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Teacher quality
Principal leadership
Parent involvement
We love this school. The principal is outstanding, and knows all of the children's names quirks and personalities. His care and attention to detail extends to all of the teachers and staff. Parent involvement is A+ quality and the facilities are wonderful - the library in particular is gorgeous. We love this school and the excellent education our children are getting.
—Submitted by a parent
My daughters attend Binkley Elementary Charter School, and we are all very happy with the quality of their education. The teachers and staff are amazing. One of our daughters has really been struggling with math. Through the school's tutoring program, she has improved by leaps and bounds. Our other daughter is accelerated, and through the GATE program and her teachers, her needs to feel challenged are met without her feeling overwhelmed. All of their teachers through the years have kept an open communication with us. The principal is great, and very accessible. We are very proud be Binkley Bobcats!
—Submitted by a parent
i wasn't impressed with the school. my daughter spent the first 6 months of kinder there, and then we pulled her out. the first issue is that she constantly complained of being bored. she was already reading when she entered kinder and the kids were just starting letter recognition. i spoke on multiple occassions with her teacher but their solution was more worksheets and/or work to do at home. nothing to engage her in class. they finally agreed to test her which confirmed her advanced reading level and decided to put her in 1st grade for an hour a day. the problem was she rarely went there. the final straw for us was another child in her class who was known to have behavioral issues and who other parents had complained about had started being aggressive with my daughter. hitting, biting, pushing, calling her stupid. the teacher was aware but continued to have them sit near each other. it got to the point were at least once a week he was physically hurting her. when i approached the teacher, i just got a nod . but no plan of action. the principle was better, but i wasn't interested in running the him constantly. so we moved schools.
—Submitted by a parent
My son loves going to this school. He belongs to the bobcat community and knows it. The staff work together to ensure all students get the attention and education they deserve. The parent envolement always amazes me. The people here;staff and parents are committed to the sucess of these kids! Lucky kids!
—Submitted by a parent
Two of my three children attend Binkley and the youngest is very excited to join them next year. The teachers are amazing! They teach to each child's level by having seperate reading groups for the higher, mid and lower kids. They find new ways to challenge each child while still supporting them. The principal is wonderful! He is very attentive to each class's needs and some how still keeps track of each student! My middle daughter's first day, I was nervous how she would do with the seperation. When I arrived for pick up, I happened to pass by him, and he stopped me to tell me that he had checked in on her a few times throughout the day and she did just fine! He had only met me once prior to this encounter! He, along withh the rest of the staff make Binkley feel like a very close-knit communitee.
—Submitted by a parent
Both of my children went to this wonderful school. It's rated among the best in Sonoma County!
—Submitted by a parent
The best teachers around. Caring, informative and loving
—Submitted by a parent
Binkley is a well rounded school with much to offer everyone, regardless of grade level or academic achievement. My son was noted to have an advanced vocabulary in Kindergarten and so they advanced him to first grade for his reading! I am impressed by this forthrightness and ability to see beyond the 'average' student. The Binkley Boosters (PTA) are all inclusive and not at all exclusive as is usually true at most elementary schools. Being a working parent, it is important to feel included and at Binkley I truly do.
—Submitted by a parent
My daughter attends Kindergarten at Binkley. With 6 weeks of school under her belt, we have nothing but wonderful things to say. Her teacher is excellent and my daughter really enjoys her methods of teaching, which usually involve music, dance and interactive play. I was very impressed at Back to school night by the quality of the programs being offered. there were so many activities and programs made available for the students, that were also accommodating for the parents. The 'Binkley Boosters', which is the PTA organization, appeared to be organized very well and mentioned many upcoming ways to better the education that kids are receiving. I have to admit, I was a little weary about the school, since it is so small and I had never heard of it, but I am SO glad my daughter is part of the school and look forward to next 6 years.
—Submitted by a parent
Binkley is a great school. My daughter attends Kindergarten there. Her teacher is fabulous. The first time I heard her class reading 'site words' actually brought tears to my eyes. The principal is great too, very friendly, open and receptive. Way to go Binkley
—Submitted by a parent
Binkley's a great place for kids to be. All the teachers and staff are super supportive and accommodating. Every year I am seeing more parents become involved to better their child's life at school. Plus, my first grader is learning stuff I learned in the second and third grade in first grade.
—Submitted by a parent
We find that binkley is one of the greatest schools in santa rosa. In comparison to feedback from family and friends who are parents of elementary school students,we have found out that the programmes that our son has taken up (music,drama field trips etc) has really opened up his level of exposure and learning. Excellent for Binkley.
—Submitted by FINAU VOSANIVEIBULI, a parent
My daughter attended Binkley from K - 6. We found it to be an excellent school, with very good teachers, that took an interest in their students as well as parent education. My 3 year old son will be starting kindgergarten soon, and we plan to enroll him, so that he can have the same pleasant experience.
—Submitted by a parent
They need to get a new principal and a higher level of discipline. The children use a strong fowl based language, and are acting in a gang mentality. There is no dress code, so the children are wearing clothing very unappropriate for the elementary school level. There is absolutly no form of rewardment or activities that would benefit a child who is in the upper level of learning. There is absolutly no change for a child who thinks outside the box. They are only interested in their numbers and getting every child to fit into the same mold, than they are on actually getting each and every child to succeed. In other words, they would just like to survive another school year with no problems, and put no unneccesary effort towards a child to succeed.
—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.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
67 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.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
59 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.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
57 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.
46 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
48 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
46 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 59% in 2012.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
56 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 | 63% |
| Females | 73% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 44% |
| Fluent-English proficient and English only | 69% |
| 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 | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 77% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 63% |
| Fluent-English proficient and English only | 78% |
| 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 | 83% |
| 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 | 60% |
| Females | 82% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| 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) | 45% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 68% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| 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) | 70% |
| Parent education - college graduate | 61% |
| 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 | 73% |
| Females | 76% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 88% |
| All Students | 83% |
| Females | 83% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 100% |
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 | 63% |
| Females | 65% |
| Males | 61% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 79% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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) | 82% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 65% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| 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 | 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 | 78% |
| Females | 88% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| 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) | 74% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 52% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| 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) | 54% |
| 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
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
Grade 6
All students
Female
Male
All students
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
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 55% | 27% | ||
| Hispanic | 32% | 51% | ||
| Two or more races | 7% | 3% | ||
| Black | 3% | 7% | ||
| Asian | 2% | 11% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 17% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 49% | N/A | 54% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 12 | 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 |
|
| Fax number |
|
| Extra learning resources offered |
|


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4965 Canyon Drive
Santa Rosa,
CA 95409
Phone: (707) 539-6060
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