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GreatSchools Rating

Foothill Elementary School

Public | K-5 | 390 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 12 ratings
2012:
No new ratings
2011:
No new ratings

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18 reviews of this school


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Posted September 25, 2013

We moved to this community last year and its our son's second year in this school. We have had nothing but the best experience so far. Mr.Bosco is a wonderful, large hearted Principal who knows almost all kids by their first names. He often drops into classes and watches the teachers interact with kids. He is always at playground during recess mingling with kids and talking to them about how their day went. He genuinely cares that each kid is happy and takes pleasure in their success. The teachers have been warm and most importantly accepting of all differences. This is definitely not a school for kids who are only academically oriented as the motto of the school is not only pushing education but bringing a much more well rounded encouraging environment for all. We would definitely recommend this school.
—Submitted by a parent


Posted September 24, 2013

Both of my children have attended since kindergarten, we are now on our way out. Thank goodness. The teachers are nice, for the most part. Mr. Bosco is nice. But there is NO vision. NO progression. NO teacher accountability nor principal accountability . The teachers do as they please depending highly on parent involvement. The staff has been doing the same things for years clearly before my children started. It's sad and frustrating to watch. My children will be fine. But many many moments of the natural curiosity of world and learning have never been tapped into because of teacher/administration complacency . And , " well, this is how we do things... " mentality. Foothill and perhaps the district as a whole needs house cleaning. Money and high test scores do not equate great teaching. In an area with so much, foothill offers very little.
—Submitted by a parent


Posted August 28, 2013

Did you notice that they grouped all the good kids in one class? We expected the class will be a mixed group but it is not. J. Bosco needs to do something about it, currently the classes are not balanced!
—Submitted by a parent


Posted August 22, 2013

Totally agree with the previous parent reviewers. This year's class placement is unfair and way too extreme. I'm so disappointed in the Principal and some of the teachers' judgment to place the students in this order. I hope they'll re-evaluate and review the criteria for future placement. Unfortunately, this year's arrangement cannot provide a well-balanced environment for the students to learn from each other.
—Submitted by a parent


Posted August 21, 2013

I like many aspects of this school, such as student diversity and culture. However, I was very disappointed in the class assignments this year. Just as another reviewer had commented, the most advanced/mature students are all placed in one class. What is interesting is that class has the largest number of the teachers' kids. Is it really coincidental? We as parents do not get to pick our kids' classmates and teachers, yet it seems that teachers get to do exactly that.
—Submitted by a parent


Posted August 18, 2013

Foothill needs a strong principal who can provide great leadership and vision. Mr. Bosco should care about providing the best opportunities for majority of the students to learn and to grow instead of just focus on a small group of top students. For those students who are placed at "average" level are already 1 year ahead of their curriculums, but yet they don't have confidence in themselves because the school does not really care about them. Those top kids who are 2-3 years ahead of their grade levels should consider skipping a grade. Foothill needs a principal who can look at the bigger picture and who can help majority of the students to learn, to grow, and to build confidence.
—Submitted by a parent


Posted August 18, 2013

It is only fair that the students receive the same level of curriculum/homework and have access to the same level of resources regardless of their achievement levels.
—Submitted by a parent


Posted August 18, 2013

There are no teacher accountability, they aggressively ask you to donate $800 +$100 =$900 per student per year, but they don't provide good quality of classes. Parents involvment is everything, or be ready to spend a lot of extra money on after school enrichment programs. They may need a principal who can work with those teachers to improve the quality of the classes.
—Submitted by a parent


Posted August 18, 2013

Classes are not balanced for students achievement levels: some classes have high concentration of high achievement students, others have high concentration of low achievement students. Aren't we supposed to have diverse classrooms?
—Submitted by a parent


Posted August 17, 2013

We have been in Foothill for 4 years and I agree with the other reviewer that this school is for kids who already learned the curriculum and are at least one to two (or even three) years ahead of their grade levels; if your kids don't know the curriculum in advance, then they are out of luck. Furthermore, this school is not for busy working parents because the teachers expect your kids to know the curriculum before coming to school. We also noticed that they seem to place the top 1/3 students in one class with teachers who have the most seniority, and the teachers with the least seniority get the bottom 1/3 students.
—Submitted by a parent


Posted August 16, 2013

I am disappointed with most of the teachers and the Principal--Joe Bosco. The teachers don't "teach", they often send home HW without teaching the kids first, they want the parents to teach the kids and they only do review/assessments. Futhermore, J. Bosco has little experience in dealing with important issues, and he does not understand the needs of the children. He groups the kids based on their academic levels as young as 1st grade, he evaluates the kids based on their academic capabilities instead of who they are; he puts all the star kids in one class, kids with special needs in the other class, and kids with average grades in the 3rd class. This is totally imappropriate, he is leading the school toward the wrong direction! Aren't we suppposed to have a diverse elementary school? If your kids are not placed on the top 20% of the class by 1st grade, your kids will never get a chance to catch up or to receive the same curriculum to excel in the future (especially boys matural later than girsl), this is extremely unfair for the rest of 80% families who are also tax payers. Foothill needs an experience Principal to provide great leadership and to set the right directions!
—Submitted by a parent


