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GreatSchools Rating

Caroline Wenzel Elementary School

Public | K-6

 

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Living in Sacramento

Situated in an urban neighborhood. The median home value is $217,500. The average monthly rent for a 2 bedroom apartment is $1,010.

Source: Sperling's Best Places
 

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Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

Parent involvement

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24 reviews of this school


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Posted June 15, 2014

Principal Yang is taking our school to new heights! Our PTA rocks! Our student body is filled with intelligent, studious, creative and kind hearted individuals. The teachers, office staff and support staff are eager to serve. Our before and after school programs are caring and innovative. We are a onward and upward school!
—Submitted by a teacher


Posted June 2, 2014

In the past, the school went through transitions that were rough. We now have a new principal that is available at all times, Mr. Yang. He really cares about the students. They have brought back activities that were lost in past years and parent participation is looking to be promising after the carnival this year. Exciting changes are happening and I am glad I get to watch this school grow up and out of the darkness it plunged into many years ago.
—Submitted by a parent


Posted April 28, 2014

my g-daughter has gone to caroline wenzel from K-6 grades. it is a very good school.


Posted September 20, 2012

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


Posted September 11, 2012

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


Posted July 3, 2012

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


Posted May 6, 2012

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


Posted March 27, 2011

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


Posted February 14, 2011

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


Posted September 24, 2010

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


Posted September 13, 2010

My own children went there and now my grandchildren are attending. This is a fantastic school with caring teachers.


Posted January 5, 2010

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.


Posted September 19, 2009

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


Posted September 16, 2009

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


Posted May 27, 2009

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


Posted January 23, 2009

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


Posted January 19, 2009

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


Posted October 3, 2008

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


Posted June 19, 2008

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


Posted March 4, 2006

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


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

774

Change from
2012 to 2013

-21

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

5 / 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

774

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

-21

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)

4 / 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)

5 / 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.

55 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
50%

2011

 
 
46%

2010

 
 
48%
Math

The state average for Math was 65% in 2013.

55 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
51%

2011

 
 
61%

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 46% in 2013.

50 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
48%

2011

 
 
32%

2010

 
 
42%
Math

The state average for Math was 66% in 2013.

49 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
68%

2011

 
 
54%

2010

 
 
66%
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.

39 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
51%

2011

 
 
69%

2010

 
 
73%
Math

The state average for Math was 72% in 2013.

38 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
51%

2011

 
 
79%

2010

 
 
72%
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

 
 
54%

2012

 
 
66%

2011

 
 
52%

2010

 
 
61%
Math

The state average for Math was 65% in 2013.

51 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
72%

2011

 
 
54%

2010

 
 
53%
Science

The state average for Science was 57% in 2013.

51 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
51%

2011

 
 
46%

2010

 
 
46%
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.

33 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
62%

2011

 
 
55%

2010

 
 
54%
Math

The state average for Math was 55% in 2013.

35 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
57%

2011

 
 
49%

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 Students48%
Females68%
Males33%
African American43%
Asiann/a
Filipinon/a
Hispanic or Latino29%
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%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)43%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students54%
Females68%
Males45%
African American48%
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged47%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)48%
Parent education - college graduate55%
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 Students24%
Females14%
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
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%
Non-economically disadvantaged18%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only29%
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)26%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students36%
Females19%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)42%
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 Students54%
Females60%
Males47%
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 disadvantaged36%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only56%
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)59%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students71%
Females65%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged63%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only76%
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)76%
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 Students54%
Females73%
Males39%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)63%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students53%
Females50%
Males55%
African American8%
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only52%
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)55%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students35%
Females35%
Males36%
African American8%
Asiann/a
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)n/a
Economically disadvantaged29%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)32%
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 Students60%
Females54%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
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 Students60%
Females52%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged63%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
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
Hispanic 34% 52%
Black 24% 6%
White 17% 26%
Asian or Asian/Pacific Islander 12% 11%
Two or more races 9% 3%
Hawaiian Native/Pacific Islander 4% 1%
American Indian/Alaska Native 1% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 57%N/A54%
Source: NCES, 2010-2011

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
  • Yee Yang
Fax number
  • (916) 433-5285

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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6870 Greenhaven Drive
Sacramento, CA 95831
Phone: (916) 433-5432

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