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GreatSchools Rating

Folsom Middle School

Public | 6-8 | 1219 students

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

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Parent involvement

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18 reviews of this school


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Posted August 21, 2014

My child attends FMS and has since 6th grade. The academic experience in 6th and 7th grade was positive under the direction of Principal Chris Aland. However, Mr. Aland has moved on and FMS has a new principal - John Bliss. Mr. Aland was a very involved principal and sincerely demonstrated his love and devotion towards the children who attended FMS. Thus far, I am not impressed with Principal John Bliss. My child is now in 8th grade and thus far has been exposed to the most terrible academic experience to date. There is NOT ONE teacher who has proven capable of completing their "job". One of the teachers changes documentation and directions on how to complete her projects "daily". Not only that, she demands her students follow her directions to the letter. As a parent, I'm active in my child's education - and I can't even keep up with her amount of written material, not to mention to lack of consistency when it comes to directing and educating her students. I'm glad this is the last year my child will "have" to attend this school.
—Submitted by a parent


Posted August 6, 2014

I am going to be an 8th grader in FMS. The school is overall above average, most of the teacher are kind and eager to teach, but I heard that this year some teachers are going to leave, so I was a bit worried because since next year there will be a huge pack of six-graders coming in. the kids are ok.


Posted November 14, 2013

I am a parent of two children. Our children both struggle with mild learning disabilities. The teachers ALL band together like cops if you begin to complain about them and they will mistreat and passive aggressively take it out on the kids. They preach parent involvement, but when you get involved and ask questions like just trying to get details about homework assignments - they will put in on the kids saying that the kids should already know this. The poor principal has to be the one to enforce everything and the teachers do not support him either. The only thing these teachers do is respond to formal complaints. This year they were charging for text books in a Special Education English class and then we found out that they were not allowed to do this per California and Federal laws. Money was refunded. There is no oversite and accountability and it shows in the teachers' attitudes and actions.
—Submitted by a parent


Posted May 17, 2013

I have two children who have attended FMS. I find the administration to be unwelcoming and rude which is unfortunate since many times this is the first impression. When you walk into the office there is no one at the counter to greet you and the people that are in the office don't even look up. I have been happy with many of the teachers however when my student began having academic struggles during 8th grade we did not receive support from teachers or counselors. We were told students were expected to struggle and unless they had an F there was no need to worry. As long as your child is an independent worker and does not need anything above and beyond what is provided during classtime they will be fine at Folsom Middle.
—Submitted by a parent


Posted November 9, 2012

This school is quite lively, most of the teachers are very kind, and can teach your child well. To balance out the work, and fun, Folsom Middle School often has many rallies, or musical performances to keep your child motivated. There are some rude kids, however there is guard duties to check for bullies, etc.The source of food is varied, however, some meals, after being eaten over and over again, can be very unhealthy. The vice principal, and principal often go around the school at lunch, and passing periods to check for any misbehavior. Overall, this school is above average.. 4 stars.


Posted September 25, 2011

I currently go to FMS. There are some rude people, but this is a much better school than one you would find in Sacramento. Believe me, I'd know. I'm in seventh grade. Sixth grade was fun. The teachers were nice. At first, the PE was horrid, as it differs from an elementary school's PE, but once you get used to it, it becomes a breeze. There are some good teachers, some bad. I'd recommend you go to Mrs. Mohler's science for seventh grade. She's fun and nice and exciting. Ocassionally, you'll get a grumpy teacher, but almost all the teachers are amazing. I agree with the other reviews though. Administration is not good. They don't know much. They tried to be helpful, but they were kind of rude to my mother, and didn't help very much.


Posted August 6, 2010

stinks not the best school i hate it mean teachers i hate it i hate it!


Posted October 3, 2009

I am very disappointed with this school. The administration is rude and they aren't very welcoming to new students.
—Submitted by a parent


Posted August 12, 2009

Poor math teachers and bad administration.
—Submitted by a parent


Posted August 8, 2009

i love this school. although we could use a better selection of food. and the teachers need to not be so strict. but overall this is a descent school.
—Submitted by a student


Posted September 4, 2008

My child did not have a pleasant experience at FMS. The teachers are un-organized (due to lack of help from district) the administrative is too busy playing politics to respond to inquiries or phone calls, and the 'no Bully Policy' is a JOKE! The only pleasant memory my child has is ONE kind teacher, Mr. Roland!
—Submitted by a parent


Posted February 17, 2008

Maybe the curriculum is very easy, but the music program and the P.E curriculum is awesome.
—Submitted by a student


Posted May 6, 2006

All three of my children have now completed middle school at Folsom Middle and we have felt fortunate for them to have had that opportunity. Teachers and staff have very high expectations of their students and, for the most part, the entire staff demonstrates a sincere interest in students' success. The music and athletics programs are outstanding and the rigor of the curriculum well prepares kids for high school. We have been pleased.
—Submitted by a parent


Posted March 22, 2006

My child starting attended FMS in the 6th grade. I'm happy she started in this grade instead of 7th. The school as whole is well organized, and the teachers to seem to care about the kids. Could use more personel to be available in positions such as guidance counselors.
—Submitted by a parent


