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GreatSchools Rating

Brownell Middle School

Public | 6-8

 

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Last modified
Community Rating

3 stars

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

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Principal leadership

Parent involvement

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15 reviews of this school


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Posted September 2, 2014

My son made Honor Roll last year with the help of his fantastic teachers. Through the year, they were easy to connect with and provided the perfect advise for keeping my son on track. I'm looking forward to this new year.
—Submitted by a parent


Posted August 29, 2013

Good teacher to student ratio, lots of clubs, less traffic dropping off and picking up
—Submitted by a parent


Posted December 11, 2010

As a former instructor at this school, I will say that it is the families that make the difference. I had parents that did nothing, ABSOLUTELY NOTHING about their child's poor decisions. I had students that would vandilize school property, destroy my personal property, and be outright disrespectful at all times. I'd speak with the parents, and their response was the same across the board, that their child didn't behave that way, and it was something I was doing. If you want your child to get a good education, don't send them to a school where the parents don't take responsibility for their children. Instead, send your child to a private school, that's what all the teachers I know are doing, and what I intend to do.
—Submitted by a teacher


Posted October 8, 2009

What a great difference the new administrators have made. We are in a day and age where funding is lost and they have found a way to keep options open for students...kudos!
—Submitted by a parent


Posted August 7, 2008

Brownell has changed alot since its former leaddership ('06-'07)left. They are on the correct course and I feel confident that the teachers and administration will continue to foster positive relationships with students. There improvements can be seen in the data and are showing growth as compared to their counter parts in the district.
—Submitted by a parent


Posted July 7, 2007

As a former graduate from Brownell Acadamy I would have to say that my 3 years there have been the most amazing three years of my life!The moment of my first step onto the school to my last step off the graduating stage I will be memorable because of excellent teachers to a great environment! It is a amazing school for anyone!
—Submitted by a student


Posted May 9, 2007

Inexperienced teachers. Lack of accountability and feedback from teachers. Lack of discipline on the campus made this a scary environment that did not foster academic progress. We were forced to remove our daugter from the district.
—Submitted by a parent


Posted January 2, 2007

This school is run very poorly. I do not recommend this school for any child.
—Submitted by a parent


Posted July 13, 2006

This school is fun, but the teachers are horrible. I know because I am a A&B student. The teachers are really hard on you and it feels like the class never ends. I dont recomend this school.
—Submitted by a student


Posted January 11, 2006

Brownell is probably similar to the other 2 middle schools. I am involved in the parent club and find very few parents come to meetings or volunteer for fundraisers or events. Lack of a second language elective is a very big topic as solarsano has one and the students will need a foundation for high school. The principal shows up but I'm not really sure how involved she really is. Coming from a private school, the academic programs are average, and electives are very restricted. I must be right on top of things to know how my son is doing in classes. E-mail works well with the teachers so I know I can get in touch if I need to.
—Submitted by a parent


Posted September 29, 2005

2 weeks of low test scores in 7th grade science and no note from teacher for a conference. I found the problem to be student not aware of daily reading assignment.
—Submitted by a parent


Posted April 22, 2004

Incredible gathering of compassionate and dedicated individuals working together for the success of my children. I have 3 sons, and have felt blessed by the care given to each of them. My children have different educational needs. I felt each of them were challenged at the level they needed to be. I feel the staff on campus have always been responsive to any concerns. This is my last year with Brownell as my youngests son will be graduating. I am truly going to always treasure the gift of Education and so much more my family has recieved as an investment in our lives. Thank you Brownell
—Submitted by a parent


Posted February 20, 2004

This school is a great school to send your child to. The staff members are great with children. And the sports and music staff are very supportive of those taking a risk to try something new. students are out going and friendly, and when disipline is needed, students are taken care of.
—Submitted by a student


Posted July 21, 2003

I have been very impressed with the staff at Brownell over the past two years. My younger child will enter Brownell this fall, and we are hoping that the good work continues. I have never had a problem getting a staff member callng me back - maybe I am just lucky. I have high hopes for my son at Brownell.
—Submitted by a parent


Posted June 19, 2003

My personal experience this past year is there is a lack of communication between me the parent and teachers and principals. Getting a return phone call is like pulling teeth and the followup that was promised didn't happen. Very disappointed in overall communication.


