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GreatSchools Rating

B. Gale Wilson Elementary School

Public | K-8

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 3 ratings
2012:
Based on 5 ratings
2011:
Based on 1 rating

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27 reviews of this school


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Posted March 12, 2014

Appalling. My daughter has Asperger's(PDD scale) and is in mainstream. I ve had trouble with this school since day one. One of her teachers likes to announce to the class when she gets D's and F's latley. He belittles her in front of the class by telling her that she doesn't even try and that she doesn't study. My daughter is past tears for this now. Now she just goes on and on about how worthless and stupid she feels that she is. Also, the conduction and body language of one particular lunchlady/yard duty, is more parallel to a jail guard. If I get any more direct with my family's bad experience with this school, I'm sure my words will get used against me. Although there are a few good adults, I am (overall) very displeased with this school.
—Submitted by a parent


Posted August 6, 2013

One huge problem with B Gale Wilson is the rudeness of the office staff. I have witnessed this problem first hand many times. I believe it is detrimental to have junior high students mixed in with grade school children. I understand that the school is very overcrowded and that it contributes to many of the major problems.


Posted August 5, 2013

I loved this school, sure it has it's faults, what school doesn't? But, there are a selection of after school activities to explore. I for one love the school, and I think the teachers are overall pretty good. Some are rude & choose favorites, but I think the new ones they brought this past year are wonderful, and bring joy to B. Gale Wilson middle school, I'm very satisfied & am ready to bring on the new school year, with the new principal. Lets go wildcats!


Posted June 28, 2013

HORABLE SCHOOL. I my gate child was a gate student and had strait A's. He was supost to go to a Green Valley a gate student school, but we could not arange the transportaion so we sent him to B. Gale willson for middle school. When he finished 8th grade he was on drugs and alcohal and spends his time with kids I do not aprove of!
—Submitted by a parent


Posted December 2, 2012

I was here K-3 then left for Rolling Hills Elementery then returned for my middle school years. My Kindergarten here was the worst year of my life. My last 3 years went very well. The teachers were amazing, I had fun everyday, and had so many friends. When I returned for middle school it was obvious that it had went downhill dramatically. This makes me really upset to see how a place I grew up in turned too. My teachers were all quite stuck up and very controlling. I was always surrounded my the gangster ghetto vibe in there and it didn't feel as safe as I used to. All that I could say is that it needs to go back to the amazing school that it used to be. It is sad to see how it became.


Posted August 13, 2012

This is absolutely the worst school I have ever been involved with. It has the most negative energy beginning with the office staff who treat people so poorly that I filed 3 complaints at district level. The principle worries about one thing and that is test scores. He has zero involvement with the parents. They have a PTO that has 3 board members and they do nothing for the kids during the year. The principle believes that children should be learning and not having fun, he even canceled the trick or treating that the kindergartners do at Emeritus for the elderly. The one thing those people look forward to he took from them!! The worst school ever in my opinion. There are not any outside activities for the kids, no sports, no music, no counseling, the library isn't even open everyday!!!


Posted August 13, 2012

Being new to B Gale Wilson, I share a somewhat different view than others who have reviewed the school on this site. Yes, I would definitely agree that there is room for improvement beginning with the attitudes and professionalism of certain members of the front office staff. On a more positive note, however, I have found most teachers to be exceptional, both committed and caring. The quality of education has been very good in my opinion in spite of the challenges of growing class sizes. I have also been happy with the work of the PTO thus far. I have personally attended book fairs and participated in other fundraisers throughout the year where at least a portion of the funds raised have been made available to teachers to purchase books and otherwise help buy classroom supplies, a direct benefit for students. Of course, more still needs to be done to help bridge the gap resulting from reduced budgets. Broader parent involvement in the PTO could help. Overall, while I agree that improvements can and should be made at B Gale Wilson, I for one have been happy with my experience thus far and look forward to being involved in the school's success in the years ahead.
—Submitted by a parent


