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GreatSchools Rating

Joshua Cowell Elementary School

Public | K-8 | 614 students

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 4 ratings
2012:
No new ratings
2011:
Based on 1 rating

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16 reviews of this school


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Posted August 22, 2013

My school is not the greatest. It needs improvements. I have two children who attend Joshua Cowell School.
—Submitted by a parent


Posted August 1, 2013

The problem with Joshua Cowell Elementary School is the current principal who does not know how to operate administration aspect of the school. The principal does not take matters seriously! She does not follow through normal school operations! Administrative ongoing issues: Failure to contact or report of my child or children was absent. Joshua Cowell School never contacts me of my child or children absent from school. Failure to follow proper suspension procedures. The school staff never informed me that my child was suspended. My child told me that she was suspended. When I called the principal she said that she did but had a wrong number. She mention that Alexis had an ongoing issue with another child. I was never informed. Prior to the incident, I was not informed that there was an ongoing issue with my child and another student. Half of the 7th and 8th graders failed the math and no additional tutoring was provided No previous contact before the quarter if the child is not doing well; until it is too late! The school lacks communication, organization and not looking into the child s best interest and education.
—Submitted by a parent


Posted March 8, 2013

As the old principal was not very friendly the Jr. High Teachers were great but new math teacher is horrible and does not truly want to teach! How can he if 50+% of Jr. High is FAILING! Somethings wrong with taht picture! I Have children who are now in HS but also at this school and it has gone down hill! No homework! Principal needs to tell teachers what to do! They need to read the definition of "homework". No teacher/parent contact when a child is not doing well until it is too late! Old math teacher was much better and is tutoring and helping my child. The old Math Teacher needs to go back to Junior High. More papers sent home so parents know what their children are going and learning! I too have heard the yard duties are not as nice as prior. Looking to move our child for next year!
—Submitted by a parent


Posted January 26, 2013

The reviews seem outdated, so I thought I'd leave a review myself. I'm a former student, and went to the school during the reigns of both the old and new principals. I agree the old principal seemed uncaring, but she did what needed doing, and left the rest to the teachers. The teachers are amazing people who love their jobs and care about the kids they teach. During this time, the school was lively and fun. Especially the junior high years. Then the new principal came. The year was about the same as before, as she was still getting used to the place. Graduation wasn't great, but we made the most of it. Later in my freshman year, I came to visit a teacher. The school was the about the same, save for a few changes. But a visit in my sophomore year changed my mind completely. The place seemed dull and boring, the atmosphere unenthusiastic. The office wasn't its lively, busy self. I'd even heard that some teachers were quitting; indeed, the ones I saw looked tired. The campus decorations were over the top. I think the principal was so bent on changing the school's image, the people suffered. By the way, every time I went to visit, the yard duties were rude. I miss the old ones.


Posted September 30, 2011

my girls really like that school, they are so happy, with the new teachers has a parent, Im so happy with the new principal and teachers.
—Submitted by a parent


Posted November 28, 2010

I have only recently been introduced to this school, and as the wife and daughter of a teacher myself, I am saddened by the apathetic attitude of several of the teachers. Continually asking for progress reports to no avail and when a student gets a D- on their report card, they have the gall to leave the comment that she is improving. Homework is not given in particular class, so the grade is soley on tests and class work. Perfect, tell me what you do in class. Oh wait, you would have to show up for the parent teacher conference. But they didn't. Told me they other things to do...well guess what....so did I.
—Submitted by a parent


Posted May 10, 2010

The only problem with this school is the Principal. She is not a people person and her personality can often be confused by rudeness. The staff on the other hand keep the school going. I too agree that she should retire.
—Submitted by a parent


Posted February 4, 2010

I feel that the principle does not do enough to promote school spirit and allow the children to feel proud of their school.
—Submitted by a parent


Posted November 25, 2009

This is our first year at this school. I have a 4th and 2nd grader. My only problem with this school is I feel its all work and no fun for the kids. There are no assemblies, there was nothing extra for Halloween and I feel like my kids have no fun. I feel school should be fun for the children to keep them interested.
—Submitted by a parent


Posted July 24, 2007

I would like to see music with instruments, voice lessons and plays.
—Submitted by a parent


Posted February 25, 2007

ive been attending joshua cowell for 9 years im an eighth grader and i love joshua cowell , all these clames about how bad it is i dont agree with them.. all of the teachers are so caring and ive grown to ahve a relationship with every single one i feel like i can talk to them when i have a problem...i will be graduating from joshua cowell and im proud to say i will miss it so much ive grown up at that school.
—Submitted by a student


Posted March 31, 2005

My children have attentded Joshua Cowell for 3 years now. I have seen this school start out healthy and turn to worse. The teachers here deserve all the credit. They keep in touch with the parents and let you know what is going on with the your child. The parent teacher relationship is outstanding. The teachers truly care about the children and their education. But lately the problem is the principle. My children are quiet and kind-hearted. And the children will pick on them. And I am not just talking about name calling. My children have come home with bruises on their backs. My daughter came home with a black eye. I brought to the principles attention and her response was, ' there is nothing I can do about it'. My children deserve better and so does yours. Don't send your child to this school.
—Submitted by a parent


Posted May 10, 2004

I'm a former student of this school now attending Manteca High, and would like to say that these claims that are nothing but negative come from parent's who apparently could not have little tolerance at all. In the time I spent at this school I did experience that adminastration was not always on top of everything and the 'yard duties' weren't really to par, but the teachers were excellent, at least in my years there (7'th and 8'th). Most of them really cared if the children understood, not just did the work, but got the concept. Teachers maintained disipline in the class very well. As far as 'the playground is unsafe' it's an arrangment of metal for little kids to jump and climb on, it won't be 100% safe no matter what, nor should it be, you can't shelter your child completely. So if you are intrested in the area don't let these complaints throw you into some unnecessary paranoia.
—Submitted by a former student


