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GreatSchools Rating

William B. Bristow Middle School

Public | 4-8 | 985 students

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

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19 reviews of this school


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Posted January 25, 2014

Bristow is filled with amazing teachers who really provide opportunities for their students from math tutor hours, after school homework-club, after school events ( parrnt info nights, award ceremonies, science fair, spelling bee and dance socials) WEB, Leadership and FOR Club activities. New instant contact email sent home every Monday to keep the parents in the loop. The academics are also top notch and improving all the time. Teachers make contact with parents letting them know when things need to be addressed.
—Submitted by a parent


Posted September 18, 2013

This school is top notch! The extra programs it offers is amazing:Sports, art, music, etc. So many teachers offer programs during lunch and the math program is amazing. Parents and students were givin Math help times where they could simply drop in for help if they need it. Communication is there if parents would take advantage of what is being offered. Great, well rounded school!
—Submitted by a parent


Posted August 29, 2013

Very disappointed with this school so far, communication is poor - from the admin staff who think themselves a human wall keeping parents from the principal, to the foul-mouthed, scantly-dressed students; everything has been a severe let down. Bristow has no GATE, no STEM, nothing! Students are overburdened with hours worth of homework daily. School events poorly organized; I don't feel the principal works well with the kids, leads by intimidation. Office staff, unfriendly, inconsiderate and rude. School year starts 7/30 - a year-round school district, yet students spend a whole 8 hrs at school?! At such rate they should cover more course work, show better grades and offer more electives than most CA schools. But no. I'm already looking into nearby charter schools to get my child out.
—Submitted by a parent


Posted June 29, 2012

My son transferred from Adam's Middle School, which is supposed to be a better school. My experience is that Bristow is the better school. Eventhough Bristow and Adams have appx. the same number of students, Bristow feels smaller and more personal. The Principal and teachers really push academics.The students I have interacted with are very respectful.The teachers are awesome and the Principal is great. Bristow is a good fit for us.
—Submitted by a parent


Posted May 14, 2011

My daughter has been at Bristow for 2 years and we have had great experiences. Their test scores really came up this year and even made it as one of the Top Calif. Schools. Mr. Cornell (Principal) and Mr. Ovick (VP) are caring and so nice. They have many activities for the GATE students which is great! My daughter and I are very happy with Bristow.
—Submitted by a parent


Posted April 21, 2010

Walking in as a new student in the 7th grade I didn't know what to expect. I found that the other students are really nice for the most part and the teachers are great. Now that I am in the 8th grade the school has become even better. The W.E.B program is amazing and really helps the entire school. The only problem is that they don't have a good math help department, and their drama program isn't the best. Other than that its a great school with many great opportunities!
—Submitted by a student


Posted February 27, 2010

i am a 6th grader at this school and was so scared people would get bullied b 8th graders and thats how it is the office people are always in a bad mood and the teachers are unorganized and mean and 7th and8th graders steal locks and clothes this school needs more organization.
—Submitted by a student


Posted July 30, 2008

This school is pretty good, and I know, because I'm a student there. Not all of the classrooms are nice, though. Most of them are really small. Also, the teachers always dismiss our class late, so I am always late for PE since we only get about two minutes in between classes. But, besides that, its pretty good.
—Submitted by a student


Posted November 7, 2007

I love this school. I have been going to Bristow when i was young. The teachers helped enyone and everyone learn as much as the could. i give it two thumbs up!
—Submitted by a student


Posted March 26, 2007

I have not found the the former principal and current vice-principal to be at all child-centered. I believe they have much room for growth as role models for Bristow's students, as they don't seem to particularly care about the individual child.
—Submitted by a parent


Posted December 23, 2006

Bristow is a fun school and I love it here. I do wish that they would have a tutoring place though. Going to teachers after school and before classes doesn't really work for me or most of my friends. There should be tutoring for other students like after school for about an hour and many teachers should think about doing it. I would be much happy with it. I think that our school should have a drama department because some of the kids at our school could be great actors or actresses. I personally think that it would be a great opportunity for many students and I would join the class. For parent evolvement, I think that they do a pretty good job of helping with assemblies and dances. They should get a DJ though for the dances, because the stuff we have now isn't as good as a DJ
—Submitted by a student


