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Teacher quality
Principal leadership
Parent involvement
Glad Dr. Miller here. Things ostensibly seem better this year. There's a couple of older female teachers here who seem to not remember they went into teaching because they allegedly had a love for it and kids don't learn from anyone when they're made to feel less than. It's a punitive teaching style that doesn't work. Too bad parents have to worry about revenge if they complain to Dr. Miller. There's no Eleanor Bralver teaching at this school; that's for sure (God rest her dedicated soul) Agree on music comment below. Great great music program here and worthy of support. Be wary of fundraisers. I had missing gift cards and had to email a bunch and offer to sign an affidavit under penalty of perjury like 2 days before winter break to get it resolved. Hope QC has improved because it's a great idea and revenue for a very good cause.
—Submitted by a parent
I love this school I'm a student there and soon I moved but this school is really good. I miss this school with my all my heart. The lunch is quite expensive but hey they give a huge plate of food REAL food. I volunteered to work at the cafeteria for kids who cant pay lunch and when you join. They actually make the food they make the pizza they have good snacks and healthy too. I see what they do haha. Enjoy it im stuck here in a ghetto school here in Tarzana CA :(
Overall this school has improved but second year here only. New Principal seems to have direction and purpose and the score has gone up. I'm not happy with bullying directions that say a child either has to run away, duck and cover, or yell for help. That's weird. I am paraphrasing admittedly. It would be a big help if there were afterschool sports in a more organized way; Burbank has the money.
—Submitted by a parent
We moved to Burbank from the Westside because of the schools. I was very happy with my kid's elementary school. 6th grade at Muir is a different story. Child is in GATE. Prealgebra - very little is explained. Child was never explicitely told -2 is greater than -5. But Child is gifted, right? Child is supposed to just figure it out, I guess. History mostly consists of memorizing the book and being tested on it. Reading any other sources is not encouraged. Language Arts mostly consists of worksheets (in class). No stories are ever discussed. Science... no complaints here, so far. Choir - Muir's secret weapon. One of the few things both Child and I love about Muir. PE - Child loves it. I don't. All 6th grade does is running 5 days a week. There are no corrections on HOW they run. Noone cares about kids having to study after over 3 miles of running in over a 100 degree heat. A friend's child has been throwing up every time after the run; the PE teacher says it's okay. 6th graders are not allowed to play during breaks. According to Child, a lot of them "sit on the hill and just yell as loud as they can". 3 stars for good grades on state tests - that's all this school is about.
—Submitted by a parent
Very pleased to see new principal Dr. Greg Miller outside the school every morning meeting our kids. This reminds me of the old school days, where you used to shake principal's hand, and knowing him by the first name. Can not get enough thanks for cheering 6th graders and new students. Staff and teached are amazing there!
—Submitted by a parent
Unfortunately Muir didn't achieve Distinguished School status. However, that was only because the state changed the criteria after we submitted our application. We barely missed a target in one category. Our state reviewers raved about the school. I am not the only teacher who cares about ALL my students. There are many. Ask former students.
—Submitted by a teacher
Muir did not earn the California Distiguished School award this year. The administration and teachers don't take any responsibility for this failure so don't expect the school to earn the award anytime soon. The administration and teachers seem more concerned with limiting the lunchtime sports activities of the boys and eliminating lockers for the students (yes they have to lug 30 pounds of books around all day - I would like to see the administration and teachers do it too) than they are in doing their job - teaching. Just look at some of the posts from students on this web site: poor grammar, no capital letters, improper punctuation.
—Submitted by a parent
I agree with previous comment about the poor leadership at this school. I had 5 children go through JMMS. They all struggled, regardless of their performance in previous school or BHS. I had both administrative and teaching staff tell me they were too busy to provide extra support when a child was struggling. Administrative staff have extreme punitive focus that seems to cause more problems than it corrects. I would avoid this school at all costs.
—Submitted by a parent
I and several other parents of boys had so many problems with this school. Muir seemed to more concerned with treating the boys like they were in a juvenile hall than building them up. Every little thing was treated as a major offense, even regular child's play.. My son came into Muir as a 6th grader with a shinning record from his previous school in another state. He always had excellent grades and participation prior to his time at Muir. After two years at John Muir we have decided to transfer him out before his spirit is broken any further and the ridiculous disciplinary record they create hinders him from being accepted into a high school of his choice. My son is not perfect but far from this "bad" kid they made him feel like while attending this school. I would say think twice before sending your son here!
—Submitted by a parent
Some excellent, dedicated teachers here, Rothacher (both) and Nancy Martin (geometry) to name a few. Choir and Instrumental Music programs are very good. Safe campus. Administration does a good job with the diverse populations sharing the school.
—Submitted by a parent
This school is the best and i approve it for anything!! they have treated me like a queen and they really do have the best teachers!! the principal is great and so are the students!! the students have a lot of manners and great personalities!! i wish this they made more schools like john muir!!!
