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GreatSchools Rating

Searles Elementary School

Public | K-5

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 3 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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15 reviews of this school


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Posted April 2, 2014

This school is amazing! Their inclusive learning environment instills life long integrity in the children. My son who is part of the inclusion program feels just like his peers. My daughter is thriving academically. I'm a proud Searles Ohana parent
—Submitted by a parent


Posted August 5, 2013

My son has attended Searles since he was in the Pre-K program. His Kindergarten teacher was Mrs. Maria Spagle and she was the absolute best. My son had such a wonderful school year due to Mrs. Spagle and the active interest she took in his education. When she saw that he needed to be challenged more in class she found ways to encourage and engage him. The other Kinder teachers are also wonderful and they truly love the kids. There was an appropriate amount of homework and the way it was given on a weekly basis made it easy for our family to keep up. Mrs. Spagle made every child in the class feel special and valued. I hope that all of my son's future can be just as awesome.
—Submitted by a parent


Posted August 1, 2013

Searles has a strong administrative leadership team that works closely with staff serving a diverse cross section of Title 1 students and families with an exceptional team of education professionals. Not only do the staff cohere on goals and objectives, but they regularly collaborate and assess student growth in order to adjust teaching. Demonstration classrooms provide evidence of best practices in teaching through coaching and the use of RTTT grant funds has infused technology into every classroom with ample access for all students and many, many families. On top of that, the model of character education for the entire District came from Searles, as did the entry into Safe Routes to Schools. The parent school staff connections are solid and positioning the school to become a full service community center.
—Submitted by a teacher


Posted August 1, 2013

My school is the only school I have wished to teach in throughout my entire teaching career in new Haven USD. With four more year until retirement, that says a great deal considering I have visited, taken professional development, shared meetings at and collaborate with teachers from every school in the District as the CTA State Delegate and member of the Executive Board of the local teacher's union, NHTA. The teachers get along and are on the same page in supporting student success along with all educational professionals and family members. The strong administrative leadership team molds consensus and promotes community centered efforts to create a nurturing, safe and critically thinking community of life long learners. Grade levels take planning seriously and use formative, informal and summative assessments to guide teaching. Multiple teachers have been master teachers and the interests of staff members in performing arts, environmental and justice concerns rubs off through their passion and enthusiasm to support career, college, citizenship and critical thinking throughout the school.
—Submitted by a teacher


Posted September 12, 2012

I appreciate Mr. Kahn who is second grade teacher .My daughter just came from India and I was worried how she will pickup and adjust in new culture . Mr. Kahn helped her a lot and also bring her upto good speed . Now she love this school and very comfortable in study.
—Submitted by a parent


Posted February 17, 2011

this is a great school, kids first rocks Miss Betty the best . Mrs Spaegel Kinder teacher the best kindest nicest ever!!!! originally was going to send to Guy emmanuel but the KInder was only half day Searle was full day, so here we are and im sooo glad i did wonderful staff!!
—Submitted by a parent


Posted April 22, 2010

The staff, parents, and students try their best with what they have to be the best they can be to make the community a better place for everyone.
—Submitted by a parent


Posted April 22, 2010

It has wonderful students & a GREAT community that is always willing to help! The students always TRY THEIR BEST!!!! ANd they are always so nice to each other!!
—Submitted by a parent


Posted June 13, 2006

My son is finishing his kindergarten year this week and he and I really enjoyed the teachers and other staff members.
—Submitted by a parent


Posted June 13, 2006

My child was here from kindergarten thru 2nd grade. I have never seen so much dedication among teachers as I have seen here. The school tries very hard and has a very kind and patient staff. Their gettogethers and events are a lot of fun.
—Submitted by a parent


Posted April 10, 2006

Searles is a great school. The students are taught to be respectful of everyone, good values, good teachers.
—Submitted by a parent


Posted August 15, 2005

Searles teachers provide wonderful foundation for life long learning. Great School.
—Submitted by a parent


