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Teacher quality
Principal leadership
Parent involvement
My daughter goes to this school, not very happy, she has had two fights already, she doesnt have alot of homework and no major projects. They allow your child to go to counseling and dont infrom you.
—Submitted by a parent
It's okay...but it isn't as clean a people say it is. I am going to be a 7th grader soon and last year wasn't as great. I got a 4.0 without any effort. You could pretty much roam the halls without a hall pass because they don't even check you. Some people are really rude there! ;w; I was walking during the mile and this one girl said "MOVE IT!" D: So this school is OKAY. My favourite teacher is Mr. Marchetti :D
I go to this school and it has excellent teachers and an excellent teaching system. It is not the school's fault we got budget cuts. It's the state's. I'll miss DRMS after this year.
DRMS, has below state mandated academic test scores, no school in Antioch is "average", nothing to be proud of in that. There is a lot of stress on the teachers due to layoffs and budget cuts. I have two sons here, neither studious both have 4.0 GPA's...they don't do any homework, how is this possible? Low academic standards. IMHO, the school needs to concentrate on Writing, Reading and Mathematics, and let everything else fall off the wagon, these classes will determine the students future academic career. Q: Of more than 400 8th graders, how many are in Geometry? A: Less than 5%....that's nothing to be proud of. In Danville, about 40% of the students are in Geometry. Why are our students less advanced?
—Submitted by a parent
i like this school i do not wont to leave this school never. it is really cool and it is really clean, too.
—Submitted by a student
I Love this school. it's clean and has alot of things going on thats fun! the endurence run is fun the mile run aslways have good timing, and the teachers are strict but they really care about there students! dallas ranch is a very very very nice school! it was amazingly big too! the boys are out of control parents say! but they cant control there bodys to not act this way they r who they r and the principle does excellent displine work but they cant control thereselves so its not his fault! We are having uniforms probably nxt yr and at least we get fridays to wear whatever like a spirit day!! so yay!! The homework is fine every1 in my classes has a score of 70 percent and up but sum have problems and the teachers r trying to do everything that can help them!!!
—Submitted by a student
My 7th grader has had a wonderful experience thus far. The teachers that he has had are engaging and supportive. He enjoys going to shcool and has a very positive experience.
—Submitted by a parent
i am a former dallas ranch student abd i have to say that dallas ranch midlde school is indeed one of the best schools out there tey teach ou everything you need to know to go to the next grade although iu have to say the principle didnt treat people equally and that was pretty much the only problem
Im a sixth grader at Dallas Ranch and i absouloutly love my teachers and this school! The principal is very wonderful also!
—Submitted by a student
This school is a clean school. Some of the teachers are positive role models. There were some teachers that I felt were great teachers. On the other hand, there is a teacher who unjustly disciplined a student for the wrong reasons and it was not even the student's fault. This school has the potential to be a great school, but the principal does not treat people equally.
—Submitted by a parent
Well, Dallas Ranch is a clean school, but the boys are way out of control, and the girls are so annoying ( not including me ). The teachers are trying to make their students to follow the six pilllars, but somehow it is not working at all. I just hate being disrespected by the students around me. Even my teacher gets disrespected by one of my classmates! So, Dallas Ranch needs more discipline!
—Submitted by a student
i got to this school and everyone who wrote badly about it, i can honestly say are homework crazed parents, the students at this school --and im one-- are very well taught and over all have efficient behavior...the decipline is very effective and the school provides great teachers and after school activities. The campus is big and is very clean compared to other schools, we take pride in our school! It still looks brand new!! 'the school color is an eye-sore' as someone said is that reason to dislike a school? If you have an agruement at least try to sound intelegent, okay? Yes, there is a no hat rule, but you can buy school beanies and wear those. The princible does not treat the kids as 'inmates' he is strict to the rules. One parent on here was asking for 2hrs of homework a day, thats rediculous.
—Submitted by a student
this school is wonderful better than most middle schools a large tv in every classroom, at least 2 computers in every room, large hallways, in door lockers, large cafeteria with 6 places to chose from, and an large campus
—Submitted by a student
I love i go to the school. Is is a wonderful school. All the teacher are great. Even the principle and vice principle.
—Submitted by a student
I am very happy with my child's school experiance and performance at Dallas Ranch. The teachers and staff are very helpful and nice, the campus is safe, clean and beautiful and her grades are excellent. Her foundation could not be stronger for high school.
—Submitted by a parent
My son has had a positive experience at DRMS. He has met many great kids at this school. The Sports program was great but ---- AUSD killed it! Intramurals are taking it's place so we'll see what happens there. Overall I think my son is safe and getting a quality education.
—Submitted by a parent
Dallas Ranch is the best Middle School in the Antioch Unified School District. The students learn and are respected by all staff members. It is a safe school and I would be happy to send any of my children to this school.
