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GreatSchools Rating

McKinley Elementary School

Public | K-5 | 475 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
No new ratings
2011:
No new ratings
2010:
Based on 1 rating

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Principal leadership

Parent involvement

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11 reviews of this school


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Posted March 4, 2009

My daughter is currently in kindergarten at Mckinley. I was a bit nervous about the school because it is in 'School Improvement', meaning test score improvements have not kept pace with the requirements of NCLB. However, now that a good chunk of her first public school year has gone by, I am very glad I chose to send her to our local school. The new principal, Cher Mott, is very motivated and energized. The teachers that I have met so far are all dedicated and seem talented (admittedly, I have only observed my own daughter's teacher so far). I think overall, the school's administration and teaching staff are unified and organized in their effort to improve the school despite continued cuts to education and rigid curriculum guidelines imposed by the state. I gave only 4 stars because I wish that in general public education were more progressive, not the school's fault.
—Submitted by a parent


Posted May 4, 2007

My children have attended McKinley since Kindergarten and have had a great time at McKinley. Regrettably the discipline at the school has become a problem. Kids caught fighting are put on in school suspension. These same kids return to class and get into another fight the follow day. In my experience the Principal has difficulty working with 'some' parents. This is odd because SLUSD encourages parent participation. My son has even been questioned by the principal about my presence at school. Overall, I love McKinley and feel the teachers are doing a awesome job. Mrs. Ball a fourth grade teacher, takes her kids on standardized based field trips and several teachers have in class projects that bring a hands on approach to learning that works well w/kids. The outdoor education program, math club and organized play at recess shows that McKinley teachers care about their students.
—Submitted by a parent


Posted August 18, 2006

Last year I had noticed that McKinley's rating was lower than some other schools, but when I looked at the school composition, I realized that McKinley was taking in a lot of the 'harder' students and succeeding in educating them.
—Submitted by a parent


Posted April 28, 2006

I am very happy with this school. My son use to be in a charter school before which was a good school, but he needed something closer to home.
—Submitted by a parent


Posted April 5, 2006

McKinley is a school that has undergone many changes over the years that our children have attended. Overall, we have been very happy with the education that they have recieved. Appropriate recommendations were made when it became apparent that one of our children had a learning disability. This child has happily remained at McKinley, and has thrived. We understand that we are undergoing another change in principals--perhaps for the better.
—Submitted by a parent


Posted April 5, 2006

The principal is dedicated to his students. They seem to be on the up and up. Every childs needs are important and are addressed.
—Submitted by a parent


Posted March 22, 2006

We have two children who have attended since K level. One has moved on middle school and is doing well. The individual learning capabilities of this school is strong with core group of very dedicated teachers. Have been very pleased with the ciruculum and strong teaching styles. New pricinpal in the past 2 years has added strong leadership and structure to the school and children. There is small but dedicated parent group which for it size gets tremendous amount done, but could be do more with more parent involvement. Pleased with the Elementary & Middle School (Bancroft) that stundents feed into.
—Submitted by a parent


Posted January 11, 2006

I have two children who attend McKinley, I truly am comfortable with the school. My expierence with the teachers is great. Should I have any questions or problems, they take the time to answer and help. I think having music, art and p.e is helpful and enjoyable for the students. It gives each child a chance to expierence their different talents. As far as parent involvement, I am not in PTO. However, when my children's teachers or classrooms need anything,I as a parent am there to help and have helped tremendously.
—Submitted by a parent


Posted September 6, 2005

McKinley is changing, in my opinion, for the better. I have had three kids go through here in the past nine years and the scool is getting safer and more caring. I'm not sure about the changes that have been happening but the test scores are going up and my son comes home and tells me that he is having fun. That's good enough for me.
—Submitted by a parent


Posted December 30, 2004

Three principals in 5 years has not helped McKinley but the teaching staff is very stable and dedicated. While the instruction during class is very good, the school offers almost no activities outside of class time. Yet, the field trips are common and take advantage of the many opportunities in the Bay Area. One unfortunate problem is that very few parents and teachers participate in the PTO. The site council is also underrepresented. Overall, considering that many students come from homes where English is not the first language and where students are constantly joining and leaving the school due to families moving, this school does quite well.
—Submitted by a parent


