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Arcohe Elementary School

Public | K-8 | 13 students

 

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Living in Herald

Situated in a suburban neighborhood. The median home value is $266,000. The average monthly rent for a 2 bedroom apartment is $940.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 5 ratings
2012:
Based on 3 ratings
2011:
Based on 7 ratings

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted February 15, 2014

I am a former student and now currently attend the University of Alabama. Should say all there is to say about Arcohe. Definitely building the foundation for a great education there.


Posted January 24, 2014

I have to say this school is one of the worst the teachers are not helpful to the kids in any way the principal himself is a joke they pick on kids talk about kids and there family's someone should really do something about this pretty soon no doubt will they have a huge lawsuit on them.. I would not recommend this school to anyone..


Posted September 23, 2013

I am incredibly disappointed with the quality of education my children are receiving at Arcohe. We moved into the district from another nearby one-school school district. The thinking was that the experience at Arcohe would be very similar to that at Oak View. Not even close!!! I can't put my finger on exactly what the issue(s) is/are, but all I know is that Arcohe doesn't seem like the place it was when I attended 20 years ago. The teachers gripe about the administration and the Board, the parents gripe about the teachers, administration and Board, and nothing ever seems to improve. At least the test scores had improved 2 years ago. That gave us all a glimmer of hope. Now that they've gone back down (especially when our old school's scores just keep improving year after year - or at least remaining relatively constant), it just brings out the same old negative feelings on the part of the parents. It's time for the Board to stop micro-managing and it's time for the professional educators to educate without worrying about who is breathing down their necks. I sure miss Oak View!
—Submitted by a parent


Posted June 19, 2013

I believe that Arcohe staff is trying but... The problem is with the school board members and their inability to make smart business decisions. They are not "business minded and have made some bad decisions for the school. They base their decisions on their friendships and they look out for each other. If you go against them or challenge them on a business matter, they will leave the board room and make sure that everyone knows how wrong they think you are and why you should be ignored by their "circle of friends". Instead why don't they show everyone why they think they made the correct decision and standing up for themselves with the facts? It feels like they are still in their high school years. It's sad that they make new comers feel so uncomfortable to speak up. If you are looking for a small town atmosphere in a good community then this is the place. Just try to ignore the adult clicks that we teach our children are not appropriate.
—Submitted by a parent


Posted May 24, 2013

The state testing scores are going up. The anti-bullying program is in its second year. The theories from a popular philosophy, "Love and "Logic" are encouraged. Math night and Art night were a success this year. The real bullying I witness daily at Arcohe is against the teachers coming from several, but not all, parents. Squeaky gears get grease, I guess. The school is not experiencing success IN SPITE of the teachers, but in part, because of the teachers. Supportive parents help, and they are appreciated. Teachers are currently experiencing defamation and character and career assassination via Facebook (specifically). Part of life and the school experience is learning to respectfully deal with people who are different than you. I had several teachers I didn't "like". My parents may not have "liked" them either, but they didn't bash them at the time in front of me. Now, I am able to work with and among people I don't necessarily "like", but you'd never know it--because I have learned some measure of grace. There is an issue at work here that is more based on entitlement than this specific school. Please DO check this school out, & when you review it online, use spell-check!


Posted January 27, 2013

I believe Arcohe is headed back to the way it used to be. That is when the school was the desired school to be attending. The staff is working hard at improving all aspects in the school. There have been many positive changes in the last year or two.One of which is the improved STAR test scores. The other is the Falcon feather awards. The school is going to be implementing another program. This program will be a great positive for the students and staff. I have had 2 children attend Arcohe grades K-8. I now have 2 more attending. I feel the changes we are seeing now are good ones and I am glad to have a school that is getting better..
—Submitted by a parent


Posted January 24, 2013

THE FACTS are.......Arcohe School, like many other schools, has seen it's ups and downs. TODAY the school has a strong administration that's working hard to lead the incredibly devoted staff and diverse student population to excellence. Last year, despite budget cuts, Arcohe students reached a score of 800 on state tests, just proving how well the students, staff, and parents are working together to improve this little school. I wish more of the people rating this school would get involved and help instead of just complaining and switching schools. This school has incredible potential. I LOVE ARCOHE SCHOOL!!!!!!


Posted March 3, 2012

The last two postings were written by the same person. Notice that Arcohe is misspelled in the title the same way, and in the body of the letter it is spelled correctly in both. There are other words misspelled throughout the review. I guess they don't have spell check. There are some disgruntled people that are making these wild accusations with nothing to back them.They just want to cause trouble. Come to the school and see for yourself. Talk with our super/principal, and see that these accusations are not true. Our teachers are caring and want their students to succeed. They take pride in their students,wanting them to be the best they can be. Please come see for yourself, it is not the way it has been posted.


