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Teacher quality
Principal leadership
Parent involvement
Great School. My daughter goes to Royal Oak and is an honor student. The Teachers are very positive and are always available to help out when needed.
—Submitted by a parent
Royal Oak is the best school around. My daughter attends this school as an 8th grader. She is an honor student as well. The teachers are really caring for their students sucess and always go out of their way to help if needed. This school is excellent my experience with this school has been the best!
—Submitted by a parent
I go to royal oak and i love it. it is a great school and i cant belive some parents dont like it. it is a great school and i am on honor roll. the lunch is the same pretty much everyday though. well i love it so stop hating
—Submitted by a student
i am a current student or learner attending ROMS and i can truthfully state that i am proud 2 b a royal oak road runner!although this school only has 5/10 star ratings it is still the best of the best!i luv this school...i would never move to another school!i am a 7th grader and it is almost the end of the school year...i remember back to the night b4 the 1st day of junior high and i waz really nervous i expected it to be horrible butit turned out to be great!i made lots of new friends and i aslo have the greatest teachers ever who really care about me and want me to succed!i luv royal oak and i hope that i will never have to leave evr!and when i ahve to leave (wich i know i will ahve to soon) i will never 4get ROMS ever!
—Submitted by a student
Great School, Administrators are great and involved in making a difference in the lives of our children.
—Submitted by a parent
Royal Oak MS is the Heartbeat of the Charter Oak USD. There are approximately 950 students in grades 7 & 8 this year. API scores jumped by 23 points this past fall. Recent Student Awards programs gave Honor Roll, Attendance and Character Counts to more than 60% of the student body. Students took responsibility for their own learning and explained their progress and goals to their own parents. All classrooms are working on the campus beautification project in conjunction with a local nursery to plant flower beds around the school! Last fall Student-Led Conferences produced a 98% attendance rate by parents to their child's conference! The PTSA provides dances and other activities to support a well-rounded student. Royal Oak MS is a great place for kids!
Royal Oak is a great school. 2 of my 4 children are now in college. They attended ROI, and it was a great environment to learn. My eigth grader is now attending. He participates in the gate program and involved in drama. My 6th grader will be attending next year also. I have no reservations about sending my children and receiving a public education at ROI. Royal Oak was great before with 6th, 7th, and 8th graders. Now that there are only 7th and 8th graders its even better!!!!!!! Great Staff, Great Teachers that are committed, and an Awesome environment to learn.
—Submitted by a parent
This is my sons first year in middle school and he is really having a great time. He is involved in sports and is getting an excellent education.
—Submitted by a parent
Its a really great school where children would get excellent education.
—Submitted by a parent
I think this school is a great learning facility for middle school students there is many extra curricular activities such as band art soccer musical theatre and much much more it realy is a good school service
—Submitted by a parent
My child is in his last year at Royal Oak. I have been quite satisfied overall. I like the agenda policy and I am impressed with most of the teachers ... which includes some of the newer teachers who have a great deal of enthusiasm and high expectations of the students. I did worry that the large number of students would affect my child and his learning, however; his grades and test scores show he is doing well. The one thing that I disagree with is how the school is divided. Either you're Gate, Odyssey or a Norm. When my child was going into 6th grade, he was quite excited to go into the Odyssey program but the program was cancelled that year. By the time the program started up again, he lost interest and declined the Odyssey program. I wish he had joined ... Odyssey seem to get everything!
—Submitted by a parent
I have had two of my children go to ROIS, one of which is still there. They have had no 'problems', bring home great grades while being challenged and are comfortable with their daily experience at school. ROIS is what you teach your child to make of it! Education and values start at the home. ROIS has many teachers that care about our students. Yes, there have been too many changes in the past few years but great things are to come from them. If parents, teachers, and the district personal stay focused and positive, we will once again have a wonderful school. Parent involvemnet is always welcomed at ROIS and I encourage you to get involved and stay informed of the facts. KLC
—Submitted by a parent
ROIS has excellent teachers and that is their greatest asset. The school is so crowded that it makes monitoring students during passing times difficult. My boys enjoy their classes and have learned a great deal. They are challenged to think on their own, do a lot of projects, and learn to work with other students in groups. Lunch and passing times are treacherous and scary! Even as a parent, going to see a teacher after school, the students were running and screaming in such a way that I felt nervous. It makes me feel very sad that my boys have to go through this day in and day out. Why can't we provide a safe environment? What do we have to do?
