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GreatSchools Rating

Joseph H. Wardlaw Elementary School

Public | K-5

 
 

Living in Vallejo

Situated in an urban neighborhood. The median home value is $184,500. The average monthly rent for a 2 bedroom apartment is $1,340.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
Based on 5 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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24 reviews of this school


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Posted June 24, 2014

My just graduated and went to Wardlaw since she was in Kindergarten. Se came home happy and she was academically challenged. The staff at Wardlaw work really hard to make sure the students learn what is needed to be prepared for middle school. The after school programs are nice as well as the whole school campus. I am very pleased with my daughter's school experience. One of the gems of Vallejo.
—Submitted by a parent


Posted October 31, 2013

So the parking situation is terrible.. How do you have 850 students with no where to park! Other parents drive like bats out of hell! Why would you design a school with one way in and one way out! But on the up side I do love my daughters kindergarten teacher this year. Hopefully everthing goes well continuing on.
—Submitted by a parent


Posted September 27, 2013

This school is great academically, but to be honest pressure is put upon students there. I was student 1st-5th grade (now in middle school) and the social life there is terrifying and bad. In first grade kids were already using crude language and bullying was evolving with kids. Also, you could never tell a friend OR a best friend a secret without being rumors spread no matter what grade. Lastly in 5th grade I had a hard time focusing on grades due to a lot of 'drama' between me and an old best friend, and because of that I would always try to stay home and I'd never want to go to school the next day.


Posted December 14, 2012

My Kids love this school but the office staff are so rude. When i come in for anything they have this additude like the parents owe them somthing. The office staff are not helpful at all they will make you stand in the lobby for so long just to prove to everyone how busy they are. They need to learn how to talk to parents with common curtiousy. I can't wait to move to Benicia so my children don't have to deal with this school ghetto mentality. Such a bad experence enrolling my children, they made it so hard for our family they were going to send my kids to another school and we live in the school zone. They also let alot of children from bad neighborhoods come here.
—Submitted by a parent


Posted September 16, 2012

I can't believe no one has addressed the traffic issues at this school! Wardlaw is located on a street with "no parking" signs lining the entire street. Parents cycle in and out of a small parking lot, and start lining up to pick up kids 30 minutes before school lets out. You have to show up 30 minutes before school starts if you want a parking spot to walk your child to class. Interactions with the front office staff have not been pleasant, unfortunately. Two women in particular treated me very poorly when I came in to register my kindergartener. I wrote a letter to the school addressing what happened, and it went unanswered. Very disappointing.
—Submitted by a parent


Posted September 5, 2012

I am the Head Custodian at this school, I pick up Garbage every single morning around the entire site in fact in my 7 years here i have only NOT cleaned the grounds 3 times because of other Issues that needed to be taken care of that i would deem an emergency, I clean the bathrooms after the children go in at 9 and after the morning recesses that end at 11:20, I can not go in and clean again because once lunch starts at 11:30 I am in the Multipurpose room for lunch until the end of my shift. I will put my site up against any other site in this state. I take great pride in my job and my school and my kids. But being at a school of 850 kids im pulled in many different directions everyday, If you are so worried about the bathroom then maybe you should address about the person or person's who are trashing the bathrooms on a daily basis.
—Submitted by a teacher


Posted May 26, 2012

I would say that this is the best and most organized school in the district. The former negative posters are probably parents who have had students disciplined for negative behavior. If you are a parent, who yearns for structure and better academics, this is the best in Vallejo. As a district employee, this is my favorite site to work with. It's the closet to Benicia that Vallejo has. Teachers instill a sense of respect in the students for adults and other students. They teach students how to be responsible citizens, which sadly, many parents neglect to teach their students in other Vallejo schools.
—Submitted by a teacher


Posted February 20, 2012

We need sports activities,music,volley ball, soccer etc. We need our school clean such as bathrooms (chips inside toilet,toilet paper all over,wet floors) please ask your janitors to check this frequently. Water fountain with rust and always dirty please we need new ones. We need a clean playground and both entrance of the school clean theres always cups, plastic bags,paper bags etc of garbage this is not good for our student's, our children. Please call the city and let them know that specially the entrance where the dog's park is very dirty it really needs to get clean.
—Submitted by a parent


