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Teacher quality
Principal leadership
Parent involvement
I think Glen Cove is a wonderful place for children to learn and grow up. They are taught to play nicely, they are taught to be safe, and they are taught that they are important. The school has a supportive PTA group and they have done some great things for the kids and the school. There is no such thing as a perfect school...not that I have seen anyways, but Glen Cove does so much right! I have found the Principal and his staff to be professional, kind and easy to talk to. I have found that the teachers are well qualified, caring and very responsive when I have asked for extra help for my child. As a single mom, I do not have allot of free time, I appreciate the school having a before and after school program on site that is well run and always a fun place for my child. I don't know about the parking lot, I am there early and pick up after school is out, but it seems like a small price to pay if my child is happy and the place is safe and clean. I think Glen Cove is great...thank you to all the teachers and especially to the Principal for taking such good care of my child's needs.
—Submitted by a parent
Reading the reviews, I felt I should leave mine. My daughter is in her second year at Glen Cove, 1st grade Mr. Banford. I have to say I was hesitant in putting her in school in Vallejo for countless reasons. Mrs. King was her kindergarten teacher and she was AWESOME! My daughter has excelled so quickly from preschool to now and I KNOW that this school is to thank. The staff that I have interacted with are extremely kind, show that they care and do a wonderful job with these children. I find it hard to believe that the parents that have left reviews are rating this school because of a parking lot?? When 300 kids need to be picked up at the same time, be prepared to have traffic. Its not the school's fault, but the PARENTS that don't know how to drive/park or just don't CARE Because they're apparently more important. This school has the faculty to make it great, but do need support of parents to get there. You can't get upset for a truant child, YOU kept your child out of school and then complain that it's not a good school?? Hmm, interesting.
—Submitted by a parent
My son attended for kindergarten only. He was moved into a combined k/1 class that was extremely disorganized and disfunctional. His teacher attempted to do the best she could but the students were vastly different in ability that both grades suffered. I volunteered regularly just to ensure there was some progress in his learning. My son was reported as truant after us taking a short trip for his birthday. We let the teacher know and got his work for the time he would be absent to be surprised a few weeks after returning that we had to attend a truancy hearing. My main concern was that no one phoned to see if my 5yr old was ok after not showing up to school and they claimed no calls. But they sure were upset about classroom funding lost by his absence. I felt that his education was supposed to be done by the teacher in class not by parents at home. Unfortunately Vallejo's budget woes will leave a mark on the future for years to come.
—Submitted by a parent
This school is a disaster. The problem seems to be tenure. This school can't seem to get rid of bad teachers. Teachers keep expecting parents to take control of their children's education but teachers are getting paid to do the job and it is not getting done. They blame children, parents, community anyone but their own inability to teach. Having taught I think it is terrible that we all enable this corrupt system. a system which continues to pass around the bad apples and lemon teachers. Lets get rid of teachers that only want a paycheck and could care less about education. I think the school attitude starts with the principal. Anyone so afraid to take on bully parents will not take on bully kids. Time for a change all the way around. We are moving and I am taking my kids to a 5 star school with an 8 out of 10 rating. Time to step up as parents and if you can change schools and if you can't complain. It is time to take on the tenure system. There is a reason that charter schools are thriving.............
—Submitted by a parent
Last year 2010-2011 was my 3rd graders first year attending Glen Cove School. Although, my daughter's 3rd grade teacher and I had a few misunderstandings during the school year, I found her to be a strong teacher in the classroom. Also, Mr. Allison is a dynamic and caring principal. I do not believe that any school is perfect, especially in the public school system, I believe my child received a good and well organized 3rd grade education during the year. I believe that in order to obtain a quality education for one's child, parent involvement is key, and parent's must reinforce the curriculum and skills taught in class at home. Parent's must micro-manage their child's education, and become very familiar with the grade's curriculum. Parent's must not rely solely on the teacher, school or school district to educate their child, parents MUST become involved. So, before anyone bashs Glen Cove Elementary School,the teachers, office staff or principal make sure you have done all that was expected of you on behalf of your child's education. P.S. every school is dealing with bullying and disciplinary issues.
—Submitted by a parent
What on earth is the principal thinking on having the kids out in the cold sprinkling just to practice for chorus? Wow he had a umbrella to cover his piano but what about the kids? Dont get surprise if your kids get sick.
—Submitted by a teacher
The school has a lot of potential. I have a kindergarten in the school and he learned qutie a bit but I do have to teach him at home also to re-enforce the topics he's learning. The reviews have gotten worst the last few years but I don't think it's entirely the school's fault. I'm sure the state's school budget affected the quality of education. Unlike Alameda, Orinda, Moraga, and other cities that have additional local taxes to support schools, it's tough when class sizes grow to 28, and maybe even 32. Can you imagine one teacher handling 28/32 often undisciplined students in a public school with no additional help? I can't, so I volunteer a lot. Good luck to everyone.
—Submitted by a parent
i had the worst experience at this school it really seems to me like the teacher my son had this year just did not care or want to be there i saw her on several occasion screaming at a little girl in his class. She also came up to me one afternoon and told me my son had failed there reading test so i asked her what can we do to help him is there a class you can put him in and she said "NO THAT THEY ARE DOING EVERYTHING THEY CAN " that's why when i went and talked to the office and they set me up the the help my son needed she also lied to me on an occasion and the lady in the office and the principle also know about that so needles to say i will not go back and i will move from this area to get him a better school and teacher that actually care if he succeed.
