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GreatSchools Rating

Glen Edwards Middle School

Public | 6-9 | 632 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 6 ratings
2011:
Based on 1 rating
2010:
Based on 2 ratings

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19 reviews of this school


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Posted October 28, 2012

Overall this is a great school, the administration is strong and the teachers, my kids have had, are fantastic. I am seeing more parent involvement this year, than I have seen is previous years, which makes for a better school. I am happy with the experience my kids are having at Glen Edwards.
—Submitted by a parent


Posted October 15, 2012

I have a 6th grader here at GEMS and she LOVES it! She's doing great at her academics and the administration is on top of it. I am pleasantly surprised. I have to admit I was a little put off by the oldness of the school but it has proven me wrong.
—Submitted by a parent


Posted October 10, 2012

I have two children at Glen Edwards Middle School, and am very happy with the quality of education they are receiving. The new Principal and Vice Principal are remarkable, they are very passionate and enthusiastic, and have made a huge difference in the year they have been at GEMS. The teachers my kids have, and have had, are excellent.
—Submitted by a parent


Posted August 1, 2012

Glen Edwards Middle School is a wonderful place to be! I have two children who've gone here - one in 7th and one that just graduated to high school. The new principal and vice principal have made incredible changes their first year, and have spoken of many more to come. The teachers are terrific, and the atmosphere is incredibly positive! LOVE THIS SCHOOL!
—Submitted by a parent


Posted August 1, 2012

I really like GEMS! My teachers have been great and are always very helpful even when it takes me a little longer to learn math than it should. The principal is really nice too. She walks around during lunch sometimes and says hi to everyone. I love my art class the best because the teacher is very smart and cool and she lets me help out alot when I get done early.


Posted April 25, 2012

Glen Edwards Middle School has made so many new positive changes. The NEW principal and NEW Vice principal are very involved, they are reaching out to each student. Get involved with APTS (Association, parent, teachers and students) so you can help make a difference.
—Submitted by a parent


Posted May 24, 2011

I find this school to be prejudice towards latin. and unfairly treated. concerned Grandparent. who is over the Vice Principal or than the Princiipal?


Posted February 22, 2010

A getto school. Preforming arts, the ropes course, and the band are the only good things.
—Submitted by a student


Posted May 21, 2009

I am very pleased with the teachers that my child has. Although, the principal is not very professional or organized. He will say and promise things and not follow through. I would tell other parents, Beware!!
—Submitted by a parent


Posted April 13, 2009

I say that it may have rowdy kids and a small campus, but the team there is great.They help your child if he/she is in need of special assistance.Thank you GEMS staff!
—Submitted by a parent


Posted November 18, 2008

My daughter is in the 8th grade, and I have to say that I'm extremly pleased with the parent/teacher communication. They are always sending emails with updates on assignments and projects. Also notification if your child missed an assignment or did poorly on a test. I feel that Glen Edwards gets a bad rap sometimes due to the fact that it is an older school, but I don't have any complaints what so ever. She has great friends and is loving every minute of it!
—Submitted by a parent


Posted June 20, 2008

My son is new to Glen Edwards and I was happy to have him start at GEMS thinking this school would be far better than his last. I was wrong! There were struggles at his last school but at least the teachers would communicate with us. I have been emailing his teachers and leaving voicemails and not once I have I been contacted back. It is no surprise to me that this school is only rated a 6. The teachers and Administrative staff alienate their biggest allies - the parents!
—Submitted by a parent


Posted October 23, 2007

I have a daughter who has attended GEMS for 2 yrs. (she is currently in 7th grade) and overall I think this is a good school. However there needs to be more interaction between the teacher and parents I feel.
—Submitted by a parent


Posted June 4, 2007

My son is in 6th grade, his main teachers are Mr. Aggripino and Ms. Villa, They are both wonderful teachers. They made his transition to Middle school easy. I am sure my son will miss them. The school buildings need updating, they are old and they look it.
—Submitted by Jennifer Quinones, a parent


Posted June 3, 2007

The teachers are extremely polite and they do promote heathy habits. Homework, agendas, projects, and hands on learning all come from the school. My teachers give us experiments all students get to do during class. 8th Grade was a blast! Many extra activities are available. Sports, drama, choir, ski club, leadership and more! The parents even have their own club to plan graduation, dances, and field trips.
—Submitted by JG, a student


Posted July 11, 2006

I am not a parent, but a former student of Glen Edwards Middle School. First off, the campus is very old and outdated, but still clean and safe. More updated facilities would be nice to see. The class sizes are not too large, and the teachers do care about the students education. One problem I had with the school is some (but not all) of the teachers and staff were excessively strict and rude. I sometimes found myself being rudely reprimanded, when I made an honest mistake breaking a rule I was never informed that was present, even though I was being as polite and kind about it as I possibly could to the staff memeber.
—Submitted by a former student


Posted March 11, 2006

Teachers contribute to kids disrespect of partents when the parents wishes are disregarded. Teachers and staff don't want to assist parents by signing agendas, assisting parents to ensure all Homework gets completed. Staff needs to be strongly encouraged to get any action from them. It is too difficult to keep progress reports updated. Teachers feel the only communtication needed with parents is by quarterly progress reports. There is a lack of leadership from the principal and both vice principals and are slow to respond to parents calls and requests. Meeting with teachers take priority over meeting with parents.
—Submitted by Richard Henry, a parent