Posted July 14, 2006

I am a former student of bristow middle school. I think that this school was a fairly good school. Most of the teachers that I had were great but there were a few that were just horrible. Some of the teachers at that school really dont care about there students but there are others who really care about there students. The teachers that I had were always willing to help me if I needed after school help or help during lunch. The sports arent really that great. Ccheerleading was fun because it wasnt all that competitive and everyone had a great time. Basketball is the only realy sport (both boys and girls) that did really well and that the school really cares about. The dress code however is horrible! They are way too strict! Overall it was an okay school.
—Submitted by a former student


Posted January 23, 2006

This school disapoionted me from when I first enrolled. My former school was always happy, joyful, but here, everyone is always in a bad mood, including teachers. It just has a bad feeling around the area. Also it was hard to understand teachers. It seemed like they might have been unwilling to teacher, or jut not trying their hardest. That may be my personal opinion, but I know one thing for sure. The safety is just terrible. would always hear about big fights. My friends would get pushed around, and the teachers didn't even try to stop it. At times it seemed like they may have tried to encourage it. The principal would be gone to a lot. Overall, a school with poor safety, consider taking your child to a different school.
—Submitted by a former student


Posted January 2, 2006

'Both my children have gone to bristow middle school.It is a school where the students come first. Each child is encouraged to do their personal best without being labeled. The teachers are highly skilled and work hard to bring out the best in each child. The principal is kind and knows each child by name. She is a great example of a leader and I will miss seeing her everyday as my daughter graduates this year. Great Thank you for all Bristow staff for bringing out the best in my children and giving them the encouragement and confidence they need to go out into the world!
—Submitted by a parent


Posted July 17, 2005

The parents support the continued development of their children's minds by making certain the fine arts remaind integral in the cirriculum.
—Submitted by a parent


Posted June 7, 2004

The administration needs to have a strong foundation to properly support the fast growing children it educates. Within that foundation, the principal must earn the respect of not only its staff and students but of the parents of the children attending that school. Experiences being shared among parents in the community who have had confrontations in regards to issues involving their children s education or discipline, have lead level-headed parents to reach the point of no return when it came to issues which went un-answered. A simple principal/parent conference can turn into a shouting match witnessed by a room full of staff and students. Asking for an explanation will lead to the arrival of her private security (the city police) to protect her from irate parents on her campus.
—Submitted by a parent


Posted May 14, 2004

The principle of this school has a problem with communication. To the parents, the principle does not listen and to the students the principle does not inspire. It is disturbing to discover a principle of any school should feel the need to call the police on any parent, that is concerned about thier child, when a confrontation occurs. To me this shows lack of communication skills. In comparison to similar schools in Brentwood the difference is noticable. The teacher quality, I thought was good. Although the teachers were good my children no longer attend this school and are much happier and motivated.
—Submitted by a parent


Posted August 10, 2003

The morale of the students starts from the top... Its the trickle down theory. The princlpal and counselors are negative, which over flows to the teachers. Which can only over flow to the students....
—Submitted by a parent


Posted August 6, 2003

A poor climate exists at the school, as the principal tends to berate students at every opportunity.
—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.

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 2013.

This school's
API score

869

Change from
2012 to 2013

0

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

9 / 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 2013

This school's
API score

869

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
2012 to 2013

0

Change from 2012 to 2013
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
(2012)

8 / 10

API Statewide Rank (2012)
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 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

9 / 10

API Similar Schools Rank (2012)
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 65% in 2013.

2013

 
 
n/a

2012

 
 
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2011

 
 
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Math

The state average for Math was 72% in 2013.

2013

 
 
n/a

2012

 
 
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2011

 
 
n/a

2010

 
 
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Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 65% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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Science

The state average for Science was 57% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

337 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
74%

2011

 
 
70%

2010

 
 
75%
Math

The state average for Math was 55% in 2013.

341 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
65%

2011

 
 
66%

2010

 
 
62%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

40 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
94%

2011

 
 
89%

2010

 
 
89%
English Language Arts

The state average for English Language Arts was 60% in 2013.

