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Teacher quality
Principal leadership
Parent involvement
The absolute best part about this school is Ms. Marshall. Shes DEDICATED. Its really hard to find amazing teachers like her in these times. With budget cuts the staff is insanely busy so please be patient with the front office. They really do try their best. On Fridays the entire school even staff participate in mob dancing. It's hilarious. Parent involvement is scarce here and can improve. There is plenty of opportunities to volunteer. They have 4thR- AWESOMENESS! a free ASES after school program, and reading partners, LOVE it. The cafeteria is always clean and orderly. Kids are required to wear uniform which I really like.
—Submitted by a parent
My son attended Wenzel last year as a kindergartener. I found the school to have a warm, inviting atmosphere. His teacher, Mrs. Bender and co-teacher Mrs. Janigian were both excellent. They were highly informed about the education of young children and were patient, kind and warm hearted people who genuinely seemed to love children. Parent involvement was highly encouraged and it was wonderful to see so many parents participating in the first 15-30 minutes of class. Such a warm environment invited more class room volunteers than I have seen in other settings. Wenzel may be an older school without some of the bright shiny brand new tools of the trade, but you can't put a price on good old fashioned caring teachers and a happy setting in which to learn. Principal, Judy Montgomery really set the tone for a successful, happy learning environment and it is my hope that the new administration will continue with her efforts.
—Submitted by a parent
I have never been so irritated with the transportation system. My daughter is suppose to be picked up at 8:35 every morning. The bus is either an hour late or at the least 35-40 minutes late,leaving my daughter sad and wondering if she is going to make it there or not. Now if it did show up on time and she wasn't out there she would be left and then get a mark against her for missing school. I am just saying someone needs to fix this transportation problem. I do not like starting my daughters or my day frustrated.
—Submitted by a parent
During the blending of Caroline Wenzel with Bear Flag Elementary, emotions and frustrations were high. However, that was over five years ago and our school has morphed into a wonderful learning environment. Our students are engaged and happy. Our staff is dedicated and caring. Creative, innovative and thought provoking activites are always taking place. The surrounding neighborhood and park provides a lush, positive playground experience as well. I feel very fortunate to be a member of our Caroline Wenzel team.
—Submitted by a teacher
The best thing about Wenzel is the principal, Judy Montgomery. She's very hands-on, proactive, and sincerely cares about the children's learning. The downside is the lack of parental involvement and almost no extracurricular enrichment activities (GATE, band, chorus, computers, etc).
—Submitted by a parent
This is my first visit to greatschools and I was appaled at some of the comments made about Caroline Wenzel School. My children transfered here from Bear Flag when the schools were combined. I found many of the original Wenzel parents to be rude and judgemental about the children from Bear Flag. They often refered to them as "those" children. Principal Montgomery has been working hard with her staff to meet the changing and challenging demands of an economically and ethnically diverse student and parent poulation. She has had to make some tough decisions, including addressing some very inapproriate, rude, and disrespectful parents that feel they are entitled to be above the expectations for behavior. My kids love the teachers and the principal. Learning is fun at Wenzel and the expectations high. Principal Montgomery is not afraid to handle issues head on as she is fully commited to supporting an environment that is inclusive of all children and one that promotes ethical development as well as academic development.
—Submitted by a parent
My daughter started Kindergarten here this year. While I think her teacher is amazing, and Principal Montgomery is very congenial and easy to speak to, the front desk staff are NOT. If you don't need anything (like a volunteer sign up sheet or a place to park while you deliver water to your daughter's class while you are pregnant and in need of assistance or a cart or a spot to pull up closer), you are out of luck with the main clerk. She's unhelpful, non-collegial, not forthcoming, and likely to raise an eyebrow that you're making any sort of request, and you'll give up. Additionally, the assistant in the front office last Spring sent me back to Kaiser 2X to get my daughter's vaccine records up to date....WHEN She just couldn't READ a record. Teachers, principal and 4thR=great. Can the staff.
—Submitted by a parent
My own children went there and now my grandchildren are attending. This is a fantastic school with caring teachers.
I interned at this elementary school in the Healthy Start Resource Center, and it was a great school. Some really awesome teachers, and very sweet students. I found the principal to be very approachable and professional.
Principal Montgomery and her staff of teachers have done a wonderful job in constantly improving the quality of education at Caroline Wenzel. Recent test scores are proof of that. I've observed the teacher student relationship to be outstanding. As a parent I would encourage all parents to get involved as much as possible to support the effort.
—Submitted by a parent
Great Principal, Awesome Teachers and Staff and involved parents is what makes this school great! My daughter has done fantastic and is advanced in all subjects. She is happy and loves her teacher. My son is in Kinder and loves it! He looks forward to going to school everyday and learning. They both do! That's the kind of feedback that matters the most! They hardly go on any field trips but at least the school is still open! With all the budget cuts you have to count your blessings.
