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GreatSchools Rating

Escondido Elementary School

Public | K-5

 

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Living in Stanford

Situated in an inner city neighborhood. The median home value is $1,020,000. The average monthly rent for a 2 bedroom apartment is $1,380.

Source: Sperling's Best Places
 
Last modified
Community Rating

5 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
No new ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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16 reviews of this school


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Posted June 22, 2014

Overall, this is a great school, with tremendous parent involvement. There is some room for improvement, particularly around the math curriculum - although there is a supplemental math program which is great. Not all of the Spanish language teachers are native speakers, but they are all committed and hard-working and care a lot about the kids. There is some differentiation in the classrooms, and quite a lot of technology available to this kids (iPads and laptops are brought in semi-regularly to the classrooms). There is a lovely school garden, but so far the garden hasn't been worked into the curriculum. There are also social cliques, and some social tensions between the Spanish and English students.
—Submitted by a parent


Posted October 8, 2013

I moved to Palo Alto from Europe in June and I was lucky to have my son accepted at the Spanish Immersion Program at Escondido. He is in second grade. I can say that, hands down, this is the best school my son has ever attended. He attended two private schools in Europe and I have never encountered the level of professionalism, support, and care for children that I witness at Escondido every day. I have studied and visited schools all over the world. From this vantage point, I can say that my son's teacher is fabulous: Experienced, dedicated and knowlegeable. She adores her children and keeps a very close eye on their needs and progress. The administrative staff and the Principal are extremely responsive, easy to deal with and "on the ball". Escondido provides a safe, age-appropriate environment where children can thrive academically and developmentally. My son is HAPPY at school. Every day! Children cannot learn if they are not happy. He loves his teachers and classmates and I know that he is in the best possible hands. I highly reccomend Escondido as a most solid, caring, professional establishment where children can achieve their best in every aspect of their lives.
—Submitted by a parent


Posted September 23, 2013

This is a great school. The principal is awesome - she really listens to parents, and does a great job balancing the needs of teachers and parents while always remembering that our kids come first. The teaching staff, though not always 100% able to accommodate the needs of each student (possibly because of dictates from the school district - like using the dreaded Everyday Math), is super dedicated and hard-working, and you really couldn't ask for a more involved community of parents! We are very happy at Escondido.
—Submitted by a parent


Posted November 6, 2011

Parents should chose this school if they want a good basic education, lots of enrichment and field trips, and a warm caring parent/teacher community. The Spanish Immersion program is an absolute gem. They will teach your child to reach and speak Spanish even if you do not know the language at all. If you can get into this program, you will be giving your child the gift of a lifetime. The principal is new this year, but she seems to be well liked.
—Submitted by a parent


Posted April 26, 2010

My kids were studying in Vargas (Sunnyvale), Escondido and now in Los Alamitos (San Jose) Elementary schools. Escondido was our favorite. The kids there come from all over the world and they have a lot of fun. The staff at Escondido is wonderful and everyone loves the principal. My girls still remember fondly all their teachers.
—Submitted by a parent


Posted July 31, 2009

This school does a really great job teaching and instilling a love of reading. It also has a multitude of after-school activities that are available every quarter ranging from language courses, art, science, math, chess, tennis, basketball, dance, etc. I think that it could do a better job with teaching math concepts in the younger grades but after-school math advancement courses are offered. It also has a fabulous anti-bullying policy and an awareness that kids, even at these young ages, deal with this stuff everyday. Fabulous librarian as well, Ms. Lee! All in all a wonderful school with a very diverse group of children from all over the US and the world.
—Submitted by a parent


Posted January 22, 2009

My daughter is in the Spanish Immersion Program at Escondido and it is a wonderful school. We have not been crazy about each and every teacher, but that is true at every school. Overall, it is an extremely fine school with very involved parents, a great PTA, and excellent relationships between the school administration and the PTA. The children get art, music, and sports enrichment programs paid for by the PTA and the PTA also subsidizes classroom aides. It is a very active school community. The Spanish Immersion program gets excellent results.
—Submitted by a parent


Posted November 4, 2008

My child is in kindergarten at Escondido school. So far, we are extremely pleased with the teacher and the principal. I work in the classroom each week helping with math. The kids in the school are also very impressive. Books are sent home almost daily and my child's reading skills are developing quickly. The teacher is warm but strict, a perfect combination. The school has a great atmosphere, intellectual yet down to earth. We feel very lucky.
—Submitted by a parent


Posted November 3, 2008

Contrary to the other excellent reviews I've been disappointed by the academic level at this school. Having moved to Palo Alto from a school district that is considered 'less good' I expected to find an academically challenging environment at a school next to Stanford. Instead, my child has continually commented on how easy everything is and how much harder and more advanced work he was doing at his previous school. The teacher does not seem to be willing to go beyond the standard curriculum, which from what I can see of the other students in the class, seems to be too basic for most of them. Math in particular is very weak -- there is no reason that children need to spend two years understanding what numbers mean before they can begin real math. No wonder our country is performing so poorly on international tests...
—Submitted by a parent


Posted January 13, 2008

I have two words for you, Gary Prehn! This man is the super glue that holds this entire place together in a beautiful state of cohesion. I have moved away to Miami but my two sons loved this school as did I. The parental participation is at the very core of the feel good nature of this school. And the teachers are just out of this world. I really miss it and still keep in contact with one of my son's teachers. Also may I note the extremely shiny happy faces in the office, always ready to help! This will be the best time of your life, especially you are somehow tied to Stanford!
—Submitted by a parent