Posted June 1, 2005

I have a child attending Glen edwards and she is strugling with 6th grade and is having a hard timefitting in, but the teachers are great and help alot!
—Submitted by a parent


Posted May 26, 2005

My child is in 6th grade. The teachers have been very engaged with us about the progress of our child. I have been pleased with both 6th grade teachers. Individual teacher web pages should be updated on a more regular basis. Electives are minimal, I would like to see more art, music, computers and other estracurricular activites. As with most schools, there is not a good plan on dealing with kids who might not fit in the predetermined mold. Class size is too large which makes it hard for teachers to give individual attention. The facilities are very old and falling apart. Not only is this a safety issue, but a health issue.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

778

Change from
2011 to 2012

-12

API Statewide Rank
(2011)

6 / 10

API Similar Schools Rank (2011)

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 did not meet its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

778

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

-12

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

6 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

1 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

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

224 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
54%

2010

 
 
55%

2009

 
 
60%
Math

The state average for Math was 55% in 2012.

227 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
43%

2010

 
 
53%

2009

 
 
60%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

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

30 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
78%

2010

 
 
71%

2009

 
 
74%
English Language Arts

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

196 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
56%

2010

 
 
58%

2009

 
 
55%
Math

The state average for Math was 52% in 2012.

164 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
44%

2010

 
 
44%

2009

 
 
38%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

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

63 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
75%

2010

 
 
54%

2009

 
 
64%
English Language Arts

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

219 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
58%

2010

 
 
49%

2009

 
 
60%
General Mathematics (Grades 6 & 7 Standards)

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

134 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
55%

2010

 
 
32%

2009

 
 
41%
Geometry

The state average for Geometry was 87% in 2012.

26 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
74%

2010

 
 
41%

2009

 
 
56%
History - Social Science Grade 8 Cumulative

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

228 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
46%

2010

 
 
44%

2009

 
 
35%
Science

The state average for Science was 66% in 2012.

220 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
46%

2010

 
 
51%

2009

 
 
59%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 25% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

The state average for Algebra II was 69% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

The state average for Earth Science was 39% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

All Students51%
Females56%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged42%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability53%
English learner13%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate33%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)58%
Parent education - college graduate75%
Parent education - graduate school/post graduate48%
Parent education - declined to staten/a

Math

All Students35%
Females32%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged30%
Non-economically disadvantaged41%
Students with disability14%
Students with no reported disability37%
English learner0%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate29%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)35%
Parent education - college graduate48%
Parent education - graduate school/post graduate34%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students80%
Females69%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)69%
Economically disadvantagedn/a
Non-economically disadvantaged77%
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
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 graduate81%
Parent education - declined to staten/a

English Language Arts

All Students56%
Females59%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged40%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability56%
English learner0%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate31%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)54%
Parent education - college graduate58%
Parent education - graduate school/post graduate63%
Parent education - declined to staten/a

Math

All Students28%
Females24%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)34%
Economically disadvantaged18%
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability29%
English learner0%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)23%
Parent education - college graduaten/a
Parent education - graduate school/post graduate30%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students97%
Females94%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged96%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
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 graduate100%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

English Language Arts

All Students57%
Females65%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged44%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability59%
English learner4%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate28%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)67%
Parent education - college graduate77%
Parent education - graduate school/post graduate63%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students56%
Females59%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged51%
Non-economically disadvantaged63%
Students with disability6%
Students with no reported disability62%
English learner28%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate35%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)55%
Parent education - college graduate62%
Parent education - graduate school/post graduate58%
Parent education - declined to staten/a

Geometry

All Students84%
Females89%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)87%
Economically disadvantagedn/a
Non-economically disadvantaged84%
Students with no reported disability85%
Fluent-English proficient and English only85%
Gifted and talented100%
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 graduate80%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students50%
Females50%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged32%
Non-economically disadvantaged69%
Students with disability33%
Students with no reported disability52%
English learner0%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate11%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)63%
Parent education - college graduate78%
Parent education - graduate school/post graduate54%
Parent education - declined to staten/a

Science

All Students63%
Females67%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged49%
Non-economically disadvantaged79%
Students with disability36%
Students with no reported disability65%
English learner7%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate24%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)79%
Parent education - college graduate81%
Parent education - graduate school/post graduate66%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

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

Algebra II

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/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

Biology/Life Sciences

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

Earth Science

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 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

General Mathematics (Grades 6 & 7 Standards)

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

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
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

Integrated/Coordinated Science 1

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

World History

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

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 58% 28%
Hispanic or Latino 34% 49%
African American 2% 7%
Multiple or No Response 2% 3%
American Indian or Alaska Native 1% 1%
Asian 1% 8%
Filipino 1% 3%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 111%N/A24%
Students eligible for free or reduced-price lunch program 244%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 93% 85%
Filipino (Pilipino or Tagalog) 4% 1%
Arabic 3% 1%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 8N/A11
Average years teaching 11N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 97%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

204 L Street
Lincoln, CA 95648
Phone: (916) 645-6370

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