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GreatSchools Rating

Los Cerros Middle School

Public | 6-8 | 627 students

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
Based on 3 ratings
2011:
Based on 1 rating

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13 reviews of this school


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Posted July 30, 2013

What a disappointment this school was! They put on a fabulous dog-&-pony show during BTSN,open house,special events,but the credit is due to parents-not the administration or staff. A majority of teachers are set in their ways,disregard current teaching trends & research,have little regard for the community they serve. Most appear to be clocking in & collecting a paycheck. They collectively set a tone of arrogance bordering on rude. If your child is in Resource we STRONGLY advise that you seek another school as dept leadership here is unwilling to meet the particular needs of students other than the bare minimum. RS teachers are extremely unprofessional,forever demanding the RS children fit the staff's teaching expectations without any regard to their disability,IEP,self-esteem. Their focus is "fixing" kids. Our child consistently reported that professional conduct changed when other adults were not present,"They're always mad at us & talk different when nobody else is there". We felt,for 3 years,at all times,that our child was an inconvenience to the staff there & DEEPLY REGRET that we held out hope that things would improve. Learn from our mistake, we wish someone had told us.
—Submitted by a parent


Posted June 12, 2013

My child is promoting this year and overall, I've been happy with our experience at LCMS. The Principal, VP and admin staff are professional, thoughtful and approachable. There's a lot of emphasis on prepping for high school & personal responsibility/ownership, which I appreciate. For the most part, the faculty has been good - I like that they have office hours or lunchtime group sessions for the kids to utilize for additional help & do a lot of project based learning; however, I've had challenges with their organization & follow up, which has been difficult because my child is lacking in these areas as well. That said, I never had an issue working with any of them in resolving issues. If anything, I wish they would focus more on steering kids away from school loop and emphasizing utilizing their planners for schoolwork tracking. We had too many teachers that said "refer to my website" or " check school loop", which were often not updated timely or at all. Ultimately, do I feel my child learned a lot? Absolutely. Do I feel that my child has a good foundation for high school? Absolutely. Do I feel your child will get a great education at Los Cerros? Most definitely.
—Submitted by a parent


Posted January 17, 2013

I find the many reviews for this school to be strange. Very little is mentioned as to the academics, enrichment programs etc. My middle schooler is having a good experience at this school, challenged in advanced math and sciences with excellent teachers, happy to participate in the other classes. One teacher seems to be disorganized but they get the work completed - often its with extra homework over doing any of it in class. The principal seems to be involved, the vice principal appears to be the authoritarian of the school. Bullying is non-existent if its discovered (very strict policy against this). I would rate this school well as it should be considered when looking at middle schools in the area. Athenian of course should be rated higher but for 30k/student that's to be expected.
—Submitted by a parent


Posted November 5, 2012

A good many teachers at this school are sub par and have an attitude. They aren't really expected to have to answer parental concerns. This attitude flows down from the principal who doesn't make her teachers perform.
—Submitted by a parent


Posted August 9, 2012

This school will not do much good to your kid's self esteem. Education in this school is not about teaching and encouraging kids; it is about disciplining and punishing. The Principal seems to be nice but has no power.
—Submitted by a parent


Posted June 14, 2012

The principal is great and only some of the teachers are great. If your kid is at this school and is popular - watch out! That's NOT a good thing. There are so many self absorbed kids in this community! They are very sneaky and have most of the adults/teachers completely fooled into thinking they are the good ones. It's hard for the good kids to get noticed because it's the loud mouths and brown-nosers that demand all the attention. The problem, of course, is the parents in this community that are living vicariously through their children, allowing them too many freedoms, especially online with little to no parental supervision. Watch your kids friends carefully!
—Submitted by a parent


Posted May 16, 2011

Los Cerros is a fantastic school. The teachers are great, motivated and actively involved with our child. The curriculum has been structured so the subjects presented engage and challenge the students.
—Submitted by a parent


