Advertisement

GreatSchools Rating

Great Valley Academy - Modesto

Charter | K-5 | 531 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 10 ratings
2012:
Based on 7 ratings
2011:
Based on 17 ratings
2010:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please indicate your relationship to the school.
Please read and accept our Terms of Use to join GreatSchools.
Indicates a required field

41 reviews of this school


Sort by:
Show reviews by:
Posted Friday, May 17, 2013

Wow, bad experiences here! I know for a fact that no one school can make every single parent happy, so if it doesn't fit go somewhere else. My perspective is that I have been very pleased overall. I have one child who was in high school when GVA started, so I also have that experience to compare with. My two younger kids have gone to GVA from the start. It has not been perfect - both of them have had teachers that I didn't think were the best fit, but that happened outside of GVA as well. My middle child has a math disability and the traditional school she previously attended just told me I would have to work with her at home to bring her up to grade level...I could get no extra help because she was not far enough behind. At GVA we did not request extra help because they started her where she was and then moved forward from there, as opposed to sitting in a class that had moved on without her - leaving her feeling "stupid". After 5 years, she is now at grade level and we are happy with that. She is far above grade level in all other subjects. Once she realized that not being great at math did not define her worth and intelligence, it was a whole new world for her.
—Submitted by a parent


Posted Thursday, May 16, 2013

I am very pleased with my daughter's progress at this school. There are a lot of negative reviews on this site, but I feel there are more happy parents than unhappy. The school is very different from the traditional school system. My child is receiving an education in subjects the public schools have had to drop due to budget cuts. These include, foreign language, sign language, physical education and music. She is flourishing in all aspects, doing work above her grade level, and enjoys going to school. The school has had several administration changes this year. Each one had me question the school's direction, but the bottom line is my daughter is doing well so they are doing something right. I have no day to day interaction with the administration, but I do with her teacher and the Kids Care staff. Both are amazing in every way. My confidence in the school lies with them and the caring, nurturing environment they provide to my daughter. Both have excellent communication with me. I know within minutes, via email or phone call of any incident (big or small) that should be brought to our attention. We love the school and understand that it might not be right for everyone.
—Submitted by a parent


Posted April 13, 2013

horrible couple of years for GVA DO NOT ENROLL YOUR KIDS HERE please ....last year for my son in this school very disappointing
—Submitted by a parent


Posted April 11, 2013

The principal leaving was the worst possible thing that could happen to GVA. The life and soul of GVA are gone now. The teachers are demoralized, and now are scared to ruffle any feathers. What a mess they have created, vice principal clueless. This school is just going to be another mediocre school down the street- my kids are out next year.
—Submitted by a parent


Posted April 10, 2013

I really have always loved this school fought hard to get my kids in here celebrated when they did our first year was great BUT this year no:( been through two principals gossip what's really going on here? My oldest son has struggled since the beginning nothing new this year and I asked for him to be tested however no because they don't see a learning disability I do! He is very different from other kids and I'm tired of watching him struggle and kinda be punished when he tries his best. He was in IVL which didn't carry over this year:( he's had no extra help however has had packs of homework because he doesn't get it done in class and his teacher doesn't know how to help him. Since last teacher conference I've heard he was at a third grade reading level a second grade level now fourth grade level. I'm so confused. There is a bad communication here and I've been really discouraged here:( However my other son couldn't love his teacher more. Always is approachable very happy there. The school in general love the community family safe loved and learning idea but this year it has fallen short.
—Submitted by a parent


Posted March 16, 2013

I'm still trying to convince myself that I made a good decision to send my children to GVA.
—Submitted by a parent


Posted March 14, 2013

What a huge relief to hear the principal resigned. I have been worried for years about the outcome of the administration's decisions/actions regarding the education of GVA's school children. I just hope the school begins to hire administrators and board members with educational experience. As it stands now, I don't believe there is an educational expert among the administration or board, with the exception of one, and he is not in a decision making position. Up until now the only person making decisions for every aspect of GVA has been the, now ex-principal.


Posted March 3, 2013

Unprofessional, poor leadership, and unable to address the needs of students adequately. If you have a special education child, and if your child is getting vision therapy at GVA to address their needs, you may want to read what the American Association of Pediatrics says about vision therapy. Then ask GVA what are they really doing to help the special needs students.


Posted February 26, 2013

Our daughter has gone to GVA since it started the Principal was always hard to deal with, not apoachable, or would not listen to your concerns, she was in Special Ed, but each year would just get a song and dance about why she was still so far behind, just recently we were looking into placing her in another school, just checking out our options, and the Principal and office staff took it upon themselves to give us 1 days notice and kicked her out of school, in which she was schoolless, and 2 grade levels behind. The other Principal that was there for a while was good she would listen and address your concerns. Posting this as do not want anyone else's child to experience the heart break of been told you cannot be at this school anymore, as this was devasting to the child as didn't understand why. Now we know why there was such a high turn of staff at GVA. Safe loved caring enviroment, not!!! this school needs to have more over site, or be closed, they place to much importance on money, and if you have the money, rather than whats best for the kids. Stanislaus County OO Ed needs to over see more of what they do, as they sponser the charter. Would not recommend GVA to anyone, beware
—Submitted by a parent


Posted January 4, 2013

What is the current starting pay for teachers? Everyone I've talked to says that the pay is less than standard but no one is willing to give up a number.


