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Joe Michell

Public | K-8

 

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Living in Livermore

Situated in a suburban neighborhood. The median home value is $430,000. The average monthly rent for a 2 bedroom apartment is $1,595.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 3 ratings
2012:
Based on 6 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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33 reviews of this school


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Posted April 28, 2014

Joe Michell is a great school for parents and students wanting to creatively learn and be critical learners. The faculty is outstanding and they support and recognize each child for their achievements. Our daughter is excelling at Joe Michell thanks to her wonderful teachers.
—Submitted by a parent


Posted March 1, 2014

Wow! This school is fantastic. The principal is amazing and working to create a first class school. Beautiful campus and fantastic programs. I am really impressed with this school. This school is the hidden diamond in the district.
—Submitted by a parent


Posted August 22, 2013

I have two daughters that go to Joe Michell and I absolutely love the school. I really like the new principal, she has really been a positive addition to our school. My daughters feel safe and comfortable. They have had good experiences with the teachers and the staff at the school. If I ever have any issues or need to check in with their teachers or their principal, they have been very responsive. My daughters Kindergarten teacher from the previous year has checked in on my daughter was adjusting to her new teacher and I find that very comforting. One of my daughters was diagnosed with ADHD and the school staff and principle met with me to make sure this coming year is better for her academically and that she gets the support she needs. I love how they are involved. As parents, we need to be involved in our children's education and communicate with their teachers and/or principle as needed. I also find the after school enrichment classes and the runners club great for the students.
—Submitted by a parent


Posted August 9, 2013

Have had a great experience at the school real community feeling. My child has really enjoyed all aspects of school.
—Submitted by a parent


Posted May 14, 2013

Great teachers! Must say that my child is very happy at Michell I have seen the learning curve sky rocket this year. I wanted to share what a great experience we are having with the staff and Ms. Lembo (principal) she has been very professional, caring and very involved. I am also very excited to hear that Michell is pending on an IB program that will start in the near future...
—Submitted by a parent


Posted August 30, 2012

New Principal and I really like her and her vision for the school. She has listened to my concerns about the middle school and already has made changes for the better in the first week of school! My child is happy there and comments on how the principal has visited their class several times in the first week and has asked what they would like to see changed as well. I love the small school/class size too.
—Submitted by a parent


Posted August 27, 2012

Thank you LVJUSD for listening to the parents of Joe Michell. I have two children that go to JMS. I have always loved the fact that the school is small, the parent involvement is great and the teachers are amazing. However, I was really stuggling to stay at this school this coming year because of the Principal from last year. The new Principal (Mrs. Lembo) is already so involved. It is refreshing. She has great attitude, is responsive to parent inquiries, has great ideas on how to grow JMS and you can tell she is committed to Joe Michell and the students. We are staying and can't wait to see where Joe MIchell soars to. What exciting times!
—Submitted by a parent


Posted August 16, 2012

6th grade orientation yesterday went very smooth, well organized and with the staff on hand to personally greet & meet each family was very nice. The new Principal Laura Lembo provided a one-on-one orientation. She addressed all my sons questions & concerns thus eliminated any anxieties associated with starting a new school . I am sorry to hear about the incidents in the past with the old principal and thank you to those families who speak out and share your personal experiences.
—Submitted by a parent


Posted April 29, 2012

I too had many concerns regarding the principal (Angela) and the way my son was treated by the "yard duty" personnel. Which is very unfortunate because we had an absolutely amazing experiences with the teachers on campus. My son was involved in altercations before school and at lunch (where he was punched) - and I did not find out from Angela (despite the boys being sent to the office to be interviewed by her). My son's teacher advised me what had occurred before class started for the day. My son was very intimidated by this other child - and I found it appalling that Angela kept both boys in the room while asking each child their version of what had happened. My son was too intimidated to speak up in front of the other child. Angela told me that because my son did not defend himself he too would receive detention. Angela definitely lacks some experience in child psychology.
—Submitted by a parent


Posted April 23, 2012

So glad that I am not the only one who feels this way about angela ulrich. She has torn my son down emotionally. Has not returned any of my phone calls concerning my child being slapped in the face on her campus and has said inappropriate things to my son like this is the reason no one wants to come to your birthday party. I caught her one day after school with another staff member yelling at my son in the office in front of everyone has he balled his eyes out. Extremely unprofessional and she is a down right bully!!! Do not send your children to this school.
—Submitted by a parent


Posted January 6, 2012

Agree with previous parent. Can the school district listen to the parents and teachers. While our family thinks Mrs. Ehrlich is a nice person she is not getting the job done. She rarely returns phone calls, doesn't follow through on important action items, doesn't support her teachers which is huge since they are taking care of our children during the day. Please LVJUSD listen to the parents and teachers and get someone in here that works with parents, students, teachers and the PTO to institute long-standing programs and leadership for our future (the children)!!!
—Submitted by a parent