Posted June 4, 2012

I am really sad how this school is dealing with important issues regarding student behavior, teachers abilities, and Administrative responsibilities. My child has two more years at this school and my whole family is dreading it. There are some seriously questionable teachers here and the Principal and Vice Principal DO NOT run this school well. I know there are challenges with the student count going up and funding going down. I can count on one hand the good teachers they have left and a few I question how (or why) they became teachers in the first place. I will breathe a sigh of relief when my child is done here and hope they make some very necessary changes regarding the Middle School teachers. So disappointing.
—Submitted by a parent


Posted May 21, 2012

I am NOT satisfied with B Gale Wilson. The last couple of years have NOT been good. My child is in 8th grade, and these last couple weeks of school cant go by fast enough. Im so happy I dont have to deal with this school anymore. The middle school teachers have their favorites, and the rest get tossed to the side. If your WHOLE class is failing. I feel its not the class its the teacher, but B Gale will not take accountability for this. The Principle is a joke. He does NOT know how to run a school. He does not know how to talk to the students or the parents for that matter. Thankfully I am done with this schoool in 3 weeks... Good bye to the bad days of Middle school for my child...
—Submitted by a parent


Posted June 4, 2011

I have dealt with this school for two years now and it has been the worst experience of my life. My son left a private elementary school to attend middle school here and I regret the decision to place him here. This school has a handful of good teachers. The major problem I find is the school can be racist. Minority students are treated unfairly! If you can help it, DO NOT SEND YOUR CHILDREN TO THIS SCHOOL. I have a daughter nearing middle school and my husband and I would prefer to continue to pay $500 a month to keep her at her current private school rather than saving that money. Putting her at BGale Wilson is like feeding her to the wolves!!!! Wolves that are in positions of leadership. Two thumbs down!!!
—Submitted by a parent


Posted September 22, 2010

What a horrible school to deal with if your child is being bullied. I went in to speak to the man and his assistant just to have him say to my daughter that she must be provoking the bullies and that she is not the only victim. Just to find out the next day that my daughter was beat up for "snitching" on these bullies. She ended up getting suspended. The administration, the principal and the assistant turn a blind eye to what is really going on in the playgrounds. Bullying will never end if the two individuals I spoke to keep ignoring what is really going on. Funny thing is that these bullies keep getting away with tormenting and harassing the good kids, all they get is a slap in the hand and then their back in school again. Just ridiculous.
—Submitted by a parent


Posted January 20, 2010

Wow, what a difference a new administrator makes - for the worse! The man is used to middle school students and could care less about the K - 6 group. Terrible vibe here. It's going from bad to worse!
—Submitted by a parent


Posted March 24, 2009

This school has recently gone through many changes. From going from year round to traditional, incorporating Dual Immersion, and getting new electives for the school. I am very proud to be a wildcat. Teachers and parents are very involved in this school and the students who have 90% of their homework completed are awarded once a quarter with PAT time(prefered activity time) This school has a great balance of reward and discipline. Overall, this is a great school(:
—Submitted by a student


Posted January 13, 2009

It was definetely better 10 years ago. A lot of change is not good if is not for the better. Data shows falling APY. If I am not wrong, Great Schools rate used to be 8 last year or before all the changes took place: Like students, teachers & Administration getting out of there, and now is 7. This school has lots of problems that are ignored. I am happy to be there for only a few months more. It is sad because we moved to the area because of the school and we watched it going down.
—Submitted by a parent


Posted September 5, 2008

B Gale wilson has been through many changes in the past two years...going from year round to traditional and the addition of many new teachers and programs. It was a rough start but this year familys teachers students and staff are coming together like I have never seen. We have lived in the nieghborhood for 13 years and have seen the school go up and down right now it is going up! Teachers Administration and parents are coming together and students are happy and moving toward thier goals. Yes many teachers left but many excellent teachers stayed and new staff has joined. The jr high leadership program has seen a 600% increase of student participation since 2006. Change can be hard but with thoose kind of numbers it has been worth it!
—Submitted by a parent


