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Teacher quality
Principal leadership
Parent involvement
My son made a huge progress after Mr. Ono's Kindergarten class. The teacher is so devoted and professional. My son became a great reader and writer. My son became outgoing, talkative and cheerful after attending Twin Creek. Other teachers according to other parents are also excellent. The staffs and principle are so friendly and they always address any issues quickly. We love Twin Creek Elementary.
—Submitted by a parent
Excellent school, teachers are very involved, as are the parents. The school, along with the District, are very concerned about exceeding the educational goals and technology in today's fast-paced society.
—Submitted by a parent
The best year ever for our 5th grader. New leadership at the school is taking it back to previously held positions. The school is getting back the drive from the past and will soon become the best one of the San Ramon Valley School District.
—Submitted by a parent
Barb Mallon - Twin Creeks new principal has made a tremendous difference! She is an expert on helping gifted children programs and gave our boys challenges that previous leadership was unwilling to consider. I think Twin Creeks will be a 10 this year (still waiting for test scores to be posted) but either way the school is on its way to becoming a top rung performer in the San Ramon Valley School District. Also some of the teachers are amazing - especially in the lower grades.
—Submitted by a parent
The school is making a positive change after the change of the principal. There are also more involvement from the parents after this change. My 5th grader loves her classroom and taking classes on a laptop. My K grader likes the attention from her teachers. This is definitely a good school!
—Submitted by a parent
I'm happy my girls are there. Since the change of the principal, the school is improving a lot!!
—Submitted by a parent
I like the community. I have a kindergarden. The teachers are so sweet. My daughter is so happy with the school's environment. We are glad to be at Twin Creeks.
—Submitted by a parent
It makes me sick to know my son attends a school that has such lower API performance. Yes, teachers are friendly but do not have the high standard for academic achievement in mind. There are some kids behaving really bad in the school and teachers do not seem able to discipline them. I am surprised to see some parents and students demeanor seem matches with those in lower socioeconomic school district. We paid such a high price for the house in SR hoping my son would get good education, but the school makes me feel being in Oakland.
—Submitted by a parent
This is our last year here, and I am glad it's on to Iron Horse! We've been in this community a long time, and have definitely experienced an overall decline at this school. Have to agree with some of the other parents about the ineffective principal. Things weren't so bad when my older kid was at Twin Creeks 7 years ago. I feel bad for the families who still have kids here.
—Submitted by a parent
No complaints whatsoever about the principal, test scores or anything else for that matter. My child is doing very well and is quite happy. Overall performance and happiness are far more important to us than test scores.
—Submitted by a parent
I continue to be disappointed with Twin Creeks since the current principal came in. There seems to be no real leadership and the school lacks a sense of direction and purpose. I am not one of those parents that's super-involved because I work but the other parents that I talk to seem to have the same feelings. I heard several groups of parents went all the way to the district office but that nothing changed and they got the shove aside. My son is a 5th grader this year and most of the other 5th grade parents are just saying that they're glad to be moving on after this year. Its too bad, the school used to be great but poor leadership seems to be taking at toll on test scores, morale and learning.
—Submitted by a parent
My children have been at this school for a few years now. The teachers and principle have been great. The office staff is wonderful with the kids. My boys are learning and actually like going to school. Sure some good teachers have left in the past. In the past few years teachers have left due to pregnancy, moving out of state, and left to find work closer to home. However, with these great teachers leaving we have gained some other great teachers too.
—Submitted by a parent
I agree that the community, parents, and many of the teachers are wonderful at Twin Creeks. Can we just get a new principal?
—Submitted by a parent
A number of other parents directed me to this site to compare our school's performance with other elementary schools in the district. I was appalled to see that Twin Creeks ranks at the bottom of the elementary schools in the San Ramon Valley School district for API scores. Although our score improved 4 points from last year, most of the other elementary schools had much more significant score improvements. Twin Creeks is now the only elementary school in San Ramon to score below 900. It is a reflection of the poor leadership and lack of clear direction in learning programs at the school. On a positive note, Twin Creeks has wonderful teachers and parents who are very involved and care about providing a quality education for the kids.