Posted November 16, 2011

This school is horrible when it comes to treating their students right. They might be a great school academically, but for every thing else, they're a disappointment. All they care about are high test scores so that the school gets more money from the state rather the actual student's personal needs and attention. There is also A LOT of bullying here and it's sad to see an innocent child come home with a gloomy not wanting to go back. School is supposed to be a place where a child can feel safe and protected but like I stated before, the teachers and principle don't care. Instead of improving the community, they're making it worse by not stopping this crazy epidemic of bullying. Putting students down telling them they "don't fit in" isn't the way to build a positive learning environment. I also speak on behalf of other parents who I've talked to and shared similar experiences with. It's not fair for us as parents are focused on helping our kids reach their full potential just so the "so-called teachers" can discourage them. The adults themselves become bullies. No adult there takes responsibility for the care of our children. This school needs some strong improvement!!!!!!!!!!!!!!!
—Submitted by a parent


Posted September 1, 2011

GREAT SCHOOL BUT Mrs. Johnson room K1 is AWFUL!!! She left me a vm one day letting us know that our daughter was not "fitting" into the class or school. First off you do not talk about a student that way no matter how they are behaving. My wife gave her a call the next day (today) and Mrs. Johnson was very short and rude. She said that it was not a problem anymore because she was transferring schools. She would not eloborate on why our daughter did not "fit" in. She just kept saying she will be fine at the new school, no worries!!! I decided to call her back and she told me that my wife was rude. She told me that I should have called her at this time but she never specified a "good" time to call her. She eneded the conversation with "I have 32 eyes on me (its really 64 eyes, and she's the teacher?) I really have to go good luck to you at your new school" Thats it. I have called and asked to speak to the VP. I know nothing will come of this but I want it to be none that Mrs. Johnson is not the best teacher when it comes to bettering the community and the kids in it. She has no agenda for the kids in her class if they show any sign of "not fitting in".
—Submitted by a parent


Posted January 13, 2010

What I really like about Wardlaw is how staff reinforce students to have respect for themselves and respect for others. I have an autistic child who was mainstreamed there and the children in my child's class are wonderful, caring and accepting children. The curriculum is above standard and children are encouraged to excel.
—Submitted by a parent


Posted July 6, 2009

My kids go here and we love it!!!
—Submitted by a parent


Posted February 3, 2008

I am about to graduate from Wardlaw and it has been a wonderful experience. I have been blessed with wonderful teachers I wish I could take them all to Middle School with me. I also would like for Mrs. Kerstad to go to the middle school I will attend.
—Submitted by a student


Posted September 26, 2007

My son has attended Wardlaw since Kindergarten and is now in the 4th grade. Mrs. Ruiz is an outstanding Kindergarten teacher and I was really impressed with her structure! Mrs. Ruiz not only challenged the students to do their best but structured her class so students would do better than the State average. Overall, I am really impressed with Wardlaw and would recommend this school to any parent that wants to see their child do better than the average student.
—Submitted by a parent


Posted August 10, 2007

This is a great school. My child loves it!
—Submitted by a parent


Posted July 12, 2007

My daughter has attended Wardlaw since Kindergarten and is now in 4th grade. All her teachers have been wonderful and she has excelled in all of the subjects being taught at her level. They have challenged her and she has exceeded. They are very well educated, taught with respect and all teachers love each of the students as if they were their own! I strongly suggest and encourage new parents to have their child(ren) attend Wardlaw, they will have the best experience ever!
—Submitted by a parent


Posted June 12, 2006

I think Wardlaw is a treasure of Vallejo. I am a parent member and co-chair of our School Site Council. Twice we have applied for Distinguished school recognition and have been denied for tecnicalities. The only thing lacking fro Wardlsw, is, like many schools the extra funds to provide extracurricular activities. But our PTA does a wonderful job of filling in the gaps. Ever year it is privilege to set on the board and witness the hard work and determination of the staff, in the face of adversity and budget shortfalls. It reflects in the happiness of our mutlicultural student body. We make roses out of the seeds the school district throughs to us and Wardlaw students are in full bloom.
—Submitted by a parent


