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Teacher quality
Principal leadership
Parent involvement
It's a great small school where kids receive the attention they deser and need. I am pleased with the education and the teachers at Twin Rivers. The principle is great, and my kids love their school.
—Submitted by a parent
I am very impressed with the teachers. My son is doing much better here. I think parent/teacher involvement is very important! The parking lot does not seem to be important to this school. Go park in someone elses lot!
—Submitted by a parent
I have been involved in the education of children in the public and parochial arena since 1971 and can say without hesitation that TRCS has one of the best programs I've seen. The program addresses the whole child moving them toward academic achievement while nurturing a positive outlook. Thank you TRCS.
TRCS has been a great influence upon my children and I want to thank God for the staff s dedication and commitment to not only scholastic excellence but character building as well. My boys came from a very troubled and chaotic lifestyle due to the inappropriate and bad choices my wife and I had made in their past. The staff at TRCS never even missed a beat as they went about their jobs of bringing them up to speed in their scholastic abilities. I would recommend this school to anybody who wishes for the values that shaped this nation to be instilled further in your children when they leave the confines of their home. TRCS is a shinning star in the black void that has become public education. I only wish they taught grades 9-12. God Bless TRCS and all those involved with it.
—Submitted by a parent
The one on one care of the teachers. They take time to work with the children. It is not just a job to them they care.
—Submitted by a parent
As a teacher at Twin Rivers through the years of struggling with mass teacher exodus and an administrator that seemed to sabotage our growth, I have to say we've weathered the turbulence and come throught the storm impressively. We now have an administrator with his priorities set on the children and the growth of our school. Enrollment is up in all grades, with waiting lists in K-3. Parent satisfaction is high, faculty and staff are united and strong in collaboration and corroboration, and students look forward to each school day, confident in their environment being a safe and caring one. Our assessment scores have unilaterally increased as well. We've added computers for every middle school student and continue to add extra-curricular sports to our program. Parents that left in 2007 are returning and bringing friends with them. Twin Rivers Charter School is on the map now!
—Submitted by a teacher
My daughter attended Kindergarten and now is in First Grade. I enjoy the school and especially the teachers. I find them to be very caring of the individual students and willing to work with parents regarding their child's needs. Their were administration problems last year that were resolved with a new board and principal this year. While we have a PTO, it needs more parent involvement to really make a difference. I would definitely recommend this school and am only leaving as a new school is opening near our home.
—Submitted by a parent
My daughter started her first year of kindergarten just a few weeks ago. I've seen a dramatic change in everything she does. She's learning so fast, she's kinder, wise, and just growing so much. She loves her teacher...she tells me this every single day and I love her as well. From my experience in just this first month of school, I am so happy and feel like I chose the best school for my child. We really struggled with the thought of sending her to the schools in our area and when we found TRCS we immediately fell in love. The only negative things I can say is that I wish they did christmas shows and my daughter wants swings on the playground. Obviously, those arent huge negative comments so you can see it's truly a great school.
—Submitted by a parent
This school has struggled the last few years. Just this week we got news that our Director and assistant Director will not be coming back. We will have some new board members who have an interest in our school, because they'll be parents. The outlook more promising than ever. Our Teachers are knowledgeable and go beyond to help a child succeed. Our previous administration was holding us back, but now we are excited about getting back on track. This school has a wonderful small-town atmosphere to it. Now we just need to clean-out a few bad seeds and we will florish! I love this school!
—Submitted by a parent
I have taught at several smaller public schools and this one is the best by far. All teachers go above and beyond to make sure students are succeeding. The Core Knowledge curriculum is wonderful! Students learn so much more than they would at a traditional public school; they are taught not only academic concepts but moral education through the core virtues. Come see for yourself!
—Submitted by a teacher
I absolutely love this school. I put my daughter here after 2 years of struggling in preschool and kindergarden. At TRCS she is doing great even excelling at subjects she was struggling with before. I would recommend this school to anyone. She has an awesome teacher and the staff is wonderful. Great job TRCS
—Submitted by a parent
TRCS is a wonderful school. Yesterday was the first day of a brand new year, how amazing it is to see Teachers who are excited, are knowledgeable, and are eager to work with the parents to achieve each childs personal goal on . The last two years have been difficult for this School but the administration has hung in there. When you don't have Teachers who truly care about their Job, who resent the administration, it makes it difficult on the students. This year I see a calico of Staff, all different ages,highly educated, and willing to communicate with Student, Staff, Parents and Community. You all know the saying it takes a village to raise a child, it is true and its nice to see Teachers who are eager to achieve. Private school setting.
—Submitted by concerned parent, a parent
I love TRCS what a great School . There is no other school I would send my Child to locally. I checked them out, my son previously attended April Lane. I would never send my child back to public schools. I love the private school setting. I think TRCS is on their way to excellence!
—Submitted by a parent
I am a former teacher of this school. At first I was very excited to become apart of this unique academic program. The school is small and claimed to teach to the Core Knowledge curriculum. I was never formally trained in Core Knowledge and had very little support from the administration. Professional development opportunities were rarely offered. Teachers have an extra heavy work load of extra 'assignments,' they work long hours. I never once heard a 'good job' or 'thank you for what you do.' I ended up leaving this school. I could no longer work for a school under such poor management and awful administration. Be careful!