Posted October 31, 2005

The quality of education, care and commitment of the staff is quite commendable.
—Submitted by a parent


Posted September 11, 2005

Great school with diverse races. Great teachers who help student indivually.
—Submitted by a former student


Posted July 18, 2005

My daughter attended during school year 2004-2005. Her core teachers as well as elective teachers did a good job keeping us informed on her progress. It did appear the amount of information the teachers expected the students to absorb was rather extreme but this appears more of a district/statewide problem than one directed at the teachers themselves. One negative was the administration. They were largely detached from the students progress and didn't keep us well informed when problems arose (the teachers were much better at keeping us informed of our student's progress). They also seemed somewhat lax on discipline problems.
—Submitted by a parent


Posted November 19, 2004

A better-than-average middle school with new infrastructures. Majority of its students are from upper-middle class families. Folsom is a newly developed and vibrant city located in the foothills of sierra mountains, and has republicans as the majority of its residents. While the school benefits significantly from its close ties with high technology firms such as Intel, it's severely underengaged in parent-school communications. Despite of the lack of enthusiasm in improving its community reputation in this crucial regard, most of its students are motivated coming from upper-middle class to keep the rank as high as its reported publicly.
—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

895

Change from
2012 to 2013

-15

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

1 / 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

895

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

-15

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)

9 / 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)

1 / 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.

412 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
84%

2011

 
 
83%

2010

 
 
84%
Math

The state average for Math was 55% in 2013.

410 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
72%

2011

 
 
76%

2010

 
 
73%
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.

11 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%
English Language Arts

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

399 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
88%

2011

 
 
86%

2010

 
 
82%
Math

The state average for Math was 52% in 2013.

386 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
78%

2011

 
 
74%

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

Algebra I

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

322 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
57%

2011

 
 
61%

2010

 
 
66%
English Language Arts

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

400 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
79%

2011

 
 
74%

2010

 
 
74%
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

 
 
35%

2012

 
 
24%

2011

 
 
19%

2010

 
 
29%
Geometry

The state average for Geometry was 85% in 2013.

21 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
100%

2011

 
 
94%

2010

 
 
100%
History - Social Science Grade 8 Cumulative

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

403 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
80%

2011

 
 
79%

2010

 
 
82%
Science

The state average for Science was 67% in 2013.

403 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
89%

2011

 
 
83%

2010

 
 
83%
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 Students80%
Females84%
Males77%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged42%
Not economically disadvantaged82%
Students with disability25%
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate52%
Parent education - some college (includes AA degree)70%
Parent education - college graduate80%
Parent education - graduate school/post graduate92%
Parent education - declined to state68%

Math

All Students76%
Females75%
Males77%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged50%
Not economically disadvantaged77%
Students with disability17%
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)59%
Parent education - college graduate72%
Parent education - graduate school/post graduate91%
Parent education - declined to state68%
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 Students100%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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 Students82%
Females83%
Males79%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged68%
Not economically disadvantaged82%
Students with disability28%
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 graduate65%
Parent education - some college (includes AA degree)61%
Parent education - college graduate85%
Parent education - graduate school/post graduate92%
Parent education - declined to state71%

Math

All Students66%
Females64%
Males68%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged50%
Not economically disadvantaged68%
Students with disability25%
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)51%
Parent education - college graduate63%
Parent education - graduate school/post graduate81%
Parent education - declined to state58%
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 Students54%
Females55%
Males54%
African Americann/a
Asian69%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged31%
Not economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)35%
Parent education - college graduate49%
Parent education - graduate school/post graduate71%
Parent education - declined to state60%

English Language Arts

All Students75%
Females80%
Males70%
African Americann/a
Asian89%
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)73%
Economically disadvantaged64%
Not economically disadvantaged75%
Students with disability25%
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)60%
Parent education - college graduate75%
Parent education - graduate school/post graduate86%
Parent education - declined to state65%

General Mathematics (Grades 6 & 7 Standards)

All Students35%
Females26%
Males42%
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)30%
Economically disadvantagedn/a
Not economically disadvantaged32%
Students with disability29%
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only33%
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)25%
Parent education - college graduate21%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students95%
Femalesn/a
Males92%
African Americann/a
Asian100%
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 disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented91%
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 graduate100%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students78%
Females77%
Males79%
African Americann/a
Asian93%
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)75%
Economically disadvantaged72%
Not economically disadvantaged78%
Students with disability20%
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)68%
Parent education - college graduate74%
Parent education - graduate school/post graduate91%
Parent education - declined to state70%

Science

All Students86%
Females86%
Males87%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged80%
Not economically disadvantaged87%
Students with disability47%
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)77%
Parent education - college graduate88%
Parent education - graduate school/post graduate94%
Parent education - declined to state75%
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
White 69%
Asian 15%
Hispanic 10%
American Indian/Alaska Native 1%
Black 1%
Two or more races 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 9%N/AN/A
English language learners 2%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 2%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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500 Blue Ravine Road
Folsom, CA 95630
Website: Click here
Phone: (916) 983-4466

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