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GreatSchools Rating

Spreckels Elementary School

Public | K-5 | 616 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 3 ratings
2011:
Based on 2 ratings
2010:
Based on 2 ratings

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Parent involvement

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19 reviews of this school


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Posted November 6, 2012

The Good News Club really has no business being at this school using the classroom. Seems that parents let their kids go to it right after school to either have an extra hour for their kids to be or because they think that they are learning about Christianity. I peeked through the little pink book they handed out to the children on the first day and I was shocked. Almost every page was filled with words to scare the children into not sinning. Satan this and you better be like this and like that. It was not just one page, every page I picked was similar. I believe in God and I just don't think that is the right way to teach our children. They may not be affiliated with the school, but passing out flyers in my child's class and starting right after school gets out, seems pretty well tied in. Checking it out, almost every kid in there if not all of the kids attends Spreckels. Other than that, the school has been great and teachers are great and really care.
—Submitted by a parent


Posted January 6, 2012

Our twins joined Spreckels in Fall of 2011 as first graders, and they love it. In kindergarten (at a different school) they begged us every day to stay home because they were so unhappy there. We put a lot of time, research and thought into selecting Spreckels; and we know without a doubt that we made the right choice for our boys. The principal, Teresa Scherpinski, and their teacher, Mr. Price, clearly love the kids and their work. They make it easy and comfortable for parents to be involved; and they respect each student as an individual. They make school interesting and fun - and the boys come home every day telling us about the new things they've learned. Both kids have made significant progress in all subjects. We love Spreckels!!
—Submitted by a parent


Posted January 3, 2012

Really disappointed with this school. Communication to parents in general has been awful. There are some great teachers but it seems like the disorganization and lack of professionalism comes from the top down. There have been countless times that the office has failed to notify the teacher of an absence as well as the office failing to notify us of significant events regarding our child. This school seems like it's in a time warp as far as the lack of discipline, holding kids responsible for their performance and using newer teaching tools. This is the type of school that your kid can fall between the cracks if you're not on top of things. We received a notice today that Spreckels Elementary has failed to meet the "no child left behind" standards and that we can move our kid to any other school in the district and even receive FREE tutoring. This school district is in financial trouble and that could be impacting morale among the people running this school but that's no excuse for administration not running a tight ship. If you like a school that your kids can show up late or not at all and not get any sort of phone call then then Sprekels is for you!
—Submitted by a parent


Posted April 10, 2011

I am supremely dissappointed in the handling of a certain second grade class. Ask anyone and you will get an earful. It pains me that one bad seed may cause lasting damage to my child's educational experience. Apparently this certain teacher is "better" now than before. I am surprised there has not been a lawsuit yet. I can tell that the core educators care and that the administration is doing the best they can while covering their own rears, but this teacher should not be teaching and apparently they can't do much about it. It is a very difficult situation and it pains me because outside of this teacher, this school has been great.
—Submitted by a parent


Posted March 29, 2011

I am 40 and attended this school as a child. I was in a bilingual program throughout my years there. I learned Spanish fluently and took AP Spanish in high school. Learning a second language gave me a better understanding of English language mechanics as well. Don't listen to the conservative parents who tell you that "other" people's children who are not white and don't speak English will adversely affect your child. Wa all know what that's really all about.
—Submitted by a parent


Posted September 15, 2010

This school is more interested in treating English as a second language and tends to favor students who attend from areas other than the local neighborhood. Children are forced into a classroom environment with other children that may not be at the same academic level or may not even speak the same language. The learning process is slowed down for an above average student in these circumstances.
—Submitted by a parent


Posted July 19, 2010

Both my children attend this school and my older child is moving on to middle school now. It has a been a great experience for us. It is not perfect, but no school is. As a parent, it does help to volunteer in the classrooms to get to know the teachers and the other children. It also helps to know what the academic expectations are. If you get involved in the volunteer efforts of the parent groups, that can be beneficial as well. That way, you truly find out how the school works... the teachers, staff, admin., and the school district and school board. You have to stay involved as a parent because the expectations are enormous. This comes from the state level and curriculum. Because of the small town flavor, it can really feel like a family and from that end, the teachers and staff are very approachable. Great1
—Submitted by a parent