—Submitted by a teacher
This is an OK school. It is better than the larger middle schools we have in the area. I think that the administrators need to pay more attention to the appropriateness of some of the things the teachers are trying to teach our children. I would like the teachers to respond to my concerns when I address them, which I have found them reluctant to do thus far. I think there is a great deal of room for improvement at Campus 2.
—Submitted by Raylene Capell, a parent
Twin Rivers Charter school is a great school. I have been a student there since the 7th grade. When I first started I didn't think I was going to like it. But it turns out to be the best thing I could of done because I went from being a 'F' student to now being a Honor Roll student. I am now an 8th grade student at Twin Rives and I am proud to be! I recommend that if your student needs to be in a small class or needs more one on one help from the teacher then Twin Rivers Charter School is the school for you.
—Submitted by a student
Teachers are too new (most first year) and the quality of academic programs is poor. There are few extra curricular activities, and my child was not at all 'taught' at this school. I would not recommend, especially if you child is struggling at all.
—Submitted by a parent
My husband and I struggled with how we would afford private schooling for our three children.....after sitting in the kindergarten classes at both local private schools and Twin Rivers we would have paid to attend Twin Rivers. I am thrilled to say I am even happier than we could have expected with our son's kindergarten class. Thank You for being a wonderful teacher....and....school.
—Submitted by a parent
I searched many schools for my academically advanced son who was going into Kindergarten. After about a month his teacher recommended he go to the first grade. In working with the teachers and the administration it was decided to allow him to spend 2/3 of the day in first grade while still being able to be with his cohort group in kindergarten for the rest of the day. This school offers a full day kindergarten and a great and reasonable afterschool program. The curriculum is far superior to other schools in this area in that they offer core knowledge curriculum over and above the state standards. The kindergarten class will also be taking a field trip to a wildlife refuge in Napa. It's a newer school and I believe that the API scores will rocket within a few years. Great teachers, great staff; we made the right choice for our son!
—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.
Grade level
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.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
37 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.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
47 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.
46 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
46 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.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
26 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 59% in 2012.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
29 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 Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
28 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 Algebra I was 49% in 2012.
21 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
21 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
21 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 | 84% |
| Females | 89% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| 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 | n/a |
| All Students | 81% |
| Females | 89% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| 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 | n/a |
| 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 | 89% |
| Females | 90% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| 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) | 94% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 90% |
| Males | 92% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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) | 94% |
| 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 | 98% |
| Females | 95% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 97% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| 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) | 93% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 100% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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) | 87% |
| Parent education - college graduate | 85% |
| 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 | 81% |
| Females | 75% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| 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 | n/a |
| All Students | 81% |
| Females | 75% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| 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 | n/a |
| All Students | 42% |
| Females | 42% |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| 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 | 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 | 93% |
| Females | n/a |
| Males | 95% |
| 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) | 89% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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 | n/a |
| All Students | 90% |
| Females | n/a |
| Males | 85% |
| 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) | 89% |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| 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 | n/a |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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 | n/a |
| All Students | 64% |
| Females | 55% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 33% |
| Females | 27% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| 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 | 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 | 29% |
| Females | 31% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| 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 | n/a |
| All Students | 85% |
| Females | 85% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| 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 | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 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 | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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 | n/a |
| All Students | 66% |
| Females | 54% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| 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 | n/a |
| All Students | 38% |
| Females | 38% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| 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 | 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
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 62% | 28% | ||
| Hispanic or Latino | 26% | 49% | ||
| Multiple or No Response | 6% | 3% | ||
| American Indian or Alaska Native | 3% | 1% | ||
| African American | 2% | 7% | ||
| Asian | 1% | 8% | ||
| Filipino | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 11% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 46% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 18 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 2 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| Special staff resources available to students |
Art teacher(s) Computer specialist(s) Gifted specialist(s) Instructional aide(s)/coach(es) Music teacher(s) PE instructor(s) Nurse(s) School psychologist Special education coordinator Speech and language therapist(s) Teacher aid/assistant teacher |
| Foreign languages spoken by school staff |
Spanish |
| Read more about programs at this school | |
| Level of special education programming offered |
|
| Staff resources available to students |
|
| Specific academic themes or areas of focus |
|
| Staff resources available to students |
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| Staff resources available to students |
|
| Visual arts |
|
| Music |
|
| Clubs |
|
| Level of ESL/ELL programming offered |
|
| Languages supported by ESL/ELL programs |
|
| Staff resources available to students |
|
| Foreign languages spoken by staff |
|
| Staff resources available to students |
|
| School facilities |
|
| Staff resources available to students |
|
| School start time |
|
| School end time |
|
| Before school or after school care / program onsite |
|
| School Leader's name |
|
| Best ways for parents to contact the school |
|
| Is there an application process? |
|
| Fax number |
|
| Instructional and/or curriculum models used Don't understand these terms? |
|
| Specific academic themes or areas of focus Don't understand these terms? |
|
| Bi-lingual or language immersion programs offered Don't understand these terms? |
|
| Level of special education programming offered |
|
| Level of ESL/ELL programming offered |
|
| Languages supported by ESL/ELL programs |
|
| Staff resources available to students |
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| Foreign languages spoken by staff |
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| School facilities |
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| Boys sports |
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| Girls sports |
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| Visual arts |
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| Music |
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| Performing arts |
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| Clubs (distinct from courses) |
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Tips for understanding school culture
| Dress Code |
|
| Bullying policy |
|
| Parent involvement |
|
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
840 Cooper Avenue
Yuba City,
CA 95991
Website: Click here
Phone: (530) 755-2872
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