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GreatSchools Rating

Willard Middle School

Public | 6-8 | 478 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
No new ratings
2010:
Based on 5 ratings

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Parent involvement

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12 reviews of this school


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Posted March 18, 2012

The drama program is phenomenal. The teachers range from very good to excellent. I see so many kids flourishing,
—Submitted by a parent


Posted March 14, 2010

I have an 8th grader who is finishing-up his third and final year at Willard (then on to Berkeley High) and a 6th grader in his first year at Willard. Willard has been a great school for both of them. The principal is excellent (and school excellence starts with the principal), most of the teachers are dedicated, and there are many academically oriented kids. I highly recommend Willard.
—Submitted by a parent


Posted March 12, 2010

My daughter transferred to Willard from a private school and loves it. The 6th grade program is very cohesive and strong, with fantastic teachers. There seems to be something new and exciting going on every week. The cooking and gardening program are a wonderful bonus, and she has made many good friends.
—Submitted by a parent


Posted March 12, 2010

Our son is finishing three years at Willard Middle School in June and on his way to Berkeley High. We have had an incredible middle school experience at Willard. From the Principal, teachers, students, sports program and the parent community. They have prepared our child academically and emotionally for the next level of education.
—Submitted by a parent


Posted March 12, 2010

I have a seventh grader at Willard and she is totally happy there. The principal is fabulous, great staff in general. Very dedicated parent group. The sleeper school of Berkeley!
—Submitted by a parent


Posted September 13, 2007

New to this school, I am so far impressed by the services, teachers and principal. I hope it is a productive year both socially and academically for my son.
—Submitted by a parent


Posted May 21, 2007

We have had a great first year at Willard. The teachers are concerned about all the kids, they take time to address issues, and work very hard to teach in an engaging way. My child has learned a lot, made good friends, and looks forward to going to school. The principal cares about the kids, knows all their names, and wants them all to succeed and puts in a great deal of effort and time to make that possible. The principal also works closely with the teachers to lead but also learn from the staff. There are extra-curricular activities and good electives during the day, including cooking and gardening. Parents are great although even more help would be good. Willard has a lot to offer.
—Submitted by a parent


Posted May 11, 2007

willard in my opinion is not a safe school. there is not enough security and staff available so the principle is never in his office. tutoring and detention are held in the same class room. rules should then be applied to all children and teachers need to follow up with parents and get more involved in the school and not just the work.
—Submitted by a parent


Posted January 17, 2007

The teachers really get involved in what's going on. Even though willard is pretty short on money, they really have a great way of keeping things fine. Willard is a wonderful school,
—Submitted by Martha, a parent


Posted August 17, 2006

My twins started 6th grade last year at Willard At the time I was apprehensive, Longfellow was nearer ; King I suspected a better school. I'm not sure what all these new test scores really mean as far as geting a good education. It's not something you're spoonfed afterall; but as I tell my kids 'It is your right but you have to claim it and make it your own.' Socially the school seems to be the perfect size and my two have always enjoyed and respected diversity. This spring I found myself engrossed in an amazing discussion with my son concerning Hannibal and Ancient History. They had discovered a true love for learning.
—Submitted by a parent


Posted July 1, 2006

My son will be an 8th grader at Willard next year and he loves his school. He is challenged in his classes, especially in math and loves the library and the librarian. His test scores demonstrate strong academic growth these last two years and I feel confident he will be ready for an academic program in high school. My son has a diverse group of friends and has many ways to be social and to be involved in school. In the fall he plans to participate in the Youth Musical Theatre Company fall production which will take place on the Willard campus. My son particularly enjoys the annual Spring Day celebration, a long time Willard community event with activities, field games, a barbeque and more! Mr. Ithurburn is a superb principal who knows the students, and their families, by name. The PTA is extremely active and supportive.
—Submitted by a parent


Posted December 26, 2005

The new pr incipal, Robert Itherburn, is doing an excellant job adding new extracurricular activities, involving parents, and maintaining a high level of academic rigour. The school is currently being remodeled, and many staff development workshops focus on how to support adolescent development and behaviors in positive ways. A wonderful school!
—Submitted by a staff


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

811

Change from
2011 to 2012

-11

API Statewide Rank
(2011)

7 / 10

API Similar Schools Rank (2011)

6 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

811

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

-11

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

7 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

6 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 59% in 2012.

147 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
67%

2010

 
 
59%

2009

 
 
54%
Math

The state average for Math was 55% in 2012.

149 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
61%

2010

 
 
54%

2009

 
 
60%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 86% in 2012.

