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Teacher quality
Principal leadership
Parent involvement
The only reason I'm giving this school 2 stars is because of the teachers. There really are some great teachers here. The leadership of the school, however, is completely unequipped to competently do the job at hand. A severe lack of supervision occurs on the playground daily, resulting in mis-treatment and bullying of many children in this school. The administration has absolutely no incentive or interest in correcting this problem. In fact, they are so completely out of touch with what goes on outside, they deny any problem even exists despite multiple reports.
—Submitted by a parent
Have two boys in the Montessori program at Parkside... fantastic! Teachers are great and the community involvement is very good.
—Submitted by a parent
My son and daughter are enrolled in the Parkside Montessori program and would refer any friends and family here for the following reasons: 1.) Teachers are truly dedicated to each student's success. Struggling students get the help they need and advanced students are challenged. An excellent balance ideal for all students. 2.) Parent involvement. Never have I seen so many parents, from all backgrounds, so involved in programs and events than here at Parkside. No matter their socio-economic background parents love volunteering here and find great pleasure in doing so. 3.) The new principal, Ms. Fukumoto, is the epitomy of an excellent school leader. She cares about the students, faculty, and success of Parkside School. The previous principle always had one foot out the door and could not care less about Parkside. Ms. Fukumoto is a 180-degree turnaround for the school and we are truly honored to have her as our fearless leader.
—Submitted by a parent
Parkside is truly a great school, a secret treasure of San Mateo. The Montessori program is truly special and has been an excellent experience for both of my children. They are both really excelling in it. Both the Montessori and regular track teachers are extreemly dedicated. There is a new pricipal this year, who is also very motivated and dedicated to providing a great environment for our kids to succeed in. Don't only look at test scores to judge.
—Submitted by a parent
Very passionate teachers, involved parents, second time around and still a great school.
—Submitted by a parent
I absolutely love the school and everything about it from the helpful front office and passionate teachers, to the abundance of energetically-involved parents. I went to Parkside myself as a young child and carry with me many fond memories of those innocent days. I would highly recommend this school to all my friends.
—Submitted by a parent
Parkside is wonderful because the teachers here are truly committed to making sure all students learn including special eduction students.
—Submitted by a parent
The staff at Parkside is the greatest! They truly care for their students and it shows. My children rave about school and constantly recap the events of the day and share how much they've learned. They never want to be late or absent.
—Submitted by a parent
Parkside rocks! It emphasizes reading and writing as well as providing a challenging yet encouraging environment for children to learn and grow.
—Submitted by a parent
I attended Parkside School in the early 70's, and all three of my children have and or are currently attending. The Montessori program is an exceptional program and is a real asset to the school district. The teachers at parkside are dedicated and have helped my children get ready for middle school, High School and one of my children that has just started at UC Davis with a 5.0 grade point average. I am very proud of the teachers past and present that have helped guide my children to do their very best in school!
—Submitted by a parent
Parent community, awesome, caring teachers, Montessori program but mainly how many parents pull together to help raise money for the school.
—Submitted by a parent
The parent, teacher, student spirit of our school is wonderfull. GO TIGERS!
—Submitted by a parent
Great and involved community, motivated and caring staff, excellent education. Kids (and I got 3 enrolled in Parkside) just love going to school!
—Submitted by a parent
I love that my son is able to attend a public elementary school with a Montessori track within it! It's the best of both worlds. His teacher, Ms. Pickard, encouraged the class to volunteer at the Coastside Cleanup this past Saturday. They are learning not only about math and reading, but also what it means to be good citizens!
—Submitted by a parent
I love the spirit and the teachers, the school works hard on earning money, they have a great volunteer group.
Scores of Montessori magnet 'Parkside Montessori' are combined with neighborhood 'Parkside Elementary' which shares the same campus. Please separate for a fair look at Parkside Montessori Elementary magnet school. We are very pleased with the Montessori education for our son who started in K and is now in 1st grade, he is an eager, independent learner who loves learning and his school. When I volunteer in the class I can see the dedication of the teacher and the eagerness of students to learn. With Montessori, there is the ability to exceed grade level in different areas if certain concepts are mastered. For example, up to 3rd grade materials are are available to 1st graders if a student is excelling in particular areas like reading or math. Having year-round keeps up the pace of learning as well. Thumbs up! 10.
—Submitted by a parent
The teachers in the Montesori program are very dedicated to each individual student's success.
—Submitted by a parent
I have a second grader and a fifth grader currently in this school. My oldest child has already graduated and is in now in a private middle school. My children have excelled in this school. The first two are in the GATE program and the last is sure to get into the program. Given that many of the kids at this school come from socially disadvantaged backgrounds and are second language learners, I honestly feel that the teachers are doing an excellent job. My middle schooler (a Parkside product)is thriving in her new private middle school, scoring mostly As and a few Bs in her recent report card. She has only been at this new school since August 2003. Obviously, none of this would have been possible but for the solid academic foundation that was laid by the excellent and dedicated teachers at Parkside Elementary School. This school has proved to me that if you send your child to school ready to learn, and if you have teachers willing to teach and challenge young minds, your children will do well in school, no matter what. Having said that, the Social Studies curriculum is weak and needs significant improvement. This problem may in fact be general to all the elementary schools in this district as the district does not place a lot of emphasis on this particular subject.
—Submitted by sandra, 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.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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 48% in 2012.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
68 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.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
58 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.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
51 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
50 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 | 45% |
| Females | 55% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 29% |
| Other Pacific Islander | 23% |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | 33% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 50% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 41% |
| Other Pacific Islander | 31% |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 33% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 58% |
| 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 | 28% |
| Females | 41% |
| Males | 10% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | 23% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 15% |
| 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 | 44% |
| Females | 55% |
| Males | 30% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 44% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 48% |
| 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 | 48% |
| Females | 52% |
| Males | 45% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | 7% |
| 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 | 33% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 48% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 29% |
| 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 | 50% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 73% |
| 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 | 40% |
| Females | 36% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | 0% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 39% |
| 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 | 48% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | 38% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 44% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 8% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 52% |
| 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
All students
Female
Male
All students
Hispanic or Latino
Pacific Islander
Other Pacific Islander
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
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 | ||
|---|---|---|---|---|
| Hispanic or Latino | 33% | 49% | ||
| White | 20% | 28% | ||
| Multiple or No Response | 14% | 3% | ||
| Asian | 13% | 8% | ||
| Pacific Islander | 9% | 1% | ||
| Filipino | 7% | 3% | ||
| African American | 4% | 7% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 32% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 45% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 66% | 85% | ||
| Tongan | 7% | 0% | ||
| Cantonese | 6% | 2% | ||
| Vietnamese | 4% | 2% | ||
| Hindi | 3% | 0% | ||
| Arabic | 2% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Burmese | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| French | 1% | 0% | ||
| Hebrew | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Portuguese | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Samoan | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Turkish | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 6 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
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1685 Eisenhower Street
San Mateo,
CA 94402
Phone: (650) 312-7575
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