346 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
77%

2011

 
 
74%

2010

 
 
72%
Math

The state average for Math was 52% in 2013.

306 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
65%

2011

 
 
62%

2010

 
 
49%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

207 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
49%

2011

 
 
59%

2010

 
 
32%
English Language Arts

The state average for English Language Arts was 57% in 2013.

369 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
73%

2011

 
 
69%

2010

 
 
63%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

150 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
22%

2011

 
 
39%

2010

 
 
20%
Geometry

The state average for Geometry was 85% in 2013.

33 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
86%

2011

 
 
92%

2010

 
 
81%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

395 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
67%

2011

 
 
69%

2010

 
 
67%
Science

The state average for Science was 67% in 2013.

369 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
81%

2011

 
 
82%

2010

 
 
75%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students70%
Females75%
Males65%
African American56%
Asiann/a
Filipino75%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged47%
Non-economically disadvantaged78%
Students with disability58%
Students with no reported disability70%
English learner23%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate33%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)74%
Parent education - college graduate75%
Parent education - graduate school/post graduate83%
Parent education - declined to state60%

Math

All Students64%
Females63%
Males64%
African American46%
Asiann/a
Filipino85%
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged43%
Non-economically disadvantaged71%
Students with disability50%
Students with no reported disability65%
English learner19%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate40%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)64%
Parent education - college graduate76%
Parent education - graduate school/post graduate64%
Parent education - declined to state68%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students98%
Females100%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)94%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students76%
Females82%
Males69%
African American57%
Asian94%
Filipino74%
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged53%
Non-economically disadvantaged84%
Students with disability50%
Students with no reported disability78%
English learner50%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate54%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)77%
Parent education - college graduate88%
Parent education - graduate school/post graduate100%
Parent education - declined to state63%

Math

All Students64%
Females64%
Males63%
African American29%
Asian86%
Filipino44%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged43%
Non-economically disadvantaged71%
Students with disability40%
Students with no reported disability65%
English learner25%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)66%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to state55%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students54%
Females61%
Males47%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged50%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate64%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)48%
Parent education - college graduate60%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

English Language Arts

All Students75%
Females80%
Males71%
African American58%
Asian80%
Filipino93%
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged63%
Non-economically disadvantaged79%
Students with disability33%
Students with no reported disability77%
English learner30%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate75%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)77%
Parent education - college graduate80%
Parent education - graduate school/post graduate91%
Parent education - declined to state71%

General Mathematics (Grades 6 & 7 Standards)

All Students28%
Females32%
Males24%
African American26%
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged22%
Non-economically disadvantaged33%
Students with disability4%
Students with no reported disability34%
English learner9%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)33%
Parent education - college graduate37%
Parent education - graduate school/post graduaten/a
Parent education - declined to state14%

Geometry

All Students84%
Females76%
Males94%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)93%
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 Students74%
Females74%
Males74%
African American59%
Asian80%
Filipino81%
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged57%
Non-economically disadvantaged80%
Students with disability29%
Students with no reported disability79%
English learner40%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate42%
Parent education - high school graduate72%
Parent education - some college (includes AA degree)78%
Parent education - college graduate76%
Parent education - graduate school/post graduate91%
Parent education - declined to state65%

Science

All Students90%
Females93%
Males88%
African American76%
Asian93%
Filipino100%
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged82%
Non-economically disadvantaged93%
Students with disability67%
Students with no reported disability92%
English learner65%
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate81%
Parent education - high school graduate86%
Parent education - some college (includes AA degree)90%
Parent education - college graduate94%
Parent education - graduate school/post graduate100%
Parent education - declined to state92%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 56% 27%
Hispanic 24% 51%
Black 9% 7%
Asian 7% 11%
Two or more races 3% 3%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 1% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 24%N/A54%
Source: NCES, 2010-2011

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School basics

School Leader's name
  • Russell Cornell
Special schedule
  • Year-round
Fax number
  • (925) 516-8725
School leaders can update this information here.

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855 Minnesota Avenue
Brentwood, CA 94513
Website: Click here
Phone: (925) 513-6460

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