—Submitted by a parent
The Pricipal here is very rude and short on comments when asked about certain problems in school. She does not seem like a caring principal more like an employee working for a check! They do have a very sweet and caring teacher there name Mrs. Marshall she loves those kids truely! We need more teachers and principals like that!
—Submitted by a parent
My dughters started at this school when they were in 1st & 2nd grades. They are in 5th & 6th now. Our principal is wonderful and she works her butt off along with the rest of the staff. They have very hard jobs and have to deal with a lot on a daily basis. So I tip my hat to everyone at Caroline Wenzel :)
—Submitted by a parent
This school is not as bad as other Sacramento Schools my child has been going to Caroline Wenezl since we moved to this area a few years ago my child has an awesome Teacher the only thing I am not happy with is since my child has been going there he has never went on any field trips the only students that go on field trips are the 6th graders which is unfair the school is always asking for donations since Principal Montgomery has been there it has not been the same I wish the old Principal was still there she was very much into activities with the children and was a very up bright person who cared about the students there my child has be harrassed about his race and the people who work there don't take racist slurs from one student to another student serious.
—Submitted by a parent
Since Bear Flag school has joined Wenzel, the students and principal from Bear Flag has made this school worst. The students run the class rooms and policies do not allow the teachers to actually teach. Due to bad behaviors from students, teachers are forced to focus what little time they have on 'baby sitting' those students which wastes valuable class room time with the good students. The blame lies with not only the school policies, but the principal and the parents. Most parents do not care whether or not their students succeed in school, therefore, in life. This is why the behavior problems have increased since Bear Flag joined Wenzel. Our old principal was excellent, she was strict and she set ground rules that everyone had to play by. This is the type of discipline that is needed at this school. Good students and parents are leaving.
—Submitted by a parent
Principal Montgomery is an amazing addition to this school. Test scores were amazing this year (2007-2008) and students happy and learning. My son had the best teacher ever in Kindergarten even though he went into the school year reading. He wasn't bored and was pushed at his level. what makes a good school great is mostly parent involvement!
—Submitted by a parent
This school is very poorly run and has a deplorable curriculum. The focus is on 'feelings' rather than actual education. They have policies of punishing an entire class for one students infraction which only teaches the good children that it is pointless to behave. In addition, the principle is dismissive and aloof, unwilling to give a parent the time of day unless it has to do with multi-culturalism. We are currently moving out of the area with the sole purpose of getting out of this school district.
—Submitted by a parent
Playground equipment is so limited. There are no field trips. Parent involvement is low. They are always asking for donations, but it is spent only for below average students as far as I can tell.
—Submitted by a parent
parent involvement seems to be strong, teacher dedication also
—Submitted by a parent
My son attended Kindergarten in 2004. He had a very positive experience. He was excited to go to class every day. His teacher really built up his self esteem and taught him to be comfortable in front being center stage in front of his peers. I was surprised that with so many kids attending preschool that 1/2 his class had no experience with the alphabet -- it took about 2/3rds of the year to get to reading. Very little parent involvement -- myself and two other parents.
—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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
63 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
63 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
58 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
53 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
57 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
43 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
39 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
45 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
46 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 50% |
| Females | 47% |
| Males | 52% |
| African American | 31% |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 64% |
| Students with disability | 29% |
| Students with no reported disability | 55% |
| English learner | 23% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 47% |
| Males | 55% |
| African American | 38% |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 55% |
| Students with disability | 29% |
| Students with no reported disability | 57% |
| English learner | 23% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 48% |
| Females | 59% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 78% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 51% |
| Females | 50% |
| Males | 52% |
| African American | 15% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 52% |
| Males | 50% |
| African American | 7% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 66% |
| Females | 67% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 71% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 52% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 62% |
| Females | 64% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 54% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| African American | 31% | 7% | ||
| White | 24% | 28% | ||
| Hispanic or Latino | 23% | 49% | ||
| Asian | 13% | 8% | ||
| Multiple or No Response | 3% | 3% | ||
| Pacific Islander | 3% | 1% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 10% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 52% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 40% | 85% | ||
| Cantonese | 19% | 2% | ||
| Hmong | 11% | 1% | ||
| All other non-English languages | 6% | 1% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Marshallese | 4% | 0% | ||
| Cebuano (Visayan) | 2% | 0% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Russian | 2% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 2% | 0% | ||
| Tongan | 2% | 0% | ||
| Urdu | 2% | 0% | ||
| Vietnamese | 2% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |
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6870 Greenhaven Drive
Sacramento,
CA 95831
Phone: (916) 433-5432
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