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GreatSchools Rating

Washington Elementary School

Public | K-5

 

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Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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19 reviews of this school


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Posted June 24, 2014

Poor school not enough sport summer activity programs for children. Principal does not show concern of certain important issues.
—Submitted by a parent


Posted August 1, 2013

Washington Elementary School was the school I attended when I was younger. I loved Washington in the 80's it was a great school. Now that I have children of my own my youngest will be attending here for Kindergarten. I'm very excited for her especially since they have a brand new play ground structure and new class room portables. I hope she enjoys it as much as I did when I was younger.
—Submitted by a parent


Posted August 1, 2013

I'm excited for my youngest daughter to start kindergarten this coming fall at Washington Elementary School. We live right around the corner and I'm sure she will enjoy it. I've heard many great things about Washington and I look forward to meeting the teachers and staff.
—Submitted by a parent


Posted December 27, 2008

I have two grandsons currently enrolled in Washington. Both teachers have been extremely helpful in giving my boys the best education possible. They, along with the ELD teacher, are making sure the boys progress as much as possible for their skill level. Thank you to Ms. Shaw, Ms. Sans and the ELD instructors.
—Submitted by a parent


Posted July 27, 2008

My son just completed Kindergarten at Washington. As an educator, I fully understand the pressures and realities confronted by low performing public schools and was anxious about our decision to send our son to Washington. He ended up having a really wonderful year--he adored his teacher and always looked forward to going to school, excelled academically, and really felt comfortable in the school community and close to his diverse group of peers. I am part of a growing active parent group at the school and have enjoyed being part of a group of parents so committed to improving the school for all. We have a great new principal who is pushing the school in good directions and I believe that the school is getting better and better each year.
—Submitted by a parent


Posted September 15, 2007

Up until the first day of school, my husband and I were questioning our decision to send our daughter to Washington or to try and transfer to another school. Our concerns dissipated immediately. She had a truly talented and caring kindergarten teacher who worked well with the wide variety of students in her class. By the end of kindergarten, our daughter had a solid foundation for reading and was doing subtraction and some abstract math concepts. Her first grade teacher this year is amazing! With over 25 years of experience, she has created a calm yet enriching learning environment for kids. This year the school has before and after care for kids which is helping working families and is offering Spanish classes four days a week! The school is also adopting an environmental theme that the teachers and the students are excited about. Bottom line, we're glad we stayed.
—Submitted by a parent


Posted June 9, 2007

Overall our experience at Washington was great. The teachers are very open with parents and readily available for parent/teacher conferences. The academic programs are some what limited in that they do not flourish with tons of extra curricular tutorials; however, they do provide many multi-cultural activities, art classes, and school performances that keep the kids active and stimulated. The parent involvement was great. There were a core group of parents spending quality time for the school each step of the way and other parents volunteering for other services. Washington has a family-like atmosphere and if we had to do it again my daughter, who is graduating from the 5th and attended since the 1st would go again. Note: the student/teacher ration is high therefore, reiterating school work and extra homework was necessary. Again, great teachers!
—Submitted by a parent


Posted May 10, 2007

My son's experience at Washington Elementary School has been very positive. Mrs Perlman's class jumped right into thing's from the start and in a short time there was already a noticeable improvement in my son's writing,reading and mathematical abilities. He really surprised me when he was doing subtraction problems by Christmas, He expresses his newly found knowledge proudly with self confidence which I directly attribute to Mrs. Perlman's teaching style. She really has been a big player in his development of high self esteem. The overall faculty of the school really seem like they care about the students and it shows when you see them interact. One thing that really stands out are the billboards for each class, where the students work is displayed. That really helps the students feel proud of their individual accomplishments. I think Washington School is successfully building a strong scholastic foundation for their students.
—Submitted by a parent


Posted April 24, 2007

My son is a Kindergartener at Washington Elementary. I am happy with the overall school enviroment. I was not sure upon entering, but after the first week I was content and have been since even more satisfied with my sons education and school community. I am impressed by the teacher and her ability to find time to do alot of one on one work with the students. She is always willing to listen and give and take input on how to help my son comprehend something he may be struggling with. I also like the fact that she uses artistic means of teaching to the class, being all five and six year olds this has proved to be a very effective way of keeping their interest and attention.
—Submitted by a parent