Posted January 29, 2013

We are new to Foothill this year and our experience with all of the staff has been outstanding. The teachers are warm and show genuine concern for their students. The Principal, Joe Bosco is kind and friendly and attends all of the functions - he even helps with the valet queue sometimes! The curriculum is balanced and meaningful. They teach students the 3 Rs as well as how to be a good person and citizen. It's a great place for any child to learn and grow.
—Submitted by a parent


Posted May 14, 2010

High parent involvement. Friendly, family-oriented environment. Cannot imagine a more positive school/community experience. Principal and staff know all of the students! and most of the parents. Balanced curriculum with arts, music, computer lab, library and science programs to complement regular classroom. Parent involvement supports teachers in classroom. Collaborative approach - it is a village raising a culturally-diverse group of kids. Excellent support of special needs kids. Afterschool Clubhouse provides a great environment for kids with a comfortable, sage place and offers a variety of activities including homework club and physical activities. Classroom teachers have been a mixed bag. About 1/2 have been exemplary and about 1/2 average. There is a high academic standard and strong curriculum.
—Submitted by a parent


Posted November 13, 2008

After a year at Foothill, we have learned that a school should not be rated on test scores alone. Test scores are largely driven by demographics not educational quality. Foothill and the other schools in Saratoga and Cupertino have great test scores because many smart, wealthy kids attend them. Many of these kids spend 2-3 hours after school attending additional classes so that their parents can ensure that their kids excel in the highly competitive environment of these schools--an environment created by hyperparenting. For the following reasons, I give this school only one star: (1) the school ignores the arts; (2) the school focuses too much on rote exercises reinforcing the Three R's; (3) the school lacks student and staff diversity; and (4) not every grade at the school has a science or art teacher.
—Submitted by a parent


Posted March 21, 2006

Foothill was recently remodeled so the facilities are new and clean. Parent involvement is very strong. Almost all families are upper middle class or wealthy (minimum home price in the area is about $1million) and are very education oriented. Still, there are behavior problems that crop up. The school has a new principal within the last few years, which is a big improvement over the previous principal, so the school is becoming more popular within the district. The school doesn't use grades on the report cards - instead it's a measure of 'meeting the state standards'. There are no school buses; parents drive on most field trips. Orchestra & band are before school and are not free.
—Submitted by a parent


Posted December 9, 2005

Nice campus and teachers. Very balanced student backgrouds.
—Submitted by a parent


Posted July 11, 2005

Outstanding school with extensive quality of academic programs. Highly involved parents with very approachable principal. The teachers and staff are young and enthusiastic! Many programs available for the students from art docents, science docents, and music which are funded by the SEF program.
—Submitted by a parent


Posted May 12, 2005

I visited the school ; it looks very nice. The teachers seem really helpful. The new principal is trying very hard to communicate with parents.
—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

933

Change from
2012 to 2013

0

API Statewide Rank
(2012)

10 / 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 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 met all student subgroup API targets for 2013

This school's
API score

933

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

0

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 2011 and Spring 2012. 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)

10 / 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.

63 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
75%

2011

 
 
76%

2010

 
 
88%
Math

The state average for Math was 65% in 2013.

63 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
76%

2011

 
 
80%

2010

 
 
86%
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.

65 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
78%

2011

 
 
81%

2010

 
 
69%
Math

The state average for Math was 66% in 2013.

64 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
89%

2011

 
 
89%

2010

 
 
91%
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.

80 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
94%

2011

 
 
88%

2010

 
 
97%
Math

The state average for Math was 72% in 2013.

81 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
97%

2011

 
 
91%

2010

 
 
88%
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.

86 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
97%

2011

 
 
97%

2010

 
 
97%
Math

The state average for Math was 65% in 2013.

87 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
94%

2011

 
 
97%

2010

 
 
96%
Science

The state average for Science was 57% in 2013.

87 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
96%

2011

 
 
95%

2010

 
 
95%
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 Students85%
Females94%
Males75%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate93%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students89%
Females94%
Males83%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate93%
Parent education - graduate school/post graduate93%
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 Students78%
Females82%
Males74%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantagedn/a
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a

Math

All Students88%
Females88%
Males87%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate78%
Parent education - graduate school/post graduate91%
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 Students91%
Females90%
Males93%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students94%
Females92%
Males95%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate94%
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 Students93%
Females97%
Males89%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disability73%
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate95%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students94%
Females100%
Males90%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disability75%
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Science

All Students93%
Females100%
Males88%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disability58%
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate95%
Parent education - graduate school/post graduate92%
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 State average
Asian 50% 11%
White 36% 27%
Two or more races 11% 3%
Hispanic 2% 51%
American Indian/Alaska Native 0% 1%
Black 0% 7%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 2%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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School basics

School Leader's name
  • Nancy Ondrejka
Fax number
  • (408) 867-4119

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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13919 Lynde Avenue
Saratoga, CA 95070
Phone: (408) 867-4036

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