31 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2012.

178 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
66%

2010

 
 
63%

2009

 
 
55%
Math

The state average for Math was 52% in 2012.

148 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
48%

2010

 
 
54%

2009

 
 
46%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 49% in 2012.

125 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
51%

2010

 
 
39%

2009

 
 
30%
English Language Arts

The state average for English Language Arts was 59% in 2012.

174 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
64%

2010

 
 
52%

2009

 
 
50%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

33 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

16 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

182 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
61%

2010

 
 
48%

2009

 
 
49%
Science

The state average for Science was 66% in 2012.

174 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
59%

2010

 
 
53%

2009

 
 
53%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students61%
Females60%
Males63%
African American32%
Asian63%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged43%
Non-economically disadvantaged84%
Students with disability56%
Students with no reported disability62%
English learner23%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate54%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)34%
Parent education - college graduate57%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students54%
Females48%
Males60%
African American31%
Asian50%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged35%
Non-economically disadvantaged77%
Students with disability52%
Students with no reported disability53%
English learner26%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate23%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)32%
Parent education - college graduate54%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students100%
Femalesn/a
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

English Language Arts

All Students70%
Females68%
Males73%
African American38%
Asian75%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged50%
Non-economically disadvantaged87%
Students with disability36%
Students with no reported disability73%
English learner27%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate38%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)48%
Parent education - college graduate90%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students55%
Females52%
Males58%
African American37%
Asian58%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged42%
Non-economically disadvantaged69%
Students with disability9%
Students with no reported disability58%
English learner27%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate42%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)48%
Parent education - college graduate59%
Parent education - graduate school/post graduate74%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students42%
Females49%
Males36%
African American22%
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged32%
Non-economically disadvantaged51%
Students with disability27%
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduaten/a
Parent education - high school graduate26%
Parent education - some college (includes AA degree)44%
Parent education - college graduate50%
Parent education - graduate school/post graduate47%
Parent education - declined to state44%

English Language Arts

All Students63%
Females70%
Males57%
African American40%
Asian54%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged44%
Non-economically disadvantaged82%
Students with disability53%
Students with no reported disability64%
English learner8%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate36%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)46%
Parent education - college graduate75%
Parent education - graduate school/post graduate84%
Parent education - declined to state77%

General Mathematics (Grades 6 & 7 Standards)

All Students18%
Females25%
Males8%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged11%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability20%
English learnern/a
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students100%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with no reported disability100%
Fluent-English proficient and English only100%
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students53%
Females53%
Males52%
African American22%
Asian57%
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged31%
Non-economically disadvantaged77%
Students with disability38%
Students with no reported disability55%
English learner7%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate33%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)35%
Parent education - college graduate70%
Parent education - graduate school/post graduate76%
Parent education - declined to state63%

Science

All Students62%
Females64%
Males60%
African American30%
Asian62%
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged39%
Non-economically disadvantaged86%
Students with disability35%
Students with no reported disability65%
English learner8%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate18%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)49%
Parent education - college graduate78%
Parent education - graduate school/post graduate76%
Parent education - declined to state77%
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 26% 27%
Black 25% 7%
Hispanic 23% 51%
Two or more races 14% 3%
Asian 11% 11%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 153%N/A54%
English language learners 29%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Spanish 49% 85%
All other non-English languages 15% 1%
Arabic 12% 1%
Cantonese 5% 2%
Portuguese 5% 0%
Vietnamese 5% 2%
Farsi (Persian) 2% 0%
German 2% 0%
Korean 2% 1%
Urdu 2% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 8N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 4%N/A2%
Source: CA Dept. of Education, 2008-2009

Arts & music

Music
  • Band
  • Orchestra
Performing and written arts
  • Drama

Language learning

Foreign languages taught
  • Spanish
School leaders can update this information here.

School basics

School start time
  • 8:45 am
School end time
  • 2:45 pm
Before school or after school care / program onsite
  • After school
School Leader's name
  • Robert Ithurburn
Special schedule
  • Block scheduling
Fax number
  • (510) 548-4219

Programs

Foreign languages taught
  • Spanish

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Football
  • Soccer
Girls sports
  • Basketball
  • Cross country
  • Soccer
  • Softball
  • Volleyball

Arts & music

Music
  • Band
  • Orchestra
Performing arts
  • Drama
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
School leaders can update this information here.

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2425 Stuart Street
Berkeley, CA 94705
Website: Click here
Phone: (510) 644-6330

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