Posted January 13, 2007

My son is in Kindergarten at Washington Elementary. We love that it is a small, neighborhood school that represents our diverse community. The teachers are wonderful, and it is so great to be able to walk to your local school. I only wish more families would check it out for themselves, rather than transferring to other schools or going private before giving Washington a chance.
—Submitted by a parent


Posted April 25, 2006

Washington Elementary School in San Leandro is a small school with wonderful staff. The teachers are great and really care about the children. It schows.
—Submitted by a parent


Posted February 3, 2006

Washington Elementary school is a wonderful school with great caring teachers. Although it took some time, our new 2005-2006 PTA President Alicia Sierra has set the ground work to make the meetings quicker, more effeceient, and more fun to attend. The PTA is evolving into an indispensible resource to Washington Elementary School. It could be even better with more parent involvment. I am sure next year will be even greater.
—Submitted by a parent


Posted January 25, 2006

We transferred from a private school to Washington when our daughter entered third grade. (The private school was one that runs from preschool through second.) We're happy that we did so. The small school size, the friendly families,the diversity, the dedication of the teaching staff and the principal are all gratifying. No, this is not Head Royce, but my feeling is I want my kids to live in a world of diversity of all kinds, not only among families just like ours. The payoff is knowing we are participating in, battering our neighborhood school. It's a great feeling! Transfering out or staying private would have felt like an abandonment of our own neighborhood and friends. I look around and see so much talent and energy in our area, so many kinds of families. Our local elementary school should reflect our neighborhood! Think how great Washington can be with *everyone* here!
—Submitted by a parent


Posted July 27, 2005

My Son atteneded esculita Cri-cri at Washington and it was a wonderful experience for him. Maestra Martinez is amazing. The class was mainly in Spanish.
—Submitted by a parent


Posted May 16, 2005

With regards to Washington's 1st grade program and teachers At the beginning of the year my child's teacher held a meeting for parents to informed them that her goal was to teach every child in her class to read by the end of the school year. Parent/family participation was encouraged and every resource was utilized to meet that goal. The teachers understood this was the year children would be setting a foundation for the education that would follow and reading was that foundation. My child's teacher often spent her own time and money to meet that goal. She made you feel like your child was special to her and nothing was more important to her than helping your child learn. It's such a relief to find a teacher that believed in what she was doing and really loved her work.
—Submitted by a parent


Posted March 30, 2005

I'm just considering this school because we moved to San Leandro a year ago and we have a 2 year old son. It seems to me that there is a lot of parents wanting to get involved, but I am not sure the school is ready to accept help. The PTA seems to be struggling.
—Submitted by a parent


Posted March 24, 2005

My child currently is enrolled in the Cri cri class for Spanish speaking preschool children. I like the idea that it is 3 times a week and it ends at noon. It is more set up as a parent coop teaching environment. The idea is that parents/caretakers take turns helping the teacher facilitate activities for the children once a week. However, not all parents contribute which leaves the teacher on some days without sufficent help which tends to beat the purpose. Overall, the program is a great stepping stone for introducing and preparing toddlers into kindergarten.
—Submitted by a parent


Posted November 22, 2004

Washington has good teachers, diverse staff and students with a bilingual program. The bilingual program is strong, althgough the school is suffering from state takeover issues for not raising test scores for English language learners as a subcategory. As a result, they are going to be forced to implement unpopular reforms, standardized curriculum , officially excluding science and social studies. Many teachers are upset and parents too. The principal is new, and probably trying to tow the line, to save her job and show improvements, becuase as you may now, if you test drill everyday and focus on certain things you can raise test scores, but the students are not always better off. The yard and site itself is large and underused. with 400 or so kids, its small in numbers but large in sq. feet, with two parks and a huge grass field.
—Submitted by a teacher


Posted January 20, 2004

Washington Elementary is a wonderfully exciting school. The teachers make you feel at home. Not a day goes by that I don't see a teachers face with a smile or a hello even if they don't know you. You could be walking down the halls and teachers will be waving to parents and children they don't know. The school is very calm, not rowdy at all. There is a lot of teacher, prncipal, parent involvement when it comes to a child at this school. My daughter had a speech problem and learning disability before she attended this school. I was worried that I would have a lot of problems with the school telling me she was a special child or that something was extremely wrong with her. The school on their own called a conference with the principal, speech therapist, psychologist, myself and her own teacher. They address to me that something definately was wrong with her speech, but that was all. They asured me everything else was okay with her and that all she needed was alittle help in speech. One year and a half later, my daughter (now in first grade)has learned how to read and her speech has improved dramatically. I'm very happy that all the teachers took time out to help everyday in helping her to improve. The patience, hard work, involvement and faith that this school has in the children is unbelieveable.I'm very happy and I'm glad I made a good decision in picking this school out for my child.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

718

Change from
2012 to 2013

-34

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

1 / 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 2013.
  • 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 2013

This school's
API score

718

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

-34

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 2012 and Spring 2013. 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)

2 / 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)

1 / 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.