Posted May 1, 2008

B Gale Wilson has turned out to be a complete nightmare. The very best teachers left after the 2006-2007 year and now bullies roam the school yard bullying the good kids. I moved here a decade ago as the school was previously rated top 7% in California, it is now an embarrasement to the area with all kids who live adjacent to the school now leaving to find a safer place to attend and the administration is turning a blind eye to what happens on the playground. Truly a nightmare for a parent.
—Submitted by a parent


Posted September 19, 2006

As a parent of two middle school children this school is excellent. Having been at another school in the district. This is a great place to have your kids in middle school. Safe environment. Well behaved students, teachers that challenge students and good parent involvement. Yes and my kids I consider are average students and are doing great. They love the school both their class mates and their teachers
—Submitted by a parent


Posted September 13, 2006

I agree with the post that says if your child performs at the top of the class then this is the place for your child. This school is very driven when it comes to academics and test scores, but not for the average or below average kids, they feel like they are in the way or not wanted. This is a very rich area, so what can you expect. I have had to deal with issues regarding some teachers almost everyday. I have one teacher(Mrs.Chun-Remick) that teaches 3rd grade that is caring and kind, quite a breath of fresh air compared to the rest. I may consider homeschooling after my experience here.
—Submitted by a parent


Posted March 2, 2006

It was a wonderful school, my daughter loved it. The office staff as well as the teachers were very friendly and positive.
—Submitted by a parent


Posted January 12, 2006

This is a top rated school and I was extrememly disappointed in it. Our son attended it for 2 years. He is an average student-not the top in his class & not the bottom. If your child is in the top % of their class, this is a good school. However, if you child is in the average to less than average range this is not the school for you. They concentrate only on the top scholar's and pay little attention to the rest. Try Laurel Creek if you are looking for educator's that will invest time in teaching your child(ren).
—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 2013.

This school's
API score

820

Change from
2012 to 2013

-7

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

6 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

820

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

-7

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 2012 and Spring 2013. 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)

6 / 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)

6 / 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 56% in 2013.

86 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
62%

2011

 
 
54%

2010

 
 
45%
Math

The state average for Math was 65% in 2013.

86 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
75%

2011

 
 
70%

2010

 
 
67%
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

The state average for English Language Arts was 46% in 2013.

78 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
37%

2011

 
 
52%

2010

 
 
46%
Math

The state average for Math was 66% in 2013.

78 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
63%

2011

 
 
81%

2010

 
 
76%
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

The state average for English Language Arts was 65% in 2013.

65 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
75%

2011

 
 
66%

2010

 
 
74%
Math

The state average for Math was 72% in 2013.

64 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
71%

2011

 
 
87%

2010

 
 
80%
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

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

77 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
69%

2011

 
 
64%

2010

 
 
68%
Math

The state average for Math was 65% in 2013.

77 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
76%

2011

 
 
74%

2010

 
 
63%
Science

The state average for Science was 57% in 2013.

77 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
59%

2011

 
 
64%

2010

 
 
69%
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

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

57 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
76%

2011

 
 
77%

2010

 
 
61%
Math

The state average for Math was 55% in 2013.

57 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
56%

2011

 
 
72%

2010

 
 
50%
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.

37 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
72%

2011

 
 
82%

2010

 
 
82%
English Language Arts

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

236 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
70%

2011

 
 
66%

2010

 
 
60%
Math

The state average for Math was 52% in 2013.

197 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
50%

2011

 
 
47%

2010

 
 
42%
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.

76 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
65%

2011

 
 
62%

2010

 
 
47%
English Language Arts

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

206 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
62%

2011

 
 
66%

2010

 
 
53%
General Mathematics (Grades 6 & 7 Standards)

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

101 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
31%

2011

 
 
45%

2010

 
 
52%
Geometry

The state average for Geometry was 85% in 2013.

