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GreatSchools Rating

Cambridge Elementary School

Public | K-6

 

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Living in Vacaville

Situated in a suburban neighborhood. The median home value is $198,000. The average monthly rent for a 2 bedroom apartment is $1,280.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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16 reviews of this school


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Posted May 22, 2014

Cambridge is a great little elementary school! I don't know what these other people are talking about because I think the teachers are very kind and helpful. My daughter has made lots of friends and is doing great in reading now.
—Submitted by a parent


Posted April 13, 2014

This school has the worst cafeteria food!!! The food does not look appetizing. The office staff are rude to both the students and parents, it's not a pleasant place to visit. My child tells me several teachers are rude too. We are hoping things will be better in middle and high school.
—Submitted by a parent


Posted February 24, 2014

Cambridge is a school where you do not excel. The teachers teach the bear minimum. There are better schools out there. If you want your kid to be successful, cambridge is not the place. Plus, the office ladies are rude.


Posted January 16, 2014

I would not recommend this school to anybody . My child has been with Cambridge for 3 years She's dyslexic , excited & ready to learn in the classroom every day but is not furthering her education you have some great teachers who are unfortunately "not allowed " to go outside the box of the schools curriculum . The office is very rude & unhelpful , catty they do not call you when a incident happens and your child is evolved no letter nothing just bruises on arms and your child telling you they fell down and sayed the whole day in the nurse office There special education is not helpful several meetings about how you can improve and help your child's learning later and they still feel the need to stick with the same program my child has straight D and F no attendance problem no attitude problem just a reading disorder that no one can help her with at Cambridge because they rather slap some head phones on you put you in the corner what happens to no child left behind we will be leaving this school most defiantly .
—Submitted by a parent


Posted November 5, 2013

My child attended this school the first month of 2013, and by that first month ide had enough to pull them immediatly and move schools. The ladies in the office are rude and unhelpful at best, the pta people are even ruder. The teacher my child had was horrible, my child was bored and began regressing due to the lack of overall academic plan in the classroom. The school has a hard time relaying information, we were sent home flyers about back to school night, so i took time off work to be there due to it being at 5-7 at 4 I get a automated message that due to kindergarteners having had an orientation before the beginning of the year they will not be included or having one. We were informed at the orientation teachers don't have time for parents questions/concerns after school or before so we can feel free to email if nessecary. It was nothing but a nightmare and now that we have our child attending another school on vacaville they are doing above average, wanting to go to school everyday and the teacher takes time to talk to any parents that need be at the end of the day or beginning. The school and teacher gives us constint updates about what's going on and we couldn't be happier.
—Submitted by a parent


Posted March 5, 2013

My son attended the Spanish Immersion Program from Kinder to 1st grade. I wanted to love the program so bad - unfortunately, when his teacher became ill and needed to be out for an extended time they could not find a Spanish-speaking sub (yeah, in California??), they had mulitiple different subs. By the time they did find a long-term sub, the class was miserably behind. They did 8-10 worksheets a day - I don't consider that an enriching environment, many of the teachers dress like bums, I overheard teachers speaking very rudely and sarcastically to students. My son's long-term sub suggested he be tested for ADHD. When I finally did get my son some testing, we found he's gifted in Spatial Reasoning and just has some weakness in auditory processing - NO ADHD.
—Submitted by a parent


Posted October 12, 2010

It's our local neighborhood school and the kids love it. We want to help in any way we can to bring more resources to Cambridge.
—Submitted by a parent


Posted October 12, 2010

Cambridge Staff, Parents and Kids care more about their school than any other we have been to (been to a few in the last few years) The parents work so hard to fill the gaps the staff and teachers cannot fill aand the kids do their part too. Turn out for events is always high and their is much spirit but unfortuneatly not much money and their are too many basic needs that cannot be met. We could really use this money.
—Submitted by a parent


Posted January 14, 2010

This seems like a good school with a dedicated teaching staff. My daughter's teacher is quick to respond to my messages. However, the principal often doesn't return calls, which is extremely annoying. I am very disappointed and concerned with the school rating.
—Submitted by a parent


Posted October 15, 2009

I can honestly say that on the whole this District is headed down hill fast. Some classes have up to 35 children in them! I've called the District with my concerns and was told the Sup. was to busy. Not only do they suffer from leaky roofs (that were supposedly just repaired) but there is no challenge offered for the few students who are on grade level. Discipline is non existant although I do feel the principal is trying. For those that don't demand academics this is a great school
—Submitted by a parent


