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Teacher quality
Principal leadership
Parent involvement
Our daughter just had a wonderful year in Kindergarten. She got extra help for some learning issues she has and has really improved in areas where she is struggling. Her teacher has been very patient with her and has been very cooperative and resourceful when trying to figure out how our daughter can get the best out of the instruction with her learning issues. We are very confident that she is ready for 1st Grade and that she will get the help she needs to be successful and remain confident and hard working.
—Submitted by a parent
My daughter attended school here the past two years and has had wonderful teachers. The school does many fun thing with their students and lot's of singing programs during the year. The school itself looks old and a bit run down but it's test scores are right up there with other great schools in town. Do your research and you will see. Yes, it sounds like there are a few teachers in this school that could or should retire but what school doesn't have a few of those. So far we could not be happier. The parents are all wonderful too. There are many parents who help in the classrooms and many nice children here.
—Submitted by a parent
I went to this school 9 years ago now, from K - 3rd grade. I loved that school as a kid from all the friends.. and enemies I made. I'm a Freshan in highschool and I'll tell you a little about this school. Don't make teachers mad. These two teachers, Mr Ayer and Mrs Elcia hated me. Mr Ayer would yell at me for running to lunch. Mrs Elcia would get mad at me for asking EVERY day if we were going to the computer lab because i loved to play on this art program for kids. I've read some comments about the school bullying kids. It's somewhat true enough. The lunchyard duty person also didn't like me too much either. Also, don't throw oranges at the walls.. you'll be sent to the principal's office. The old principal at the school, Mr Carr, loved me. :D I visited his office so much I soon enough became his friend. This school was also where I met the love of my life, who, sadly, moved to Colorado in 3rd grade. It felt like the world ended then. Oh well.. I hope you've liked me review in the school. :D
My daughter is in Kindergarten and until about 2 weeks ago cried on the weekends when there was no school. Now, we have a stomach ache every morning and tears every afternoon because she has been reprimanded about every aspect of her personality by numerous staff members (including a yard duty who yelled at her for not being able to tie her shoes fast enough). We have tried contacting the principal but after a brief phone call (we were not even granted a one on one meeting) but were told it did not sound like her staff and I was questioned on if my daughter had even attended preschool. We will take our fight all the way to the school board and will not allow staff to bully the children.
—Submitted by a parent
Parents beware. There are several older teachers at this school who are basically retired on the job. Our daughter transferred in this last school year and found herself in a very sink-or-swim situation. Her fourth grade classroom was very dirty and disorganized. There was very little homework, especially after spring break, and the teacher often assigned something and later forgot about it and never followed through. The teacher clung to traditional material in math and reading without much traditional instruction to back it up. In a meeting, he pooh-poohed the concept of multiple intelligences and different learning styles but could not really tell us what the assignments were for the week. We spent hours every week instructing our child at home to keep her at grade level. If you find your child assigned to one of the deadwood teachers, act quickly to put him or her in one of the magnates.
—Submitted by a parent
Weathrsfield has been wonderful and we are sad that my daughter will have to move on to intermediate next year as we will miss Weathersfield very much. Mr Ayers is a must if you want your child to learn responsibility and be taught by the most careing involved and gifted teacher around.There is always one teacher that you never forget and love. For us it seems Mr.Ayers has taken that spot.
—Submitted by a parent
We have been to Weathersfield for 2 years now and love it. As always, everything dependes on the teacher. Mr. Wells for the 2nd/3rd grade split was the best that could happen to us! Organized, loving, challenging, great communication, .... School is sometimes a little oldfashioned, but they all do a great job!
—Submitted by a parent
School is O.k.Teachers could be a little more strict and expect more from the student.Only few teachers are looking for excelence, seems just to pass the student from to the next grade is enough.Bright kids are bored !
—Submitted by a parent
This is our first year in Weathersfield, and my son is in 2nd Grade. We came from a really good school in Santa Monica where there were fresh new ideas. Weathersfield may still be stuck on a bit old fashion ideas in regarding to fundraising. Okay I need to get involved and hope to have the energy next year. I do love Weathersfield and my son got help right away with reading and I am happy they have the resources to get him the help he needed. I also noticed that they actually get more play times during the day which I personally think kids need in order to learn. Mr. Wells has been great and my son loves him.
—Submitted by a parent
I have my son in K, he is thriving, with the best teacher I'v met for this age. My son was bullied, we got the perfect response and support from the school staff, and teachers. I'm bringing my second grader to third grade, since in the private school where she is now, she gets NO support for her shyness, and reading. Here, I already was told how I will get support. What else you can ask for? unbeatable. Wonderful.
—Submitted by a parent
I graduated from Weathersfield Elementary three years ago. I think that this is a great school, and all of the staff is amazing.
—Submitted by a student
This school is great because it is not too big and has fantastic teachers. I have 2 sons Kindergarden and 3rd grade and they just love going to school there. I have been pleasantly surprised by all of the teachers. The PTA is thriving and helps offer alot of extras things for the kids, like music and art classes.
—Submitted by a parent
I am extremely pleased with Weathersfield for my son who just completed 3rd grade. His second grade and 3rd grade teachers made a great difference in improving his reading skills. The second grade teacher gave good foundation and the third grade teacher boosted his confidence. They also were instrumental in motivating him to read by offering various incentives. The school also offers good diverse activities like arts, computer lab, and music.
—Submitted by a parent
Very Good Elementary School. Not Over Crowded Excellent Teachers.
—Submitted by a parent
This is a great school. Has wonderful teachers, and a very approachable principal. Art and Music are provided 1x/wk., courtesy of the PTA, and for a fee, your child can be in orchestra or band or chorus, each meets 2x/wk. P.E. is provided 2x/wk. and computer lab 1x/wk. There is a high level of parent involvement. A lot of in-room volunteers in the lower grades and then PTA, yard duty and office volunteers in the upper grades. Our family is very happy with this school and even opted for school choice in order to attend. We love it!
—Submitted by a parent
I have three children at Weathersfield grades 5,2,& K. My 5th grader is in GATE and there is no money for that program. My 2nd grader needs speech (more than once a week and less than 5 students) and there is no money for that either. I just withdrew my kindergartener and will home school her.
—Submitted by a parent
My son had Mr Joel last year for 2nd grade. A finer education couldn't have been bought at a private school. We consider ourselves very lucky.
—Submitted by Cindy Schreiber, a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
67 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
71 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.
63 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
63 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.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
83 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 | 73% |
| Females | 64% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 36% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 74% |
| All Students | 74% |
| Females | 55% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 64% |
| Fluent-English proficient and English only | 77% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 75% |
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 | 53% |
| Females | 63% |
| Males | 45% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 18% |
| Fluent-English proficient and English only | 59% |
| 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 | 91% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
| All Students | 58% |
| Females | 66% |
| Males | 51% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 18% |
| Fluent-English proficient and English only | 65% |
| 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 | 91% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
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 | 85% |
| Females | 79% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 88% |
| All Students | 83% |
| Females | 73% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 88% |
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 | 82% |
| Females | 84% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 94% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 83% |
| All Students | 76% |
| Females | 79% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| 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 | 89% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 79% |
| All Students | 80% |
| Females | 84% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 94% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 81% |
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
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
Gifted and talented
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 71% | 28% | ||
| Hispanic or Latino | 11% | 49% | ||
| Asian | 10% | 8% | ||
| Multiple or No Response | 4% | 3% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 7% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 11% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 18 | N/A | 11 |
| Average years teaching | 19 | 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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3151 Darlington Drive
Thousand Oaks,
CA 91360
Phone: (805) 492-3563
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