Posted June 6, 2006

Escondido is a great school. The kids are great. The parents are great. The teachers are great. There are lots of interesting after school programs. The Spanish Immersion is fun and it really work. The kids are happy and they learn to speak Spanish and English.
—Submitted by a parent


Posted May 17, 2006

Beautiful location, interesting staff and a committed principal. He works well with other administrators in the county. Strong scores.
—Submitted by a parent


Posted May 1, 2006

Very good overall quality of elementary academic programs and for the most part good teachers. This school is also the site of Palo Alto's Spanish Immersion program. Plenty of extracurricular activites are offered. Parent involement has become more prevalent in the last 10 years.
—Submitted by a parent


Posted February 4, 2006

This is a warm environment for a child to develop, a combination of caring and nurturing and gradually preparing children for the real world. I wish there were more art, sports and extracurricular events,Escondido has a 'multipurpose' room that serves for a gym, and all large events on campus. Art classe are infrequent. The library is good, and there is early exposure to computers. Teachers tend to remain here, though some may change a grade from time to time. There is only one male teacher on campus, I believe. Alot of parent involvement. Children are from all over the world, given that the school is on the Stanford Campus, a large percentage of parents attend or work for Stanford. The principal is accessible, consistent and ever present. My child scores well on standardized tests, has placed two grades ahead in reading and was in the top few percentage points in math.
—Submitted by a parent


Posted February 24, 2005

Escondido Elementary is awesome! From the Principal, to the administrative staff and the exceptional teaching faculty, this school goes above and beyond to include and embrace each family as an individual entity. They really provide a 'family feel' to the community that belongs with Escondido Elementary. Being a single parent, I have had some significant challenges with my child's attendance, her attitude about education and at one point, her transportation to and from school. The staff and faculty reached out to us with caring, support and a sincere desire to help with those issues. I would like to say a great big thank you to all at Escondido Elementary and I hope they know how all of their efforts positively impact not only the child in attendance, but their families as a whole. I would highly recommend this school to everyone.
—Submitted by a parent


Posted October 18, 2004

My daughter has attended K-1 at Escondido and we absolutely love the school! The community atmosphere of the school & parent vounteer opportunities enrich my daughter's education and give me an opportunity to get to know her teachers. This personal attention is paid both to students and families. Both the teachers and parents are highly educated and the children are all friendly and social. I believe that the test scores for this school are low because it serves an international college community with many new children not even speaking English when they arrive at the school. I found that the children seem to catchup remarkably quick, but I'm sure that it impacts the scores during testing. This is a great school that you should visit if you are moving into the area. ~Shana R. May from StanfordFamilies.com
—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

927

Change from
2012 to 2013

-10

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

8 / 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

927

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

-10

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)

8 / 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.

92 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
87%

2011

 
 
71%

2010

 
 
83%
Math

The state average for Math was 65% in 2013.

92 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
95%

2011

 
 
91%

2010

 
 
89%
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.

92 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
77%

2011

 
 
69%

2010

 
 
65%
Math

The state average for Math was 66% in 2013.

94 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
93%

2011

 
 
82%

2010

 
 
82%
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.

90 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
95%

2011

 
 
89%

2010

 
 
90%
Math

The state average for Math was 72% in 2013.

91 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
93%

2011

 
 
90%

2010

 
 
84%
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.

85 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
85%

2011

 
 
84%

2010

 
 
84%
Math

The state average for Math was 65% in 2013.

87 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
90%

2011

 
 
89%

2010

 
 
83%
Science

The state average for Science was 57% in 2013.

84 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
91%

2011

 
 
90%

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

All Students74%
Females83%
Males69%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged45%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability79%
English learner44%
Fluent-English proficient and English only85%
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)n/a
Parent education - college graduate64%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Math

All Students94%
Females97%
Males91%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged73%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability98%
English learner84%
Fluent-English proficient and English only97%
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)n/a
Parent education - college graduate86%
Parent education - graduate school/post graduate100%
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 Students73%
Females76%
Males68%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantagedn/a
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability75%
English learner38%
Fluent-English proficient and English only80%
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)n/a
Parent education - college graduate87%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

Math

All Students84%
Females87%
Males81%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability89%
English learner63%
Fluent-English proficient and English only88%
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)n/a
Parent education - college graduate93%
Parent education - graduate school/post graduate89%
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 Students89%
Females95%
Males83%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability88%
English learner59%
Fluent-English proficient and English only97%
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)n/a
Parent education - college graduate82%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students95%
Females100%
Males90%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability95%
English learner83%
Fluent-English proficient and English only97%
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)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduate97%
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 Students90%
Females93%
Males88%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only94%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students91%
Females91%
Males90%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability95%
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)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Science

All Students94%
Females98%
Males90%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only97%
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)n/a
Parent education - college graduate82%
Parent education - graduate school/post graduate97%
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
White 44%
Hispanic 24%
Asian 18%
Two or more races 10%
Black 3%
American Indian/Alaska Native 1%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 13%N/AN/A
English language learners 22%N/AN/A

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Danae Reynolds
Fax number
  • (650) 424-1079

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
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890 Escondido Road
Stanford, CA 94305
Phone: (650) 856-1337

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