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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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
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
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
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
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
'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
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
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
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
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
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.
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 67% in 2012.
2012
2011
2010
2009
The state average for Math was 71% 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.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
323 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
324 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.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
362 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
324 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.
180 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
327 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.
352 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
327 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 74% |
| Females | 77% |
| Males | 70% |
| African American | 59% |
| Asian | 92% |
| Filipino | 94% |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 79% |
| Students with disability | 47% |
| Students with no reported disability | 76% |
| English learner | 41% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 71% |
| All Students | 65% |
| Females | 67% |
| Males | 64% |
| African American | 38% |
| Asian | 69% |
| Filipino | 71% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 70% |
| Students with disability | 40% |
| Students with no reported disability | 67% |
| English learner | 52% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 45% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 94% |
| Females | 89% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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) | 88% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 80% |
| Males | 75% |
| African American | 62% |
| Asian | 91% |
| Filipino | 100% |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 83% |
| Students with disability | 59% |
| Students with no reported disability | 79% |
| English learner | 56% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 80% |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 59% |
| All Students | 65% |
| Females | 65% |
| Males | 63% |
| African American | 42% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 71% |
| Students with disability | 54% |
| Students with no reported disability | 65% |
| English learner | 30% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 69% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 46% |
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 | 49% |
| Females | 49% |
| Males | 49% |
| African American | 36% |
| Asian | n/a |
| Filipino | 64% |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 75% |
| Males | 72% |
| African American | 68% |
| Asian | 92% |
| Filipino | 81% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 80% |
| Students with disability | 23% |
| Students with no reported disability | 76% |
| English learner | 35% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 73% |
| All Students | 22% |
| Females | 21% |
| Males | 23% |
| African American | 11% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 22% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 25% |
| Students with disability | 3% |
| Students with no reported disability | 27% |
| English learner | 21% |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 26% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | n/a |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with no reported disability | 86% |
| Fluent-English proficient and English only | 86% |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 65% |
| Males | 69% |
| African American | 59% |
| Asian | 100% |
| Filipino | 76% |
| Hispanic or Latino | 49% |
| 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 | 41% |
| Non-economically disadvantaged | 74% |
| Students with disability | 11% |
| Students with no reported disability | 73% |
| English learner | 32% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 67% |
| All Students | 81% |
| Females | 78% |
| Males | 84% |
| African American | 64% |
| Asian | 100% |
| Filipino | 94% |
| 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) | 85% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 87% |
| Students with disability | 38% |
| Students with no reported disability | 83% |
| English learner | 65% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 73% |
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 | 26% | 49% | ||
| African American | 8% | 7% | ||
| Filipino | 4% | 3% | ||
| Multiple or No Response | 4% | 3% | ||
| Asian | 3% | 8% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 11% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 26% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 86% | 85% | ||
| All other non-English languages | 3% | 1% | ||
| Punjabi | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Vietnamese | 2% | 2% | ||
| Farsi (Persian) | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Pashto | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
|
| Fax number |
|
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