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Teacher quality
Principal leadership
Parent involvement
My daughter has attended BDMS for the past two years and will be entering 8th grade this school. I have nothing but respect for the teachers and the Principle of this school. I am a very involved parent and I also work a 9 to 5 job, but I make time to make sure my daughter's homework assisgnments are complete and if she is having problems with a subject I notify the teachers by e-mail and they are more than willing to provide extra attention before or after school. I think BDMS is getting a bad rap based on uninvolved parents and students. Frankly, if your child isn't doing well maybe you should check your involvement level.
—Submitted by a parent
Black Diamond isn't top notch but it isn't horrible either. But they could improve on the teachers, one of the new teachers there is Mr. Sandberg he teaches Mr.wilson's old class and at first i didn't like him but I learn now in his class. Also someone once told me that it's not the soup it's somthing in the soup that makes it bad. So if you think B.D.M.S. is a bad school well then everyone in the school is bad because we are all one school.(But I should take some of my own advice because I'm not a trouble maker but im no goodie-two-shoes either.) Also if you are considering going to this school, please do because I promise you will learn, but only if you don't talk, aren't a trouble maker, and very respectful, basicly you live by the character counts, Trust me I know this from experience...
—Submitted by a student
This school isn't so great.Students talk back to their teacers , fights everday.
—Submitted by a student
There's gum everywhere. Spray Paint. The books are lousy. The P.E is terrible. The office is so unfriendly and rude it really just boils my blood. The only good thing about this school is it's music program.
—Submitted by a student
I went to BDMS and it went well, I had great teachers. Sure, no school is perfect, some things could be improved but every school is like that. Don't blame the school for your kid failing, or not getting attention. Teach your kid to go after class and ask the teacher to explain the lesson in a different way. Have them take notes and participate in class. You can have them get a couple of kids' numbers who are good at the subject and have them call when they need help. Cut back on the T.V. and video games. Look over their home work with them and tell them what they need to fix/or improve. Like handwriting is suppose to be neat and able to be read. Even have them gather their friends and form a study group. Most of all be involved! Do all this and they won't fail!
—Submitted by a student
I have an Eight grader at Black Diamond.At first i didn't like that the teachers made no effort to get a hold of me regarding my child's education.Then the progress reports seem to be off regarding my child and her conduct.My child is a straight A and B student with no attitude problems.So after doing a little research i found out many of them had made errors.And that alot of them didn't really even remember who my child was.As their student daily ratio thru eight periods is overwelming.After writing letters to them and advocating on her behalf.They seem to have a clearer picture about who she is and what she can do.It's a good school with alot of good kids.One bad seed shouldn't give it a bad rap.If you choose this school,be involved,be visible and advocate for your child.My child has a lot of really great friends.But then again,she's pretty great.
—Submitted by a parent
Black Diamond is a great middle school. It does have alot of gum on the floor, but its because it a very old school. Come on people, the school was built in 1995! give it a break! The principle is Great! He is very involved in our school. The teachers are great, but you have to treat the respectfully, or you wont get any respect back. And we are also going to uniforms. and I think we will have a great school year next year!
—Submitted by a student
If your son doesnt know what community means that is your fault. By the time your child is in middle school they should Know they live in a communtiy. Starts at home mame. Also for the lady who said the teachers are horrible and old. There are not any teachers that are old. There are seasoned teachers who are wonderful but they are not old! There are many young and middle aged vibrant teachers. No teacher at BDMS is ready to kick the bucket.. So maybe you should go to the school and meet the teachers insead of moving your child when they dont make the grades and see what the problem is. Sounds like it stems from home.
—Submitted by a parent
Dirty Campus! Gum all over the floor, and under the desk! The students are all out of control. Their trying to make the school better, but obviously not working. The classes teach you a lot, really good staff!
—Submitted by a student
My child attends BDMS she is a 8th grader and she transfer from a school in Pleasant Hill in 7th grade and seems to be getting A's and B's I dont have any problem or issues with the teachers i thik parents should take some responsibilities. Teaching kids doesnt just happen at school we gota be there for them at home as well. I have nieces who attend and one came from private school and she adapt well and getting good grades. Im a firm believer it starts at home. So i know from experience that black diamond is a good school.
—Submitted by a parent
People who do not go here who have heard things about it might think it is a bad school. It is not a bad school. Yeah, it has some isssues but doesn't every. I think it is absolutley ridiculious how people say it is a bad school when they do not even know. I go here and I love it. Staff are great! I really love this school!!!!!!
—Submitted by a student
Ilove this school! The teachers are great, and I'm learning sooooooo much! My favorite thing about BDMS is music class!!
—Submitted by a student
This school is horrible. My child went here for sixth grade. she changed from another school in Antioch and in the first quarter i could already see her loss of intrest in school and her attitude. In 7th grade i ended up changing her schools when she was getting C's and D's. Black DIamond has old teachers and the school focuses on all of the negative things. and the principle is never around. He has no control over the school at all. i would never let my child go back to that filthy school!
