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Teacher quality
Principal leadership
Parent involvement
I am so happy my eighth grader is here. So much better than in the past.
—Submitted by a parent
My daughter is a sixth grader at the school, and I think the school and teachers are not very helpful. Seems to me that the teachers are trying to cram so much topics in a short period of time and don't care whether the students understand the topic. In addition, when students asks questions, they do not want to clarify or explain.
—Submitted by a parent
This is my child's first time in middle school. With that said I feel like they don't take enough time with children who are new and the teachers take their sweet time to respond to parents. My son went from being on the honor roll until he started the 6th grade at Pine Hollow now he is getting all F's !! I've sent several letters requesting to meet with them just to be ignored. Several parents have told me the same thing . I also witnessed a lot of racially motivated discrimination in which these issue's are being looked into.
—Submitted by a parent
We have a very active PTSA and parents are interested in what's going on!
—Submitted by a parent
I love this school because the teachers are very helpful and knowledgeable in the subjects they teach. If you have a question, you can email or call them and they will contact you the same day. The school even offers programs like the 504 program for students who may be having issues or problems. They have helped my son tremendously by allowing him accomodations with this program.
—Submitted by a parent
I have just started Attending Pine Hollow and I love it there! A lot of the 6th graders thought that we were going to get picked on by all of the 8th graders, but they ended up minding there own buisness. My core teachers Mrs.Medina and Mrs.Smith are fantastic because they try there hardest to make sure that all of the students have everything they need to know for next year . Our principle Mrs.Bain is an outstanding principle. She knows how o handle a middle school for sure . I recommend this school for everyone that is trying to pick a middle school for next year ! Keep up the good work Mustangs!
—Submitted by a student
The reason I love Pine Hollow is because that our school is always friendly and always gets along with each other friendly.
—Submitted by a parent
Its a good group of kids working hard to be all they can with the supportive staff and parents to help them succeed.
—Submitted by a parent
Pine Hollow has a standard of excellence that radiates throughout the school.
—Submitted by a teacher
In the last 2 years the school went from $46,000 in vandalism to almost ZERO. Bullying & other student misbehaviors have dropped at least 50%. The new principal, Mrs. Bain is fantastic. She is a mover and a shaker and gets the job done! She and staff care for the kids and understand them. Great respect for all.
—Submitted by a parent
Pine Hollow overall is a great middle school, but a few things can change within our ADMIN staff. Mr. Mattos our VP is a wonderful, pleasant, person. Mr. Mattos always works with you, the student, not against you. Mrs. Martin as well is very supportive. She works very well with our kids and parents. I must add that this year 2007-08, my childs teachers from Mrs. Parker, Ms. Tywoniak, Ms. Burkhardt, Mr. Gross, Ms. Blaya are GREAT. Love them always on top of it, COMMUNICATION is excellent. The only issue we have within our school is our principal Mrs. Gordon. I dont feel she is a good fit for our school, the students, parents, etc. Does not return CALLS. feel she doesnt keep on top of things and does not FOLLOW THROUGH! Always ASSUMES does not get all the facts 1st. I TRULY do not care for her PRESENCE @ P.H.
—Submitted by a parent
i love this school. i feel safe and happy. there is always a sense of security . i give a lot of credit to my teachers Mrs. Tywoniak, Mr. Garret u rock Mrs. blaya and Mr. Vallis i would recommend this school for all children with dissabilities and mental problems too. great job Mustangs !
—Submitted by a student
Pine Hollow is a great school in many ways. People, don't realise how great of a school is and they dont give it a chance. We got a great new prinicpal this year and I really had fun. I am sad I will never get to be in school there because im going to High School. There's so many great teachers and some great people. Mr. Lim, Ms. Tywoniak, Mrs. Payne, Mrs. Astourian, and Ms. Ellgaard are great harworking teachers. I learned so much and it was a fun experience that I will never forget!
—Submitted by a student
Over the summer my daughter went through rough changes and all the support we recieved from Pine Hollow and the teachers was something incredible, Thanks a lot for everything to all the teachers that helped the kids through this big change. Mr. Mattus is a great person. he has been with them through everything.
