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Teacher quality
Principal leadership
Parent involvement
We moved last year from out of state and my youngest son went to Adams. I was impressed of how clean the campus was. The administration staff and teachers were AMAZING! They have excellent academic programs. We feel we were blessed to be part of Adams, Heritage schools. The system has everything a parent and a student is looking for socially and academically!
—Submitted by a parent
Adams has a professional staff, a clean campus and great activities for the kids. I especially like the ability to check my son's grades each week online. Being a working parent, it keeps me in the loop and on top of whats going on at school. The kids I've met are generally respectful and well grounded. A new resident to Brentwood, we have transitioned smoothly and have positive experiences this year because of the school.
—Submitted by a parent
my son goes here its really a great school the kids and teachers are nice and kind
—Submitted by a parent
Although the traffic is ridiculous, I mostly disagree with the post from 7/15. Test scores are far superior to those of Delta Vista or any other public middle school in Antioch, Brentwood, Oakley or Discovery Bay. The new principal is outstanding and the school is what you make of it. Academically, kids are able to skip a grade in math if they test-out of the class. And they are grouped by ability in L.A. in 7th & 8th, therefore making the work load more appropriate for the students who need a challenge. Dozens of quality after school sports programs are offered as well as drama, band, cheerleading, shop, yearbook and many other electives. I specifically moved to get my kids in at Adams/Heritage and boy am I glad I did.
—Submitted by a parent
Im very disapointed with adams middle. First, the principle is careless. Theyre's to much traffic. They don't use they're money wisley, and they're education isn't that great. My kids went theyre for 7th and 8th. They were so good in Delta Vista...then when we moved to brentwood. They're grades went down. Well I don't recemond this school.
—Submitted by a parent
I'm very disappointed with AMS overall. Just getting your child to and from school is a white-knuckle experience every day. Two schools (AMS and neighboring Heritage High School) are forced to use just one dead-end-road to get children to and from school. The traffic is truly horrible and extremely dangerous with bumper-to-bumper cars, buses, skate-boarders and bike-riders all sharing the unsafe, limited access; plus heavy cross foot traffic. It's deadly for everyone; especially the kids. The Principal is intimidating and mostly uninvolved; and the vice principals are inept. There are lots of teachers who fill their seats and provide very little, to no instruction, (especially in Math and Language Arts). It's only saving graces are several excellent Science and Social Studies teachers. But even with the few excellent teachers, I would not recommend this school to anyone. It has a very long way to go.
—Submitted by a parent
Mr. Clark is a great Principal. I noticed on the parental raiting that someone said Mr. Clark intimidates. I disagree. Mr. Clark doesn't put up with kids that cause trouble. He doesn't mess around and I like that. I feel like he keeps the campus safer that way. My son told me the other day that he will not tolerate gang colors. Mr. Clark was also the principal prior to Adams, at Krey Elementary. Any kids that were causing trouble, he put a stop to it right away. I think he is terrific, and I wish we had more people like him. There would be less trouble in the schools.
—Submitted by a parent
So far, I have been happy with Adams. My daughter is a sixth grader and had an encounter with two bullying females within the first two weeks of school. My daughter's teacher handled the problem expeditiously and she has not had any problems since. I applaud her teacher for taking the incident seriously and handling it with such grace and respect for my child. The traffic is another issue. It is an extremely unsafe environment for the children. There are stop signs and a couple of crossing guards, but that is not nearly enough safety measures to handle the popluation of this school as they make their exit. If there was a natural disaster, such as an earthquake, there is only one way in to Adams and one way out. It would be total chaos and panic. Something needs to be done for the childrens' sake.
—Submitted by a parent
My son has attended AMS since opening and for the most part the school has met expectations with a few reservations. The school is new, nice, and clean. For the most part, the teachers are responsive; however, you need to be persistent. My biggest concern has to do with the lack of response from the principal and vice principals as they are not responsive. Fights within the school is another concern for the safety of my son and the traffic doesn't help either. Parents and teachers tend to exceed the 25 MPH speed limit making it unsafe for all of our children if they are walking, riding bikes, or skateboards to and from school. Recent police presence has helped curb the above but as a parent I am still concerned.
—Submitted by a parent
I'm concerned about the teachers at this school - one of my child's language arts teacher thought it was OK to show Austin Powers, Goldmember (pG-13) the day before a final & without parental consent. I'm also concerned about a math teacher who habitually demeans the children to a point they don't ask questions any longer.
