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Teacher quality
Principal leadership
Parent involvement
We simply love GKE. Ms Gill is very efficient, takes the time to listen to parents and promotes parent involvement in school activities. Even makes the effort ( I imagine she must have a tight schedule) to show up at most of the extracurricular activities to encourage/cheer her students. She genuinely cares about her students, each and every one of them and wants the best academic outcome for them. GKE offers great electives & after school activities for the kids: Leadership, Science Olympiad, AVID, Soccer, Basketball, Volleyball, Art etc... The teachers are simply the best! Ms Adams, Ms Bunton, Ms Boehmer, Ms Adkins, Ms Basacker, every one of them. We love it here and we will become even more involved and invested in the school. Go Eagles!!!
—Submitted by a parent
George Kelly is the Best!! We love all the teachers, staff and the principal. Mrs. Gill has brought so much to this school in just a short amount of time. It's nice to see a PTO and school that tries to bring the families of the school together with all sorts of functions. My family is happy to be a part of such a great school.Go Eagles!
—Submitted by a parent
George Kelly is a fabulous school. Very approachable and supportive principal. Mrs. Gill goes above and beyond to make sure the school is safe. Great teachers! My children love the school because of the caring staff and after school programs.
—Submitted by a parent
My children love school and it is because of the teachers and atmosphere of this school. I have been very active in this school and appreciate the individual caring and effort the ENTIRE staff put in for both of my children.
—Submitted by a parent
Great School, Great Teachers (so far K-1). Office staff could use some fresh infussion. Other than that, happy overall, Go American Eagles!
—Submitted by a parent
I suspect the reviewer who wrote, "It's really cool" was written by a student, probably an 8th grader based on the comments.
Looking forward to child atteding this school. I've heard only great things about curriculum and teachers/staff. from actually current parents. On neg reviews all I have to say is they must have an axe to grind. No school could be that bad ,being that school district admins monitor and audit constantly. George Kelly keep up the high integrity and dedication to excellence.
—Submitted by a parent
Thi school is horrible, the admins are exremely rude, and the principal ca hardy speak english, half of the 8th grade didn't even graduate! But there are 2 teachers thati like.
—Submitted by a parent
Admin. is rude and not very helpful. The teachers are SUPER!!! The P and VP are good but the system need a revamping HORRIBLE SYSTEM....Maybe year around system would help...oh ya the school was year around until they changed it ??????
—Submitted by a parent
It's really cool, and they have reaaally nice teachers!
—Submitted by a parent
My son loves his teachers. He is always happy to go to school every day.
—Submitted by a parent
Great leadership, great teachers excellent kids. High performing school score reached in 5 years says a lot about the administration, teachers and community in the pride for their school.
—Submitted by a parent
Warm and Friendly Office Staff and Very dedicated and hands-on Principle and Vice-Principle. They are both always open to ideas and suggestions. Our awesome teachers always communicate and keep us informed. GKE Elementary truly is a wonderful school!
—Submitted by a parent
It the best school in town,care about all students...and education!!!!
—Submitted by a parent
my children love their school teachers are really freidly our priciple is really very good she is bringing new programes in our school .
—Submitted by a parent
George Kelly is a GREAT school. The teachers are great and the Principal is awesome!! Mrs. Gill is very involved with the students!! The school just started school sports and I am very excited for my children to be involved.
—Submitted by a parent
I like their approach of communicating about one month head home work details , projects with date specified and communicating same on to parents over mail.I liked their plan of serving breakfast in the morning to kids , in order to habitise them to perform well in the class.
—Submitted by a parent
My children love going to George Kelly. The teachers are great and the curriculum is challenging. It's a safe school and it is very apparent that the faculty, staff, and parents really care about the kids.
—Submitted by a parent
This school is great for me and my kids. I am invovled as parent helper and I get to see the ins and outs of the school. I am VERY happy with teachers and staff:)
—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.
