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Teacher quality
Principal leadership
Parent involvement
My child currently attends this school and we could not be happier (so far). My child is in the kinderarten in Mrs. Fontaine's class & she has been a WONDERFUL teacher! Intitally, she had to challange my daughter to cooperate and participate. She made us aware of this and also nformed us of her stradegy in working with her. Over time my daughter adjusted, loves her teacher and the friends she has made at this school. This teacher always keeps the parents in the loop as to how your child is doing (good or bad). She takes the time to answer any questions you have in person or through email. I am hoping our experience with all the other teachers are this great as she has set the bar high! As for the school campus it is kept nice and clean as it should be. The office administration does a good job as well, in my opinion. The staff is friendly and attends to your questions or needs as soon as they are available. Last but not least, the API scores are ok but could improve. In my opinion, parents should try to recongnize their child's weaknesses & work w/them on those areas as well as challenge their academic strengths when possible.
—Submitted by a parent
This school is a hit or miss with the teachers, no consistancy with the education and attention our children get. The office faculty is terrible, for over three years I have dealt with the two ladies that run the front desk of the school and they are very rude. This is not a personal issue either, I have witnessed many parents being treated as if they are nothing by the office staff. Due to the variety of people in this area the childrens behaviors vary greatly. You can have some very respectful children and some that are terrible role models. I hear young children swearing at eachother daily and my child comes home weekly telling me who has hit him today and what bad language was presented to him. Regardless if the school disciplines the children with a detention (time out) the bad apples continue with a negative behavior having a great impact on the positive and well behaved students around them. I want my child out of here asap!
—Submitted by a parent
Fantastic school. However that was under the old principal. A new prinicpal is starting so we will see.
—Submitted by a parent
Just moved in to the area and went to pick up enrollment forms. The office staff was rude and very condescending. Even continued their conversation for a few minutes instead of acknowledging I was even present. Based on this I will not be sending my child here.
The teachers are really dedicated to the school. The only thing I wish for is that more parents get involved not just here but in California as a whole. Teachers can't do it alone.
—Submitted by a parent
I support my local elementary school. The school does a great job of champing its students!.
—Submitted by a parent
I love our school and so do do my kids. The teachers are intelligent and the staff are great. My kids have learned so much this year.
—Submitted by a parent
The assigned teacher for my childs class has not been in and a long string of substitutes have been filling in. My son is WAY behind due to this, he needs consistancy, this is not it. The school says they can't hire a new teacher and they can't keep a substitute for more than 21 days - both very poorly thought out rules, kids need consistency.
—Submitted by a parent
My son just transferred from the Hayward School district. My child is bored this school. The teacher tested him and he is scoring above grade level. She even tested him on a subject she haven't even started teaching her class and he scored above grade level. My child use to love school and now doesn't want to go because it is so boring. Antioch school district need to bring their lessons up to par. I don't know what to do?
—Submitted by a parent
Excellent School but we need more Parent participation to help our kids sucessed.
—Submitted by a parent
Great school, better than some private schools.Uniforms would be good.
—Submitted by a parent
Although scores this year are not #1 in Antioch, John Muir has been on the right track. The staff is committed to providing the children with a quality education. Greater parental involvement is needed for some students to restore John Muir to its former number one position in Antioch.
—Submitted by Jerome Smith, a parent
John Muir is an excellent school. Everything about it is top notch. My children feel safe. There is a large amount of parent involvement. The academics are superior!
—Submitted by a parent
John Muir has been a very good school for our two children. Both our 5th grader and 2nd grader have been there since kindergarten and have benefited from the level of experience the teachers bring. The principal is one of the best we've encountered and encourages family involvement in almost everything from fund raisers, to helping out in classrooms, to just supporting your kids.