—Submitted by a parent
I absolutely love this school. The inclusion program is great. The ISP are experienced, thoughtful, and helpful along with all the support staff. My son's experience was exceptional. I wish the government had never transferred us. I would have been happy staying, compared to what I have now, Adams is the best!
—Submitted by a parent
I love Mr.Clark he's really cool! Nice and is very strict of the rules. Trust me I know. I love my teachers, they are so funny. I'm going to try out for the 6th grade basketball team. Hopefully I make it. There is so many programs like dances. I have learned so much. I moved here thinking if it was going to be a good school and it is cool!
—Submitted by a student
Adams is a great school. The school has alot of different sports and activites so thats a plus. But the locker rooms are very small and I never get to class on time because of it. Plus, the lunch lines are always very long so I hardly have any time to eat my lunch. But other than that, Adams is a good school.
—Submitted by Christina a good student, a student
Very disappointed with this school so far, communication is poor - internally with staff to getting the info to the parents; events poorly organized; I don't feel the principal works well with the kids, leads by intimidation. Office staff, unfriendly. School year starts 7/30 - I understand there is new staff, if we don't see improvement, honestly will consider transferring my child out.
—Submitted by a parent
My daughter has been going to AMS since it opened. (2006) I love this school. Teachers are very good, Staff is very helpful, Principle & Vice Principle are very involved & great with interacting with the kids. Great parents club also. We are very pleased with AMS.
—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 59% in 2012.
302 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
302 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.
21 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
319 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
296 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.
153 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
298 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.
146 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
22 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.
321 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
298 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 83% |
| Females | 86% |
| Males | 79% |
| African American | 76% |
| Asian | 85% |
| Filipino | 90% |
| 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) | 86% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 87% |
| Students with disability | 85% |
| Students with no reported disability | 83% |
| English learner | 53% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 100% |
| All Students | 75% |
| Females | 74% |
| Males | 77% |
| African American | 64% |
| Asian | 76% |
| Filipino | 90% |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 81% |
| Students with disability | 62% |
| Students with no reported disability | 76% |
| English learner | 50% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 74% |
| 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
| All Students | 100% |
| Females | 100% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 79% |
| Males | 73% |
| African American | 62% |
| Asian | 91% |
| Filipino | 77% |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 31% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 62% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 75% |
| All Students | 73% |
| Females | 76% |
| Males | 71% |
| African American | 76% |
| Asian | 76% |
| Filipino | 86% |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 62% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 77% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 77% |
| 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 | 90% |
| Females | 94% |
| Males | 85% |
| African American | 87% |
| Asian | 93% |
| Filipino | 100% |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 95% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 84% |
| Males | 68% |
| African American | 45% |
| Asian | 84% |
| Filipino | 86% |
| 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) | 81% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 54% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 94% |
| All Students | 46% |
| Females | 57% |
| Males | 38% |
| African American | 17% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 50% |
| Students with disability | 23% |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | n/a |
| Males | 92% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with no reported disability | 91% |
| Fluent-English proficient and English only | 91% |
| 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 | 91% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 78% |
| Males | 75% |
| African American | 56% |
| Asian | 95% |
| Filipino | 86% |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 79% |
| Students with disability | 32% |
| Students with no reported disability | 81% |
| English learner | 57% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 88% |
| All Students | 89% |
| Females | 92% |
| Males | 87% |
| African American | 76% |
| Asian | 95% |
| Filipino | 96% |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 54% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 94% |
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 | ||
|---|---|---|---|---|
| White | 53% | 28% | ||
| Hispanic or Latino | 17% | 49% | ||
| African American | 12% | 7% | ||
| Filipino | 8% | 3% | ||
| Asian | 5% | 8% | ||
| Multiple or No Response | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 16% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 55% | 85% | ||
| Vietnamese | 14% | 2% | ||
| Russian | 8% | 0% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| All other non-English languages | 3% | 1% | ||
| Arabic | 3% | 1% | ||
| Cantonese | 3% | 2% | ||
| Italian | 3% | 0% | ||
| Farsi (Persian) | 2% | 0% | ||
| Korean | 2% | 1% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Polish | 2% | 0% | ||
| Tongan | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 4 | N/A | 11 |
| Average years teaching | 8 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 89% | N/A | 96% |
| Emergency credential or waiver | 9% | N/A | 2% |
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401 American Avenue
Brentwood,
CA 94513
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Phone: (925) 513-6480
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