Posted September 21, 2012

We knew going into GVA that as a new school and charter it would take a long time for it to develop. It is going in the right direction, there is still room for improvement as with all organizations. Knowing all this I have implemented much enrichment and additional learning for my children to enhance and build on what GVA does. As for the change in leadership at the Modesto campus last week, it really is not fair that there was a firing. Mr. Cole the present principal is very capable and experienced and will do an excellent job of leading GVA forward. Oh, and there is plenty of time for children to have lunch and its longer than 15 minutes! That comment was a bit silly!
—Submitted by a parent


Posted September 20, 2012

My daughter has been there since kindergarten. I decided to give GVA a chance for the simple fact of being a charter school. They seemed to be heading in the right direction but they have implemented many changes during the past 2 years. Their employee turnover rate is high; teachers are quitting because of pay and inconsistent curriculums. GVA is trying to do many things at once and is failing at them all. For example they started a home school program this year, last year they opened the Manteca campus, they also hired and fired a new principal for the Modesto campus all in one year. Overall bad decisions and management have been the highlight of this year. I am moving my daughter to a private school where she will get experienced teachers. One more thing the whole no cafeteria situation is ridiculous, teachers only allow the kids to eat lunch for 15 minutes, not reasonable. This school needs to focus on the problems they got at hand rather than embarking on new ventures.
—Submitted by a parent


Posted August 10, 2012

Very disappointed with the new leadership at the school. Principal blows concerns off, fails to get back to parents and overall seems annoyed if she doesnt get her way. Current teachers need to be paid more and new teachers need to be selected at a higher standard. Overall I like the way the school is headed, but it still needs a LOT of work. Contemplating removing my child if this next year doesnt improve.
—Submitted by a parent


Posted June 12, 2012

I agree with the poster on June 9. The school needs to improve their dicipline standards. I believe they need to make rules and follow those for each student. Principal is new to the school, but is trying her best. I believe that is a good thing. There has been many changes with teachers for the up coming school year. I hope that will be for the good. Also, my children like it at GVA and that is the deciding factor that keeps me there.
—Submitted by a parent


Posted June 9, 2012

GVA has positives and negatives, like any school, and I don't expect perfection. The pros: smaller class sizes, emphasis on physical education, Spanish, music class, art class, and caring teachers. I also like that they don't send the younger grades home with huge homework packets every week. Also, they try to tailor learning to the individual student. For instance, my son just finished up 1st grade but he was reading at a 5th grade level, so they pulled him out of class every week to join in a special reading group for students that were reading at a higher level than their classmates. Cons: Low API test scores, no school nurse on site, no school counselor on site, discipline is too lax, and, although this may seem trivial, I really hate that they picked khaki for the uniforms - - they stain SO easily. For our family, the good outweighs the bad with this school. I am hopeful that the things I have concerns about will change and get better as time goes on. My son certainly likes his school, and that goes a long way for us.
—Submitted by a parent


Posted January 25, 2012

They say they care about our kids but actions speak louder then words and the special ed dept is a joke. They couldn't help a child in need if they tried it's all politics & money at this school. Kids come first what a joke! Their are a few great teachers but they all leave because there not paid what there owed and aren't aloud to help the kids the way they need it. The state needs to shut this school down! It's damaging these kids........Rating F
—Submitted by a parent


Posted January 25, 2012

It is our 4th year at GVA and so far we are very happy with this school. My child has great attitude about school everyday and enjoys learning . Beside basic academic, he is also learning Spanish and music. The teachers go above and beyond to help the students achieve their maximum potential. I feel that the school is very different in a way that it has provided my child all well round education .
—Submitted by a parent


Posted November 15, 2011

I have 3 grand children attending this school , will be 4 next year,as a whole i dont see any difference in them then children that attend public school.There will be Bullies,and Harassment in any school as long as there are differences in the size,color,and ability to learn, of the child.I do believe a stronger learning ability starts at home, so many of the parents today need to both work to make ends meet and lack the time to give to there child development basics,it is not the schools responsibility to teach certain things as politeness, hygiene, etc.Brothers and Sisters will have differences as long as the sun rises in the east and sets in the west,I do think the school is going in the right direction and i hope my grand children continue to blossom in this environment. P. S. My eldest grand son completed Public School with a 3.75 grade average.


