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Teacher quality
Principal leadership
Parent involvement
The parents and teachers are gossipers. Supervision in the lunch room and playground is very poor. Kids don't have any manners and nobody teaches them. I've heard from one of the teacher's husband that Murwood tries to get rid of all challenging children by the time they need to enter 3d grade so the school has better reputation. The teachers are hysterical and lazy, they don't want to work on the classroom rules and the kids behavior. In stead of working with challenging kids they get them labeled and kid cannot succeed anymore, he is always bad. If you get disciplinary actions papers from the office ever day it means they've started it. Your child is a target! Even if your child wasn't the one who started the fight or conflict, the "bad kid" will be always in trouble!!! Save your children, don't send them to Murwood!!!
—Submitted by a parent
I love Murwood. Having taught in a few other districts I have a great perspective on why it is such a great school. Having such a diverse population is a bonus, as students get to meet kids who are from around the world. The principal is highly trained in curriculum and is guiding the staff towards best practices for all students with remediation for the struggling learners, and acceleration for the advanced learners. The parent community is so supportive of the staff and students and works hard to be a partner in education. My own children went here and even though they were very different learners, both got just what they needed to be successful at the middle school level. Great place to work, great place to be a student.
—Submitted by a teacher
Murwood is a good school. Unfortunately since the new principal began 2 years ago, it has taken a turn for the worst. The principal seems very controlling and this is rubbing off on the staff. 90% of the teachers are very good at Murwood but it's is obvious that they are not happy under the new "leadership". The worry is this will drive away the good teachers. What Murwood has going for it is the outstanding parent involvement but even this is stifled by the principal. A lot of emphasis is placed on bringing below average students up to proficiency. So if your child is proficient or above, they tend to get ignored because that is not the principal's goal, which is unfortunate.
—Submitted by a parent
Our younger son started Kindergarten in Murwood Elementary School last year. His older brother also went to this school, then WCI, Las Lomas High and he is in college now. We cannot stop to be impressed about quality of education, range of activities including extracurricular activities and events arranged by PTA, personal attention and close communication with teachers and, above all, our kids happiness and desire to learn and to go back to school after summer. The after school and summer program at Keyspot is fantastic as well. We are so lucky and happy to be part of this community and to be able to have our kids go to public school like this.
—Submitted by a parent
Everyone from the teachers to the office staff is committed to helping kids suceed.
—Submitted by a parent
My children are attending Murwood and I know it is the perfect place for them. teachers are warm and friendly. The school through the efforts of the Walnut Creek Education Fund and the PTA cover all those things that are missing these days from public school. The parent involvement is almost overwhelming. Sometimes I feel like a crappy parent because all the moms I see seem like super moms volunteering and such. The after school center is fun, but very loud and messy. It seems to be the place that kids want to be. The after school programs put on by the PTA are great. reasonably priced.
—Submitted by a parent
My child has attended Murwood since Kindergarten and I have loved every minute. My child in my opinion is recieving the very best education possible. The teachers are diverse in their teaching style, the staff from the custodian to principal is approachable and friendly. The parents are enthusiastic and dedicated. the after school care facility Keyspot is great. I feel like the school is a home away from home.
—Submitted by a parent
The Walnut Creek School District is small with only 5 elementary schools & one middle school. This is part of the reason our school is so successful; Another is the quality & dedication of our excellent teachers & the high level of parent participation. Our PTA/parents raise funds to have extra-curricular activities, have including piano, hip-hop, drama, band, science, to name a few. We have Arrt, Physical Education & Science (and a Science Fair starting last year) for all kids. In Walnut Creek many kids participate in sports & the school grounds are available for baseball & soccer. Three years ago a Boy Scout Pack was started. Programs for speech & IEP are, of course available, but the professionals who work in these areas are dedicated & hard-working. Murwood is also a diverse school - with many ethnic groups & languages we are proud of. A 'Distinguished School'. A terrific school.
—Submitted by Patrice Jensen, a parent
I had two daughters attend Murwood. For my first daughters teachers I would say that three teachers out of the six were well above average and the other three were well below average. For my second daughters teachers I would say two were well above average and the rest were well below our expectations. If I had a third child I would not be sending them to this school.
—Submitted by a parent
My child is only in Kindergarten this year, but I have to say that the teacher quality, overall beauty of the school, and parent involvement is amazing! I have to say that the PTA run auction that funds most of the PTA events was out of this world! But at Murwood that seems true. The afterschool program is fantastic! Keyspot is where my child wants to be, and I am so glad to have him there. Murwood gets two thumbs way up!
