work with her and the extra help this schooI have no respect for they dont care about the kids because of mark tewain my child is behind in school and hadd to spend money to get her help we send are kids to school for them to learn are tax dollars pay for this wow what a waste my child said that she is so happy that she will be going the keller and all I have hard is awesome things about keller
—Submitted by a parent


Posted April 7, 2011

Mark Twain Elementary is a great school. There are extra supports for students and a focus on improving student achievement. The overall student behavior seems to have improved over the years. The teachers give a lot of extra effort to tutoring and working with the students to meet their learning needs. There is currently an immense effort to engage more parents in their children's learning through the Parent Action Team.


Posted December 22, 2010

i went to mark twain and now i am in hs. at mark twain there were some really awesome teachers there for example mr.brown was a really nice man, mr.bernard helped me with my math. they had the after school START program there and at once i was enrolled in it. even now i still go to mark twain and visit some teachers or volunteer at START. it is really a good school.


Posted March 14, 2010

I would like to say that I have been so pleased with the following teaches-Mr.Wenzel,Mr.Chase and lastly Mr.Brown.Both of my children ,when in these classes ,were happy and eager to go to school each day!They have thrived at Mark Twain!
—Submitted by a parent


Posted March 1, 2010

I have the oppurtunity to speak from 2 point of views-as a former student of the school and now a parent of 2 students that now attend Mark Twain.As a student in the mid 90's-this was a horrible school.I had a horrible teacher,there were mean bullies that were my classmates and the whole curriculum was awful.As a student,I have absolutely no happy or positive memories attending Mark Twain.Now,I am slightly happier with the way the school has improved.My 8 year old loves this school and the teachers also my 11 year old stepson.The principal has really worked on improving the school and we all really like her alot.The teachers are polite and so helpful and really caring.They also do Student assemblies where 3 children are picked from a class every month or so and are given awards recognizing their efforts and successes which I think is amazing.
—Submitted by a parent


Posted June 15, 2007

Pre-School was disappointing. Teachers did not have a curriculum. My child was 'exposed' to minimal letters, numbers and colors one percent of the school year. Teachers did not hold parent/teacher conferences. Two days before the school year was out, teachers asked parents to take time out of their busy day to attend a class parent/teacher 'conference' where they covered absolutely nothing; only to request signatures on two parent teacher conference forms. Fact: my child learned more in month at Montessori School than she did at Mark Twain Elm. Pre-School in a year. I also noticed that my child had less respect for her peers, lacked structure and direction in class. I am confident that Mark Twain will offer a better KG program.
—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

704

Change from
2012 to 2013

-5

API Statewide Rank
(2012)

1 / 10

API Similar Schools Rank (2012)

1 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet 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

704

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

-5

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)

1 / 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)

1 / 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.

50 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
30%

2011

 
 
50%

2010

 
 
52%
Math

The state average for Math was 65% in 2013.

49 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
33%

2011

 
 
64%

2010

 
 
61%
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.

45 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
35%

2011

 
 
43%

2010

 
 
37%
Math

The state average for Math was 66% in 2013.

45 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
70%

2011

 
 
66%

2010

 
 
67%
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

 
 
33%

2012

 
 
38%

2011

 
 
45%

2010

 
 
37%
Math

The state average for Math was 72% in 2013.

55 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
55%

2011

 
 
50%

2010

 
 
52%
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

 
 
28%

2012

 
 
35%

2011

 
 
29%

2010

 
 
40%
Math

The state average for Math was 65% in 2013.

51 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
38%

2011

 
 
44%

2010

 
 
51%
Science

The state average for Science was 57% in 2013.

50 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
20%

2011

 
 
17%

2010

 
 
36%
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.

49 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
39%

2011

 
 
35%

2010

 
 
39%
Math

The state average for Math was 55% in 2013.

50 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
47%

2011

 
 
35%

2010

 
 
55%
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 Students30%
Females32%
Males27%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged22%
Not economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability33%
English learner46%
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate26%
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 Students34%
Females39%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Not economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability41%
English learner31%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate35%
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

English Language Arts

All Students15%
Females16%
Males15%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged19%
Not economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability16%
English learner12%
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate21%
Parent education - some college (includes AA degree)9%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students57%
Females52%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Not economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability58%
English learner47%
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 graduate68%
Parent education - some college (includes AA degree)73%
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 Students33%
Females44%
Males21%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Not economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability33%
English learner17%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
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 state25%

Math

All Students40%
Females44%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability42%
English learner25%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
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 state33%
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 Students28%
Females31%
Males24%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged28%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability29%
English learner18%
Fluent-English proficient and English only31%
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)36%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%

Math

All Students45%
Females47%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
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%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability48%
English learner45%
Fluent-English proficient and English only45%
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)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%

Science

All Students39%
Females39%
Males38%
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)n/a
Economically disadvantaged41%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability40%
English learner36%
Fluent-English proficient and English only39%
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)40%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%
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 Students45%
Females52%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability45%
English learner8%
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 graduate27%
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 Students52%
Females52%
Males52%
African Americann/a
Asiann/a
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)n/a
Economically disadvantaged53%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability53%
English learner50%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
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
Hispanic 62%
White 15%
Black 9%
Asian 7%
Two or more races 4%
American Indian/Alaska Native 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 94%N/AN/A
English language learners 29%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

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School basics

School Leader's name
  • Rosario Guillen
Fax number
  • (916) 277-6486

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
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4914 58th Street
Sacramento, CA 95820
Phone: (916) 277-6670

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