Posted February 28, 2012

Nothing Changes At Archoe! Over the years I have talked many times with the principals and the superintendents about serious issues regarding my children's education at Arcohe School. They would always agree with me! Quote... "Yes Mrs.**** this is an issue, we are aware of this and we are implementing some "new procedures", or a "training class" etc..to address this issue. Yet, the Scores continue to drop & the innappropriate behavior of teacher's continues! The teachers continue to act like immature children when they are asked about specific innappropriate issues that have occurred. It is the child who ends up with consequences instead of the TEACHER! The teachers can not handle any criticiszm whether it is constructive or not! Each teacher wants and continues to do things their own way. The situatuion is hopeless unless drastic measures with swift consequences are implemented!
—Submitted by a parent


Posted February 23, 2012

Busy Work! Open Book Tests! No Homework! Getting A's. That is Archoe School in a nutshell. Getting an A is like winning first place in a class of ONE. Our poor kids are big fish in small ponds and will be eaten by sharks when they leave the Arcohe cocoon. The last post couldn't have testified the TRUTH about Arcohe better! What can we do as a parent besides complain!??? Next move is State School Board.
—Submitted by a parent


Posted September 1, 2011

As a new parent to the school, I'm also disappointed with Arcohe's current overall rating / sch. performance. However, I refuse to turn by back to our neighborhood school. My advise: Be active! Make time! We now have all day kinder. and new admin. , we are moving in the right direction from the bottom up & top bottom. With active parents and a focus on student achievement; Arcohe will have no choice but to succeed. I refuse to accept anything less....
—Submitted by a parent


Posted May 24, 2011

The school board is laughable. They do not want to hear financial FACTS which may be discouraging. They are more interested in what school holidays affect thier children or what type of vegatable is served at school lunch, this is the level of thier expertise. They now have a Superintendant that tells them what they want to hear and avoids any conflict that might upset the board. Don't try to talk with them on an adult level, all you will get is head shaking and eye rolling. What a joke!


Posted April 21, 2011

I agree with "worst ever dealt with" as I too saw and heard the staff discussing parent and student personal information in the front office. I also had a teacher discuss my issues about my child out in front of two other parents while waiting for parent pick-up/bus after school. She was loud and in my opinion out of control and spoke to me like I was a child about my student. I also agree that the language teacher was rude and thought only her opinion mattered regarding my child and was not open to other dicussion. I plan on filing a formal complaint against her. I volunteered in my childs classroom and noticed that the teacher seemed to single out certain students and ignored others. I also noticed that she was rude to some parents but not to all. I plan on moving my child to another school this fall because of all of my concerns and I am very disappointed in this small rural area school and the actions that were displayed to me this past year.
—Submitted by a parent


Posted April 17, 2011

This school is the worst I have ever dealt with. They are not focused on helping children. I have witnessed teachers man-handling students, staff discussing student & parent personal information in the front office for everyone to hear, and teachers becoming aggressive and in the face with parents. I have volunteered in the classroom and seen children who were singled out and others were ignored. When I asked what I could do to help my child with language arts I was told point blank that I should not be coaching to change testing scores. Teachers do not encourage home-school cooperation. From reading the other reviews it is apparent I m not the only parent who feels this way, but the teachers have a different opinion. Some teachers may make the effort, but not the ones I worked with this year. The teacher we have is constantly flustered and angry, short with the children, and rude to a few different parents though not all. We are in the process of moving districts because this is not how I want my child s school experience to be. The academics were in-line with our previous school and the workload was a good fit.
—Submitted by a parent


Posted April 6, 2011

Arcohe is an excellent school with very devoted teachers and other staff members. So many of our staff members give above and beyond what is expected in their contract. Countless hours of volunteer time and out of pocket donations are given each and every year. Some teachers donate their time to coaching sports teams, running after school tutoring and enrichment programs etc. The students are lucky to be in such a safe, caring environment each and every day.
—Submitted by a teacher


Posted April 4, 2011

As a staff member at Arcohe, I want to take a moment to reflect some positive aspects of current staff members. One teacher stays at school late into the evening, nearly every evening. One teacher regularly comes in on the weekend to grade papers. One teacher has spent the equivalent of one entire paycheck on classroom supplies over one year. One teacher tutors current & past students who need it for free. One teacher hands out her home number so that parents can always call her when they need it. One teacher buys every sport fundraising, girl scout cookie, and 4-H raffle ticket she is offered. Teachers that currently teach at this school have painted, bought clothes for students, pulled weeds, funded on-site field trips, and gone far above and beyond their job descriptions. Let us remember that we tend to view the past with nostalgia and fondness. Great teachers existed in the past, and great teachers will come in the future-and there are great teachers at this school now, too. Do not forget the stellar parents who spend hours at Arcohe, lead scout groups & 4-H groups, support teachers, and do not hesitate to give their time & money to the student population. 4 what it's worth.
—Submitted by a teacher


Posted February 23, 2011

Horrible school! Teachers and staff bully students and parents. Staff shares confidential student information with unauthorized people. They discourage parental input and if you try to voice your opinion about your own child they talk down to you while flaunting their credentials. They then actively discourage you from interacting in your child's education at all. What good teachers were at this school have all left or been forced out.
—Submitted by a parent