The comment made by 'parent' on August 13, 2009 is questionable. The school is very good. Choir program is one of the best in the state. They encourage children to be very involved and take pride in themselves, their school and their education.
—Submitted by a parent
i dont think this school is great. it has bad teachers and i am taking my child out.
—Submitted by a parent
I think that this school is almost like a second home. There is a low rate of intolerance and hate.
—Submitted by a student
We recently moved here from a very high performing school. I am so much more pleased with the education my children are getting at John Muir despite the 100 point higher API rating at their old school. John Muir is teaching my kids to think. It is not a scarf and barf the info on a test type of teaching. The teachers are high tech, very well educated, organized and energetic. There is a 'can do' positive attitude. What I noticed immeidately, was how upbeat and happy the teachers and staff seem to be. Walk in and people are smiling and pleasant. My children have made friends and they tell me how happy they are there. I am thrilled we made the move to Burbank as my children are truly blooming.
—Submitted by a parent
I am very pleased with the academics, teachers the programs John Muir offers. My son likes his environment, his classses, classmates and teachers. Finally, he has been performing well and receiving very good grades.
—Submitted by a parent
great school!!! had a great time with teachers and staff... thanks
—Submitted by a student
Muir once was a great school, over the years much has changed. One very large change that I believe impacted the school is the relatively new administration. The current principal is very young and not as experienced as past principals. His youth shows as he hasn t established very strong people skills. A school without strong leadership is a school without guidance. The lack of guidance from the administration shows by the way the parents and students are treated. All we can hope for is change at this school to help restore the good reputation it once had. With better leadership the teachers would respect the students and parents. And the students and parents in turn would respect the teachers and administration. I don t believe this school currently deserves a rating of 9, but it could with a few changes.
—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.
394 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
401 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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
452 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
396 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.
333 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
425 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.
27 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
61 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.
443 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
422 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 | 69% |
| Females | 75% |
| Males | 64% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| 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 | n/a |
| Non-economically disadvantaged | 70% |
| Students with disability | 61% |
| Students with no reported disability | 70% |
| English learner | 10% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 58% |
| All Students | 70% |
| Females | 73% |
| Males | 67% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 70% |
| Students with disability | 54% |
| Students with no reported disability | 71% |
| English learner | 20% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 68% |
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 | 96% |
| Females | 95% |
| Males | 97% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| 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 | 97% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 81% |
| Males | 76% |
| African American | n/a |
| Asian | 87% |
| Filipino | 76% |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 79% |
| Students with disability | 54% |
| Students with no reported disability | 79% |
| English learner | 28% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | 38% |
| All Students | 66% |
| Females | 67% |
| Males | 65% |
| African American | n/a |
| Asian | 87% |
| Filipino | 76% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 67% |
| Students with disability | 54% |
| Students with no reported disability | 66% |
| English learner | 40% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 29% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 64% |
| Females | 69% |
| Males | 59% |
| African American | n/a |
| Asian | 73% |
| Filipino | 67% |
| 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) | 61% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 29% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 46% |
| All Students | 74% |
| Females | 78% |
| Males | 70% |
| African American | n/a |
| Asian | 84% |
| Filipino | 81% |
| 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) | 72% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 75% |
| Students with disability | 62% |
| Students with no reported disability | 75% |
| English learner | 4% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 64% |
| All Students | 4% |
| Females | n/a |
| Males | 6% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 4% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | n/a |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 8% |
| 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 | 95% |
| Females | 93% |
| Males | 97% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with no reported disability | 95% |
| Fluent-English proficient and English only | 95% |
| Gifted and talented | 98% |
| 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 | 97% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 79% |
| Males | 80% |
| African American | n/a |
| Asian | 97% |
| Filipino | 86% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 80% |
| Students with disability | 42% |
| Students with no reported disability | 82% |
| English learner | 30% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 63% |
| All Students | 88% |
| Females | 87% |
| Males | 88% |
| African American | n/a |
| Asian | 87% |
| Filipino | 86% |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 50% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 91% |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 92% |
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
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 | 58% | 28% | ||
| Hispanic or Latino | 20% | 49% | ||
| Asian | 10% | 8% | ||
| Multiple or No Response | 7% | 3% | ||
| Filipino | 3% | 3% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 28% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Armenian | 49% | 1% | ||
| Spanish | 25% | 85% | ||
| Korean | 9% | 1% | ||
| Arabic | 8% | 1% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| German | 1% | 0% | ||
| Thai | 1% | 0% | ||
| All other non-English languages | 0% | 1% | ||
| Cantonese | 0% | 2% | ||
| Chamorro (Guamanian) | 0% | 0% | ||
| Hindi | 0% | 0% | ||
| Japanese | 0% | 0% | ||
| Russian | 0% | 0% | ||
| Urdu | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1111 North Kenneth Road
Burbank,
CA 91504
Phone: (818) 558-5320
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