75 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
39%

2011

 
 
51%

2010

 
 
22%
Math

The state average for Math was 65% in 2013.

75 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
39%

2011

 
 
56%

2010

 
 
42%
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.

79 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
31%

2011

 
 
26%

2010

 
 
25%
Math

The state average for Math was 66% in 2013.

79 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
53%

2011

 
 
43%

2010

 
 
31%
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.

61 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
54%

2011

 
 
54%

2010

 
 
44%
Math

The state average for Math was 72% in 2013.

61 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
53%

2011

 
 
53%

2010

 
 
57%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

57 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
43%

2011

 
 
43%

2010

 
 
47%
Math

The state average for Math was 65% in 2013.

58 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
40%

2011

 
 
51%

2010

 
 
59%
Science

The state average for Science was 57% in 2013.

60 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
48%

2011

 
 
34%

2010

 
 
38%
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 Students26%
Females29%
Males24%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Not economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability27%
English learner14%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)38%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students36%
Females41%
Males32%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Not economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability37%
English learner38%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate47%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)29%
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 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 Students23%
Females32%
Males12%
African American19%
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged17%
Not economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability24%
English learner6%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)33%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students34%
Females39%
Males29%
African American31%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged28%
Not economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability34%
English learner19%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)45%
Parent education - college graduate31%
Parent education - graduate school/post graduaten/a
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 Students46%
Females48%
Males44%
African American54%
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged36%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability46%
English learner6%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)59%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students63%
Females55%
Males69%
African American62%
Asiann/a
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)n/a
Economically disadvantaged59%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability63%
English learner25%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)82%
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 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 Students39%
Females39%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged23%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability41%
English learner0%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)32%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students38%
Females36%
Males40%
African Americann/a
Asiann/a
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)n/a
Economically disadvantaged30%
Not economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability41%
English learner13%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented62%
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)42%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students36%
Females35%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged28%
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability39%
English learner18%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented62%
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)33%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
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
Hispanic 64%
Black 15%
White 8%
Asian 5%
Two or more races 3%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 74%N/AN/A
English language learners 52%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

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Special education / special needs

Specialized programs for specific types of special education students
  • Speech and language impairments

Arts & music

Music
  • Choir / Chorus

Language learning

Bi-lingual or language immersion programs offered
  • Spanish
School leaders can update this information here.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School start time
  • 4:20
Before school or after school care / program onsite
  • After school
School Leader's name
  • Tracey Lantz
Fax number
  • (510) 895-4112

Programs

Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Spanish
Specialized programs for specific types of special education students
  • Speech and language impairments

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • None
School leaders can update this information here.

School culture

Parent involvement
  • Parent in the lower grades volunteer their time in the classroom. the parents of english leaners attend monthly elac meetings. parents are encouraged to join pta and or dad's club. a vital role for parents at school is to coordinate fundraising, and field trips and cultural assemblies. our school is seeking braoder partnerships with local business and community associations.
More from this school
  • Welcome to Washington School. “Community” is a word that comes to mind when students, parents and staff think about our school. We are a caring community of learners, who are dedicated to the academic, social and emotional growth of our students. We serve a diverse student body with both a mainstream and a Spanish bilingual program of instruction. The SAIT (School Assistance and Intervention Team) Program,allowed us to survey our current practices to develop a plan of action to meet the specific needs of each student. Our goal is to support students in reaching high academic standards, without ever losing sight of the particular needs of each developing child. We truly believe in the greatness of each child and strive to live out this motto each day.
School leaders can update this information here.

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Planning ahead

Students typically attend these schools after graduating
Bancroft Middle School
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250 Dutton Avenue
San Leandro, CA 94577
Website: Click here
Phone: (510) 618-4360

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