Posted March 9, 2008

This is not the school for your kids! The education is challenging, but only because most of the teachers don't teach it! The strong points of this school are the few teachers like Mr. Atwater, who is said to be retiring. The majority of the teachers are full of themselves and do not listen to the students opinions. If you are considering transferring your child here, dont!
—Submitted by a parent


Posted August 11, 2007

I found the classes to be pretty easy, the teachers range from good to very, very bad. Over all not that bad (unless of course you get all very bad teachers).
—Submitted by a former student


Posted July 30, 2007

This school offered the absolute worse educatonal experience to my children. The teachers were highly unmotivated. The principal was found to be not very warm or welcoming. As a matter of fact, she was quite unapproachable. Students were not taught how to behave properly at school activities such as concerts and assemblies. There seemed to be a free-for-all during these events. Above all, study skills were not taught. There was a great lack of preparation for high school. I know I am not alone in my view. This school really needs to be monitored!
—Submitted by a parent


Posted March 23, 2007

In the past few years, things have improved greatly. I had two children go through three years each when there was a different principal. The current principal Ms. Ward, made positive changes and has been responsive whenever I had a concern regarding my current middle-schooler. Also, the school counselor, Ms. Schubb has been quite helpful and available. They still overload the children with homework on some nights and WEEKENDS. It is not a consistent amount and that should be addressed. One of the best teachers all three of my children had is Ms. Munck, for chorus and English. Several teachers who should not have been teaching are no longer there. There remain some good to very good ones and some who just assign and don't teach or even look at/correct work the child stayed up late to finish.
—Submitted by a parent


Posted March 22, 2007

Good school, teachers, office staff, principal, counselor, all around great ... happy my children are here.
—Submitted by a parent


Posted February 9, 2006

This school is terriblel. The teachers are horrible and there is no control at all over the students.
—Submitted by a former 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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

913

Change from
2012 to 2013

-1

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

913

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-1

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

10 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 60% in 2013.

223 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
87%

2011

 
 
86%

2010

 
 
92%
Math

The state average for Math was 55% in 2013.

226 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
72%

2011

 
 
82%

2010

 
 
82%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

202 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
91%

2011

 
 
92%

2010

 
 
88%
Math

The state average for Math was 52% in 2013.

197 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
90%

2011

 
 
90%

2010

 
 
85%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

172 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
74%

2011

 
 
60%

2010

 
 
80%
English Language Arts

The state average for English Language Arts was 57% in 2013.

230 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
85%

2011

 
 
83%

2010

 
 
88%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

58 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
56%

2011

 
 
52%

2010

 
 
66%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

238 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
78%

2011

 
 
73%

2010

 
 
79%
Science

The state average for Science was 67% in 2013.

230 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
86%

2011

 
 
85%

2010

 
 
92%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students85%
Females83%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged84%
Students with disability47%
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduate84%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students69%
Females63%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantagedn/a
Non-economically disadvantaged69%
Students with disability15%
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)50%
Parent education - college graduate68%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students85%
Females91%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)72%
Parent education - college graduate82%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students82%
Females84%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate80%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students74%
Females81%
Males68%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantagedn/a
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate76%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

English Language Arts

All Students85%
Females89%
Males81%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disability50%
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)59%
Parent education - college graduate86%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students69%
Females59%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantagedn/a
Non-economically disadvantaged71%
Students with disability31%
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate66%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students80%
Females81%
Males80%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantagedn/a
Non-economically disadvantaged81%
Students with disability45%
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)50%
Parent education - college graduate84%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Science

All Students93%
Females92%
Males94%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disability71%
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)88%
Parent education - college graduate92%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 81% 27%
Asian 8% 11%
Hispanic 6% 51%
Two or more races 4% 3%
Black 1% 7%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 3%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

This school has not yet provided program information.


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968 Blemer Road
Danville, CA 94526
Website: Click here
Phone: (925) 552-5620

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