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GreatSchools Rating

Harriet G. Eddy Middle School

Public | 6-8 | 807 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 3 ratings
2010:
No new ratings

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19 reviews of this school


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Posted May 6, 2013

This is not a good school, because ~Teachers overburdened ~Students VERY rude ~School is in a bad location ~Doesn't handle problems with bullying really well ~There is waaaay too much bullying ~I can barely learn anything


Posted July 8, 2011

I was very worried about my son going to this school, but it turned out to be one of the best things that has happened to him. The honors classes were great, and the new principal was at every event, even the high school meetings for incoming freshman. And the band teacher is just one of those people who were born to teach!
—Submitted by a parent


Posted July 2, 2011

i Was an seven Grader At This School And It's An Excellent School To Go to academically


Posted June 16, 2011

I am a student at Harriet Eddy, and I want to set the record straight. The school brought in a brand new principal and basically restructured the whole school. The new principal has a GREAT sense of humor, yet at the same time, he gets business done. He took this school from the depths of the EGUSD to turn it into a great school. I mean, there are the drug problems and fights, but that's middle school these days. It's everywhere. To me, it seems like everyone minds their own business and the students and teachers are really helpful and supportive. This is a great school due to the faculty, administration, and students. I would enroll your students at Eddy because all the major gangs are at a lot of different middle school in Elk Grove. Overall, this is my favorite school ever.


Posted March 23, 2010

I have been trying to work with this school and teachers for two years and it just has not been a good experience
—Submitted by a parent


Posted October 28, 2009

The teachers at my sons school are great! They are wonderful with communication on my son's progress throughout the year. Much appreciated:)
—Submitted by a parent


Posted August 4, 2009

To parents: Get your kid in as many Honors classes as possible. Those teachers are amazing, they taught me everything that I needed to know. It's the non-honors that's horrible: rowdy kids, discouraged teachers, etc. To the parent that thought that there were two policemen at school everyday: You're wrong, that's only for the dances :) Don't worry; as long as your kid doesn't act like a smart-alec know-it-all or a racist (trust me), s/he won't get beat up :) Great school, great teachers, bad admin. :P
—Submitted by a student


Posted February 28, 2009

this school is so not well put tugether and they need to fix that now, before they get put out of business
—Submitted by a student


Posted February 17, 2008

This school has so many problems. There are major issues with race with the students and it even seems like with the staff as well. The kids overall are way out of control. So disrespectful and disruptive and the administrators do little to take care of these issues. There seems to be a real lack of structure and rules. The kids get away with too much. My child left elementary school happy with excellent grades to stressed out with lower grades. My child has been bullied and little has been done about it. Some of the teachers are good but they seem to be stuck in a bad system as they do not seem to get much support from their administrators. I willing be enrolling my child elsewhere.
—Submitted by a parent


Posted January 31, 2008

My sons struggles, but I have had a good experience with the counseling staff and teachers in addressing the problem. They called a meeting for me and have been very helpful. Parents have to be proactive too. There are certain 'students' that are quiet disruptive andt here are a lot of fights on campus. My son says he feels safe, but that there are students that disrupt the classes and he finds that discouraging. They need to get tougher with the troublemaker and thrown them out, making their parents more accountable. It's not fair to the kids that want to learn.
—Submitted by a parent


Posted November 9, 2007

In my experience, there are two HEMS experiences: one for honor students who flourish in the necessary academic support, and the rest of the student body who has a 'survival of the fittest' academic environment. My daughter attended HEMS last year and went from a 3.85 student who loved school to a kid who hated school and lost interest in academics. Not only was she bullied by her peers, and repeatedly threatened, but when the issues were raised with the administration little to nothing significant was done to curb the trend. Repeatedly I was promised that bullies would be held accountable, yet nothing was done. Worse yet, was when she needed academic support (non-honors) there was little to none available. She begged me to go to school in the district her grandparents live to avoid HEMS since there wasn't an alternative.
—Submitted by a parent


