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Teacher quality
Principal leadership
Parent involvement
I have 2 children at Eagle Peak and am so grateful that this amazing school exists and that my children get to spend each day there. The principal puts her whole heart and soul into each child, as do the teachers. Every child is truly honored for who they are. Not to forget about the academics. I am always amazed to see all the things my children are learning and how much they love going to school! Thanks Eagle Peak!!!
—Submitted by a parent
This is a fantastic school! The Montessori philosophy of this school is right in line with our philosophy at home. We wanted a school that would encourage independence, self initiative and self confidence. Not to mention the support system amongst all the teachers, staff and parents is tremendous and wonderful. We are so thrilled to have found this school.
—Submitted by a parent
EPMS is a wonderful school with amazing teacher involvement, outstanding parent support, children who love their community and work to improve all aspects of their lives. EPMS combines the best of the Montessori Philosophy in the framework of the PUBLIC school system. Remember, this is an anomaly, a charter school dedicated to a specific philosophy of community, learning and life skills in the bureaucracy of a State school system. Now the Montessori Philosophy and paths may not be for everyone. Those seeking a "pure" Montessori elementary school will not find it, as EPMS works in the frame work of public school. Those searching for an alternative to traditional Public Schools may not be happy, as success in Montessori does require a unique mindset from both the child and parents. The teachers of EMPS are dedicated to their field and students. The Principle, Ms. Hammons, speaks at the American Montessori Conference in S.F. every year. The entire school takes one day off, so the teachers may attend up to 3 days of workshops & seminars, then bring new knowledge and insight back to EPMS. How many other Public schools have such an investment from their teachers?
—Submitted by a parent
To The previous comment, I disagree my daughter has a learning disablity and the school has been working with her to meet her needs and she is in fourth grade allready. They are all great @ Eagle Peak.
—Submitted by a parent
Principal has her own agenda. If your child has a learning disability they just want to get rid of him/her. The public schools in the area are way better.
—Submitted by a parent
Have our 2nd son at EP and we love the school. The important factor for deciding on attending EP is whether your child is capable of self direction. Some children need to be told what to do next. At EP the children are given the overall picture and they are left to work at their own speed.
—Submitted by a parent
We have been at Eagle Peak for 3 years and currently have two children at this school. While Montessori is not perfectly suited to every child and learning style, most parents feel privileged to have their children here. The staff is respectful of the students and one another; most of the parents are eager to help; and the school is well-run. If you like to be involved and you want your child to learn independence and personal and environmental responsibility as well as academics, this may be the school for you.
—Submitted by a parent
Both my kids attend Eagle Peak. Every year they excel and excel.
—Submitted by a parent
Not all children learn in the same way. Eagle Peak offers the best of both worlds - an alternative hands on Montessori learning approach within the framework of the state public schools. Teachers are dedicated, holding multiple credentials and parents are involved with their child's program and the school. It is large enough to offer a variety of peers for all the ages but small enough to feel like a close knit community.
Eagle Peak truly offers their students a unique opportunity to learn via Montessori methods. Students learn so much more than I did in my traditional school. Moreover, they learn how to think and solve problems. I consider my kids very lucky to have this experience.
—Submitted by a parent
My daughter is doing well at the school and loves it there. The change of teachers has actually been a benefit to her. Her confidence, maturity, and independence has really grown due to the environment and support she has been given. Though, I do agree with the uber-controlling parents bit in the last post. I've seen the prinicipal try to negate that in encouraging new parents to volunteer and trying to find more creative ways in allowing more parents to become involved rather then just the same set everytime.
—Submitted by a parent
Pros: Caring, competent faculty, active parent body, small school community, emphasis on community and service. Cons: Wish there had been a little less teacher turnover recently, although it's not the school's fault. A few uber-controlling parents who have little else to do but shuffle around in chairmanship and member positions on the boards and parent-teacher group. But, that's no different than most schools. Overall I am pleased with the education my child receives, and most of the parent, administration, and faculty interaction has been positive.
—Submitted by a parent
I drive half an hour each way to take my child here. It's an amazing school, full of caring staff.
—Submitted by a parent
This school is excellent. Caring faculty, active parents.
—Submitted by a parent
I would agree with the parent that complains about the prinicpal and discipline. The discipline for one is not Montessori and for two is extremely inappropriate and seemingly tied to a personal agenda rather than one centered on the child and the school community.
—Submitted by a parent
I have had two children attend Eagle Peak. We believe in the Montessori philosophy and curriculum. The staff here is dedicated to the students and the school community. I feel that my children have received an excellent education and have learned how to be respectful, concerned citizens. We love Eagle Peak!
—Submitted by a parent
I have one child at Eagle Peak and one to come. I could not ask for a better place for my children to go. They are exceed ing beyond my expectations. Eagle Peak is a choice. Its my opinion to leave if one is not happy.
—Submitted by a parent
We are extremely unhappy with this school. Our daughter was suspended for 2 days for 'defying authority' because she didn't want to apologize to a child who said she hit him when she didn't. It is my opinion that the principal is authoritarian and does not follow the montessori philosophy of respecting the unique qualities of a child. The montessori philosophy is to let a child work at their own pace, but they base our daughter's day on how many jobs she gets done.
—Submitted by a parent
Eagle Peak is a great fit for my child. Like many children, he excels in some areas while needs assistance in others, and the environment at EPMS meets his needs. The classes are larger, but have two teachers, so the teacher-student ratio is fine, and the students are more independent than in a traditional public school, so they don't require the same level of attention. The classroom is a small community in which the children are taught to collaborate, and older children are encouraged to teach/mentor younger children. Because the school is small overall, my child receives attention that he would likely not receive at another school. The staff and faculty know the children personally. Eagle Peak reinforces the values that I teach at home: care of self, others, community, and environment, self-confidence, independence, in addition to excellence in education.
—Submitted by a parent
Eagle Peak is a great alternative to standard public schools and classroom structure. Children must learn self sufficiency, self motivation, and community building behavior all of which are challenges at times for each student. Parent participation is a huge reason for success. The classes remain very large (34), but have two teachers per room so it does get loud and depending on the teachers seemingly unruly at times. Most inappropriate behavior is dealt with quickly by the principal. Main drawback is the lottery process becasue of so few spots.
—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.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
40 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.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
39 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.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
34 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.
30 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
30 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
30 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 | 70% |
| Females | 67% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 80% |
| All Students | 75% |
| Females | 67% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 90% |
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 | 79% |
| Females | 83% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 83% |
| All Students | 82% |
| Females | 83% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 83% |
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 | 97% |
| Females | 100% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 97% |
| All Students | 76% |
| Females | 76% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 73% |
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 | 97% |
| Females | 100% |
| Males | 95% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 96% |
| All Students | 76% |
| Females | 55% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 77% |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 100% |
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
White (not Hispanic)
All students
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 72% | 28% | ||
| Asian | 8% | 8% | ||
| Multiple or No Response | 8% | 3% | ||
| Hispanic or Latino | 6% | 49% | ||
| African American | 3% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 1% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 0% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| German | 25% | 0% | ||
| Hindi | 25% | 0% | ||
| Russian | 25% | 0% | ||
| Spanish | 25% | 85% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 35 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 4 | N/A | 11 |
| Average years teaching | 4 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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800 Hutchinson Road
Walnut Creek,
CA 94598
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