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Teacher quality
Principal leadership
Parent involvement
You do get lucky with teachers, but it is hard on them especially with increasing class sizes from 18 to 30 in a matter of three years, I guess parents need to step up to help their kids more if they are not satisfied with the teachers. Also don't wait for the teacher to come to you about the child's progress, Ask!
—Submitted by a parent
Nice school. Good teachers, more communicating. Moved from North bay to UC couple of years ago. Saw some bad comments from parents here, not true. Like any other government organizations, there are bad teachers who are ready to retire and on top of the union ladder. The bad ones are the parents, dropping the kids on the road while the cars are still moving,taking u-turns where not supposed to. Bad example for other kids and don't even show up for any parent involved functions. They think sending kids to school means that the teachers will do everything not even care about any home works and blame it on teachers!!!!!!
—Submitted by a parent
This school has gone downhill. The teachers don't take the time to help the kids. There's no communication between the teacher and parents. You're not made aware of any problems/learning issues until you receive the report card. I'm curious as to how many deficiency letters go out each quarter. I'm sure there's alot due to the lack of proper teaching from the teachers.
—Submitted by a parent
My son is in Kindergarten and I have nothing but nice things to say about this school. His teacher is excellent. She motivates the students a whole lot and is the perfect role model I would want my child to have. The school has good facilities and a very active PTC. There are numerous opportunities for parents to volunteer and stay connected.
—Submitted by a parent
If you are not white or Filipino, this school is not a very good idea to sign your child. Reason being, the school will make last minute decision without informing you especially since the new principal is white. They don't listen to your opinions.
Some teachers in this school are very lazy and ask the students to learn by themselves exception they have questions. I've been to be the classroom volunteer for 3 months and observed my daughter's teacher often ate chips & drank coke and surfed on the net during the class hour while the students were in a self-reading session. Will this kind of teacher be appropriate to teach your children? I bet you have the answer already.
—Submitted by a parent
Both my children experienced a wonderful, engaging, and rigorous academic program at Eastin Elementary. My son had an excellent 2nd grade teacher and my daughter had wonderful 4th grade teacher. Both teachers taught my children to love reading and writing.
—Submitted by a parent
If your child needs additional academic support and tends to be shy/quiet, this school is not good for you. It is a large school with not a warm, fuzzy feel. It has been my experience as a parent that your concerns about the school get heard by the staff but with no resolution.
—Submitted by a parent
Seriously, If you care about your child's education, you would do the intelligent thing and not send them to any schools in Union City. James Logan high can be debatable. As far as K-8, it's a definate NO, you really shouldn't. Prime example is Delaine Eastin. Nice fro the looks on the outside but deteriorating on the inside, this meaning this Principal and some teachers. Take caution
—Submitted by a parent
I like the school the teachers the one they need some work my daughter always complain some kids bullying her and the teacher dont do sh*t and my daughter always say shes missing a pen or other stuff and she told the teacher the teacher again dont do sh*t teacher just said look for it and i dont like some of the people who work in kids first.
—Submitted by a parent
It was great school. I will rate this school between bad and worst, The main focus for this school is on bottom students.
—Submitted by a parent
This School is great and all the grades were good exept for 4th grade. My daughter got bullied, and the teacher doesnt do much about it.
—Submitted by a parent
3rd grade was a GREAT teacher experience. 4th grade has been SO disappointing all the way around. I also do not like that parents teach their own children. The bias is so apparent that it's ridiculous! Very sad to hear that really good teachers are losing their jobs just because they don't have the seniority. I think each teacher should be reviewed on their MERIT not their tenure.
—Submitted by a parent
My daughters have been there for three years and they are very happy, there is a lot of support and communication with the teachers.
—Submitted by a parent
Delaine Eastin is an excellent school. My two daughters are attending this school and they are very happy. The teachers are nice and helpful.
—Submitted by a parent
Eastin has the best teachers and staff who are dedicated to helping and teaching students to learn and achieve. They have an awesome before and afterschool program and are in one of the top rated school districts. We aim high and achieve it!
—Submitted by a parent
The school is relatively new. The school is surrounded by executive style homes and is clean. The school community is friendly. Parents and Staff really work together to help the children succeed. There are lots of activities available to children, transportation, amoung other services.
