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GreatSchools Rating

Del Paso Manor Elementary School

Public | K-6

 
 

Living in Sacramento

Situated in an urban neighborhood. The median home value is $144,600. The average monthly rent for a 2 bedroom apartment is $870.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
No new ratings
2012:
Based on 4 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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19 reviews of this school


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Posted February 8, 2014

Are you a parent who fights for your kid to get into a good school? I am. Do you have time to be at the school all time? I wish but I can't due to work schedule, AMOF I worried those parents who do have time may mess up school affair too much. The teachers and the principal are the best you can find in greater Sac area. We transferred from a highly rated from another part of the state, can say so on comparable basis. The foremost secret is this: the teachers are experienced because they have been working and perhaps living in this established neighborhood for a very long time, as long as the current crop of teachers are here, I am more than happy to send my here everyday.
—Submitted by a parent


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 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

826

Change from
2012 to 2013

-27

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

2 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

826

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

-27

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)

7 / 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)

2 / 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.

80 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
52%

2011

 
 
52%

2010

 
 
52%
Math

The state average for Math was 65% in 2013.

80 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
55%

2011

 
 
57%

2010

 
 
57%
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.

97 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
45%

2011

 
 
58%

2010

 
 
53%
Math

The state average for Math was 66% in 2013.

95 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
65%

2011

 
 
71%

2010

 
 
69%
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.

90 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
84%

2011

 
 
84%

2010

 
 
73%
Math

The state average for Math was 72% in 2013.

90 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
77%

2011

 
 
80%

2010

 
 
79%
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.

97 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
77%

2011

 
 
77%

2010

 
 
70%
Math

The state average for Math was 65% in 2013.

97 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
77%

2011

 
 
78%

2010

 
 
74%
Science

The state average for Science was 57% in 2013.

96 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
75%

2011

 
 
73%

2010

 
 
82%
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.

69 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
78%

2011

 
 
45%

2010

 
 
62%
Math

The state average for Math was 55% in 2013.

70 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
67%

2011

 
 
28%

2010

 
 
61%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students53%
Females50%
Males55%
African American17%
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)67%
Economically disadvantaged27%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability55%
English learner32%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented86%
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 graduate69%
Parent education - graduate school/post graduate73%
Parent education - declined to state57%

Math

All Students58%
Females48%
Males68%
African American17%
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged32%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability60%
English learner42%
Fluent-English proficient and English only62%
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 graduate81%
Parent education - graduate school/post graduate73%
Parent education - declined to state57%
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 Students49%
Females41%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged14%
Non-economically disadvantaged75%
Students with disability18%
Students with no reported disability52%
English learner0%
Fluent-English proficient and English only60%
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 graduate80%
Parent education - graduate school/post graduate95%
Parent education - declined to state26%

Math

All Students58%
Females51%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged23%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability59%
English learner6%
Fluent-English proficient and English only70%
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 graduate80%
Parent education - graduate school/post graduate95%
Parent education - declined to state38%
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 Students70%
Females80%
Males60%
African Americann/a
Asian69%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged54%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability73%
English learner27%
Fluent-English proficient and English only76%
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)75%
Parent education - college graduate66%
Parent education - graduate school/post graduate96%
Parent education - declined to state25%

Math

All Students71%
Females82%
Males60%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged51%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability73%
English learner27%
Fluent-English proficient and English only77%
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)58%
Parent education - college graduate72%
Parent education - graduate school/post graduate100%
Parent education - declined to state42%
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 Students66%
Females64%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged39%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability68%
English learner36%
Fluent-English proficient and English only70%
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)31%
Parent education - college graduate85%
Parent education - graduate school/post graduate92%
Parent education - declined to state47%

Math

All Students64%
Females60%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged37%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability65%
English learner9%
Fluent-English proficient and English only71%
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)50%
Parent education - college graduate81%
Parent education - graduate school/post graduate84%
Parent education - declined to state26%

Science

All Students57%
Females50%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged23%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability57%
English learner0%
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)38%
Parent education - college graduate74%
Parent education - graduate school/post graduate84%
Parent education - declined to state33%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students80%
Females84%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged73%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only81%
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)93%
Parent education - college graduate85%
Parent education - graduate school/post graduate94%
Parent education - declined to state44%

Math

All Students73%
Females75%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged59%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only74%
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)79%
Parent education - college graduate85%
Parent education - graduate school/post graduate94%
Parent education - declined to state31%
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
White 55% 26%
Hispanic 22% 52%
Asian or Asian/Pacific Islander 11% 11%
Black 9% 6%
Two or more races 2% 3%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 1% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 25%N/A55%
Source: NCES, 2011-2012

Teacher experience

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

This school has not yet provided program information.


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2700 Maryal Drive
Sacramento, CA 95821
Phone: (916) 575-2330

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