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GreatSchools Rating

Del Paso Manor Elementary School

Public | K-6 | 545 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 4 ratings
2011:
No new ratings
2010:
Based on 3 ratings

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Principal leadership

Parent involvement

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18 reviews of this school


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Posted October 8, 2012

Great school with an "old school" feel. Lots of community involvement. Both of my children have gone through the program here. One went through the "regular curriculum" the other through the "Rapid Learner" program, both with great outcomes. My oldest is now participating in the International Baccalaureate program at Mira Loma (she went through the "regular curriculum") Love the Principal! Lovely team of teachers.
—Submitted by a parent


Posted September 12, 2012

We should have never switched schools to be closer to home and my business. This was a great school and it deserves a lot more credit. They re-did the playground in 2011 and the school has carnivals/fairs and students sell cookies. You get the community involved here. It was a unique experience and if your kids can attend here take them here over any other San Juan school. Top notch. They even had homework and seemed to be learning great and parents were very involved!
—Submitted by a parent


Posted June 29, 2012

Wow! has DPM come up in the world! The new principal is AMAZING! The campus is gorgeous and always improving, it is always spotless. The teachers seem to be very indulged in the student's learning. We receive weekly email newsletters letting us know not only what is going on school wide but within our child's classroom. For example: "this week we took chapter 6 spelling test, student will bring home grade on Tuesday". We live within the neighborhood and the community is old school values, family comes first. Everyone keeps an eye out for out of the ordinary. Last years carnival was put together by our neighbor (parent of student) and blew it out of the water! I mean horse carriage rides, photo booth, 20 ft bounce house slide, tons of games, pumpkin patch! , and popular restaurants set up shop for food! I think we beat out all the rest of the schools - people were talking for months about how awesome it was. We feel so blessed to have our son attend this school. I highly recommend DPM.
—Submitted by a parent


Posted February 20, 2012

I love DPM! My son attend grades 4-6, and then my daughter started Kindergarten the following year. The new/current principal does an excellent job of integrating the RL kids and the neighborhood kids. She is very dedicated and is truly a breathe of fresh air the school needed! The PTA is excellent and has done such a tremendous job bringing students, faculty and families together! I highly recommend this school to any parent looking for a superb environment to place their children into.
—Submitted by a parent


Posted March 10, 2010

We love DPM. My kids have enjoyed school so much more since they transferred to DPM this school year. Their old school was so dysfunctional. DPM is very well run. The teachers are all very approachable and the new principal gets an A for her approach to running a school. I always talk to people I know about DPM and encourage them to send their children to this school.
—Submitted by a parent


Posted October 3, 2009

Enthusiastic teachers, excellent opportunities to explore science
—Submitted by a parent


Posted September 16, 2009

Having the Rapid Learner program complicates things for this school. Only a fraction of families are making decisions for the whole of the school. We decided to leave after Kindergarten and first grade when our daughter didn't get into Rapid Learner because it is like two schools, the haves and the have nots. I hope the new principal can do a better job of integrating these kids since they both have much to offer the other. We are happy with our new choice, but leaving was an agonizing decicion.
—Submitted by a parent


Posted September 6, 2008

Many good things are happening at DPM. We have a tremendously hard working PTA organization. We have excellent test scores in 3rd, 4th, and 5th grades. We are a caring group of teachers working extremely hard to make this the best educational environment that we can with little district support. We have some outstanding, well educated, and insightful teachers.
—Submitted by a teacher


Posted August 13, 2008

The school itself is unkept - though the occassional attempt is made by staff. The quality of teachers is unfortunate - though there are one or two bright spots on the teaching staff. Overall my son's 5 years at this school were nothing what I had hoped for and the education he came away with was well below average.
—Submitted by a parent


Posted August 12, 2008

My 2 daughers went to DPM ,this year we moved and can't stay there.I very happy with their educational level that they have now .We immigrated 5 years ago tho US and my children went to school without any English words.My husband and I are thankfull teachers and principal for their job. Refering to discipline.I think that not the teachers or principal should discipline our kids.All their behavior in school is the result of the discipline education at home.
—Submitted by a parent


Posted June 5, 2008

This bullying problem has been twisted and helped along by the teachers as well as the teachers at this school. Instead of bringing in the parents to meet and discuse the problem before the principle, they are kept in the dark, seems like the principle is signing alot of referrals this year. You should ask to examine the number of disciplinary forms she has signed this year and previous years. Parents are not let known of the problem untill it is to late and the action has taken place. Not all the reasons are written in on the forms she signs only how she sees it. Ask to come in and speak to her if need make an apppointment. Make sure you are heard and don't hesitate to bring up your thoughts, your children are the reason she has a job, and thier welfare is her responsibility.
—Submitted by a parent


Posted May 28, 2008

I have 2 kids attending DPM. This is a great school and the teacher are exceptional!! The only bad thing of the school is the principal. She does nothing for discipline, letting the same kids get away with bullying. I don't think the school does enough to educate children on the harmful effects of bullying. I know I teach my kids not to bully others, but if the principal does not have the backs of the teachers, the kids know they can get away with anything. The prior principal was more involved with children safety. However, the teachers are great and helpful.
—Submitted by a parent


Posted April 25, 2008

My oldest went to DPM 1992-1998 and now I have my 3 youngest attending in K, 1st & 2nd grade RL. I'm proud of our school and wouldn't change it for the world. Thank you DPM!
—Submitted by a parent


Posted November 18, 2007

The RL program is excellent. I would recommend it for any parent with a gifted child.
—Submitted by a parent