Posted April 20, 2007

I think that there is too much paperwork at my son's kindergarten. Why does kindergarten need to be so rigorous? He doesn't ever seem to come home and excitedly tell me about what he is done and learned. It's very strict. Whatever happened to learning through playing, music, clay, gardening, and field trips? It doesn't even seem like the kindergarten gets to take much advantage of the supposedly magnificent computer lab, music center, and greenhouse. I should note that they had a great festival in the fall, but most of the other events are all fundraisers.
—Submitted by a parent


Posted September 18, 2006

The academic programs are great. The tech lab is awesome. The Mathability was kind of a shock of a shock for a first grader (timed test) but it's helping him alot.My sixth grader enjoyed Fifth grade band last year and plays pretty well thanks to Ms. Dermody!
—Submitted by a parent


Posted November 7, 2005

We just moved from this school and realized how special it was after we left. The involvement of a core group of parents and teachers make it that way. The administration lacks in many areas, but teachers make up for it in most cases.
—Submitted by a parent


Posted July 25, 2005

The staff is young and fresh for the youngest students. Fourth grade is the most difficult due to grumpy teachers, crowded classrooms and lots of work. The music program is fabulous.
—Submitted by a parent


Posted May 13, 2005

Spreckels is horribly lacking in administrative leadership. The teacher do all they can considering the circumstances, but unfortunately they lack the leadership in their principal. It definitely has a small town feel to it, which can be nice. There are daily safety concerns that aren't addressed. Compared to some schools in the area it may be better than most, but it's sorely lacking in challenging curriculum and leadership.
—Submitted by a parent


Posted February 24, 2005

I've read that parents are saying there are 30+ students in 3rd grade-however before enrolling my child I confirmed there are 5 3rd grade classes with no more than 20 student in each class. We must have missed the fight to keep the classes smaller.
—Submitted by a parent


Posted November 30, 2004

We have two children at Spreckels and we have been happy so far. Our main complaint would probably be the large class sizes.
—Submitted by Michael King, a parent


Posted September 13, 2004

Oh My. Fancy financing' I'd say. This school district has its priorities out of whack. In relation to Spreckels Elementary.....Can you believe they would begin the school year with Kinder class' whose class rosters were above 35 pupils per class/teacher. 3rd grade is super high as well. Only until parents threatened with action did they make a plan to hire 2 new Kinderteachers and 2 third teachers. This situation of over 100+ students planned enrollment per class was known last year. However the board voted to eliminate 7 teaching positions, and increase class sizes in 3rd grade and Kinder. Yet, the board still has medical benefits. and the administrative costs are in huge proportion to the total budget. This district needs a shake down admistratively and across the Board. Excellent Teachers..... Excellent Parent participation and fundraising.... But The parents have yet to control the Funky Financing... Parents have to bail them out.
—Submitted by an nonomous, a parent


Posted July 21, 2004

While I was sincerely disappointed in the Superintendent's and the Board's 'hands off' approach to managing the budget to the student's best interests, but rather to their own pocketbooks, I felt the teachers did the best they could with the resources they had. Also, for the most part parents have played an active role in keeping this school running. This is evidenced in the school's repeatedly meeting and exceeding the state's target goal. Generally, a good school, with good kids, good parents, and good teachers.
—Submitted by a parent


Posted May 4, 2004

What a mess this school and district is in. Children suffer, class size reduction is eliminated in Kindergarten and 3rd grade. Who can Imagine their 5 year olds in a class with 30+ children and only one teacher. The School Board, thats who! You would think they would give up their medical benefits for the sake of quality education. Dont these board members have other daytime jobs with benefits? There is funny business with the financial numbers and they expect and are hinting to having the parents reach in thir pockets to cover their fiscal irresponibility. Wrong! Children are the ones not being considered. There are some excellent Teachers that will be lost. The best thing for this school/district is to have the State take it over. The Parents will still be as generous as ever and continue to pay for the extra'S that make this school.
—Submitted by a parent