—Submitted by a parent
I have had two kids in this school. I believe the new adminstration is doing a great job and is helping the students greatly. All in all I have students at both ends of the programs and am overall satisfied. Thank you and keep up the good work.
—Submitted by Kelley Hajagos, a parent
Very unhappy with this school from day 1. I've had two children in this school. There is no control over bullying. A few good teachers. Administration basically can care less. Parents are intimidated into not getting involved. Way too many children on one campus.
—Submitted by a parent
Royal Oak Middle School has seen many positive changes, that is if your child is enrolled in the Odyssey program. If your child is not in this program, he or she will become a forgotten sole. Odyssey is a strong program with a lot of political positions backing the dollars. They are at the top of evey donation list. Which is fantastic for Odyssey and their program. They get the computers the books the trips the tender loving care each child should receive. Royal Oak is a very divided school. It's a private school (Odyssey) imbedded into a overcrowded public school (the other students) with unhappy teachers for whatever reasons. Odyssey is not offered to every child. They have found it to work, but only for the few. God Bless our other children. Their needs are put aside for Odyssey. If the program works share it with all!
—Submitted by a parent
The academic programs are very good. The teachers are very educated and they take time to teach the children good. The availability of music, art, and sports is also good. Children can try out for different sports including basketball and football. Parents are highly involved in school activities.
—Submitted by a parent
I really feel it is time for all of us to start focusing on the positive aspects of royal oak and stop harping on the negative. I feel the administration, staff , parents & students of rois have come along way to make this a better school. We are still working hard. We don't stop after we reach our goal- because this is an on-going process! Our principal, barbara aguilar has such passion for our school. I know she works non-stop, because our children, are her priority. As a parent, I will do all I can to be supportive of my child's school and try to make a difference. With almost 1500 students at rois, think of the possibilities, if each parent/family took a positive and active role to make 1 small change for the better! Our school, our children deserve at least that much. Thank you.
—Submitted by a parent
Very unhappy with communication at this school. Way too many kids.
—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 Algebra I was 86% in 2012.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
404 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
343 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.
354 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
409 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.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
426 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
404 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 | 82% |
| Females | 90% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 79% |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 65% |
| Males | 58% |
| African American | 50% |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| 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 | 58% |
| Non-economically disadvantaged | 66% |
| Students with disability | 25% |
| Students with no reported disability | 63% |
| English learner | 7% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 62% |
| All Students | 43% |
| Females | 36% |
| Males | 49% |
| African American | 20% |
| Asian | 54% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 47% |
| Students with disability | 8% |
| Students with no reported disability | 44% |
| English learner | 15% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 35% |
| Parent education - declined to state | 50% |
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 | 38% |
| Males | 24% |
| African American | n/a |
| Asian | 54% |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 34% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | 0% |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | 39% |
| Parent education - declined to state | 26% |
| All Students | 64% |
| Females | 67% |
| Males | 60% |
| African American | 40% |
| Asian | 90% |
| Filipino | 83% |
| Hispanic or Latino | 62% |
| 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 | 52% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 25% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 51% |
| 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 | 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 | 57% |
| Females | 54% |
| Males | 60% |
| African American | 35% |
| Asian | 80% |
| Filipino | 83% |
| Hispanic or Latino | 53% |
| 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 | 45% |
| Non-economically disadvantaged | 68% |
| Students with disability | 19% |
| Students with no reported disability | 60% |
| English learner | 14% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 54% |
| All Students | 72% |
| Females | 69% |
| Males | 73% |
| African American | 57% |
| Asian | 90% |
| Filipino | 92% |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 31% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 68% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
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 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 | ||
|---|---|---|---|---|
| Hispanic or Latino | 50% | 49% | ||
| White | 34% | 28% | ||
| Multiple or No Response | 5% | 3% | ||
| Asian | 4% | 8% | ||
| African American | 3% | 7% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 4% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 34% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 77% | 85% | ||
| Filipino (Pilipino or Tagalog) | 7% | 1% | ||
| All other non-English languages | 5% | 1% | ||
| Armenian | 5% | 1% | ||
| Arabic | 2% | 1% | ||
| Japanese | 2% | 0% | ||
| Korean | 2% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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