Posted October 18, 2011

It pains me to not give Joe Michell School five stars, but I can't in good faith. The reason is solely because of the Principal. She is horrible!!! She gives the impression she is involved and that she is there for the students. However, she is no where to be found except for when District personnel are on site. On a very positive note, however, the parents and teachers at Joe Michell are simply amazing and the most dedicated group of individuals. That is why it's hard not to give Joe Michell five stars because on every other account the school is GREAT. Lose the Principal, get a real leader that works with the teachers, parents and is there for the students.... and Joe Michell will be one of Livermore's most desired public schools. Really!
—Submitted by a parent


Posted September 2, 2011

I am a mother of a 1st grader who attended kindergarten there. I am so pleased with how much he learned as well as how much my son grew socially and the confidence he has. This great school helped that. He was chellenged yet reinforced postively when he learned new things. Parent involvement is key and Joe Michell has and promoted that. I do feel the administrateive office lacks warmth sometimes but they're not there to make me feel warm and fuzzy. Like the kinder detention. Yes, it is harsh for little ones but its goal was to have every child there on time. Nothing wrong with that. I much rather have their intentions be good and their delivery need a little help then the opposite. Any issue I had was taken into consideration quickly and solved. Overall a great school. Wer'e happy we are back and plan to continue his educationa there until 8th grade.
—Submitted by a parent


Posted June 2, 2011

My son has been at JM for 2 years now. It has by far been a stressful and underwhelming experience for us as parents and my son. The school does not deal well with children that have special needs. I was told to medicate my son and that there was nothing the school could do to help. He did not qualify for the programs for assistance the principal said because he wasn't recommended by the school for them. There was no one at the school that specialized in dealing with children with is specific problem and he became a target. The principal is not friendly as I have spoken with her a number of times. There have been many incidents that I was not contacted at all, and she never has a good reason. Her people skills are truly lacking and I cannot wait until she is replaced. I do however LOVE his teacher and she has been amazing in keeping me informed on my sons progress. I can tell she really cares and I am grateful for her.
—Submitted by a parent


Posted December 9, 2010

The middle school teachers this year are OUTSTANDING. Really professional people who really know how to think outside of the box and care about the kids. They actually communicate and work with the parents (almost non-existent with most middle school teachers). For parents who think their child would do better in a small middle school environment -- about 60 kids in each grade vs 260 -- where they won't slip through the cracks, Joe Michell is the place to be. Like other reviewers have mentioned, the principal is not the best administrator. She is obsessed with assessments (practically every month!), does not know how to handle discipline, doesn't return phone calls or emails, meets with children dispensing punishments without notifying parents, and has very little to offer any student with special needs. She's been known to single out and students and families that she doesn't like, and numerous complaints have been filed with the district office. GOOD NEWS is that she rarely has any interaction with middle school anyway.
—Submitted by a parent


Posted September 21, 2010

Joe Michell has excellent teachers who really care about their students. Unfortunately, the principal is more insterested (like most administrators these days) in high test scores than anything else. This results in teachers having to spend far too much time "teaching to the test." Sure, that is what gets our schools money these days, but is it right? My other problem with the principal is her Rules and Regulations attitude and policies. Who ever heard of giving a kindergartener lunchtime detention because their parent got them to school late? What is that supposed to teach the child? Other than the principal, it's a great school The teachers are wonderful, the kids and other parents and wonderful and participate and there's a nice sense of community there.
—Submitted by a parent


Posted April 26, 2010

In conjunction with the previous reviews, my son too has a little bit of special needs, nothing major but because of the business-like environment, it drove him crazy. The enforcement of the rules were like that of a police-like state. I know other parents feel the opposite, which leads me to believe he was singled out. He is now in a traditional elementary where teachers and principals care about him and encourage him, he's little special needs are almost nonexistent and most importantly, he feels cared about. I can name the numerous atrocities that happen to my son at Mitchell, but I will reserve it to say, we are happy that me moved him and he is happy in another school that is encouraging, caring, compassionate, and most of all where they teach him.
—Submitted by a parent


Posted April 20, 2010

Don't send your kids to Joe Mitchell if you have a child with special needs. The principal is not willing to make any accommodations and she does not care about kids with disabilities or kids with emotional and behavioral challenges.
—Submitted by a parent


Posted April 12, 2010

I agree w/the previous review. The principal is very 'businesslike' and can seem strict. I rarely see her smile or act friendly towards the kids. However, I think overall the school is good and they have made lots of academic improvements in recent years.
—Submitted by a parent


Posted April 12, 2010

The school is terrible. The principal is very mean to our kids. I feel very sad for my beautiful boy who is attending the school. We will enroll him in another school next Fall.
—Submitted by a parent


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

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

832

Change from
2012 to 2013

-9

API Statewide Rank
(2012)

7 / 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

832

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

-9

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 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
(2012)

7 / 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.