Posted June 27, 2007

This school is a good school
—Submitted by a parent


Posted May 31, 2007

I have had the most worst experience dealing with the teachers and staff at Hariett Eddy. The teachers seem to not have enough time for the student who need more attention in class. This school does not care for the student who need more attention...
—Submitted by Celia Choyce, a parent


Posted February 27, 2007

I happen to feel that my son's needs are not adequately addressed and I feel that the teachers label and group kids. My concerns regarding a certain teacher have not been addressed and there really doesn't seem anyone to go to when a child is having difficulties beyond his control. The teachers are focused on the 'learning environment,' only, and not interested in the individual child whatsoever. It is all based on attendance and test scores, because that is what brings in the money. Our child are nothing but numbers and dollar signs, and if she or he poses a problem, detention, OCS, work-study, or Thursday night school.
—Submitted by a parent


Posted February 26, 2007

Two sons -- one attended HEMS four years ago, the other currently a 7th Grader. I am vastly more impressed with the administration now than four years ago. Administration and staff are accessible and creative. In my experience, teachers are capable and interested. My son takes a mix of honors and non-honors classes, so his experience is not limited. The proof is in the scorecard -- test scores up, disciplinary actions down. Biggest challenge facing school, in my view, are the urban legends spread by some parents. In my son's experience, fights are non-existent, and discipline problems are handled promptly. Considering what is happening with kids when they are in middle school, this school is a model.
—Submitted by a parent


Posted December 14, 2006

I give a mixed review of this school. While my own child has had a positive academic experience here in 'honor' classes, it seems as if his friends in non-accelerated classes have varying experiences of difficulty. Control of the classrooms appears mixed, due to social factors that may be beyond the teacher's control. Overall, the teachers' depth of knowledge in their subject matters is impressive, and we have seen what I consider to be an above average interest in the well-being of the students, but teachers do not always seem well supported by their administration.
—Submitted by a parent


Posted October 8, 2006

My step son has had nothing but trouble with school work. The staff does not call back the parents. The school is not worried about students grades just the attendance.
—Submitted by a parent


Posted March 27, 2006

This is an exceptional school. My daughter will be graduating from HEMS in 06/06 & attending Laguna Crk High & I have to say that HEMS is one of the best schools out there. The staff is always available to talk to parents & Mr. Lambert is accessible to the parents as well as the students many of whom I have witnessed him calling by first names. Ninety-nine % of the teachers are great (or @ least the ones my daughter had). They are willing to go the extra mile, encourage independent expression & appear to understand that not all children learn at the same level. I have been extremely happy with HEMs . They are not only academically focused but they have many extra activities for the students to participate in & encourages social stimulation so that the students are well on their way to being prepared for college.
—Submitted by Marlene Snoddy-Denham, a parent


Posted May 22, 2004

My Daughter has gone from Honor roll to struggling student here. Some teachers seem overburdened and cannot control the learning environment. Constant reports of fighting, violence, trouble and classroom disruption (from my daughter). I'm told there are 2 police officers on campus every day. The school's view on problems seems to be 'Stay away and don't talk to each other while we pretend the problem did not occur.' In my opinion this school is overcrowded, troublesome and one to avoid.
—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.

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 2012.

This school's
API score

746

Change from
2011 to 2012

-18

API Statewide Rank
(2011)

5 / 10

API Similar Schools Rank (2011)

4 / 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 did not meet its schoolwide API target for 2012.
  • This school has not yet 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 did not meet all student subgroup API targets for 2012

This school's
API score

746

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
2011 to 2012

-18

Change from 2011 to 2012
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
(2011)

5 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

4 / 10

API Similar Schools Rank (2011)
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 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 55% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 86% in 2012.

52 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
80%

2010

 
 
83%

2009

 
 
84%
English Language Arts

The state average for English Language Arts was 62% in 2012.

424 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
56%

2010

 
 
54%

2009

 
 
52%
Math

The state average for Math was 52% in 2012.

372 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
32%

2010

 
 
37%

2009

 
 
37%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 49% in 2012.

