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Teacher quality
Principal leadership
Parent involvement
My child has been with Braly since Kindergarten. He is now in 3rd grade. Braly is a small intimate school where the teachers comes to know almost all the kids and parents. This school does not tolerate bullying and have a strong emphasize in working hard and helping others. Being a small school have a draw back. Our PTA does need more members to help out but some how things do get done. Our classroom probably need more parent volunteers but the teacher does not complain about it. My child always had teachers that worked with him to be a well rounded child. What does that mean? That means the teachers not only challenge his academic skills but also helped him to promote his emotional intelligence. My child is doing above grade level work. He always enjoys the science, the art and currently social study curriculums that his teachers have provided in the class. Right now he is getting the right amount of home work. Braly is lucky to be able to keep the music/drumming class for K-5 for the past 4 years. This is fund through our PTA. We have a strong principal that shows great school leadership and promotes all programs to support academic learning and emotional growth.
—Submitted by a parent
BRALY IS A TOP NOTCH SCHOOL! My son thoroughly excelled during his 3 amazing years at Braly, and is now excelling in Peterson Plus. Braly totally prepared him for middle school! There s a tremendous Writing Program, 4th & 5th grade Alex and Math Olympiad, participation in District Science Fair, and 3rd through 5th grade have weekly Critical Thinking class! Teams include Football & Volleyball and the PE teacher is awesome! The PTA supplements a fabulous Music Program, Reflections Arts, and many events and assemblies. Safety is key & anti-bullying strategies are worked on daily. Children learn boundaries & respect! The principal s compassionate wisdom, fairness, flexibility and open door policy is a stand out! (The Kids adore her!) The exceptional & supportive teachers and staff exhibit advanced levels of care. Their IEP/Resource is a cut above! There is a strong and close community of families and a constant striving to improve process. We are so happy we chose Braly for our son s 3rd through 5th grade experience. We highly recommend this academic dream! Check it out. Peruse their website and go talk with Ms. Kamstra and see for yourself. Truly a Great School!
—Submitted by a parent
This is our second year at Braly. My daughter loves her school a lot. Currently she is in First grade and her teacher Ms Smith is absolutely wonderful though we did not find kindergarten experience as great as first grade !
—Submitted by a parent
This is our second year at braly. Last Year my daughter's teacher was great , but the management wasn't much. We need our children to learn more in math/art/music and science, but by the budget cut it's impossible. as a parent we should donate some money so our children can have a better education.
—Submitted by a parent
My daughter has been in Braly for 2 years, she is in 1st grade now. I've liked her teachers so far. They have been very attentive to the students and really encouraged reading, comprehension and writing in the class room. I am not impressed with Math and Science thus far. I hope it has more focus in 2nd Grade. I wish there were more arts/music/sports programs in school. But it is not from lack of trying. District wide budget cuts have hit hard on extra programs.The PTA is trying very hard and help with fundraising for the schools extra curricular activities but they need many more members and involvement from the parent community to make a big difference and have a big impact. Ms. Kamstra is an okay principal but I feel like she is hard to approach and does not come across as a very friendly person. I've been here two years and have had very little interaction with her. I feel like its easier to approach my daughters' teacher for various matters regarding the school and district policies etc. than to talk to her. The school is very particular about safety of their students and have many procedures in place and enforce it strongly to make sure kids and parents feel safe.
—Submitted by a parent
This is our second year at Braly and my daughter loves her school, the teachers and staff are pasionated about their job. I also would like to mention the staff at the Extended Day Program, they are amazing and a big help for us. We feel really fortunate for being part of Braly!.
—Submitted by a parent
Most of the teachers are nice and make time to talk to the parents and students. Leadership not to good. Needs improvement in communication Academic programs on key but not challenging enough. Safety is top notch at school,
—Submitted by a parent
I just changed from ellis to braly a little while school hasnt even started and I have a feeling by all the exellent reports about the school that Braly will be even better than Ellis. Carol going to be a braly student
Principal and staff are excellent. They are great teachers and genuinely care for all students. I volunteered in my child's class and observed how teacher really takes time to teach the students especially the ones that needed the extra attention. Ms Kamstra is a great principal. Really listens and takes actions to improve the system. Teachers are very caring as well. I'm happy and proud to be a Braly Eagle parent.
