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GreatSchools Rating

Twin Rivers Charter School

Charter | K-8

Our school is best known for our technology.

 
 

Living in Yuba City

Situated in a suburban neighborhood. The median home value is $135,000. The average monthly rent for a 2 bedroom apartment is $800.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted August 29, 2013

My son just started attending this school. He is having so much fun so far and learning something every day. I really like that it is a small school so he doesn't get "lost in the crowd".
—Submitted by a parent


Posted January 12, 2013

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


Posted October 25, 2012

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


Posted December 15, 2011

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.


Posted May 26, 2011

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


Posted September 16, 2009

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


Posted August 19, 2009

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


Posted May 4, 2009

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


Posted September 12, 2008

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


Posted June 25, 2008

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


Posted May 25, 2008

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


Posted November 4, 2007

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


Posted August 21, 2007

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 a parent


Posted August 21, 2007

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


Posted June 25, 2007

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


Posted May 29, 2007

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 a parent


Posted April 18, 2007

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


Posted March 27, 2007

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


Posted January 9, 2007

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


Posted January 3, 2007

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.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

893

Change from
2012 to 2013

-6

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

893

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-6

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

9 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

10 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

42 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
84%

2011

 
 
86%

2010

 
 
72%
Math

The state average for Math was 65% in 2013.

42 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
81%

2011

 
 
95%

2010

 
 
76%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

47 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
89%

2011

 
 
59%

2010

 
 
50%
Math

The state average for Math was 66% in 2013.

47 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
91%

2011

 
 
96%

2010

 
 
85%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

46 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
98%

2011

 
 
65%

2010

 
 
73%
Math

The state average for Math was 72% in 2013.

46 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
91%

2011

 
 
78%

2010

 
 
78%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

51 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
81%

2011

 
 
49%

2010

 
 
75%
Math

The state average for Math was 65% in 2013.

51 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
81%

2011

 
 
85%

2010

 
 
78%
Science

The state average for Science was 57% in 2013.

51 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
42%

2011

 
 
33%

2010

 
 
46%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

27 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
93%

2011

 
 
47%

2010

 
 
44%
Math

The state average for Math was 55% in 2013.

27 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
90%

2011

 
 
61%

2010

 
 
31%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

27 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
64%

2011

 
 
42%

2010

 
 
80%
Math

The state average for Math was 52% in 2013.

28 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
33%

2011

 
 
13%

2010

 
 
65%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

28 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
29%

2011

 
 
58%

2010

 
 
28%
English Language Arts

The state average for English Language Arts was 57% in 2013.

28 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
85%

2011

 
 
84%

2010

 
 
72%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

28 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
66%

2011

 
 
75%

2010

 
 
72%
Science

The state average for Science was 67% in 2013.

28 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
38%

2011

 
 
71%

2010

 
 
50%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students93%
Females100%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged89%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students89%
Females95%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged81%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate93%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students81%
Females81%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged82%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)93%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students90%
Females93%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged85%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)93%
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students89%
Females94%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged88%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)89%
Parent education - college graduate87%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students90%
Females94%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged92%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)89%
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students94%
Females94%
Males94%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged94%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)88%
Parent education - college graduate94%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students92%
Females89%
Males94%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged92%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)81%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students67%
Females72%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged67%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)50%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students70%
Femalesn/a
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students56%
Femalesn/a
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students92%
Femalesn/a
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged88%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students93%
Femalesn/a
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged89%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Students7%
Females0%
Males12%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged8%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability7%
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students58%
Females55%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged50%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students58%
Females55%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged54%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students39%
Females27%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged33%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 30%
White 30%
Two or more races 3%
American Indian/Alaska Native 1%
Asian 1%
Black 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 47%N/AN/A
English language learners 9%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher resources

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
Source: Provided by a school official.

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Special education / special needs

Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Technology
Staff resources available to students
  • Computer specialist(s)

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
Visual arts
  • Drawing / sketching
  • Painting
Music
  • Instrumental music lessons
Clubs
  • Yearbook

Language learning

Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Spanish
Staff resources available to students
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to sports fields

Gifted & talented

Staff resources available to students
  • Gifted specialist(s)
School leaders can update this information here.

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School basics

School start time
  • 8:30 a.m.
School end time
  • 3:00 - 3:15
Before school or after school care / program onsite
  • Before school
  • After school
School Leader's name
  • Bob Loretelli
Best ways for parents to contact the school
  • Email
  • Phone
Is there an application process?
  • Yes
Fax number
  • (530) 673-1847

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Direct instruction
  • Individually guided instruction
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Technology
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Spanish

Resources

Staff resources available to students
  • Art teacher(s)
  • Computer specialist(s)
  • Gifted specialist(s)
  • Instructional aide(s)/coach(es)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
  • Special education coordinator
  • Speech and language therapist(s)
  • Teacher aid/assistant teacher
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School facilities
  • Access to sports fields
  • Auditorium
  • Internet access
  • Playground
School leaders can update this information here.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
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Sports

Boys sports
  • Basketball
  • Flag football
  • Soccer
  • Volleyball
Girls sports
  • Basketball
  • Soccer
  • Volleyball

Arts & music

Visual arts
  • Drawing / sketching
  • Painting
Music
  • Instrumental music lessons
Performing arts
  • None

Student clubs

Clubs (distinct from courses)
  • Yearbook
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Uniforms
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Organize fundraising events (school auction, bake sales, etc.)
  • Volunteer in the classroom
School leaders can update this information here.

Apply

 

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.

 
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Notice an inaccuracy? Let us know!

840 Cooper Avenue
Yuba City, CA 95991
Website: Click here
Phone: (530) 755-2872

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