45 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
73%

2011

 
 
64%

2010

 
 
54%
Math

The state average for Math was 65% in 2013.

45 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
72%

2011

 
 
71%

2010

 
 
78%
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.

62 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
71%

2011

 
 
59%

2010

 
 
67%
Math

The state average for Math was 66% in 2013.

61 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
85%

2011

 
 
84%

2010

 
 
90%
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.

51 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
86%

2011

 
 
67%

2010

 
 
63%
Math

The state average for Math was 72% in 2013.

51 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
85%

2011

 
 
75%

2010

 
 
61%
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.

61 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
78%

2011

 
 
54%

2010

 
 
64%
Math

The state average for Math was 65% in 2013.

60 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
70%

2011

 
 
65%

2010

 
 
78%
Science

The state average for Science was 57% in 2013.

61 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
79%

2011

 
 
75%

2010

 
 
74%
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.

36 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
46%

2011

 
 
45%

2010

 
 
44%
Math

The state average for Math was 55% in 2013.

36 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
35%

2011

 
 
45%

2010

 
 
24%
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.

30 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
52%

2011

 
 
50%

2010

 
 
40%
Math

The state average for Math was 52% in 2013.

27 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
59%

2011

 
 
41%

2010

 
 
30%
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.

25 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
13%

2011

 
 
30%

2010

 
 
n/a
English Language Arts

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

25 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
42%

2011

 
 
45%

2010

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

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
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.

25 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
42%

2011

 
 
33%

2010

 
 
n/a
Science

The state average for Science was 67% in 2013.

25 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
65%

2011

 
 
70%

2010

 
 
n/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.

Source: California Department of Education

English Language Arts

All Students78%
Females78%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged53%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability79%
English learner67%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)94%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students84%
Females85%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged76%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability84%
English learner80%
Fluent-English proficient and English only87%
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)94%
Parent education - college graduate80%
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 Students53%
Females51%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged38%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability58%
English learner18%
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 graduate31%
Parent education - some college (includes AA degree)50%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students74%
Females79%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged61%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability78%
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 graduate62%
Parent education - some college (includes AA degree)67%
Parent education - college graduate90%
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 Students77%
Females80%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged63%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only81%
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)71%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students76%
Females83%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged50%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)63%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students72%
Females83%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged62%
Non-economically disadvantaged80%
Students with disability55%
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate78%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students83%
Females86%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged73%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only89%
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)89%
Parent education - college graduate78%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students78%
Females76%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged65%
Non-economically disadvantaged89%
Students with disability73%
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)90%
Parent education - college graduate78%
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 Students41%
Females38%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged35%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only50%
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)55%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students28%
Females18%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged25%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)17%
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 Students44%
Females47%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only43%
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)36%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students37%
Females23%
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)n/a
Economically disadvantaged23%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only36%
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

Algebra I

All Students20%
Females36%
Males7%
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)17%
Economically disadvantaged27%
Non-economically disadvantaged14%
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only24%
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 Students40%
Females55%
Males29%
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)42%
Economically disadvantaged55%
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only48%
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
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

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 Students56%
Females55%
Males57%
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)67%
Economically disadvantaged64%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
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

Science

All Students56%
Females55%
Males57%
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)75%
Economically disadvantaged55%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
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

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 42%
White 39%
Two or more races 7%
Asian 5%
Black 1%
American Indian/Alaska Native 0%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 40%N/AN/A
English language learners 25%N/AN/A

Teacher experience

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

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Special education / special needs

Specialized programs for specific types of special education students
  • Autism
  • Multiple disabilities
  • Other health impairments
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments

Arts & music

Music
  • Band

Language learning

Bi-lingual or language immersion programs offered
  • Spanish
School leaders can update this information here.

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School basics

School start time
  • 8:30
School end time
  • 2:50
Before school or after school care / program onsite
  • After school
  • Before school
School Leader's name
  • Laura Lembo
Fax number
  • (925) 606-3349

Programs

Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Spanish
Specialized programs for specific types of special education students
  • Autism
  • Multiple disabilities
  • Other health impairments
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments

Resources

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

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1001 Elaine Avenue
Livermore, CA 94550
Website: Click here
Phone: (925) 606-4738

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