—Submitted by D. Ruvalcaba, a parent
Pine Hollow is a great school with caring and dedicated teachers and staff. My daughter has attended Pine Hollow for 6th & 7th grades and is etting ready to start her 8th grade year. With the assistance of Mr. Mattos and the awesome 7th grade teachers, she was able to end the year with straight 'A's', a 4.0 grade point average. Thank you to all of the wonderful teachers and staff.
—Submitted by a parent
This space is not large enough to express our total lack confidence in the current administration. We firmly believe that Ms. Brown has no business running a school. We have complained to Ms. Brown on a couple different occasions regarding situations with our child and the school in general and have received extremely poor responses from her and her staff. The administration here seems to make no effort whatsoever when it comes to a student having some difficulties. You will not know anything is wrong until you receive the progress report a couple weeks before the end of the grading period.
—Submitted by Sean Cauthen, a parent
I have a Daughter in her second year at Pine Hollow Middle School. My Daughter and I have not encountered any significant problems. The Principal, Vice Principals and most Teachers I have met seem pleasant and competent. Overall, I am pleased with Pine Hollow Middle School.
—Submitted by James Leist III, a parent
Pine Hollow is an exemplary school in many ways. Teachers such as Ms. Kahl, Mr. Jones and Ms. Ellgard are committed, caring and truly dedicated to the well being and education of the young people they work with. Unfortunately, there are some drawbacks for parents and teachers at the administrative level. Parental complaints are handled poorly. I commend the teachers at Pine Hollow. Looking forward to a great new year at Pine Hollow!
—Submitted by a parent
I do not respect anything the principal has to say and I do not agree with the way she manages her school in the slightest. The teachers at this school do magnificently considering their environment and the stress Ms. Brown puts over their heads. I highly recommend a change of authority over at that school. The current principal does not seem up for the challenge that children present thus she is not able to give the sound judgment needed to manage a school properly.
—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.
215 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
215 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.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
235 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
210 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.
164 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
212 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.
50 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.
223 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
211 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 | 61% |
| Females | 61% |
| Males | 61% |
| African American | n/a |
| Asian | 64% |
| Filipino | 64% |
| Hispanic or Latino | 44% |
| 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 | 37% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 0% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 45% |
| All Students | 56% |
| Females | 56% |
| Males | 57% |
| African American | n/a |
| Asian | 55% |
| Filipino | 57% |
| Hispanic or Latino | 46% |
| 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 | 39% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 12% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 39% |
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 | 93% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| 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 | 64% |
| Females | 74% |
| Males | 56% |
| African American | 67% |
| Asian | 84% |
| Filipino | 82% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 0% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 48% |
| All Students | 43% |
| Females | 50% |
| Males | 36% |
| African American | 47% |
| Asian | 57% |
| 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) | 47% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | 12% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 35% |
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 | 26% |
| Females | 23% |
| Males | 31% |
| African American | n/a |
| Asian | 21% |
| 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) | 27% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 27% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 26% |
| Parent education - declined to state | 16% |
| All Students | 57% |
| Females | 63% |
| Males | 50% |
| African American | 45% |
| Asian | 53% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 18% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 54% |
| All Students | 4% |
| Females | 4% |
| Males | 4% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 4% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 0% |
| Students with disability | 0% |
| Students with no reported disability | 5% |
| English learner | n/a |
| Fluent-English proficient and English only | 5% |
| 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) | 7% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| 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 | 50% |
| Females | 45% |
| Males | 57% |
| African American | 73% |
| Asian | 56% |
| Filipino | 64% |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 50% |
| Students with disability | 17% |
| Students with no reported disability | 53% |
| English learner | 13% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 49% |
| All Students | 63% |
| Females | 64% |
| Males | 63% |
| African American | 45% |
| Asian | 53% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 18% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 62% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 53% | 28% | ||
| Hispanic or Latino | 27% | 49% | ||
| Asian | 7% | 8% | ||
| Filipino | 6% | 3% | ||
| African American | 5% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 8% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 28% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 81% | 85% | ||
| Farsi (Persian) | 4% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Arabic | 2% | 1% | ||
| Cantonese | 2% | 2% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Russian | 2% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 2% | 0% | ||
| Vietnamese | 2% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 85% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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5522 Pine Hollow Road
Concord,
CA 94521
Phone: (925) 672-5444
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