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Teacher quality
Principal leadership
Parent involvement
its really a nice school good educational teaching the bullying comments are really not reliable comments i find that school a miracle to go to
—Submitted by a parent
I LOVE THIS SCHOOL FOR MY CHILD my littlest girl is in 6th grade she comes home with a big smile on her face the oldest is now in 9th she loved that school she cryed and told me she didnt want to leave
—Submitted by a parent
this is a really great school i love my friends the teacher everyone there i never want to leave
i go to that school and i know it has bad reputation but not every one is bad there are bright students and excel the teachers are great they teach what they need to teach and they help the students do good or great in the SATR test so if you think that is a bad school its NOT its acutally a good school NOT EVERYONE there BULLIES its just how you treat the other people... LIKE THE SAYING ... YOU HAVE TO TREAT OTHERS LIKE HOW YOU WANT TO BE TREATED ... I go there and im not a bad person
The school principal never follows up with your concerns. The principal has other employees call you to follow up. When I went into the office to express my concerns with my son, she was visible in her office and didnt come out, I know she heard everything...shows why her school is a 2! We will be home schooling our son and getting him out of there. He is a white boy and is constantly harassed by the MEXICAN kids. What has this world become? VERY SAD situation! If your child is white, dont send them here!!!!!!!!!!!!!!!!!!!!!!
—Submitted by a parent
We have just moved to the area and my son started attending this school... OMG! I am doing everything I can to get him out of this place. Horrendous! He is so unhappy there... He is a white boy with blue eyes and is being singled out and beaten by other kids ( only spanish speaking). Called racial slurs, etc. Called the school and no one responed to my worry. The leadership is extremely poor. Beware!
—Submitted by a parent
Great news! We FINALLY got our daughter OUT of this "school". I would bet money that any positive reviews on here were not written by who it says they were! 98% of this school is populated by those who live in the 4-corners area of Concord and speak Spanish as their primary language and the school clearly caters to them. The fighting, bullying etc has NOT stopped. I would avoid this school at all costs if you're looking for a safe place and a good educational environment.
—Submitted by a parent
we have received better test scores and a have shot up 64 points in the cst scores the highest moving school in California
—Submitted by a student
This school has proven itself as the only middle school in the district that meets every child exactly where they are. I wouldn't send my child to any other middle school in the district. Every person I have told to go check it out has decided to send their child there. The GATE program is unparalleled and the school uniforms are great!
—Submitted by a parent
Oak Grove Middle School is a great school. My daughter thrives on the encouragement given to her by the teachers, administration, and staff. She loves the band program and participates in the after school sport programs. Her STAR test scores have consistently been advanced in all categories. Electives at the school include art, Spanish, drama, computers technology, band leadership, and yearbook. The parents are dedicated to this school and want to make it the best it can be. The administration always has its door open to parents and students. The teachers care about the children. Many go above and beyond to support the students.
—Submitted by Sherry Whitmarsh, a parent
The principal needs to more involved with the students and talk to them not at them. The teachers needs to show the students respect in order to earn respect and control of the class. The whole staff needs to show these students that they matter to them. It wouldn't hurt anyone for the staff to developed a healthy caring relationship with the students this would prevent less fights and would make the students more willing to go to school knowing that their teachers do care about them.
—Submitted by a parent
I go to that school and it's not the best there's some fights but ther's some Great Teachers!!! and the principal is very nice and all the staff too!!
—Submitted by a student
My son graduated from O.G last year. I have to say that was his best year ever. The teachers and principle are so one on one with the families and the students I wished all schools could be as they. He had a wonderful learning experience and actually loved going to school. Friendly, supportive , affective staff - They let '.no child be left behind'
—Submitted by Richie Chaves's Mother, a parent
Oak Grove may have been garnering some bad publicity in the past few years, but there's been many improvements. With the new dress code, there is chance that participation and cooperation will be excellent
—Submitted by a parent
Very sad school. A lot of gang activity. Keep your child safe and away from this school. Predominately low income hispanic.
—Submitted by a parent
As a bilingual parent I feel that Oak Grove needs to make more of an effort to include the Spanish speaking parents at the school. They have a community service liaison that should be communicating with parents in Spanish, but she is not located in the main office, which creates lack of access for parents.
—Submitted by a parent
This school has major problems with leadership. Parents do not want to get involved, and students do not take 'learning' seriously. Safety is a big issue during the last school year. (2003-2004) I would recommend any parent who has a child in this school to do everything they can to get out of it. Safety was my biggest concern and none of my children felt safe. Some teachers really do care, but it is useless if the administration will not take to the plate.
—Submitted by a parent
This school has gone downhill drastically over the last three years. The current principal has also been here three years. Unfortunately, the district has not considered that she may have some influence on the school's slipping. The once positive atmosphere has turned into one of fear, trepidation and anger. I would never choose to send my child to this school, although I am a teacher here.
—Submitted by a teacher
I think that Oak Grove Middle school is pretty bad I happen to see the students and teachers everyday and although there are some very good teachers there are also those who are not so good and do things that I dont always think is right. As for the students I pretty much feel the same way. Some go there everyday ready to learn while others go there just to fool around! I also think that the learning enviroments are bad and need help improving. All in all I think that Oak Grove nNeeds to shape up.
—Submitted by a parent
I go to this school and I love it. For the record, I have never been in a fight, no one has ever 'jumped' me, and I feel safe on the campus. My Star test results were extreamly high and I have great teachers that care. I also have great friends. I love this school.
—Submitted by a student
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.
222 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
229 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.
32 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
223 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
192 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.
149 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
174 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.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
25 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.
209 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
179 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 | 25% |
| Females | 32% |
| Males | 19% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | 3% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
| All Students | 17% |
| Females | 20% |
| Males | 15% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 1% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 18% |
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 | 47% |
| Females | 36% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| 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 | 42% |
| All Students | 28% |
| Females | 30% |
| Males | 27% |
| African American | 50% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| 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 | 24% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | 3% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 24% |
| All Students | 10% |
| Females | 10% |
| Males | 10% |
| African American | 8% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 6% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | 2% |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
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 | 2% |
| Females | 3% |
| Males | 1% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 1% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 2% |
| English learner | 0% |
| Fluent-English proficient and English only | 3% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 2% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 29% |
| Females | 35% |
| Males | 22% |
| African American | 14% |
| Asian | n/a |
| 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) | 36% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | 3% |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 12% |
| 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 |
| Other 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 | 12% |
| Females | 15% |
| Males | 8% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 12% |
| Fluent-English proficient and English only | 12% |
| 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 | 23% |
| Females | 22% |
| Males | 23% |
| African American | 6% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 21% |
| Students with disability | 3% |
| Students with no reported disability | 27% |
| English learner | 3% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | 13% |
| All Students | 29% |
| Females | 31% |
| Males | 26% |
| African American | 13% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | 6% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 16% |
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
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
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 | ||
|---|---|---|---|---|
| Hispanic or Latino | 72% | 49% | ||
| White | 12% | 28% | ||
| African American | 5% | 7% | ||
| Asian | 5% | 8% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 48% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 83% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 93% | 85% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Tongan | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Burmese | 0% | 0% | ||
| Korean | 0% | 1% | ||
| Pashto | 0% | 0% | ||
| Portuguese | 0% | 0% | ||
| Punjabi | 0% | 1% | ||
| Urdu | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 6 | N/A | 11 |
| Average years teaching | 8 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 87% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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