Grade level
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.
123 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
123 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.
127 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
127 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.
116 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
116 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.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
120 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 59% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
119 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 Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
123 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
124 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 Algebra I was 49% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
116 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
38 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
116 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 | 81% |
| Females | 88% |
| Males | 73% |
| African American | 82% |
| Asian | 65% |
| Filipino | 92% |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 62% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 88% |
| Males | 84% |
| African American | 73% |
| Asian | 76% |
| Filipino | 100% |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 83% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 93% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 89% |
| 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 | 56% |
| Females | 68% |
| Males | 43% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 48% |
| 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 | 58% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 27% |
| All Students | 74% |
| Females | 76% |
| Males | 74% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 69% |
| 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 | 58% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 64% |
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 | 72% |
| Females | 74% |
| Males | 71% |
| African American | n/a |
| Asian | 76% |
| Filipino | 75% |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 53% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 72% |
| Males | 71% |
| African American | n/a |
| Asian | 67% |
| Filipino | 88% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 59% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 76% |
| 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 | 67% |
| Females | 65% |
| Males | 68% |
| African American | n/a |
| Asian | 67% |
| Filipino | 88% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 38% |
| Fluent-English proficient and English only | 70% |
| 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) | 79% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 69% |
| Males | 73% |
| African American | n/a |
| Asian | 76% |
| Filipino | 81% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 50% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 72% |
| Males | 84% |
| African American | n/a |
| Asian | 67% |
| Filipino | 88% |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 62% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 59% |
| Females | 74% |
| Males | 47% |
| African American | n/a |
| Asian | 56% |
| Filipino | 84% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 40% |
| 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 | 46% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 44% |
| Males | 35% |
| African American | n/a |
| Asian | 44% |
| Filipino | 53% |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 46% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | 20% |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 40% |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | n/a |
| All Students | 86% |
| Females | 89% |
| Males | 83% |
| African American | n/a |
| Asian | 90% |
| Filipino | 89% |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 63% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 64% |
| All Students | 73% |
| Females | 72% |
| Males | 73% |
| African American | n/a |
| Asian | 77% |
| Filipino | 89% |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 41% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 55% |
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 | 69% |
| Females | 62% |
| Males | 75% |
| African American | n/a |
| Asian | 92% |
| Filipino | 86% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 76% |
| Males | 67% |
| African American | n/a |
| Asian | 81% |
| Filipino | 81% |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 29% |
| Females | 27% |
| Males | 31% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 28% |
| Students with disability | 7% |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 39% |
| 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) | 25% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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 | n/a |
| All Students | 53% |
| Females | 54% |
| Males | 52% |
| African American | 45% |
| Asian | 75% |
| Filipino | 56% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 54% |
| Students with disability | 7% |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| 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) | 43% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 90% |
| Males | 89% |
| African American | n/a |
| Asian | 94% |
| Filipino | 88% |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| 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 | 82% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| 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
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 33% | 51% | ||
| Asian | 25% | 11% | ||
| White | 25% | 27% | ||
| Black | 8% | 7% | ||
| Two or more races | 7% | 3% | ||
| Hawaiian Native/Pacific Islander | 2% | 1% | ||
| American Indian/Alaska Native | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 28% | N/A | 54% |
| English language learners 2 | 20% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 55% | 85% | ||
| Vietnamese | 10% | 2% | ||
| Farsi (Persian) | 8% | 0% | ||
| Punjabi | 8% | 1% | ||
| All other non-English languages | 7% | 1% | ||
| Filipino (Pilipino or Tagalog) | 6% | 1% | ||
| Arabic | 2% | 1% | ||
| Urdu | 2% | 0% | ||
| Cantonese | 1% | 2% | ||
| Hindi | 1% | 0% | ||
| Ilocano | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Russian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 6 | N/A | 11 |
| Average years teaching | 7 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
|
| Fax number |
|
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535 Mabel Josephine Drive
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