Posted April 22, 2004

The administration shows an amazing apathy for the students, and the district office doesn't seem to care much either. My children will not be attending this school next year, and I am thankful for it. I have been lucky to draw some excellent teachers during our stay here, which is the only thing that made this experience bearable.
—Submitted by a parent


Posted November 24, 2003

I have found the elementary teachers to be very caring. They have worked hard with my children to meet state and district goals. I have yet to see the principal interact with ANY child at the school, and have found the administrations safety policies to be virtually nonexistant. Luckily, I am an involved parent that can advocate for my children. Others are not so lucky, and will suffer for it.
—Submitted by a parent


Posted November 4, 2003

I recently have moved out of Manteca Unified school district after having my children attend various schools within the district for eight years. They have been attending school with Saddleback Unified and Capistrano Unified school district for the past year. Manteca Unified is a horrible place to send your children. The lack of communication, level of academic learning, and egomania of the district administrative branch is an outrage. Manteca Unified should take advice and lessons from these Blue Ribbon, extraordinary public schools. I'm just extremely glad my first grader is being educated in an excellent school without having to pay for private school.
—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

761

Change from
2012 to 2013

+35

API Statewide Rank
(2012)

1 / 10

API Similar Schools Rank (2012)

1 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met 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 met all student subgroup API targets for 2013

This school's
API score

761

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

+35

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)

1 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

1 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

67 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
31%

2011

 
 
28%

2010

 
 
41%
Math

The state average for Math was 65% in 2013.

67 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
25%

2011

 
 
30%

2010

 
 
50%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

57 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
27%

2011

 
 
26%

2010

 
 
29%
Math

The state average for Math was 66% in 2013.

57 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
40%

2011

 
 
51%

2010

 
 
42%
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.

65 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
53%

2011

 
 
61%

2010

 
 
55%
Math

The state average for Math was 72% in 2013.

66 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
61%

2011

 
 
61%

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.

66 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
58%

2011

 
 
50%

2010

 
 
48%
Math

The state average for Math was 65% in 2013.

66 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
43%

2011

 
 
44%

2010

 
 
43%
Science

The state average for Science was 57% in 2013.

68 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
46%

2011

 
 
46%

2010

 
 
40%
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.

46 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
44%

2011

 
 
50%

2010

 
 
51%
Math

The state average for Math was 55% in 2013.

46 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
34%

2011

 
 
40%

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

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.

59 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
53%

2011

 
 
46%

2010

 
 
51%
Math

The state average for Math was 52% in 2013.

59 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
47%

2011

 
 
40%

2010

 
 
31%
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.

61 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
28%

2011

 
 
30%

2010

 
 
28%
English Language Arts

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

62 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
47%

2011

 
 
52%

2010

 
 
45%
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.

63 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
38%

2011

 
 
43%

2010

 
 
37%
Science

The state average for Science was 67% in 2013.

63 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
50%

2011

 
 
38%

2010

 
 
48%
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 Students40%
Females47%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged37%
Not economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability46%
English learner36%
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 graduate45%
Parent education - some college (includes AA degree)43%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students46%
Females47%
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)50%
Economically disadvantaged43%
Not economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability51%
English learner36%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)57%
Parent education - college graduate56%
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 Students29%
Females31%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged21%
Not economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability28%
English learner0%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate35%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students44%
Females44%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged33%
Not economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability42%
English learner42%
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 graduate43%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate60%
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 Students58%
Females61%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged55%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability58%
English learner31%
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 graduate61%
Parent education - some college (includes AA degree)57%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students55%
Females48%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged51%
Not economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability55%
English learner44%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
Parent education - some college (includes AA degree)53%
Parent education - college graduate43%
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 Students59%
Females75%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged45%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability63%
English learner36%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)69%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students43%
Females53%
Males30%
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)50%
Economically disadvantaged31%
Not economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability45%
English learner36%
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 graduate32%
Parent education - some college (includes AA degree)38%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students35%
Females43%
Males26%
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)53%
Economically disadvantaged25%
Not economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability39%
English learner18%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate28%
Parent education - some college (includes AA degree)46%
Parent education - college graduate38%
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 Students57%
Females57%
Males57%
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)55%
Economically disadvantaged52%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
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

Math

All Students48%
Females43%
Males52%
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)36%
Economically disadvantaged42%
Not economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
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

Algebra I

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

English Language Arts

All Students53%
Females50%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged34%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)53%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students36%
Females21%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged17%
Not economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability36%
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 graduate25%
Parent education - some college (includes AA degree)33%
Parent education - college graduate42%
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 Students30%
Females32%
Males28%
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)26%
Economically disadvantaged29%
Not economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)25%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students52%
Females52%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged47%
Not economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)75%
Parent education - college graduate73%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

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

History - Social Science Grade 8 Cumulative

All Students49%
Females52%
Males47%
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)45%
Economically disadvantaged47%
Not economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate23%
Parent education - some college (includes AA degree)69%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students66%
Females68%
Males66%
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)40%
Economically disadvantaged76%
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability69%
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 graduate54%
Parent education - some college (includes AA degree)77%
Parent education - college graduate91%
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 47%
White 25%
Asian 11%
Black 7%
Two or more races 3%
American Indian/Alaska Native 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 60%N/AN/A
English language learners 22%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 10%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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740 Pestana Avenue
Manteca, CA 95336
Website: Click here
Phone: (209) 858-7310

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