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GreatSchools Rating

George C. Payne Elementary School

Public | K-5 | 582 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 1 rating

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17 reviews of this school


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Posted September 5, 2013

Payne is a wonderful school full of terrific teachers and caring faculty. Our kids are receiving a top notch education and we are so happy to be part of the community at Payne.
—Submitted by a parent


Posted October 12, 2012

Congratulation! Payners ! As a big school, keep improving from every aspects! API reports was out yesterday, Payne got 895! great move! Go, Panthers! 900 is almost there! Go- Go- Go!
—Submitted by a parent


Posted June 11, 2012

The teaching staff is the best of the best!!! I would recomend it to all.
—Submitted by a parent


Posted November 8, 2011

My child loves Payne.Teachers are wonderful.Very parent inclusive. my only bone is the office staff that often give parents the curt brushoff when parents are checking in{safety protocol they SHOULD be paying attn.to}I had spoken to other parents about this & found its rather common.Ive been friendly & polite only to have the impatient smile & a wave of the hand from the one who sits closest to the office door.My apologies if your lunch was more important than my child's safety...
—Submitted by a parent


Posted April 27, 2010

Payne has a great legacy. My grandmother taught there for 31 years (she wrote the school song) and my mother has been teaching there for 15. The teaching staff is the best of the best and they keep old traditions and make new ones as the years pass. Payne brings back fond memories for me, and I'm glad to see children still making memories and learning to the fullest at this great school


Posted May 27, 2008

Payne Elementary is a wonderful school. Great staff and faculty. The Principle, Nancy Cisler, is exceptional. She truly cares about all of her 'children' and the devoted faculty and staff. Parent/teacher communication is very good at this school. I feel my children lucky to attend such a great school.
—Submitted by a parent


Posted December 13, 2007

I have sent two of my children to Payne and would recomend it to all. The teachers are wonderful. the principal is very caring and she manages to know almost every student in the school. My daughter loves her Payne Panthers.
—Submitted by a parent


Posted July 8, 2007

I have sent three of my children to Payne. This public school is far better than one can expect if they consider the slim resources provided by Moreland School District. Payne's API scores are always superior and Payne has a lot of ethnic diversity. This is a great school, I guarantee that you will be proud of Payne if your kid attends it.
—Submitted by a parent


Posted March 28, 2007

Me and my husband loved this school.The teachers are kind and compassionate. The principal & staff are very supportive.In my sons 5th grade the teachers are very involved with children and keep good contact with us. Traffic is not bad either. I like the location.
—Submitted by a parent


Posted April 27, 2006

Really enjoyed this school. My children enjoyed their teachers. I was especially fond of Mrs. Chamberlain (1st grade). The parents at this school are pretty involved. The traffic getting in and out each day is not to bad compared to other schools we've been too. All around I give this school a B+.
—Submitted by a parent


Posted January 15, 2006

A very nice school. Teachers are caring and interested in your child. Parents are very involved at this school. The course work is challenging, especially in the 4th grade. The after school program is OK from what we've heard since it's a new program this year. The previous program was not very good from our experience. The students are well behaved for the most part. Facilites are very good.
—Submitted by a parent


Posted September 28, 2005

We loved this school.The teachers are amazing. The principal & staff equally spectacular.In my daughters 2nd wk of 4th grade,she came home and noted that the children were all so kind and compassionate. As I helped out around campus,I to saw this sweet spirit.The school has a handicap program on campus, students are sent as helpers to these classrooms. In talking with students around the school I realized that the helpful, compassionate tone was due to these students being involved and watchful of the handicap students.They were like big brothers/sisters to these students and it spilled over onto the playground and in the classroom. There is an active Home and School Club, a great after school tennis program and a budding Art Docent program. I can only think of one complaint-Right before school gets out a bus of middle school students gets dropped off. On occasion they got rowdy.
—Submitted by a parent


Posted August 31, 2005

Payne Elementary has greatly improved, 2002 - 2004/5. The most recent STAR test scores place Payne far above all other schools in this district. The one major problem affecting students is the constant water-cooler politics condoned by the district.
—Submitted by a parent