—Submitted by a parent
This will be the 3rd year that both my children have been at John Muir. Prior to that, they attended a private school in Concord, that was rated highly for academics. I was worried that my children would be more advanced for their grade level. Boy was I wrong. John Muir was right at the same academic level as the 'Private School', which prided itself on being more advanced than public schools. The transition was a smooth one. The teachers are wonderful. All of the teachers my children have had, they have just adored....and so have I. My children have learned so much and they enjoy going to school. The atmosphere is wonderful, they have many friends - even my shy one. Lots of eager parent participation and administrative staff is tops. Enrolling my kids at John Muir was the best decision I ever made.
—Submitted by Kathy Cabrera, a parent
Great School, wonderful Kindergarten teacher Mrs. Tong. They do a lot of art, singing and they even do cooking on Friday's. There is a lot of parent involvement from what I see.
—Submitted by a parent
Due to budget cuts, the carpeted classrooms are vacuumed once per month. Teachers are not allowed to vacuum becuase of unionized cleaning contractor. I believe this causes a health and safety issue for the children and staff. Separate topic: My third grader is being provided spelling words she learned in first grade in an East Coast School...why are CA schools so far behind?
—Submitted by a parent
Our daughter just started Kindergarden at Muir and we are very happy with the school. The teacher (Ms. Crooks) is great and we're very happy with the year-round school.
—Submitted by a parent
Principal is a bit laid back. Would like to see a stronger leader.
—Submitted by a parent
Significant concerns about elimination of vice principal position, office staff, computer instructor, art, physical education, teachers speaking to spanish speaking students in spanish vice english, combining of two classes from two different grade levels into a single classroom to save money vice keeping a lower student to taecher ration and improve the level of learning.
—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 58% in 2012.
129 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
129 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
115 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
100 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 | 61% |
| Females | 64% |
| Males | 59% |
| African American | 45% |
| Asian | n/a |
| Filipino | 69% |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 74% |
| Students with disability | 0% |
| Students with no reported disability | 67% |
| English learner | 81% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 60% |
| All Students | 63% |
| Females | 67% |
| Males | 60% |
| African American | 50% |
| Asian | n/a |
| Filipino | 85% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 71% |
| Students with disability | 9% |
| Students with no reported disability | 69% |
| English learner | 76% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 65% |
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 | 42% |
| Females | 48% |
| Males | 33% |
| African American | 20% |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 49% |
| Students with disability | 0% |
| Students with no reported disability | 46% |
| English learner | 18% |
| Fluent-English proficient and English only | 47% |
| 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) | 39% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 43% |
| All Students | 60% |
| Females | 64% |
| Males | 55% |
| African American | 44% |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 70% |
| Students with disability | 0% |
| Students with no reported disability | 66% |
| English learner | 41% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 52% |
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 | 76% |
| Females | 83% |
| Males | 69% |
| African American | 58% |
| Asian | 82% |
| Filipino | 82% |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 63% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | 78% |
| Females | 81% |
| Males | 76% |
| African American | 58% |
| Asian | 91% |
| Filipino | 100% |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 81% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 64% |
| Females | 68% |
| Males | 60% |
| African American | 41% |
| Asian | n/a |
| Filipino | 91% |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 29% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 63% |
| All Students | 58% |
| Females | 57% |
| Males | 58% |
| African American | 33% |
| Asian | n/a |
| Filipino | 91% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 27% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 53% |
| All Students | 50% |
| Females | 51% |
| Males | 49% |
| African American | 26% |
| Asian | n/a |
| Filipino | 91% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 21% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 53% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
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 - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 29% | 51% | ||
| Black | 21% | 7% | ||
| White | 21% | 27% | ||
| Asian | 17% | 11% | ||
| Two or more races | 9% | 3% | ||
| American Indian/Alaska Native | 2% | 1% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 41% | N/A | 54% |
| English language learners 2 | 23% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 75% | 85% | ||
| Farsi (Persian) | 7% | 0% | ||
| Vietnamese | 5% | 2% | ||
| Cantonese | 3% | 2% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Arabic | 2% | 1% | ||
| Japanese | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Samoan | 1% | 0% | ||
| Tongan | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 12% | N/A | 2% |


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615 Greystone Drive
Antioch,
CA 94509
Phone: (925) 706-4120
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