—Submitted by a parent
Although Im in high school now. My brother goes there and he's in 7th grade. The teachers my brothers have are good, but they may not always have one on one time with the student. This has my brother not adjusting to the school very well. The teacher need to pay more attention to the individual student instead of assuming all the students know the material. They should ask the students individually if they know or not.
—Submitted by a parent
welll i have to say its good because i go there and it may not be the best school but its my school and we have great teachers and test scores!
—Submitted by a student
bdms is great school to send your child. I am in 8th grade ,I have been in bdms since 6th grade and I would not have picked a different school to go to. Shire Black Diamond has its bad sides but i belive that every school no matter how good it is will still have a bad side. the teachers are great and if any student has a problem with anything you could go to any of the VP's. I would highly recomend you send your child to Black Diamond
—Submitted by a student
Our daughter recently graduated from Black Diamond with wonderful grades and we could not be more proud of such success. But, not half of this she would have accomplished if not for her being able to attend such a fine and well represented school as Black Diamond is. If it were not for the outstanding support of the school staff and academic teaching standards that BDMS upholds, our communities' children would be at a great loss. So we happily commend and applaud BDMS staff and teachers for their love, support and genuine care that each has implemented over the years to help our communities' children excel to a level of greatness that without BDMS would be sadly lackly for our children of tomorrow.
—Submitted by a parent
This school is really bad. The sad fact that teachers don't contact you even when you are asking for their assistance in helping your child learn. My poor child doesn't know what the word 'community' means after I tested her on the words out of their planner. And I really hate to mention that a teacher swore at my son just because he got up to get tissue for his nose (I was at the class at the time to check out my son's progress).
—Submitted by a parent
My son is just ending his 6th grade year. I was very apprehensive about sending him to this school at first, but it has turned out just fine. Academically, I was very impressed with his two main teachers (Mr. Bolmberg and Ms. Garcia). They stayed on him all year and kept me informed every week on his progress. I was very concerned about security. However, the principal and the campus security person were awesome! They kept the students in line all year long. With more money and support, they would definitely benefit from having more sports teams, clubs, and after school programs.
—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.
217 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
217 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.
15 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
207 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
192 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.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
275 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.
227 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
29 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.
318 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
288 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 | 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 | 50% |
| Females | 53% |
| Males | 48% |
| African American | 36% |
| Asian | 78% |
| Filipino | 55% |
| Hispanic or Latino | 54% |
| 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 | 40% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | 17% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 40% |
| All Students | 35% |
| Females | 31% |
| Males | 40% |
| African American | 19% |
| Asian | 56% |
| Filipino | 50% |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | 12% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 27% |
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 | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 65% |
| Males | 47% |
| African American | 44% |
| Asian | 81% |
| Filipino | 71% |
| Hispanic or Latino | 60% |
| 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 | 51% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 9% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 39% |
| All Students | 41% |
| Females | 45% |
| Males | 38% |
| African American | 34% |
| Asian | 57% |
| Filipino | 46% |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | 0% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 21% |
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 | 30% |
| Females | 25% |
| Males | 37% |
| African American | 19% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
| All Students | 52% |
| Females | 59% |
| Males | 45% |
| African American | 36% |
| Asian | 71% |
| Filipino | 62% |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 0% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 47% |
| All Students | 29% |
| Females | 34% |
| Males | 23% |
| African American | 15% |
| Asian | 55% |
| Filipino | 62% |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 40% |
| Students with disability | 6% |
| Students with no reported disability | 34% |
| English learner | 5% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
| All Students | 86% |
| Females | 87% |
| Males | 86% |
| 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 | 87% |
| Students with no reported disability | 86% |
| Fluent-English proficient and English only | 86% |
| 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) | 77% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 44% |
| Males | 40% |
| African American | 28% |
| Asian | 74% |
| Filipino | 56% |
| 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) | 54% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 58% |
| Students with disability | 9% |
| Students with no reported disability | 49% |
| English learner | 27% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 34% |
| All Students | 72% |
| Females | 77% |
| Males | 67% |
| African American | 56% |
| Asian | 94% |
| Filipino | 81% |
| 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) | 91% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 85% |
| Students with disability | 26% |
| Students with no reported disability | 76% |
| English learner | 44% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 69% |
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 | 29% | 7% | ||
| Hispanic or Latino | 25% | 49% | ||
| White | 21% | 28% | ||
| Multiple or No Response | 9% | 3% | ||
| Filipino | 8% | 3% | ||
| Asian | 7% | 8% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 0% | 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 | 47% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 75% | 85% | ||
| Tongan | 5% | 0% | ||
| All other non-English languages | 3% | 1% | ||
| Farsi (Persian) | 3% | 0% | ||
| Punjabi | 3% | 1% | ||
| Arabic | 2% | 1% | ||
| French | 1% | 0% | ||
| Ilocano | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Pashto | 1% | 0% | ||
| Portuguese | 1% | 0% | ||
| Samoan | 1% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 88% | N/A | 96% |
| Emergency credential or waiver | 13% | N/A | 2% |
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4730 Sterling Hill Drive
Antioch,
CA 94531
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Phone: (925) 776-5500
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