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Teacher quality
Principal leadership
Parent involvement
I am a student at this school. The health at this shool isn't that great. In the mornings you can buy hot chocolate w/ whip cream and chocolate suace; at lunch there is a stand with pizza, baked chips, drinks, cup noodles, and candy people can buy with their lunch; at the end of school there is a stand with different ice cream sutff you can buy and on Friday Jamba Juice comes. I feel as though this school doesn't influence health but uses kid's interests to support the funds. Also because of our language requirement, i.b. kids have P.E every other week or quarter. [switches off with our elective (based on elective)] Though I must say that the P.E. teachers are try their best with the time we have them.
My son in in his third year at Churchill, 8th grader. We have had a wonderful experience watching him grow as an IB student. He loves Japanese and Science, and is a whiz in math, so it's like he's with his "people." The bar is set very high and the students rise to the occasion.
—Submitted by a parent
I am a student at Churchill, and the IB program is fantastic. We have great teachers that really care about us and help us learn. Our school has 4 great language departments, Japanese, Chinese, French, and Spanish. The non-ib program is not that good, so only enroll at Churchill for the IB program. We are all very supportive of each other and are like one big IB family.
The IB program is excellent!! But regular ed is TERRIBLE and HORRIFYING. Filled with bullies...etc. SO ONLY ENROLL YOU'RE CHILD IN IB PROGRAM! for smart kids
—Submitted by a parent
We've found Churchill provides instruction in at a level and depth unmatched by other middle schools in the area. In particular, Churchill offers a much richer music and foreign language curriculum. Our son attended from 6th - 8th grade and our daughter is a new student. The school culture has a real positive energy, the teachers and parent volunteers are fantastic, and we are so happy with our choice of school!
—Submitted by a parent
I went to Winston Churchill in 1999-2000. I loved that school. I did better in that school than I ever did in Oklahoma Public Schools. As for the "teachers" discouraging the students, I dont think it is happening that way. The students have to be wiling to learn as well as the teachers willing to teach. In Oklahoma, I went through all 4 years of my high school career with at least 3 of my teachers saying, and I quote, "I do not care whether you pass or fail this class, I get paid either way!"
Churchill use to be a wonderful school. Not any longer. Students are disrespectful to the teachers and their peers producing chaos in classrooms. There is a bullying issue that the adminstration is unable to control. Our student is going elsewhere for 8th grade next year.
—Submitted by a parent
I daughter brought home homework only two times and one of those homework assignments was to color an Easter basket. She got straight A's on her report card. I then asked that she be placed in more changeling classes and she was. The problem was that the teachers were DISCOURAGING the students form pursuing the advanced levels. The reason was that there were too many students and they needed to reduced the size of the class. Instead of encouraging students to challenge themselves and increase the size of the "advanced" classes they wanted to increase the remedial ones. Keep in mind that the "advance" classes are not that advanced. It is so bad that many English teachers read to their class rather than have the students read the books assigned.
—Submitted by a parent
Churchill is home to the finest acadmic program around--the International Baccalaureate program, and has many wonderful, caring teachers as well.
—Submitted by a parent
This school is a great school and the teachers are fantastic...Im a former student of churchill and i wish i could go back
—Submitted by a student
A controversial and inappropriate issue arose in one of my son's class. The teacher was rude and unresponsive. The vice-principal was understanding and helpful, but unable to reach resolution. The principal was unresponsive, uninterested, and displeased about the problem in general meaning, he just wanted it swept under the carpet. This is not an example of effective or good administration.
—Submitted by a parent
My daughter attends this school all the staff is friendly and they truley care
—Submitted by a parent
Right now I go to this awesome school, and I am in 7th grade IB. I think the staff works really hard so the students can have a learning experience. I'm glad I came here.
—Submitted by a student
I had a student in the High Achieving classes at Churchill, not IB. The teachers cared, they were phenomenal, they connected with her, challenged her, and gave her an excellent education!
—Submitted by a parent
All the school cares about is the IB program.School isn`t that great
—Submitted by a student
My oldest son went to Churchill and currently have my other son attending. The administration at Churchill is great and I can't say enough good things about the principal and vice principals. My son is having difficulty adjusting to middle school and the school counselor and teachers have worked we us -- communication with teachers and administration is fantastic.