Posted September 1, 2004

Its a great school with wonderful teachers. A good environment and a diverse community.
—Submitted by a parent


Posted May 5, 2004

George C. Payne Elementary school offers an excellent education with fantastic staff and facilities. The teachers are dedicated, energetic, and very capable. The facilities have been all remodeled in 2001. It is a great K-5 learning institution with an involved parent base. Their scores continue to improve and if this is your neighborhood school, consider yourself very lucky. The budget issue has been a problem for all schools, and Payne has had to take it's hits, but continues to perform in spite of the funding issues. They do take outside transfer students.
—Submitted by a parent


Posted November 5, 2003

The parent that commented in June/03 on Payne's teachers not being committed to their students nor the school worried more about finances than students, threw me. There were many in the district that were laid off because of budget cuts. Payne has been a superior school with superior teachers and exceptional parent involvement. I'm thankful my grandkids are here!


Posted June 21, 2003

The teachers are not committed to providing extra support for the kids past school hours. Payne does not have extracurricular activities for the kids after school, i.e., music, arts, basketball, etc. My experience with the school is that they are more concerned with the finances, then about the children and their needs.


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

901

Change from
2012 to 2013

+5

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

9 / 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 met all student subgroup API targets for 2013

This school's
API score

901

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+5

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 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)

9 / 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)

9 / 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.

91 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
75%

2011

 
 
75%

2010

 
 
78%
Math

The state average for Math was 65% in 2013.

90 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
87%

2011

 
 
83%

2010

 
 
88%
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.

93 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
66%

2011

 
 
56%

2010

 
 
49%
Math

The state average for Math was 66% in 2013.

92 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
86%

2011

 
 
75%

2010

 
 
65%
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.

82 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
80%

2011

 
 
61%

2010

 
 
65%
Math

The state average for Math was 72% in 2013.

84 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
74%

2011

 
 
69%

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.

87 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
66%

2011

 
 
77%

2010

 
 
74%
Math

The state average for Math was 65% in 2013.

87 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
76%

2011

 
 
80%

2010

 
 
83%
Science

The state average for Science was 57% in 2013.

87 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
55%

2011

 
 
73%

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

All Students71%
Females81%
Males61%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latino52%
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 disadvantaged79%
Students with disabilityn/a
Students with no reported disability76%
English learner59%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate58%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)73%
Parent education - college graduate82%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students81%
Females81%
Males81%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged67%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability85%
English learner70%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate73%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)87%
Parent education - college graduate89%
Parent education - graduate school/post graduate94%
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 Students58%
Females59%
Males57%
African Americann/a
Asian72%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged37%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability59%
English learner32%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)52%
Parent education - college graduate64%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students87%
Females85%
Males89%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged74%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability87%
English learner80%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate64%
Parent education - high school graduate75%
Parent education - some college (includes AA degree)90%
Parent education - college graduate88%
Parent education - graduate school/post graduate100%
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 Students78%
Females88%
Males68%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged64%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability78%
English learner59%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)69%
Parent education - college graduate88%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students80%
Females83%
Males77%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged72%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability78%
English learner71%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate76%
Parent education - some college (includes AA degree)76%
Parent education - college graduate73%
Parent education - graduate school/post graduate100%
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 Students72%
Females78%
Males67%
African Americann/a
Asian85%
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)78%
Economically disadvantaged52%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability74%
English learner38%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)43%
Parent education - college graduate89%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students87%
Females93%
Males83%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged80%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability87%
English learner75%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate88%
Parent education - some college (includes AA degree)57%
Parent education - college graduate96%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students69%
Females63%
Males74%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged48%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability69%
English learner44%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)36%
Parent education - college graduate89%
Parent education - graduate school/post graduate88%
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 39% 51%
White 28% 27%
Asian 20% 11%
Two or more races 8% 3%
Black 5% 7%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 41%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

This school has not yet provided program information.


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3750 Gleason Avenue
San Jose, CA 95130
Website: Click here
Phone: (408) 874-3700

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