Posted October 3, 2009

Great teachers!!! My kids love it there.
—Submitted by a parent


Posted August 22, 2009

My child is in Kindergarten, a class of 28 children with 1 teacher. His assistant was reassigned to another classroom this year. This is complete insanity. My child got a better education in pre-school. I don't know what the principal/district is thinking. I am on this site because I am considering pulling my child out of this school.
—Submitted by a parent


Posted March 2, 2009

The teachers are nice, but the system as a whole is a bit dissappointing to me. My son took the GATE test last year and I was just notified in FEB 09 of his results. I was not very happy about it. When I asked the teachers about it they had no idea what the results were either. Organization people! is the only thing left Ihave to say.
—Submitted by a parent


Posted January 28, 2009

As a single parent with a child that has special needs it is hard for me to imagine having any other school Nurse or teacher. Highest praise goes to all the staff and this school's cirriculum. I have had an exceptional experience this school season.
—Submitted by a parent


Posted March 12, 2008

I loved the school. The teachers are great and the learning is wonderful.


Posted March 1, 2005

Camerado is an ok school good teachers and a good IEP program.
—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.

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

787

Change from
2012 to 2013

-14

API Statewide Rank
(2012)

5 / 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 did not meet 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 did not meet all student subgroup API targets for 2013

This school's
API score

787

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

-14

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)

5 / 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.

88 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
64%

2011

 
 
44%

2010

 
 
44%
Math

The state average for Math was 65% in 2013.

88 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
76%

2011

 
 
77%

2010

 
 
62%
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.

76 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
40%

2011

 
 
45%

2010

 
 
33%
Math

The state average for Math was 66% in 2013.

78 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
51%

2011

 
 
61%

2010

 
 
66%
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.

86 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
48%

2011

 
 
53%

2010

 
 
60%
Math

The state average for Math was 72% in 2013.

88 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
55%

2011

 
 
54%

2010

 
 
53%
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.

63 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
66%

2011

 
 
59%

2010

 
 
51%
Math

The state average for Math was 65% in 2013.

68 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
49%

2011

 
 
29%

2010

 
 
36%
Science

The state average for Science was 57% in 2013.

63 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
65%

2011

 
 
52%

2010

 
 
49%
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.

93 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
60%

2011

 
 
64%

2010

 
 
70%
Math

The state average for Math was 55% in 2013.

93 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
64%

2011

 
 
66%

2010

 
 
57%
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 Students56%
Females57%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged49%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)47%
Parent education - college graduate56%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students68%
Females70%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged60%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)62%
Parent education - college graduate74%
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 Students35%
Females45%
Males21%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged15%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate20%
Parent education - some college (includes AA degree)28%
Parent education - college graduate48%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students45%
Females41%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged37%
Non-economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)37%
Parent education - college graduate54%
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 Students45%
Females46%
Males42%
African American46%
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged35%
Non-economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)42%
Parent education - college graduate48%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students42%
Females42%
Males43%
African American46%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged27%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate17%
Parent education - some college (includes AA degree)44%
Parent education - college graduate52%
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 Students73%
Females77%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged72%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)69%
Parent education - college graduate76%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students55%
Females56%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged41%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)52%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students64%
Females68%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged55%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)46%
Parent education - college graduate82%
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 Students63%
Females65%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged48%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
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

Math

All Students67%
Females73%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged46%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)70%
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

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
White 40%
Hispanic 32%
Black 9%
Two or more races 8%
Asian 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 41%N/AN/A
English language learners 9%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 10%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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Special education / special needs

Specialized programs for specific types of special education students
  • Specific learning disabilities
  • Speech and language impairments

Arts & music

Music
  • Band
  • Choir / Chorus

Language learning

Bi-lingual or language immersion programs offered
  • Spanish
Foreign languages taught
  • Spanish
School leaders can update this information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School start time
  • 8:29
School end time
  • 2:50
School Leader's name
  • Susan Nader
Special schedule
  • Year-round
Fax number
  • (707) 448-4942

Programs

Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Spanish
Specialized programs for specific types of special education students
  • Specific learning disabilities
  • Speech and language impairments
Foreign languages taught
  • Spanish

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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School culture

Dress Code
  • Neither uniforms nor dress code
School leaders can update this information here.

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TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
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100 Cambridge Drive
Vacaville, CA 95687
Website: Click here
Phone: (707) 446-9494

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