—Submitted by a parent
I have found that this school takes teaching to the levels that encourages the students to want to learn. The teachers treat the students with consideration and respect. I have noticed my child grow to be a better person and feel confident. He feels he is getting the education he has so missed. The teachers encouarage the students at Churchill.
—Submitted by a parent
I am a sixth grade student at churchill, and I love it!! It is very different from elementary school though, with the lockers and changing classes, but it is very easy to get used to. The I.B. program is extremely stimulating and challenging, but it makes you think, which is a good thing. In sixth grade I.B. science you will complete an Endangered Species Project, and it is really a lot of fun to be able to make yourself so much more aware of the world. Sixth grade is all about non- procrastination, and has helped me a lot. Because, I am a procrastinator. Churchill is really a great school. The teachers are awesome!!
—Submitted by a student
My husband and I are very pleased with Churchill. The principal and teachers are enthusiastic and really seem to like the kids. They make learning as fun as it should be. Our daughter is very happy with her new school, too.
—Submitted by a parent
This my childs 2nd yr here at Winston. Started with 6th. Last year was very hard to get used to the way the school is set up. A big difference from elementary school. I like the school and enjoy all that my child learns. Mr. Shoemake is fantastic about communicating with the parents and answers letters when written to. I wish the teachers put a bit more effort in getting the parents involved, especially when there are huge challanges in the childs academic work. This has helped my child grow up alot and see what the real world is all about. I would recommend the school to anyone whose child needs the challange and is bored and wants a great education. Although we are not going to continue to Mira Loma we are staying with the IB program and going on to Oakmont for their IB program for High School.
—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.
242 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
242 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.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
321 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
212 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.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
344 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.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
126 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.
361 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
345 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 | 71% |
| Females | 72% |
| Males | 70% |
| African American | 38% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| 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 | 43% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 15% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 99% |
| Parent education - declined to state | 33% |
| All Students | 69% |
| Females | 69% |
| Males | 70% |
| African American | 27% |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| 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 | 42% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 21% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 36% |
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 | 73% |
| Females | 72% |
| Males | 75% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 76% |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 80% |
| Males | 65% |
| African American | 50% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| 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 | 48% |
| Non-economically disadvantaged | 90% |
| Students with disability | 23% |
| Students with no reported disability | 75% |
| English learner | 9% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 51% |
| All Students | 57% |
| Females | 55% |
| Males | 58% |
| African American | 25% |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 17% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 44% |
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 | 31% |
| Females | 34% |
| Males | 26% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 30% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 32% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| 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) | 24% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | 25% |
| All Students | 70% |
| Females | 79% |
| Males | 58% |
| African American | 48% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| 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 | 46% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 14% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 42% |
| All Students | 26% |
| Females | 29% |
| Males | 24% |
| African American | 10% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 44% |
| Students with disability | 24% |
| Students with no reported disability | 27% |
| English learner | 6% |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 23% |
| All Students | 96% |
| Females | 99% |
| Males | 88% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 95% |
| Students with no reported disability | 95% |
| Fluent-English proficient and English only | 95% |
| 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) | 93% |
| Parent education - college graduate | 98% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 69% |
| Males | 53% |
| African American | 28% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 83% |
| Students with disability | 12% |
| Students with no reported disability | 66% |
| English learner | 26% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 29% |
| All Students | 74% |
| Females | 78% |
| Males | 69% |
| African American | 44% |
| Asian | 92% |
| Filipino | n/a |
| 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) | 78% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 90% |
| Students with disability | 36% |
| Students with no reported disability | 76% |
| English learner | 36% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 52% |
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
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 | 59% | 28% | ||
| Asian | 15% | 8% | ||
| Hispanic or Latino | 12% | 49% | ||
| African American | 9% | 7% | ||
| American Indian or Alaska Native | 2% | 1% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 4% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 36% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Russian | 41% | 0% | ||
| Spanish | 41% | 85% | ||
| Farsi (Persian) | 5% | 0% | ||
| Korean | 5% | 1% | ||
| Rumanian | 5% | 0% | ||
| Ukrainian | 5% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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