Posted June 17, 2005

The school and its staff are very exceptional. They try so very hard to make every student a success. My daughter is in the school and she loves it. The progress she made this year (1st grade) was immense. The school has great programs and strict policies when it comes to discipline. They organize a lot of seminars and 'get togethers ' for parents and the school. They are fun. I sometimes am sad to see the low parents involvement. I would definitely reccomend this school to anybody.
—Submitted by a parent


Posted February 23, 2004

We transferred our son to Searles 3 years ago from a private school. Many parents go through the decision making process of private vs. public education. We are glad to report that it was the best decision with no regrets. The academics, teaching staff, learning programs, etc. have provided a broad scope of activities and a safe environment for personal growth and quality education.
—Submitted by a parent


Posted June 26, 2003

I am an involved parent at Searles Elementary School. Searles works hard every day on character education with last year's focus of Responsibility Begins with Me. Spirit Assemblies monthly, A student leadership council program, Fine Arts program, after school homework clubs, Healthy Start State preschool on site, Hot Breakfast and lunch program, busing, Kids First childcare program on site, wonderful teachers, a great principal and support staff. We also have a science, music, p.e., media, speech, reading specialist on site. We have a Severely Handicapped class, Autistic class and a mainstream program that is fantastic. We have a an active parent group too! Searles test scores are lower than they should be, but in my opinion, this due to the fact that part of our attendance area is lower income housing with Mexican Emmigrants that are english learners attending the school. But families at Searles are participating more than ever with their child's education and how they can make this community a better place. Last year we had 1 to 2 well attended family activites at the school each month. Searles families take educating their children as a partnership. The staff is also working hard for the children at Searles.


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

758

Change from
2012 to 2013

+11

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

2 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

758

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+11

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

2 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

2 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

111 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
46%

2011

 
 
34%

2010

 
 
49%
Math

The state average for Math was 65% in 2013.

111 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
71%

2011

 
 
57%

2010

 
 
60%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

114 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
26%

2011

 
 
45%

2010

 
 
43%
Math

The state average for Math was 66% in 2013.

116 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
50%

2011

 
 
73%

2010

 
 
61%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

95 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
53%

2011

 
 
58%

2010

 
 
44%
Math

The state average for Math was 72% in 2013.

94 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
42%

2011

 
 
57%

2010

 
 
47%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

98 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
51%

2011

 
 
53%

2010

 
 
50%
Math

The state average for Math was 65% in 2013.

97 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
39%

2011

 
 
30%

2010

 
 
37%
Science

The state average for Science was 57% in 2013.

97 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
53%

2011

 
 
52%

2010

 
 
61%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students35%
Females43%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Not economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability35%
English learner24%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)42%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students55%
Females57%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Not economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability54%
English learner45%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)63%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students44%
Females53%
Males34%
African Americann/a
Asian41%
Filipino82%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Not economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability44%
English learner15%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)52%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students64%
Females66%
Males63%
African Americann/a
Asian71%
Filipino82%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged63%
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability65%
English learner46%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate44%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)71%
Parent education - college graduate93%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students40%
Females35%
Males47%
African Americann/a
Asiann/a
Filipino55%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged34%
Not economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability40%
English learner15%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)50%
Parent education - college graduate57%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students37%
Females35%
Males40%
African Americann/a
Asiann/a
Filipino36%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability37%
English learner20%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate14%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)45%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students50%
Females58%
Males40%
African Americann/a
Asian57%
Filipino67%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Not economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability51%
English learner21%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)59%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students47%
Females55%
Males39%
African Americann/a
Asian71%
Filipino58%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability48%
English learner22%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)53%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students60%
Females64%
Males55%
African Americann/a
Asian86%
Filipino82%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged52%
Not economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability61%
English learner41%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate44%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)71%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 66%
Asian 10%
Black 5%
White 4%
Two or more races 3%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 67%N/AN/A
English language learners 46%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

This school has not yet provided program information.


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33629 15th Street
Union City, CA 94587
Website: Click here
Phone: (510) 471-2772

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