—Submitted by a staff
The students are out of control, the princepal treats them like inmates, and the hat rules are ridicules! Also, the school color is an eye-sore.
—Submitted by a student
This was once a great school When Mrs. Zinn was there. Since then, I have seen it slowly slip. They try hard to promote the 6 pillars of character but that is a joke. Current principal is too busy tryning to be 'politicaly correct'. Discipline could be MUCH better. Overall, it has potential to be a GREAT school. Not sure how they got such a high score in Extracurricular activities when there are just a few.
—Submitted by a parent
Overall I feel it's acdemically a good school. I just wish the class size could be smaller which could help my sons quality education, I know this not the schools fault. The admistration leadership seems to be really strong and they seem to have control over keeping the school safe. I do think they can improve on offering after school programs to strength areas of educational weakness for the students.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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.
422 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
427 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.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
413 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
392 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.
201 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
449 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.
243 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
28 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.
480 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
443 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 25% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 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 |
| 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | 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 |
| 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | 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 |
| 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 | 62% |
| Females | 61% |
| Males | 62% |
| African American | 50% |
| Asian | 80% |
| Filipino | 74% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 76% |
| Students with disability | 50% |
| Students with no reported disability | 62% |
| English learner | 21% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 61% |
| All Students | 55% |
| Females | 53% |
| Males | 58% |
| African American | 38% |
| Asian | 76% |
| Filipino | 76% |
| 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) | 69% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 69% |
| Students with disability | 35% |
| Students with no reported disability | 56% |
| English learner | 21% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 56% |
| Parent education - declined to state | 51% |
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 | n/a |
| Males | 100% |
| 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 | 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 62% |
| Males | 50% |
| African American | 42% |
| Asian | 71% |
| Filipino | 88% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 62% |
| Students with disability | 23% |
| Students with no reported disability | 58% |
| English learner | 4% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 52% |
| All Students | 42% |
| Females | 44% |
| Males | 38% |
| African American | 25% |
| Asian | 72% |
| Filipino | 57% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 47% |
| Students with disability | 13% |
| Students with no reported disability | 43% |
| English learner | 24% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 52% |
| Parent education - declined to state | 32% |
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 | 70% |
| Females | 76% |
| Males | 64% |
| African American | 56% |
| Asian | 84% |
| Filipino | 68% |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 83% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 60% |
| All Students | 53% |
| Females | 58% |
| Males | 50% |
| African American | 35% |
| Asian | 61% |
| Filipino | 74% |
| Hispanic or Latino | 49% |
| 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 | 37% |
| Non-economically disadvantaged | 66% |
| Students with disability | 25% |
| Students with no reported disability | 55% |
| English learner | 0% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 37% |
| All Students | 24% |
| Females | 22% |
| Males | 24% |
| African American | 19% |
| Asian | 38% |
| Filipino | 44% |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 10% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 27% |
| Students with disability | 4% |
| Students with no reported disability | 28% |
| English learner | 17% |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 22% |
| All Students | 93% |
| Females | n/a |
| Males | 94% |
| 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 | 96% |
| Students with no reported disability | 93% |
| Fluent-English proficient and English only | 93% |
| Gifted and talented | 93% |
| 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 | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 45% |
| Males | 52% |
| African American | 33% |
| Asian | 59% |
| Filipino | 64% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 62% |
| Students with disability | 16% |
| Students with no reported disability | 53% |
| English learner | 4% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 36% |
| All Students | 67% |
| Females | 64% |
| Males | 71% |
| African American | 48% |
| Asian | 80% |
| Filipino | 86% |
| 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 | 53% |
| Non-economically disadvantaged | 78% |
| Students with disability | 57% |
| Students with no reported disability | 68% |
| English learner | 38% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 57% |
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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | 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 |
| 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 |
| 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | 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 |
| 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 |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | 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 |
| 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 |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | 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 |
| 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 |
| American Indian or Alaska Native | 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 |
| 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 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 |
| 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | 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 |
| 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 |
| Pacific Islander | 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 |
| 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 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
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 - not a high school graduate
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 | ||
|---|---|---|---|---|
| African American | 26% | 7% | ||
| Hispanic or Latino | 25% | 49% | ||
| White | 20% | 28% | ||
| Multiple or No Response | 10% | 3% | ||
| Filipino | 9% | 3% | ||
| Asian | 8% | 8% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 38% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 76% | 85% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| Farsi (Persian) | 4% | 0% | ||
| All other non-English languages | 3% | 1% | ||
| Tongan | 3% | 0% | ||
| Vietnamese | 3% | 2% | ||
| Portuguese | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Russian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 93% | N/A | 96% |
| Emergency credential or waiver | 20% | N/A | 2% |
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1401 Mount Hamilton Drive
Antioch,
CA 94531
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