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

-2

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

-2

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 60% in 2013.

348 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
64%

2011

 
 
65%

2010

 
 
53%
Math

The state average for Math was 55% in 2013.

353 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
56%

2011

 
 
57%

2010

 
 
46%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

301 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
69%

2011

 
 
60%

2010

 
 
55%
Math

The state average for Math was 52% in 2013.

295 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
58%

2011

 
 
46%

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 50% in 2013.

163 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
67%

2011

 
 
76%

2010

 
 
49%
English Language Arts

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

248 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
63%

2011

 
 
61%

2010

 
 
59%
General Mathematics (Grades 6 & 7 Standards)

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

89 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
7%

2011

 
 
16%

2010

 
 
6%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

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

257 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
46%

2011

 
 
51%

2010

 
 
49%
Science

The state average for Science was 67% in 2013.

246 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
63%

2011

 
 
65%

2010

 
 
56%
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 Students65%
Females66%
Males65%
African Americann/a
Asian94%
Filipino75%
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged50%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability66%
English learner7%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate35%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)65%
Parent education - college graduate84%
Parent education - graduate school/post graduate91%
Parent education - declined to state41%

Math

All Students55%
Females51%
Males60%
African Americann/a
Asian94%
Filipino77%
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged35%
Not economically disadvantaged73%
Students with disability45%
Students with no reported disability55%
English learner5%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate32%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)55%
Parent education - college graduate76%
Parent education - graduate school/post graduate70%
Parent education - declined to state22%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

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

English Language Arts

All Students63%
Females67%
Males60%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged48%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability64%
English learner12%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate34%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)67%
Parent education - college graduate83%
Parent education - graduate school/post graduate86%
Parent education - declined to state40%

Math

All Students58%
Females54%
Males60%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged41%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability57%
English learner15%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate35%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)55%
Parent education - college graduate76%
Parent education - graduate school/post graduate93%
Parent education - declined to state40%
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 Students53%
Females54%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged45%
Not economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate50%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)63%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students55%
Females60%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged46%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability57%
English learner3%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate37%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)64%
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students21%
Females20%
Males24%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)8%
Economically disadvantaged19%
Not economically disadvantaged27%
Students with disability0%
Students with no reported disability26%
English learner17%
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)7%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

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

History - Social Science Grade 8 Cumulative

All Students47%
Females45%
Males48%
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)59%
Economically disadvantaged38%
Not economically disadvantaged58%
Students with disability18%
Students with no reported disability49%
English learner8%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate22%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)56%
Parent education - college graduate74%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students64%
Females61%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged57%
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability65%
English learner18%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate43%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)73%
Parent education - college graduate86%
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

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 63%
White 23%
Asian 5%
Two or more races 3%
Black 2%
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 44%N/AN/A
English language learners 13%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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Special education / special needs

Specialized programs for specific types of special education students
  • Hearing impairments
  • Visual impairments

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus

Language learning

Foreign languages taught
  • Spanish
School leaders can update this information here.

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School basics

School start time
  • 8:17
School end time
  • 3:15
School Leader's name
  • Greg Camacho-Light
Fax number
  • (408) 846-7521

Programs

Specialized programs for specific types of special education students
  • Hearing impairments
  • Visual impairments
Foreign languages taught
  • Spanish

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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Sports

Boys sports
  • Basketball
  • Cross country
  • Soccer
  • Wrestling
Girls sports
  • Basketball
  • Cross country
  • Soccer
  • Volleyball

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
School leaders can update this information here.

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7800 Carmel Street
Gilroy, CA 95020
Website: Click here
Phone: (408) 847-3377

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