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Teacher quality
Principal leadership
Parent involvement
its an awesome school and it is changing my daughter's life she loves it soooooooooo much take my word for it
the teacher and staff and principal and everything were great, but some of the teachers just assigned lots of homework and never actually taught a lesson. there are different levels of academics you could be a part of to meet your standards (such as advanced or average) and i came to this school in seventh grade and i was pleased with the other school much much much more beacause the teachers cared more and when we were in elementary and even sixth grade, the students were so much more respectful. there arent really many cliques but i oftentimes notice a lot of rumors and gossip going around so the students arent so mature. im not satisfied with this school that much and i liked my other school a lot better. i would just have to sa be careful who you make friends with and try to keep up with your teachers!
—Submitted by a student
DJams is a great school for my kids. They attended this school since the 6th grade. they also attended the Don juan avilla Elementary since kindagarden. they love it. They have gotten an quality education and lots of friends. the enviroment is really safe aswell
—Submitted by a parent
DJams i s an awesome school. My child attends DJams for since 6th grade. She is now an 8th grader. She has been on the honor roll for about 2years now including this year. The teacher are awesome and the staff is wonderful and attentive. Djams is an very challenging school and the work is advance, but the teachers do take the time to help the child if they are falling behind. I love the clean and safe enviroment that Djams provide. Djams is an API score is 900 and as won the best scoring school in English and Math in the district. The admistrative staff and the teacher are doing a great job. My daughter really loves this school and will be sad to go at the end of the schoo year because she is going to high school. Please do not believe the bad review below.
—Submitted by a parent
Teachers are more concern with their own personal issues than the students. The teachers don't instruct or even teach, they just assign homework and the parents have to do the actual teaching, 2-3 hours nightly. My child has been here for two years and I have found the teachers reject students that have parents who try and discuss issues with the teachers. They punish the student by giving poor grades and lack of direction. During meetings, teachers pass all blame on to the student and their teaching ability. This is a poor choice for educating your child and I believe that the ratings this school has received in the past are from the teachers and staff.
—Submitted by a parent
My child has been attending DJAMS since the 6th grade. I have been amazed at how much he has learned over the past 2 1/2 years. The expectations are high, and the teachers offer the support the students need to help each student achieve.
—Submitted by a parent
DJMAS is an wonderful school. From everyone in the office to the teachers. Everyone who works at this school really seems to care about the students. The office staff is always so pleasant and very helpful. You would not regreat sending your child to this school.
—Submitted by a parent
AMAZING! This is a great school for me. It provides me with academic excellence with the best teachers, who do not just make you learn, they make you know and understand. And DJAMS I have reached new heights and happiness. I could not think of a better middle school to go to.
—Submitted by a student
haha. well i like this school, im an eight grader now and i went to the elementary school since kindergarden, so i really dont know any better. The teachers & staff are good. The kids are very wiiilld, but its a fun school to go to. Not if your shy though. Cause then people will make fun of you. hahh
I went to this school last year and thought it was horrible.
—Submitted by a student
I'm an eighth grader at Don Juan and this is my third year. The teachers are incredibly supportive, there is a high emphasis on personal achievement, and GATE is really interactive
—Submitted by a student
Academics are excellent. Administration seems to be on top of it when a situation arises. They need more art options. The kids seem pretty well behaved at this school.
—Submitted by a parent
I am very pleased with this school for many reasons. Even though there are more than a thousand students, my son has had the specific attention he needed to become more motivated through special meetings hosted by the principal where the focus was positive and not accusatory in any way. His teachers are aware of his progress and keep a constant open line of communication between school and home. The principal's focus of generating an exciting school spirit through fun activities and a reward system for good citizenship gets my son excited to attend school and participate.
—Submitted by a parent
teachers, principal and staff at this school are the best available. Everyone is available and willing to help with ANY issues or concerns you may have with your student(s). The facilities are both beautiful and efficient too! With new buildings close enough together for quick access, plus a beautiful view surrounding the school, it makes for the perfect atmosphere in which to obtain an excellent education!
—Submitted by Lizz, a parent
The best thing is that teachers post assignments and grades on the web; however, not all teachers do this in a timely fashion or at all. The worst thing is that this posting provides an excuse for teachers not to update parents if problems start to surface, i.e. missing assignments. Often, I found the web postings were very valuable, but too late. So, my comment is that the teachers, while good, expect the parents to take a greater role, but in the process are abandoning some of their own responsibilities to the student/parents. Perhaps this is a symptom of morale and budget cuts.
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 59% in 2012.
376 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
375 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.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
368 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
306 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.
157 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
404 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.
213 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
48 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
419 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
402 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 | 83% |
| Females | 84% |
| Males | 81% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 87% |
| Students with disability | 33% |
| Students with no reported disability | 85% |
| English learner | 23% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 78% |
| All Students | 72% |
| Females | 70% |
| Males | 75% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 75% |
| Students with disability | 46% |
| Students with no reported disability | 73% |
| English learner | 54% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 72% |
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 | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 93% |
| Males | 82% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 91% |
| Students with disability | 64% |
| Students with no reported disability | 88% |
| English learner | 42% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 81% |
| All Students | 70% |
| Females | 66% |
| Males | 73% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 62% |
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 | 94% |
| Females | 95% |
| Males | 93% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 89% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 87% |
| Males | 79% |
| African American | n/a |
| Asian | 83% |
| Filipino | 91% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 23% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 58% |
| All Students | 76% |
| Females | 73% |
| Males | 78% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 82% |
| Students with disability | 26% |
| Students with no reported disability | 82% |
| English learner | 42% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 68% |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| Fluent-English proficient and English only | 100% |
| Gifted and talented | 100% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 79% |
| Males | 80% |
| African American | n/a |
| Asian | 92% |
| Filipino | 75% |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 83% |
| Students with disability | 38% |
| Students with no reported disability | 82% |
| English learner | 27% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 54% |
| All Students | 90% |
| Females | 91% |
| Males | 89% |
| African American | n/a |
| Asian | 93% |
| Filipino | 91% |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 46% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | 78% |
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 6
Grade 7
Grade 8
All students
Female
Male
All students
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 60% | 27% | ||
| Hispanic | 16% | 51% | ||
| Asian | 15% | 11% | ||
| Two or more races | 6% | 3% | ||
| Black | 2% | 7% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 13% | N/A | 54% |
| English language learners 2 | 5% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 52% | 85% | ||
| Farsi (Persian) | 14% | 0% | ||
| Korean | 13% | 1% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Indonesian | 4% | 0% | ||
| Japanese | 4% | 0% | ||
| German | 2% | 0% | ||
| Gujarati | 2% | 0% | ||
| Hindi | 2% | 0% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Turkish | 2% | 0% | ||
| Vietnamese | 2% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 32 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 13% | N/A | 2% |


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