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Teacher quality
Principal leadership
Parent involvement
My daughter started off at St. Leanders for the first 3 years of her education. With the economy change we had to put her into a public school. Washington Elementary was where she was placed due to our location. However with the low test scores of Washington we had the choice to move her to a different school. My husband and I picked Roosevelt. I'm very pleased that we did. My daughters 4/5 grade teacher was amazing. With her help my daughter got an academic achievment award. My daughter was able to do homework club to help her in the areas that needed more attention. I can say that her 4/5 grade teacher was the reason she loves to learn and continues to push herself everyday with her school work. Roosevelt is very family oriented and has such an enriched multi-cultural background. I will be sending my youngest daughter to Roosevelt as well.
—Submitted by a parent
Probably the best elementary in town but not that great. Just okay. I've had kids go there for 20 years.....yes.....I have a lot of kids and they are spread out in age. Its gone downhill in the past five years but the economy has too which hasn't helped the community or district.
—Submitted by a parent
I rate Roosevelt just "ok". My children have attended for several years and the experience has been inconsistent. On the positive side, there is a very active PTA and Dad's Club that manages to raise significant funds even in this challenging economic environment. They both help to fund after school activities and teacher supplies. Community events are well attended which fosters a sense of "family". However, the cliquish nature can be off-putting to many parents. The academics are fair, but not great. If your child falls in the middle they are pretty much left to fend for themselves. The school also has a pretty significant bullying problem that they only give lip service to addressing. The teachers are motivated and doing their best - but overcrowding is becoming and issue and I would not be surprised if it started to show in test scores.
—Submitted by a parent
Roosevelt has provided a great learning environment for my kids. Now that I have a child that has gone through the school and has started middle school, I can really appreciate the differences between kids that went through Roosevelt as opposed to some other SL elementary schools. Roosevelt does a fabulous job in teaching resepect and great socialization, which is what I see differentiates them from other schools (and it really becomes apparant in middle school!). I would have liked to see more resources in Special Resources for children who may have some learning disabilites - but that is an overall issue with the district.
—Submitted by a parent
This school is extremley overrated! My daughter went to Roosevelt during her 3rd and 4th grade years, and we had a difficult time adjusting to the environment during her 4th grade year. Her teacher seemed passive when it came to addressing child related issues, therefore labeling my child as difficult. It also seems as though if you are not with the "program" of the school you are looked at as hostile, as demonstrated when we elected to exercise our rights by not letting our child participate in certain PRIDE activities held at the school.
—Submitted by a parent
No sports at all... Nothing. Thats not good for little athletes. Parents are forced to pay for outside activities because they cant perticipate at school.
—Submitted by a parent
Roosevelt elementary is a wonderful school because they are a family. The teachers love what they do for a living and they embrace the children. In addition to learning, they create a fun enviornment for the children and have many actitivites for the childrent to participate in which helps them to learn and grow into productive, responsible and successful human beings.
—Submitted by a parent
My grandson is engaged and enthusiastic with his kindergarten teacher and Roosevelt. Thank you to all those involved with quality education.
—Submitted by a parent
The teachers are excellent. The school is extremely parent friendly. The Dad's club is active and extremely important in raising money and support. Parents are fully engaged and involved. Diversity.
—Submitted by a parent
What a fantastic place! Community, diversity, fun, and excellent education.
—Submitted by a parent
Great teachers, lots of parent involvement, fabulous principal, good kids
—Submitted by a parent
We have so much activities going on at this school that there is something for everyone. Many of the activities are community relates and there is great parental support. This school is open to diversity, fair minded and dedicated to providing the best learning process.
—Submitted by a parent
Roosevelt is a wonderfully diverse and close-knit community that actively works to make the school a respectful, safe and stimulating place to learn. It's also leading the way in California public schools to be 'Green' and protect the environment!
—Submitted by a parent
We love Roosevelt Elementary because of the great community. As our motto goes, we are 'unique and united'. Roosevelt has a wonderful, culturally diverse, active group of students, teachers and parents who support the school in good times and in bad-- I am very proud to be a part of this school.
—Submitted by a parent
We have a very involved community, fantastic principal leadership, the best teachers in the world, and great PTA!!
—Submitted by a parent
Because we have great staff and great community participation. Even though we are funded near that bottom of the barrel on a per capita basis, the children are still having a terrific experience and getting a good education.
—Submitted by Holly Hayes, a parent
What I love about Roosevelt Elementary School is the strong community of families all supporting one common goal... a healthy education in a caring environment.
—Submitted by a parent
The teachers love the kids & teaching. The principal is very caring towards the kids and dedicated to making every child excel.
—Submitted by a parent
Roosevelt is the best Elementary School in San Leandro, very family oriented, everyone is willing to help and unite in the benefit of our children. We have the best PTA in the area too !
—Submitted by a parent
Community and staff combine to create a great spirit of caring about one another and our children's education.
—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.
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.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
111 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.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% 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
The state average for English Language Arts was 67% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% 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 63% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
105 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 | 73% |
| Females | 78% |
| Males | 68% |
| African American | 47% |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 50% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 69% |
| Males | 68% |
| African American | 40% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 42% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 86% |
| 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 | 55% |
| Females | 55% |
| Males | 54% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 18% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 67% |
| Males | 76% |
| African American | 50% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 18% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 90% |
| 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 | 78% |
| Females | 77% |
| Males | 78% |
| African American | 73% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 42% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 55% |
| Males | 63% |
| African American | 45% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 42% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 80% |
| 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 | 74% |
| Females | 72% |
| Males | 76% |
| African American | 45% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 56% |
| Males | 71% |
| African American | 27% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 57% |
| Males | 75% |
| African American | 36% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 83% |
| 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
All students
Female
Male
All students
African American
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 - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 37% | 28% | ||
| Hispanic or Latino | 24% | 49% | ||
| African American | 18% | 7% | ||
| Asian | 9% | 8% | ||
| Multiple or No Response | 8% | 3% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 25% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 75% | 85% | ||
| Cantonese | 13% | 2% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| Mandarin (Putonghua) | 5% | 1% | ||
| Vietnamese | 2% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 18 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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951 Dowling Boulevard
San Leandro,
CA 94577
Phone: (510) 618-4350
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