Posted June 20, 2003

Our son just completed Kindergarten at McKinley, where he attended for only 2 1/2 months. In just those few months, I became very comfortable and felt very trusting towards the teachers. I was completely pessimistic about sending my child to a public school because so many people filled my head with negativity towards pubic schools in general. So much so that when he did enter Kindergarten, I didn't enroll him in our neighborhood school, I transferred him out of district to, what I thought, was utopia. It was an alternative school w/in a public school district. Wow - all the qualities and values without the pricetag! Wrong. I came to find out that if we put our energy into our neighborhoods, like so many of our neighbors do, there is alot of good things going on. Number one is the teachers - taking the time to speak with the parent, really listening to you and inviting you into the classroom. The teachers do alot, what puts a class, a school over the top is our involvement. I saw all that at McKinley.


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

768

Change from
2011 to 2012

-16

API Statewide Rank
(2011)

4 / 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 did not meet its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

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

This school's
API score

768

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

-16

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)

4 / 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.

97 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
43%

2010

 
 
56%

2009

 
 
41%
Math

The state average for Math was 64% in 2012.

97 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
42%

2010

 
 
60%

2009

 
 
48%
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.

65 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
37%

2010

 
 
25%

2009

 
 
36%
Math

The state average for Math was 69% in 2012.

65 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
48%

2010

 
 
47%

2009

 
 
48%
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.

62 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
51%

2010

 
 
60%

2009

 
 
42%
Math

The state average for Math was 71% in 2012.

62 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
47%

2010

 
 
59%

2009

 
 
51%
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.

58 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
64%

2010

 
 
46%

2009

 
 
36%
Math

The state average for Math was 65% in 2012.

59 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
80%

2010

 
 
64%

2009

 
 
51%
Science

The state average for Science was 60% in 2012.

59 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
73%

2010

 
 
46%

2009

 
 
48%
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 Students47%
Females49%
Males46%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability51%
English learner38%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)72%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students46%
Females44%
Males48%
African American31%
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged47%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability49%
English learner44%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate35%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)68%
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
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 Students31%
Females30%
Males31%
African American14%
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability33%
English learner0%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)26%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students62%
Females61%
Males63%
African American57%
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged62%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability64%
English learner58%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate69%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)52%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students50%
Females56%
Males42%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability56%
English learner16%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduate48%
Parent education - some college (includes AA degree)65%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students53%
Females58%
Males46%
African American55%
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability58%
English learner32%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduaten/a
Parent education - high school graduate48%
Parent education - some college (includes AA degree)71%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students41%
Females45%
Males37%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability44%
English learner7%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)43%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students59%
Females66%
Males52%
African American38%
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged54%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability59%
English learner47%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)53%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students61%
Females59%
Males63%
African American46%
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged54%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability61%
English learner40%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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
Hispanic or Latino 48% 49%
African American 16% 7%
Multiple or No Response 11% 3%
White 11% 28%
Asian 8% 8%
Filipino 5% 3%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 146%N/A24%
Students eligible for free or reduced-price lunch program 260%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 74% 85%
Filipino (Pilipino or Tagalog) 6% 1%
All other non-English languages 5% 1%
Cantonese 3% 2%
Vietnamese 2% 2%
Arabic 1% 1%
Japanese 1% 0%
Mandarin (Putonghua) 1% 1%
Serbo-Croatian (Bosnian, Croatian, Serbian) 1% 0%
Farsi (Persian) 0% 0%
German 0% 0%
Khmer (Cambodian) 0% 0%
Korean 0% 1%
Russian 0% 0%
Tigrinya 0% 0%
Tongan 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 13N/A11
Average years teaching 16N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

2150 East 14th Street
San Leandro, CA 94577
Website: Click here
Phone: (510) 618-4320

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