Posted March 14, 2004

I have been very pleased with my experience with teachers and the principal at Spreckels Elementary School. I feel that the staff has the better interests of the students at hand and makes every effort to address their needs, including those at needing to be challenged. While most parents are helpful, some go a little over the top and end up being pushy, often times questioning the professional teachers at the school and bogging them down with minute concerns. They should realize that the extra time they are taking from the teacher is coming out of the time the teacher can spend with my child.
—Submitted by a parent


Posted June 16, 2003

This school would not survive if it weren't for the parents. Many families in this area are committed to the education of their children and spend numerous hours volunteering at Spreckels elementary. The sad part is - if you are a full time working parent with little extra cash to donate to this school, your voice will not be heard. The principle is so busy supporting her staff that she doesn't take the welfare of her students needs into any consideration. She talks like she does, but when situations occur, she lacks the appropriate concern for the student. As for the teachers, there are a select few in the lower grades that will challenge your child and bring their abilities up. Unfortunately, there is only a few and when the student hits third grade, only one or two teachers keep them challenged. The rest teach to the lowest level student and don't challenge the more advanced child. That child is expected to sit quietly until All students finish their work. I pulled my daughter out to homeschool her at the fourth grade level and my son out when he hit third grade. This school had a great K-3 small class program, but now that CA has budget cuts going on - this program is being stopped. I recommend putting your child in either a private elementary school or homeschooling him until the middle school level.


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 2012.

This school's
API score

877

Change from
2011 to 2012

-17

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

5 / 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 2012

This school's
API score

877

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
2011 to 2012

-17

Change from 2011 to 2012
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
(2011)

9 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

5 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

97 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
69%

2010

 
 
54%

2009

 
 
72%
Math

The state average for Math was 64% in 2012.

97 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
82%

2010

 
 
75%

2009

 
 
78%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

100 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
60%

2010

 
 
52%

2009

 
 
55%
Math

The state average for Math was 69% in 2012.

100 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
86%

2010

 
 
81%

2009

 
 
77%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

98 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
76%

2010

 
 
83%

2009

 
 
77%
Math

The state average for Math was 71% in 2012.

98 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
82%

2010

 
 
89%

2009

 
 
68%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

91 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
79%

2010

 
 
69%

2009

 
 
71%
Math

The state average for Math was 65% in 2012.

91 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
83%

2010

 
 
62%

2009

 
 
67%
Science

The state average for Science was 60% in 2012.

91 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
72%

2010

 
 
65%

2009

 
 
65%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students69%
Females68%
Males70%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantagedn/a
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)54%
Parent education - college graduate73%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students81%
Females73%
Males87%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantagedn/a
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate89%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students57%
Females57%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged7%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)43%
Parent education - college graduate61%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Math

All Students91%
Females90%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged60%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)83%
Parent education - college graduate96%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students80%
Females80%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged46%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)68%
Parent education - college graduate80%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students77%
Females75%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged46%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)55%
Parent education - college graduate84%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students73%
Females84%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)59%
Parent education - college graduate82%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students76%
Females86%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)87%
Economically disadvantagedn/a
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduate85%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Science

All Students69%
Females79%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)83%
Economically disadvantagedn/a
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)59%
Parent education - college graduate85%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 64% 28%
Hispanic or Latino 25% 49%
Asian 4% 8%
Filipino 3% 3%
Multiple or No Response 2% 3%
African American 1% 7%
American Indian or Alaska Native 1% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 15%N/A24%
Students eligible for free or reduced-price lunch program 213%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 96% 85%
Cantonese 4% 2%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 21N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 8N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

Fourth Street and Hatton Avenue
Spreckels, CA 93962
Phone: (831) 455-1831

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