Posted August 18, 2005

I was very impressed with Wardlaw, it was both my sons first time in public school since attending Christian School at Church on the Hill since pre-school, coming to the school put them in the right place academically, as they were somewhat behind, the teachers were incredible, Ms. Taylor, Ms. Tavares, and all the other teachers were dynamic, the Principal was so professional, orderly, and organized, my child in 1st grade now reads at 3rd grade level, my now 6th grader reads at 7th grade level. I love the school, the safety of the campus, everything, I was very impressed overall. AWP
—Submitted by a parent


Posted July 1, 2005

For the past two years that my daughter has attended Wardlaw, we have been very happy. The teachers are great, and welcome and encourage parent participation. Our youngest daughter attends speech therapy, inwhich, we are also very well pleased with the services offered. Wardlaw is a great school, and depends on parents being involved.
—Submitted by a parent


Posted July 16, 2004

I thought the school was well run. It was extremely well organized and the principal provided good leardership.
—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

833

Change from
2012 to 2013

+5

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

3 / 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 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

833

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

+5

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)

6 / 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)

3 / 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.

122 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
63%

2011

 
 
53%

2010

 
 
64%
Math

The state average for Math was 65% in 2013.

121 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
63%

2011

 
 
60%

2010

 
 
78%
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.

153 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
38%

2011

 
 
40%

2010

 
 
37%
Math

The state average for Math was 66% in 2013.

151 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
57%

2011

 
 
70%

2010

 
 
63%
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.

152 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
77%

2011

 
 
65%

2010

 
 
71%
Math

The state average for Math was 72% in 2013.

154 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
66%

2011

 
 
69%

2010

 
 
73%
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.

152 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
69%

2011

 
 
66%

2010

 
 
65%
Math

The state average for Math was 65% in 2013.

151 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
75%

2011

 
 
58%

2010

 
 
62%
Science

The state average for Science was 57% in 2013.

152 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
58%

2011

 
 
45%

2010

 
 
37%
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 Students65%
Females64%
Males66%
African American65%
Asiann/a
Filipino70%
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability66%
English learner57%
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 graduate50%
Parent education - some college (includes AA degree)67%
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students69%
Females73%
Males66%
African American64%
Asiann/a
Filipino79%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged60%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability70%
English learner62%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)69%
Parent education - college graduate83%
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 Students46%
Females57%
Males33%
African American31%
Asian36%
Filipino58%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)31%
Economically disadvantaged36%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability46%
English learner12%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)38%
Parent education - college graduate59%
Parent education - graduate school/post graduate36%
Parent education - declined to staten/a

Math

All Students64%
Females68%
Males58%
African American44%
Asiann/a
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)67%
Economically disadvantaged51%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability64%
English learner47%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate59%
Parent education - some college (includes AA degree)58%
Parent education - college graduate73%
Parent education - graduate school/post graduate64%
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 Students58%
Females69%
Males46%
African American47%
Asian80%
Filipino70%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged50%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability61%
English learner12%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)51%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students66%
Females68%
Males67%
African American58%
Asian80%
Filipino76%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged63%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability70%
English learner41%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate41%
Parent education - some college (includes AA degree)70%
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 Students60%
Females59%
Males59%
African American44%
Asian69%
Filipino75%
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability59%
English learner25%
Fluent-English proficient and English only62%
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)48%
Parent education - college graduate79%
Parent education - graduate school/post graduate55%
Parent education - declined to staten/a

Math

All Students68%
Females67%
Males69%
African American51%
Asian77%
Filipino84%
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 disadvantaged53%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability68%
English learner58%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)69%
Parent education - college graduate81%
Parent education - graduate school/post graduate55%
Parent education - declined to staten/a

Science

All Students39%
Females38%
Males39%
African American18%
Asian54%
Filipino55%
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability38%
English learner25%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate37%
Parent education - some college (includes AA degree)26%
Parent education - college graduate57%
Parent education - graduate school/post graduate36%
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
Black 27%
Hispanic 18%
Asian 8%
White 8%
Two or more races 2%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 52%N/AN/A
English language learners 15%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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1698 Oakwood Avenue
Vallejo, CA 94591
Phone: (707) 556-8730

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St. Basil's
Vallejo, CA


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