Posted November 5, 2010

The school is a mess - I opted my 5 year old to attend Oakview instead and plan to do the same with the rest of my children. Sorry, but I can't contribute my ADA $ to a failing school who can get a grip. I see a decline in attendance due to many more parents in the community seeking alternative options. Which will lead to a decline in $ and more problems with less than stellar teachers. A sad story -- only 4 years ago this school was identified distinguish....
—Submitted by a parent


Posted September 21, 2008

This school is nothing like it used to be. The administration leaves a lot to be desired. The new 'rules' they have implemented over the past few years are over-the-top. The menu is unhealthy. They worry so much about test scores that they have forgotten what business they are in: educating our children! Much improvement is needed....
—Submitted by a parent


Posted September 18, 2008

The school is fine but the bus situation is terrible. The middle school kids are out of control and no one seems to know how to keep the trouble makers off the bus.


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

776

Change from
2012 to 2013

-26

API Statewide Rank
(2012)

5 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

776

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

-26

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)

5 / 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.

35 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
70%

2011

 
 
47%

2010

 
 
54%
Math

The state average for Math was 65% in 2013.

35 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
80%

2011

 
 
56%

2010

 
 
38%
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.

44 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
46%

2011

 
 
21%

2010

 
 
46%
Math

The state average for Math was 66% in 2013.

44 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
58%

2011

 
 
37%

2010

 
 
65%
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.

40 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
63%

2011

 
 
57%

2010

 
 
53%
Math

The state average for Math was 72% in 2013.

40 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
50%

2011

 
 
53%

2010

 
 
53%
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.

38 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
66%

2011

 
 
40%

2010

 
 
34%
Math

The state average for Math was 65% in 2013.

38 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
55%

2011

 
 
32%

2010

 
 
22%
Science

The state average for Science was 57% in 2013.

38 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
34%

2011

 
 
27%

2010

 
 
18%
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.

39 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
53%

2011

 
 
38%

2010

 
 
44%
Math

The state average for Math was 55% in 2013.

39 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
43%

2011

 
 
31%

2010

 
 
32%
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.

57 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
60%

2011

 
 
46%

2010

 
 
43%
Math

The state average for Math was 52% in 2013.

56 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
60%

2011

 
 
53%

2010

 
 
57%
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.

45 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
47%

2011

 
 
78%

2010

 
 
81%
English Language Arts

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

53 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
60%

2011

 
 
44%

2010

 
 
68%
General Mathematics (Grades 6 & 7 Standards)

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

12 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
25%

2010

 
 
41%
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.

57 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
62%

2011

 
 
45%

2010

 
 
52%
Science

The state average for Science was 67% in 2013.

53 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
53%

2011

 
 
52%

2010

 
 
52%
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 Students45%
Females69%
Males32%
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)50%
Economically disadvantaged40%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability47%
English learner27%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students57%
Females62%
Males55%
African Americann/a
Asiann/a
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)57%
Economically disadvantaged50%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability59%
English learner36%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students54%
Females59%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged37%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability57%
English learner8%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)58%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students66%
Females68%
Males64%
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)89%
Economically disadvantaged56%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability69%
English learner25%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate46%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)58%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students61%
Females57%
Males65%
African Americann/a
Asiann/a
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)73%
Economically disadvantaged48%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
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 graduate42%
Parent education - some college (includes AA degree)65%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students53%
Females52%
Males53%
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)55%
Economically disadvantaged48%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)53%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students42%
Females36%
Males54%
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)58%
Economically disadvantaged31%
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only44%
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)38%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students29%
Females20%
Males46%
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)33%
Economically disadvantaged46%
Non-economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only31%
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students24%
Females12%
Males46%
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)33%
Economically disadvantaged8%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only25%
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)6%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students62%
Females63%
Males61%
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)85%
Economically disadvantaged47%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only69%
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)85%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students51%
Females63%
Males43%
African Americann/a
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)75%
Economically disadvantaged32%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only54%
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)77%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

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

English Language Arts

All Students58%
Females57%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged36%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
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 graduate33%
Parent education - some college (includes AA degree)74%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students56%
Females67%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged44%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students40%
Females43%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged23%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)60%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students49%
Females55%
Males41%
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)71%
Economically disadvantaged27%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)68%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students0%
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 disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

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

History - Social Science Grade 8 Cumulative

All Students54%
Females56%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged39%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)57%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students58%
Females55%
Males62%
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)75%
Economically disadvantaged38%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)68%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 47%
Hispanic 45%
Two or more races 3%
Asian 2%
American Indian/Alaska Native 1%
Black 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 56%N/AN/A
English language learners 19%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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School basics

School Leader's name
  • Jim Shock
Fax number
  • (209) 748-5798

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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11755 Ivie Road
Herald, CA 95638
Phone: (209) 748-2313

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