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Teacher quality
Principal leadership
Parent involvement
I have been trying to call the school to see what kind of after school programs they have for Kinder it states on the answering machine school will open on 8/6/2012 but I get no answer can anyone help? Thanks
—Submitted by a parent
I am so impressed with the principal of Del Roble. She works so hard to support this community. She doesn't wait for parents to come to her. She goes to the parents - even visiting homes. You will always find a few elitist parents who base everything on test scores and how many carnivals are held each year. But, our principal works to bring parents into the school. She has improved technology and brought an English Language class for our many bi-lingual students. She respects the different cultures at our school and doesn't cater to any particular group. We are not a rich community and our families have many needs. You won't find too many principals and staff that give parents a ride to school and give school supplies to students who are needy. I can't wait until my next child enters kindergarten at Del Roble next year.
—Submitted by a parent
I cannot believe that someone wrote that horrible school. I have two sons who are attending in this school . I know all the teacher here, they are very knowledgeable. The principal is very friendly and helpful. I love this school, and I wish my third one can still join in Kindergarten of this school
—Submitted by a parent
This used to be a great school but, despite concerned and caring teachers, but the principal has allowed this school to consistently fail its students. Parents are isolated from the school and all of the fun events which used to take place there have been disposed of. The school consistently fails to reach its API or provide even a proficient level of education.
—Submitted by a parent
My children LOVE DEL ROBLE! The staff is wonderful and the Principal is EXCELLENT!! This school should be very thankful to have such a hard working staff.
—Submitted by a parent
Wow! I can't believe the most recent rating someone posted. I was afraid of this school too when I read the the test scores and the rating on this site. The principal, Mrs. Ross does her best to work with the students staff to be a good school regardless of ratings and test scores. I think if you have problem with the school, make an appointment with Mrs. Ross and speak directly to her with your concern. Don't come here and knock a school down when I've personally seen the teachers do what is possible to give my child the best education they can.
—Submitted by a parent
Horrible School, do not see how people have rated it this high. Perhaps immigrants from third world countries. Poor teaching, horrible communication, rude unscrupulous individuals employed at this school. If there was a school that should be shut down due to budget cuts, this school should definitely be one of them. This school needs a major overhaul. Hopefully the government will step in and make some much needed changes.
The teachers here are friendly, the staff is loving. It's like an extended family. They even look forward to seeing my baby every week when I pick up the kids! My children's education is great! My kindergartener is so advanced he is reading his third grade sister's sight words!
—Submitted by a parent
The principal and teachers go beyond the call of duty to help families.
—Submitted by a parent
I have had 1 child graduate from this school with a learning issue and another one currently there. The teachers and the office staff know how to handle their business
—Submitted by a parent
The best school I don't know why its rated so low. They have a very good 1st grade teacher that is Bi-Lingual and she connects with the children very well. So many of the other teachers are so dedicated to their work.
—Submitted by a parent
I am very happy with my daughter's kindergarten class. She's is excelling wonderfully.
—Submitted by a parent
Too many children at different skill levels for one teacher.
—Submitted by a parent
School has great pick up and drop off access. So far the 2 teachers my child has had have been great. Both teachers went beyond what was expected considering the challenges they face with the current budget constrants. Couldn't ask for a better school.
—Submitted by a parent
It's too bad that the leadership at this school isn't what it should be. Children shouldn't be afraid to attend school in fear of getting into trouble for using the restroom! No parent participation is encouraged. The only bright spot was my child's teacher.
—Submitted by a parent
Wonderful and dedicated teachers. I have two daughters and a son finished their elementary from k-6 there. They had end of the year talent show, parents-teacher BBQ, field trips. The parents are involved as well. They also have on campus extended care.
—Submitted by a parent
I share the same passionate concern for my childs education. As a deeply involved parent of Del Roble I can honestly express that Del Roble is doing an outstanding job of educating our children. It is our job as parents to reinforce that teaching at home. It is not the job of our teachers to parent our children. It is time for parents to step up to the plate and teach their children at home. It is time for parents to re-evaluate their priorities. No school is perfect, however Del Roble has a very dedicated staff who cares about the children.
—Submitted by Nadine Wilcox, a parent
I was considering enrolling my child at this school. I left a voice mail message for the principal to call to discuss the student body makeup and for my child to get a tour of the school. That was over 6 months ago. I never received a return call. Needless to say I wasn't impressed. My child now attends a private school where the principal is very interested in meeting with parents.
I can drive by any given night or weekend and see several teachers' cars in the parking lot. The teachers at Del Roble are very dedicated to their students and their work.
I don't like the way the parents can't go into the school grounds in the morning. I also don't think some of the teachers adapt to the children, they'd rather not bother with them. I had a problem with a teacher that 'gave up' on my child. My son was shot down by this teacher everyday and she tore apart his self esteem. Beware of that, and the principal doesn't help, she would rather not deal with it.
—Submitted by Concerned Parent, a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 58% |
| Females | 62% |
| Males | 52% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 55% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 63% |
| Males | 66% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 65% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 35% |
| Females | 35% |
| Males | 33% |
| African American | n/a |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | 21% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 64% |
| Males | 61% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 52% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 54% |
| Females | 59% |
| Males | 49% |
| African American | n/a |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 39% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 44% |
| Males | 48% |
| African American | n/a |
| Asian | 46% |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | 34% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 41% |
| Females | 41% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 19% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 39% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | 27% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 26% |
| Females | 31% |
| Males | 22% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | 8% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 54% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 50% |
| Females | 57% |
| Males | 44% |
| African American | n/a |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 6% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 50% |
| Males | 49% |
| African American | n/a |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 33% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 8
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 55% | 49% | ||
| Asian | 16% | 8% | ||
| African American | 11% | 7% | ||
| White | 10% | 28% | ||
| Filipino | 4% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 38% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 60% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 92% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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5345 Avenida Almendros
San Jose,
CA 95123
Website: Click here
Phone: (408) 225-5675
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