Posted November 1, 2011

I have 2 boys that attend GVA. I still have mixed feelings but overall feel I made the right decision for my children to attend this school. They came from the public school system. We have not experiened any bullying. My children feel loved and safe. They are happy and are gaining confidence each year. I do have concern about the accademics. They do not have homework but I am able to monitor what they study with the work that comes home in the weekly folders and I also keep in touch with the teachers by email and good old fashion communication in person. I also create my own homework for my kids each day. I believe it is also the responsibility of the parent to teach and keep informed. My biggest concern is hoping my child will be prepared for high school and will be able to keep up with the homework,time management and organization needed to suceed.
—Submitted by a parent


Posted October 31, 2011

My daughter attended GVA ever since they opened, she loved going to school, but over time we did notice that she lacked confidence. She didn't complain much and is pretty smart kid, but we always wondered what was suppressing her, found out from couple of comments she made that most of these white girls and boys tease her about her skin color which isn't too dark by the way. No offense to any ethnicity, but children are very emotional. The school lacks diversity in student and teacher population. Now that we have moved her to a different school, she is again a great student, but with the right mix of kids, she enjoys speaking and more confident. Another problem at GVA is NO HOMEWORK, good for student and parent, but ends up that parents are clueless on kids progress. This could hurt in the long run as homework teaches the kids to be accountable for their work. At her new school, kids get sent home weekly with what they did in the class and homework for the week. We did enjoy the Spanish and sign language classes. GVA is a new school and lacks solid data for me to trust my kids future, but then I don't know if choice theory and others sales pitches can change your decision.
—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

790

Change from
2011 to 2012

+69

API Statewide Rank
(2011)

1 / 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 met 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 met all student subgroup API targets for 2012

This school's
API score

790

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

+69

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)

1 / 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 58% in 2012.

103 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
34%

2010

 
 
50%

2009

 
 
42%
Math

The state average for Math was 64% in 2012.

103 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
37%

2010

 
 
45%

2009

 
 
46%
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

The state average for English Language Arts was 48% in 2012.

115 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
46%

2010

 
 
37%

2009

 
 
31%
Math

The state average for Math was 69% in 2012.

115 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
49%

2010

 
 
37%

2009

 
 
26%
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

The state average for English Language Arts was 67% in 2012.

74 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
60%

2010

 
 
45%

2009

 
 
51%
Math

The state average for Math was 71% in 2012.

74 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
43%

2010

 
 
45%

2009

 
 
22%
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

The state average for English Language Arts was 63% in 2012.

69 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
46%

2010

 
 
42%

2009

 
 
n/a
Math

The state average for Math was 65% in 2012.

68 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
32%

2010

 
 
17%

2009

 
 
n/a
Science

The state average for Science was 60% in 2012.

71 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
37%

2010

 
 
52%

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 Students56%
Females63%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
White (not Hispanic)57%
Economically disadvantaged44%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
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 graduate52%
Parent education - some college (includes AA degree)51%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students65%
Females62%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
White (not Hispanic)68%
Economically disadvantaged49%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability69%
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 graduate48%
Parent education - some college (includes AA degree)66%
Parent education - college graduate81%
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

English Language Arts

All Students39%
Females38%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
White (not Hispanic)46%
Economically disadvantaged31%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability41%
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 graduate24%
Parent education - some college (includes AA degree)43%
Parent education - college graduate39%
Parent education - graduate school/post graduate55%
Parent education - declined to staten/a

Math

All Students53%
Females49%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
White (not Hispanic)54%
Economically disadvantaged47%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)46%
Parent education - college graduate64%
Parent education - graduate school/post graduate73%
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

English Language Arts

All Students66%
Females66%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
White (not Hispanic)63%
Economically disadvantaged58%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability67%
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 graduaten/a
Parent education - some college (includes AA degree)61%
Parent education - college graduate78%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students69%
Females68%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
White (not Hispanic)71%
Economically disadvantaged67%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)61%
Parent education - college graduate72%
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

English Language Arts

All Students64%
Females73%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
White (not Hispanic)67%
Economically disadvantaged57%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only65%
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)47%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state73%

Math

All Students46%
Females50%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
White (not Hispanic)52%
Economically disadvantaged45%
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only47%
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)39%
Parent education - college graduate48%
Parent education - graduate school/post graduaten/a
Parent education - declined to state36%

Science

All Students66%
Females64%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
White (not Hispanic)72%
Economically disadvantaged54%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability71%
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 graduaten/a
Parent education - some college (includes AA degree)47%
Parent education - college graduate59%
Parent education - graduate school/post graduaten/a
Parent education - declined to state75%
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 68% 28%
Hispanic or Latino 17% 49%
Asian 5% 8%
Multiple or No Response 5% 3%
African American 3% 7%
American Indian or Alaska Native 1% 1%
Filipino 1% 3%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Teacher experience

  This school District averageState average
Average years teaching in district 1N/A11
Average years teaching 4N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

3200 Tully Road
Modesto, CA 95350
Website: Click here
Phone: (209) 576-2283

ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare
ADVERTISEMENT