—Submitted by a parent
My family has spent a lot of years at Braly. It is a small school, where everyone knows each other. The teachers and staff at Braly are wonderful and caring. The teachers and staff know ALL of the children,
—Submitted by a parent
One thing great about Braly is that the school is small, but very diverse. The school campus is clean and tidy. The teachers are friendly and caring. The downside, is that the cafeteria is too small to hold plays and functions. During the Christmas Play this week, a lot of parents were standing crowded at the sides & back. Also, it would be helpful if all of the teachers had email addresses in case parents had concerns about their child/ren. Lastly, security/safety on campus doesn't appear to be tight. During school hours past 2:20pm(when kindergarteners are dismissed) it appears anyone can just walk right pass the wide open gates and hang out by the classrooms while they wait for their kids(grades 1st thru 5th) to be dismissed at 2:45pm. My kid came from another elementary school in the Evergreen area, and they don't just let anyone in through the gates without clearance.
—Submitted by a parent
What I love so much about Braly Elementary is how the teachers are so enthuiastic about teaching.
We have excellent enrichment activities for our students. We are a small school with big potential.
—Submitted by a parent
The principal and staff at Braly school are top-notch...every teacher and staff member on campus greets you with a smile and takes extra time with each student...I spend time volunteering on campus and am always amazed by the care and concern given to the students!
—Submitted by a parent
Braly has small class sizes that allow for more one on one time between the students and the teachers.
—Submitted by a parent
Great and friendly staff and tons of fun, exciting, educational activities.
Wonderfully, caring teachers. We moved here mid-kindergarten and the teachers were amazing. High parent involvement, teachers consistently gave feedback and encourages child in areas of strength. Wonderful school. Lots of field trips, extracurricular activities.
—Submitted by a parent
We couldn't be happier. Wonderful school with high parental involvement. Dedicated teachers. Very diverse school with a positive community atmosphere.
—Submitted by a parent
Braly is a wonderful school, great teachers, and an active PTA. My son is in his 4th grade here...moved here at start of 3rd grade. This is a small cozy school, lots of parent involvement on field trips, classroom, & extra activities. PTA has put on numerous events: Halloween Happening, Ice Cream Social, 'An Evening in India', BBQs, as well as funded some extra field trips. Teachers are very committed to their students & the kids are a great group! A lot of nice diversity here. Have several students here through open enrollment. New principal this year who's very energetic & friendly. Students have opportunity for involvement as conflict managers, crossing guards, flag monitors, & music programs. We love Braly!
—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.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
73 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.
48 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
48 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.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
42 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.
45 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
| All Students | 57% |
| Females | 60% |
| Males | 55% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 57% |
| Fluent-English proficient and English only | 57% |
| 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) | 53% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 55% |
| Males | 58% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 57% |
| Fluent-English proficient and English only | 53% |
| 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) | 40% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 36% |
| Females | 24% |
| Males | 48% |
| African American | n/a |
| Asian | 42% |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | 8% |
| 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 | 17% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 52% |
| Males | 57% |
| African American | n/a |
| Asian | 74% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 38% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | n/a |
| 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
| All Students | 71% |
| Females | 76% |
| Males | 67% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 33% |
| 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 | 45% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 67% |
| Males | 58% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 19% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | n/a |
| 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
| All Students | 76% |
| Females | 83% |
| Males | 71% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 38% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 82% |
| Males | 79% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 58% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 89% |
| Males | 75% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 46% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 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
All students
Female
Male
All students
Asian
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 - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 31% | 8% | ||
| Hispanic or Latino | 28% | 49% | ||
| White | 19% | 28% | ||
| Multiple or No Response | 11% | 3% | ||
| Filipino | 6% | 3% | ||
| African American | 5% | 7% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 49% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 33% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 19 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 6 | N/A | 11 |
| Average years teaching | 8 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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675 Gail Avenue
Sunnyvale,
CA 94086
Phone: (408) 423-1000
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