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Teacher quality
Principal leadership
Parent involvement
This school is just ok. While there are many teachers that are great, there are also many that are not. The principal does not discipline the children or teachers appropriately. Just because it looks pretty from the outside does not mean it is the same on the inside.
—Submitted by a parent
my granddaughter moved from private school to ACStelle 7th grade. Loves it. Getting As and Bs...has many new friends...excellent environment for her
You won't find a middle school this beautiful, clean and organized every day. Most teachers are very good. Some kids are priveleged and spoiled, but I have never heard of bullying incidences. Kids and teachers in GATE/Accelerated programs care a lot about academics. Fun clubs and activities at school.
—Submitted by a parent
The best teachers are: Mr. Kane (really challenges students to think), Mr. Beutel (great science teacher), Mrs Asher (very kind), Ms. Andrews (outstanding English teacher), Mrs. Hepps (excellent English teacher), and Ms. Dickinson (fabulous history teacher). Wish the class sizes were not so large. Too much homework assigned by the math department.
—Submitted by a parent
Now that my son has graduated from Stelle I'd like to reflect on the 3 years there. In general the school is quite good - especially compared to other local middle schools. The campus is state of the art and lacks for nothing other than an auditorium IMO. The staff is excellent with top notch teachers. The culture could improve quite a bit though. My opinion is that the administration, especially the principal, are "in the box" thinkers, doing little to unify the student body, or increase global awareness. In a sense, the students here exist in a vacuum, with little knowledge of the world beyond their priveleged lives. This would be my only complaint.
—Submitted by a parent
More of a miniature college than a middle school, A.C. Stelle is a diamond in the rough. I pulled both my boys from private school when they transitioned to middle school to place them in Stelle. I have NOT been disappointed. Highlights include the Science and Math departments. I couldn't be happier.
—Submitted by a parent
What a fantastic school! One foot onto the campus and it becomes very clear that Stelle is not the ordinary public middle school. I have had 3 children pass through the gates of the school with my 3rd in 6th grade now. Hope that you get Asher and Beutel for teachers. They are the best of the best.
—Submitted by a parent
The P.E. program at this school is ok in my opinion and a few other bad things, but other than that this school rocks!
A.C, Stelle is an amazing school with fantastic teachers and a great support staff. They do everything they can to prepare our pre and young teens for high school and the world beyond.
—Submitted by a parent
This is is so incredible from the very clean campus and classrooms to the outstanding Staff that are there for my Son. My Son is doing very well and I owe it a lot to the Teachers and the Administration. It is clear to me that AC Stelle is making sure the Children's Education is #1 on the list.
—Submitted by a parent
My child is thriving at Stelle. The Principal and staff are amazing. Not only are they fabulous educators, but they are teaching the students about values, attitude and compassion for others outside of school. The only difference between Stelle and a private school is class size. The school is the cleanest, most organized campus I've ever seen. Love it!!
—Submitted by a parent
great school with many wonderful teachers, and also a supportive and terrific community of students and families
—Submitted by a parent
I love that school, I have my second boy there. My eldest is finishing highschool. He was one of the first students to attend since its opening. I especially like the principal Mrs Sistruck and the people who work at the library. I used to volunteer there, now they must have a 'loterie' every year because so many mothers would like to help... ACS, That's just one of the best things you get leaving in Calabasas!
—Submitted by a parent
The best math and science departments around. The math teachers are kind and caring teachers, that want the best for every student. The kids test scores continue to rise every year and more and more kids come back to the middle school and thank the teachers for preparing them so well for high school.
We have a great faculty of committed, passionate teachers who give of their own time to enrich our students' lives.
great school ! and has the bestest pricabale ever !!! who mrs.sinsurk u rock
—Submitted by a parent
This is a beautiful school inside and out. My son is in special ed for add, and the sped staff has always had my son's intrests in mind. When they called our first meeting, I was shocked to see every one of his teachers sitting around the table ready to give me their insightful feedback on what would work best for him. The teachers are wonderful, but I think the kids there are the best thing. My son has the greatest friends, and always looks forward to school, even though he sometimes struggles academically. Last year (6th)was difficult as an adjustment year. I looked for signs of him losing faith, but he's never uttered the words, 'I don't want to go to school today, mom,' and I credit the school for that. This year, I have signed up with yourhomework.com and now I get emails every day listing his work.
—Submitted by a parent
My son spent three very good years at AC Stelle. We felt Mrs. Sistrunk ran a tight ship and did a very good job setting the tone for the school. Funny that a previous poster felt too much money was spent on Special Education as my son had his core classes in the program. I will say if the rest of LVUSD had the quality of teachers my son had in Special Ed, then the district would be perfect. Mrs. Schrieber was so wonderful and she really got it that these kids are intelligent and bright, they just don't learn the same way the GATE kids learn. If anything the schools in general have a teaching disability as opposed to the kids having a learning disability. Only complaint would be the lack of actual physical activity in PE and the abudence of paper/homework given in the place of actually running/playing/sports.
—Submitted by a parent
Great school is your children get the right teachers. Mrs. Coleman in sixth-fabulous GATE teacher, Mrs. Hepps-outstanding English teacher, Mr. Beutel and Mr. Johnson-great science teachers but awful class sizes, Mr. Kane and Mrs. Andrews in 8th GAte-fantastic, Mrs. Asher-wonderful math teacher, Mrs. Sistrunk the principal, nice woman who will listen to you but always pulls the political agenda, Mrs. Baron and Mrs. White in counseling are easy to work with and usually give parents what they want, too much money spent on spec ed and regular classes suffer
—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.
279 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
281 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.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
260 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
263 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.
181 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
306 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.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
307 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
306 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 | 87% |
| Females | 88% |
| Males | 86% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 87% |
| Students with disability | 46% |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 90% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 78% |
| Males | 78% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| 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) | 77% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 80% |
| Students with disability | 42% |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 87% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 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 | 86% |
| Females | 91% |
| Males | 82% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| 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) | 88% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 89% |
| Students with disability | 41% |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 82% |
| Males | 84% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| 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) | 83% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 83% |
| Students with disability | 32% |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 83% |
| 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 | 98% |
| Females | 98% |
| Males | 99% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 88% |
| Males | 82% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | 31% |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| 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) | 68% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 66% |
| Males | 68% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 69% |
| Students with disability | 12% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| 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) | 50% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 78% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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 | 82% |
| Females | 81% |
| Males | 83% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | 34% |
| Students with no reported disability | 88% |
| English learner | n/a |
| 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 | 64% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 88% |
| Males | 90% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | 34% |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 93% |
| 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
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
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 85% | 28% | ||
| Asian | 6% | 8% | ||
| Hispanic or Latino | 4% | 49% | ||
| Multiple or No Response | 3% | 3% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Filipino | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 2% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 3% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 38% | 85% | ||
| Hebrew | 25% | 0% | ||
| Farsi (Persian) | 19% | 0% | ||
| Armenian | 6% | 1% | ||
| Cantonese | 6% | 2% | ||
| Russian | 6% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 33 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 5% | N/A | 2% |
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22450 Mulholland Highway
Calabasas,
CA 91302
Website: Click here
Phone: (818) 224-4107
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