Posted June 8, 2006

Very high in parent participation - although it seems that fewer parents are able to participate each year. Teachers truly seem to care and want the kids to succeed.
—Submitted by a parent


Posted September 27, 2005

The quality of the academic programs, I would say is hard to judge. The academics seem to have changed since I was in school, and its hard to figure out what they are trying to teach the students, when you as a parent can't even begin to understand the reasons for their new processes. Its hard for the students to understand on average. The music is not special, 'traveling' music from classroom to classroom, no good band and no good choir. The art projects are fantastic in product but the students don't come out learning any art appreciation. There is no sports programs supported by the school prinicpal at all, and there are no extra curricular activities for the students to enjoy. They have an afer school program that provides childcare, but the students hate being there as it resembles too much quiet time that they have during classroom.
—Submitted by a parent


Posted May 30, 2005

My son has attended DPM for 4 years and will be moving on to Middle school next year. I have been pleased with DPM for the most part. I feel he has received a good education in each subject. They have music, art and some sports programs. I do feel the new principal needs to be stricter and show her presence on the campus more. The prior principal had a reputaion for being strict and the kids did not cross the line, that is gone now, I feel the school in general has declined due to the kids not having respect & the teachers not having dicipline support. I do feel that the parent must be closely involved in order for the child to succeed. Due to the # of students in class, without parental support it would be easy for the child to fail.
—Submitted by a parent


Posted June 22, 2004

My daughter attended Del Paso Manor last year for first grade.I will have to say that She loved it and did very well.So much so it would greatly upset me to have to hae her go elsewhere.Unfortunately I moved out of the district last year and am being advised that because of that she cannot go there again unless I move back into the district.She will not be allowed an innerdistrict transfer.That would be the major downfall with the school,because no matter how well she did that isnt taken into consideration.
—Submitted by Junior Sheldon, 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 2012.

This school's
API score

854

Change from
2011 to 2012

-4

API Statewide Rank
(2011)

8 / 10

API Similar Schools Rank (2011)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

854

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
2011 to 2012

-4

Change from 2011 to 2012
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
(2011)

8 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

4 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

98 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
52%

2010

 
 
52%

2009

 
 
66%
Math

The state average for Math was 64% in 2012.

97 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
57%

2010

 
 
57%

2009

 
 
70%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

92 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
58%

2010

 
 
53%

2009

 
 
52%
Math

The state average for Math was 69% in 2012.

91 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
71%

2010

 
 
69%

2009

 
 
67%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

96 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
84%

2010

 
 
73%

2009

 
 
80%
Math

The state average for Math was 71% in 2012.

97 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
80%

2010

 
 
79%

2009

 
 
76%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

85 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
77%

2010

 
 
70%

2009

 
 
77%
Math

The state average for Math was 65% in 2012.

87 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
78%

2010

 
 
74%

2009

 
 
77%
Science

The state average for Science was 60% in 2012.

90 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
73%

2010

 
 
82%

2009

 
 
78%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 59% in 2012.

73 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
45%

2010

 
 
62%

2009

 
 
45%
Math

The state average for Math was 55% in 2012.

74 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
28%

2010

 
 
61%

2009

 
 
41%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students52%
Females50%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged12%
Non-economically disadvantaged82%
Students with disability36%
Students with no reported disability54%
English learner6%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)41%
Parent education - college graduate62%
Parent education - graduate school/post graduate88%
Parent education - declined to state29%

Math

All Students55%
Females52%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged13%
Non-economically disadvantaged84%
Students with disability27%
Students with no reported disability58%
English learner6%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)47%
Parent education - college graduate60%
Parent education - graduate school/post graduate92%
Parent education - declined to state33%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students45%
Females52%
Males37%
African American33%
Asian55%
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged22%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)18%
Parent education - college graduate56%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Math

All Students65%
Females70%
Males60%
African American67%
Asian67%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged41%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate78%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students84%
Females86%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged69%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability86%
English learner36%
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)74%
Parent education - college graduate96%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students77%
Females74%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged63%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability78%
English learner45%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)79%
Parent education - college graduate81%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students77%
Females78%
Males77%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)78%
Economically disadvantaged56%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduate96%
Parent education - graduate school/post graduate93%
Parent education - declined to state46%

Math

All Students77%
Females71%
Males82%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)80%
Economically disadvantaged50%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)83%
Parent education - college graduate84%
Parent education - graduate school/post graduate96%
Parent education - declined to state43%

Science

All Students75%
Females70%
Males81%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)78%
Economically disadvantaged52%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)46%
Parent education - college graduate92%
Parent education - graduate school/post graduate96%
Parent education - declined to state47%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students78%
Females70%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged62%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate86%
Parent education - graduate school/post graduate95%
Parent education - declined to state59%

Math

All Students67%
Females61%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged45%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate71%
Parent education - graduate school/post graduate86%
Parent education - declined to state45%
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 55% 28%
Hispanic or Latino 22% 49%
Asian 10% 8%
African American 9% 7%
American Indian or Alaska Native 2% 1%
Filipino 2% 3%
Multiple or No Response 0% 3%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 113%N/A24%
Students eligible for free or reduced-price lunch program 240%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 70% 85%
Russian 9% 0%
Armenian 5% 1%
Farsi (Persian) 4% 0%
Rumanian 4% 0%
Thai 4% 0%
Assyrian 2% 0%
Japanese 2% 0%
Tigrinya 2% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 23N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 12N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 4%N/A2%
Source: CA Dept. of Education, 2008-2009
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2700 Maryal Drive
Sacramento, CA 95821
Phone: (916) 575-2330

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