102 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
67%

2010

 
 
40%

2009

 
 
41%
English Language Arts

The state average for English Language Arts was 59% in 2012.

363 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
55%

2010

 
 
45%

2009

 
 
48%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

209 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
42%

2010

 
 
11%

2009

 
 
19%
Geometry

The state average for Geometry was 87% in 2012.

41 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
69%

2010

 
 
59%

2009

 
 
91%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

369 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
53%

2010

 
 
46%

2009

 
 
44%
Science

The state average for Science was 66% in 2012.

355 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
69%

2010

 
 
58%

2009

 
 
62%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students73%
Females73%
Males73%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)67%
Economically disadvantaged76%
Non-economically disadvantaged71%
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students63%
Females70%
Males55%
African American51%
Asian82%
Filipino83%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged52%
Non-economically disadvantaged76%
Students with disability14%
Students with no reported disability69%
English learner11%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate35%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)59%
Parent education - college graduate73%
Parent education - graduate school/post graduate77%
Parent education - declined to state53%

Math

All Students39%
Females41%
Males37%
African American26%
Asian54%
Filipino32%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged29%
Non-economically disadvantaged50%
Students with disability7%
Students with no reported disability43%
English learner0%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)35%
Parent education - college graduate42%
Parent education - graduate school/post graduate56%
Parent education - declined to state37%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students70%
Females64%
Males76%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged67%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)76%
Parent education - college graduate55%
Parent education - graduate school/post graduate82%
Parent education - declined to state67%

English Language Arts

All Students52%
Females63%
Males43%
African American38%
Asian55%
Filipino77%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged42%
Non-economically disadvantaged65%
Students with disability13%
Students with no reported disability57%
English learner28%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate42%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)50%
Parent education - college graduate58%
Parent education - graduate school/post graduate81%
Parent education - declined to state49%

General Mathematics (Grades 6 & 7 Standards)

All Students27%
Females25%
Males29%
African American19%
Asian47%
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged26%
Non-economically disadvantaged29%
Students with disability9%
Students with no reported disability31%
English learner23%
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)20%
Parent education - college graduate39%
Parent education - graduate school/post graduaten/a
Parent education - declined to state26%

Geometry

All Students59%
Females50%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)45%
Economically disadvantagedn/a
Non-economically disadvantaged61%
Students with no reported disability59%
Fluent-English proficient and English only58%
Gifted and talented58%
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 graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students49%
Females54%
Males46%
African American35%
Asian50%
Filipino77%
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged38%
Non-economically disadvantaged64%
Students with disability9%
Students with no reported disability56%
English learner24%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate42%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)51%
Parent education - college graduate61%
Parent education - graduate school/post graduate82%
Parent education - declined to state38%

Science

All Students60%
Females64%
Males56%
African American41%
Asian61%
Filipino76%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged46%
Non-economically disadvantaged77%
Students with disability23%
Students with no reported disability63%
English learner40%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate48%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)59%
Parent education - college graduate68%
Parent education - graduate school/post graduate86%
Parent education - declined to state54%
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 24% 28%
African American 21% 7%
Hispanic or Latino 21% 49%
Asian 17% 8%
Multiple or No Response 7% 3%
Filipino 6% 3%
Pacific Islander 2% 1%
American Indian or Alaska Native 1% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 18%N/A24%
Students eligible for free or reduced-price lunch program 245%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 55% 85%
Vietnamese 8% 2%
Cantonese 7% 2%
Farsi (Persian) 6% 0%
Hmong 4% 1%
Khmer (Cambodian) 4% 0%
Urdu 4% 0%
Filipino (Pilipino or Tagalog) 2% 1%
Mandarin (Putonghua) 2% 1%
All other non-English languages 1% 1%
Cebuano (Visayan) 1% 0%
Ilocano 1% 0%
Italian 1% 0%
Korean 1% 1%
Lao 1% 0%
Ukrainian 1% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 95%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

9329 Soaring Oaks Drive
Elk Grove, CA 95758
Phone: (916) 683-1302

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