—Submitted by a parent
This is an amazing school. I'm not quite sure where the previous entries got their statistics but we are certainly increasing in our API over the last 2 years. There have been wonderful programs put into place and the parents and commnity are very supportive of the school. I am thrilled that my students go to TwinCreeks!
—Submitted by a parent
Mr.Own is my son's kindergarden teacher and he is awesome!!! My son David loves him. He's learned so much from him in just a short period of time. Keep up the good work Mr.Ono. Thanks Kevin Sinclair
—Submitted by a parent
Twin Creeks has a great sense of community! It's like one big family! Go Tigers!!!!
—Submitted by a parent
Twin Creeks is not the great school it once was. It seems that the school is lacking essential leadership and this is apparent by the declining test scores and departure of many staff and strong teachers. The school looks good on paper but there is a lack of implementation of programs, follow through and execution on the principals part.
—Submitted by a parent
I am not as happy with Twin Creeks as I have been in the past. The principal is driving the school into the ground! Experienced teachers are leaving each year probably to get away from the direction a formerly wonderful school is going and new teachers that are ill-equipped to work in a high standards district are being hired in their place. I don't understand why the district isn't looking more closely at a school whose test scores have dropped every year since the new leadership came into position. For the good news, there is at least one experienced teacher at each grade level and they are wonderful. My children have been in these classes because if you volunteer enough and are good to your teacher, you can usually get a good placement the following year if you don't make the principal mad. It is a strange place to be.
—Submitted by a parent
This is a great school. Any parent who wants to participate and help is welcome. The teachers are well prepared and the staff open to listen to you and do its best to please you. We love being part of such wonderful community!
—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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
84 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.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
82 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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
85 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.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
78 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 | 77% |
| Females | 85% |
| Males | 69% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 64% |
| 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) | 54% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 88% |
| Males | 85% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 82% |
| Fluent-English proficient and English only | 86% |
| 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) | 75% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 88% |
| 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 | 65% |
| Females | 68% |
| Males | 61% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 65% |
| 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 | 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) | 71% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 80% |
| Males | 83% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| 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) | 79% |
| Parent education - college graduate | 84% |
| 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 | 88% |
| Females | 89% |
| Males | 87% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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) | 86% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 92% |
| Males | 85% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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) | 93% |
| Parent education - college graduate | 93% |
| 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 | 84% |
| Females | 92% |
| Males | 75% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| 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) | n/a |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 84% |
| Males | 77% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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) | n/a |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 89% |
| Males | 88% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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) | n/a |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 92% |
| 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
Asian
Hispanic or Latino
White (not Hispanic)
All students
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
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 | 51% | 28% | ||
| Asian | 18% | 8% | ||
| Multiple or No Response | 16% | 3% | ||
| Hispanic or Latino | 6% | 49% | ||
| African American | 5% | 7% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 4% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 16% | 85% | ||
| All other non-English languages | 14% | 1% | ||
| Korean | 12% | 1% | ||
| Mandarin (Putonghua) | 8% | 1% | ||
| Arabic | 6% | 1% | ||
| Cantonese | 6% | 2% | ||
| Farsi (Persian) | 6% | 0% | ||
| Hindi | 6% | 0% | ||
| Gujarati | 4% | 0% | ||
| Japanese | 4% | 0% | ||
| Portuguese | 4% | 0% | ||
| Urdu | 4% | 0% | ||
| Vietnamese | 4% | 2% | ||
| French | 2% | 0% | ||
| Greek | 2% | 0% | ||
| Indonesian | 2% | 0% | ||
| Russian | 2% | 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 | 5 | N/A | 11 |
| Average years teaching | 8 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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2785 Marsh Drive
San Ramon,
CA 94583
Website: Click here
Phone: (925) 552-5650
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