—Submitted by a parent
I am very impressed with the quality of staff and their dedication to the students. They participate in on-going enrichment activities. Parent involvement is excellent and makes everyone feel welcome and part of this special community. The PTA is very supportive!
—Submitted by a parent
This school is a fantastic well rounded school. The teachers are experienced and take an interest in the children. They also attend extended training on rotating and grouping children increasing academic performance for students at all levels. They also are beginning many extended family and after school student events. Although there is a couple of unapproachable cliques, overall everyone is welcoming and friendly. It has academics and diversity.
—Submitted by a parent
Murwood is an excellent school! It has a more diverse student population, both ethnically and economically, than the other WC schools and yet the school does an excellent job challenging students of every level. The faculty is responsive and friendly. My 2 children are thriving academically and socially. I wouldn't want them at any other elementary.
—Submitted by a parent
Murwood is an average public school with a ethnically diverse population. Parents are not particularly friendly. There are no innovative teaching methods or extraordinary teachers.
—Submitted by a parent
very good school with dedicated teachers and parents.
—Submitted by a parent
The school seems to be going downhill, with little supervision on playground, class, or lunchroom. Some teachers, some are truly terrible. My child is learning nothing this year, but had a good teacher last year. I'm hoping to make up for it by teaching at home after hours. Used to be highly rated, but I wouldn't choose it now.
—Submitted by a parent
My son completed all 6 grades at MW and I am totally satisfied. The teachers are enthusiastic and many have years of experience. Math and Language arts are strong (as evidenced by the high scores) and out of all the WC schools graduating to WCI, Murwood students fare well. Parent involvement is very strong and therefore the extra curricular programs are pleanty. There are art, PE, Science and Music teachers on staff thanks to community involvement ($). I am very satisfied. I particuularly like the cultural diversity (fair amount of immegrants from around the world) and the school's celebration of that.
—Submitted by a parent
My daughter has been in K-4 (in 4th now). We feel the quality of her teachers is excellent. Each teacher has given personal attention and has high expectations of the students. The extracurricular activites, funding by parents and the community through WCEF is great for the kids. Parent involvement is high in the school and throughout the community with sports activities,etc.
—Submitted by Patrice Jensen, 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.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
75 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.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
74 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.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
65 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.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
65 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 | 71% |
| Females | 77% |
| Males | 67% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 45% |
| Fluent-English proficient and English only | 75% |
| 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 | 74% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 70% |
| Males | 71% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 55% |
| Fluent-English proficient and English only | 73% |
| 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 | 79% |
| Parent education - graduate school/post graduate | 86% |
| 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 | 52% |
| Females | 43% |
| Males | 66% |
| African American | n/a |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | 25% |
| Fluent-English proficient and English only | 63% |
| 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) | 58% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 71% |
| Males | 84% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 60% |
| Fluent-English proficient and English only | 83% |
| 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) | 83% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 83% |
| Females | 94% |
| Males | 74% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 45% |
| Fluent-English proficient and English only | 91% |
| 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 | 89% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 94% |
| Males | 76% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 64% |
| Fluent-English proficient and English only | 89% |
| 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 | 86% |
| Parent education - graduate school/post graduate | 91% |
| 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 | 88% |
| Females | 93% |
| Males | 83% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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 | 93% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 79% |
| Males | 86% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| 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 | 81% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 89% |
| Males | 81% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| 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 | 87% |
| Parent education - graduate school/post graduate | 94% |
| 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
Asian
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 - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 57% | 28% | ||
| Hispanic or Latino | 15% | 49% | ||
| Asian | 13% | 8% | ||
| Multiple or No Response | 13% | 3% | ||
| Filipino | 2% | 3% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 19% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 15% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 38% | 85% | ||
| All other non-English languages | 22% | 1% | ||
| Russian | 8% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 8% | 0% | ||
| Mandarin (Putonghua) | 5% | 1% | ||
| Cantonese | 3% | 2% | ||
| Farsi (Persian) | 3% | 0% | ||
| French | 3% | 0% | ||
| Hindi | 3% | 0% | ||
| Arabic | 2% | 1% | ||
| Gujarati | 2% | 0% | ||
| Rumanian | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 13 | 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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2050 Vanderslice Avenue
Walnut Creek,
CA 94596
Website: Click here
Phone: (925) 943-2462
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