—Submitted by a parent
We had our reservations about sending our daughter to this school, but after talking to some other parents we decided to try it out for a year. We will not be going back. The teachers clearly care about the students, most parents are involved to some degree, but the principal only cares about himself. He seems to be unable to stand up to his teachers when necessary, and flat out lied to me when I confronted him with an issue. He is short with the children, and the most important thing to him seems to be Jazz. I agree that music is important, but every week there seems to be another Jazz assembly.
—Submitted by a parent
I reviewed this school 2 years ago when my child was in kindergarten. In my opinion, in the past two years the school has gone downhill. We get NO communication from the teacher/principal. Bullying is a HUGE problem at Glen Cove. My family is moving, and so are MANY other families that I have talked with. The parking lot situation has improved, however.
—Submitted by a parent
The Principal DOES care about the children and does things that I dare say no other Principals would do in this district. There are so many things that the staff here do that go above and beyond the call of duty. Mr. Allison holds a singing choir every Friday with ALL of the grade levels, He also organizes such things as Ocean Night, and really great science nights. There are problems here, but 90 percent of these problems are with 2 percent of the PARENTS! The parking lot is poorly designed and as such makes for a frustrating and often times dangerous place for the children. One of the parents has taken the inititive to do something about this and has greatly improved both the safety and the logistics of the lot. I would recommend this school highly, it is a great place to learn and seems to get better every year! Glen Cove is a wonderful place for children...they blossom here!
—Submitted by a parent
My kids have gone here since kindergarten. Great school, great teacher great parents.
—Submitted by a parent
Yes, I agree with the previous message about the parking lot situation. I get very frustrated waiting in the car line, so I just park, even if that means up the side street and walk. Some parents are very inconsiderate, don't give the bus room to pass, an refuse to move their car no matter what! Academically, though, we have had a great experience at Glen Cove. My son has had two very good teachers in his two years at the school.
—Submitted by a parent
My son has been attending Glen Cove since Kindergarten. The teachers, office staff and principal are very caring and take an active part in student's abilities. I was very impressed at how my son's teachers over the years has worked with him and me. My son was diagnosed with ADHD but instead of turning away, the teachers became even more involved with working with him. Over the summer we moved to another part of town and unfortunately my son was put on a waiting list to attend Glen Cove. I'm hoping that he's accepted so he can continue there for his last two years. Any parent considering Glen Cove for their child to attend is considering a Winner!
—Submitted by a parent
This school has had, and continues to have a Great PTA participation. Parent involvement is a culture here that is promoted and given importance. The quality of the academic programs are much better than schools in the same district, and are at par with (if not better) than adjacent districts. Music, Arts, Sports, and other activities are being well supported despite of budget constraints because the school recognizes it's importance. Definitely one of the best Elementary schools in the Solano County District.
—Submitted by a parent
very good quality of teachers that reflects in the STAR results. empahsis is on english/composition then science and math. music lessons/chorus weekly. i see at least 15-20 parents volunteering on campus. they have a great traffic saftey program in the morning which enlists students to help in unloading children from vehicles during morning drop off.
—Submitted by a parent
Glen Cove Elementary School is a perfect school for my daughter. They encourage children to read books and excell in all areas of academic programs.
—Submitted by a parent
Glen Cove is a school where the teachers care about our kids and their educations. The principal at this school does not relate to the parents as adults but as children. He never deals with problems instead he blams the parents. Many of the parents stopped talking to him about thier kids. We would go to the vice-principle and she always gave us the right remedies for the right situation. And this year and from now on there will be no vice-principal just him.
—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.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
95 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.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
76 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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
77 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.
71 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
71 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 41% |
| Females | 41% |
| Males | 41% |
| African American | 31% |
| Asian | n/a |
| Filipino | 83% |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | 17% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 56% |
| Males | 52% |
| African American | 42% |
| Asian | n/a |
| Filipino | 83% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 33% |
| 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 | 33% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 69% |
| 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 | 47% |
| Females | 51% |
| Males | 43% |
| African American | 32% |
| Asian | n/a |
| Filipino | 62% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| 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) | 45% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 60% |
| Males | 58% |
| African American | 42% |
| Asian | n/a |
| Filipino | 85% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 67% |
| 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 | 50% |
| Females | 45% |
| Males | 52% |
| African American | 37% |
| Asian | n/a |
| Filipino | 56% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 58% |
| Males | 67% |
| African American | 48% |
| Asian | n/a |
| Filipino | 63% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 83% |
| 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 | 62% |
| Females | 63% |
| Males | 61% |
| African American | 46% |
| Asian | n/a |
| Filipino | 75% |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| 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) | 64% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 58% |
| Males | 56% |
| African American | 35% |
| Asian | n/a |
| Filipino | 81% |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| 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 | 46% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 31% |
| Females | 23% |
| Males | 42% |
| African American | 23% |
| Asian | n/a |
| Filipino | 38% |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 23% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 27% |
| 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
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
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
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| African American | 32% | 7% | ||
| Filipino | 21% | 3% | ||
| Hispanic or Latino | 18% | 49% | ||
| White | 13% | 28% | ||
| Multiple or No Response | 9% | 3% | ||
| Asian | 4% | 8% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 40% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 20 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 93% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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501 Glen Cove Parkway
Vallejo,
CA 94591
Phone: (707) 556-8491
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