26 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
88%

2011

 
 
76%

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

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

206 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
53%

2011

 
 
65%

2010

 
 
50%
Science

The state average for Science was 67% in 2013.

206 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
70%

2011

 
 
71%

2010

 
 
60%
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 Students58%
Females60%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged47%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability59%
English learner32%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)64%
Parent education - college graduate48%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students76%
Females74%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged66%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability78%
English learner55%
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate67%
Parent education - high school graduate79%
Parent education - some college (includes AA degree)71%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
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

English Language Arts

All Students52%
Females62%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged27%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability55%
English learner11%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)36%
Parent education - college graduate78%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students70%
Females74%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged54%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability74%
English learner32%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)68%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
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

English Language Arts

All Students63%
Females59%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged46%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability67%
English learner20%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)64%
Parent education - college graduate64%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students78%
Females79%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged72%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability78%
English learner53%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
Parent education - some college (includes AA degree)86%
Parent education - college graduate64%
Parent education - graduate school/post graduate100%
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

English Language Arts

All Students55%
Females71%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged37%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability57%
English learner15%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate35%
Parent education - some college (includes AA degree)59%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students61%
Females63%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged59%
Not economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability61%
English learner38%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)35%
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students60%
Females71%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged51%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability60%
English learner23%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate35%
Parent education - some college (includes AA degree)65%
Parent education - college graduate72%
Parent education - graduate school/post graduaten/a
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

English Language Arts

All Students80%
Females74%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged71%
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)85%
Parent education - college graduate86%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students77%
Females65%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged65%
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)65%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
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 Students84%
Females94%
Males74%
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
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented92%
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 graduate87%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students58%
Females67%
Males51%
African American48%
Asian67%
Filipino80%
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged48%
Not economically disadvantaged68%
Students with disability38%
Students with no reported disability61%
English learner0%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate56%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)63%
Parent education - college graduate67%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

Math

All Students51%
Females56%
Males45%
African American37%
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)62%
Economically disadvantaged47%
Not economically disadvantaged54%
Students with disability38%
Students with no reported disability52%
English learner7%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate40%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)55%
Parent education - college graduate59%
Parent education - graduate school/post graduate67%
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 Students51%
Females55%
Males47%
African Americann/a
Asiann/a
Filipino50%
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged53%
Not economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)52%
Parent education - college graduate54%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students61%
Females68%
Males54%
African American45%
Asian45%
Filipino83%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged43%
Not economically disadvantaged74%
Students with disability33%
Students with no reported disability64%
English learner7%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate53%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)57%
Parent education - college graduate69%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students37%
Females35%
Males38%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged30%
Not economically disadvantaged48%
Students with disability21%
Students with no reported disability39%
English learner14%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)17%
Parent education - college graduate48%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students85%
Femalesn/a
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)83%
Economically disadvantagedn/a
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only84%
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 Students62%
Females61%
Males62%
African American42%
Asian55%
Filipino83%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged39%
Not economically disadvantaged76%
Students with disability41%
Students with no reported disability64%
English learner20%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate60%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)55%
Parent education - college graduate72%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

Science

All Students69%
Females69%
Males69%
African American55%
Asian82%
Filipino83%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged51%
Not economically disadvantaged81%
Students with disability38%
Students with no reported disability72%
English learner13%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate60%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)64%
Parent education - college graduate75%
Parent education - graduate school/post graduate92%
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
Hispanic 50%
White 21%
Black 13%
Two or more races 6%
Asian 4%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 52%N/AN/A
English language learners 22%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 13%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Cheryl Jones
Special schedule
  • Year-round
Fax number
  • (707) 421-3937
School leaders can update this information here.

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3301 Cherry Hills Court
Fairfield, CA 94534
Website: Click here
Phone: (707) 421-4225

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