—Submitted by a parent
This School Is Awsome! No affence to other schools but This is my favorite School! I have 5 Kids. (1 High school, 1 Middle School, 1 4th Grader, 1 2nd, and Starting Kindergarten Next year.) I m so happy That there having a great time at this school. They Love It there. They like Teachers, And people who work there! I ask the kids do they have anything bothering them. And they said No! That make s me so happy! Ill reconize this school forever and ever!
—Submitted by a parent
What a fantastic school for all students and teachers.My child behaves very well and last year , he had Mr. Austin as his teacher. Mr. Austin was a great teacher for my child , and made him very intelligent for all areas.His test scores was great! He had many scores over average , and he always knows to be prepared for a test. I hope in the future, Eastin may continue to be a wonderful school for wonderful children , and also to thank Mr. Austin to make his third grade class a blast for him.
—Submitted by a parent
As an active member of the parent/teacher group, I have learned first hand that Delaine Eastin truly deserves the 'California Distinguished School' award. The teachers are hard working and truly dedicated to the kids and their education. Both the Principal and Assistant Principal are hands on and always available for the teachers and kids. Eastin offers a wide variety of extra curricular activities from music, color guard, choir and curves. Eastin strives to meet the education requirement of both the special needs and the gifted children with programs and classes geared for both. The parent support is tremendous and felt throughtout the school. Eastin's academic rating has been rising with each year that it has been open.
—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.
157 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
157 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.
173 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
173 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.
137 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
137 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.
139 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
138 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
137 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 | 75% |
| Females | 84% |
| Males | 70% |
| African American | n/a |
| Asian | 84% |
| Filipino | 67% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 35% |
| Fluent-English proficient and English only | 84% |
| 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) | 63% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 87% |
| Males | 84% |
| African American | n/a |
| Asian | 91% |
| Filipino | 77% |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 65% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 57% |
| Females | 62% |
| Males | 53% |
| African American | 45% |
| Asian | 64% |
| Filipino | 51% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 13% |
| Fluent-English proficient and English only | 68% |
| 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) | 53% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 88% |
| Males | 82% |
| African American | 64% |
| Asian | 91% |
| Filipino | 88% |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 70% |
| 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 | 86% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 86% |
| 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 | 84% |
| Females | 84% |
| Males | 85% |
| African American | n/a |
| Asian | 87% |
| Filipino | 85% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 33% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 93% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 82% |
| Males | 83% |
| African American | n/a |
| Asian | 87% |
| Filipino | 85% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 56% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 88% |
| 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 | 82% |
| Females | 87% |
| Males | 78% |
| African American | n/a |
| Asian | 88% |
| Filipino | 90% |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| 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) | 79% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 73% |
| Males | 74% |
| African American | n/a |
| Asian | 79% |
| Filipino | 72% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| 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) | 46% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 82% |
| Males | 80% |
| African American | n/a |
| Asian | 83% |
| Filipino | 84% |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| 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) | 63% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 91% |
| 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
African American
Asian
Filipino
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 - 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 | 63% | 11% | ||
| Hispanic | 13% | 51% | ||
| Two or more races | 8% | 3% | ||
| White | 7% | 27% | ||
| Black | 5% | 7% | ||
| Hawaiian Native/Pacific Islander | 3% | 1% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 19% | N/A | 54% |
| English language learners 2 | 28% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Filipino (Pilipino or Tagalog) | 17% | 1% | ||
| Vietnamese | 15% | 2% | ||
| Punjabi | 14% | 1% | ||
| Spanish | 14% | 85% | ||
| Cantonese | 8% | 2% | ||
| Farsi (Persian) | 6% | 0% | ||
| Mandarin (Putonghua) | 5% | 1% | ||
| Pashto | 4% | 0% | ||
| Tongan | 3% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Burmese | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Ilocano | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Portuguese | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| Arabic | 0% | 1% | ||
| Cebuano (Visayan) | 0% | 0% | ||
| Greek | 0% | 0% | ||
| Russian | 0% | 0% | ||
| Samoan | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |


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34901 Eastin Drive
Union City,
CA 94587
Website: Click here
Phone: (510) 475-9630
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