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La Loma Junior High School

Public | 7-9 | 532 students

 

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Last modified
Community Rating

3 stars

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2013:
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2012:
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2011:
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2010:
Based on 1 rating

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16 reviews of this school


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Posted September 19, 2010

Im a 4yr GATE and 2yr Honor student attending La Loma presently La Loma is a great junior high that has a great principle, great teachers and great programs and is nothing like the past reviews of this school. During 2yrs at La Loma all my teachers have been efficient and quick to getting me answers about my grades and how I can improve it. Although this year was the last year of spanish i hope they bring back the elective back for students in the future. The principal here is great and works with parents who have questions about anything. The programs at La Loma range from a great music program to an excellent yearbook staff and offers many extracurricular activities. The honors program is great with teachers who want students to succeed. For the parents who are concerned about the safety of this school its a very safe environment.


Posted March 11, 2009

La Loma is a good school it has good sports for teens concidering most schools cut sports La loma has dance, softball(girls), boy and girl basketball, girls vollyball and track&feild The only sport we don't have anymore is cheerleading but we look to have it back next year for 2009-2010 school year
—Submitted by a student


Posted March 1, 2009

I am a student at La Loma and I find this school very unsatisfactory. The teachers don't explain what they are teaching and do the minimum to get the job done. even when you complain to the office, they don't believe you, and do absolutely nothing about it. They say they they have rules, but don't seem to enforce them as needed.
—Submitted by a student


Posted February 6, 2009

i went to la Loma and the school is great. i now live in North Carolina. i miss all my teachers, especially Mrs Lima. mariana!!
—Submitted by a student


Posted February 3, 2009

My son had straight As, Until he came here. The teachers aren't very great, They just do what they have to to get the job done.
—Submitted by a parent


Posted November 9, 2007

My daughter is an 8th grader at La Loma,she is very happy,have not problems with teachers and she had improved a lot in the last year,keep it up.
—Submitted by a parent


Posted August 30, 2007

My son attended La Loma from 05/06 & 06/07 school years and I was impressed with them. They were understanding and patient with him to say the least. He is ADHD and they understood him and worked hard to assist him in his learning. They didn't allow him to 'use' his condition and worked with him to understand it more. They kept regular contact with me & his dad (we're divorced) on any problem and progress. Because of the dedication of each teacher and administrator he enjoyed going to school even on bad days. I am very grateful to them. Now my youngest one is attending so we'll see how they work with her and she has learning disabilities which other kids don't understand so we'll see how that goes & I'll be back here to share my opinion on that.
—Submitted by Peggy Thomas, a parent


Posted August 10, 2007

I think that readers should keep in mind that these postings are OLD! As a teacher at La Loma, I think that most of our staff care very much about our students and try hard to work with them to optimize the learning of all of our students. I strongly encourage all parents to keep in regular contact with their students' teachers (we all have access to email, as well as the telephone). If they are unsatisfied with things, it is important that they voice those concerns appropriately, working first with the teachers and then working with administrators at the site and district level until an understanding is reached. Junior high is an age where students need to take on more responsibility for their actions (homework, etc). Most staff members still try to keep parents apprised of their student's progress on a regular basis throughout the semester.
—Submitted by a teacher


Posted March 23, 2004

The staff and teachers at La Loma Junior High are very unprofessional. They lack compassion for the students and those with learning disabilities. Their answer for children with learning disabilities is that they are lazing and should be held back. The best thing I ever did for my child was to get him out of the care of that school.
—Submitted by a parent


Posted February 11, 2004

There is too little caring for the students as developing people. Progress reports get sent two weeks before the end of a quarter and by then there is no hope of getting a student's grade raised. Parents are not contacted in a timely manner.
—Submitted by Anne Reiswig, a parent


Posted January 25, 2004

If they taught their subjects as much as they pound in the discipline and the rules, the students would test a lot higher. There are way too many rules and regulations to enable a proper learning environment in Modesto City Schools.
—Submitted by Shirley Mayfield, a parent


Posted January 20, 2004

I feel that the teachers don't keep in contact with the parents enough to warn them that their child is failing!!They let them know about the warning that they are failing with a letter and then it's to late...
—Submitted by a parent


Posted October 9, 2003

I am a student at La Loma,and I enjoy this school alot. The teachers are great, and the staff is on top of everything. I wake up excited and ready to go to school and ready to learn. I really like La Loma. The teachers really know how to help us understand.I'm proud to be a Lancer.


Posted August 11, 2003

I am not a parent, but I am a former student from La Loma. I believe that this school is awesome. I never had any problems with any of the teachers there. I mean sure, a couple of the teachers have their personalities, but what school doesn't have a couple of those teachers. It's what made the class intereseting. The extra curriculum activites were great too. The principal was pretty cool too. Besides that's where all my friends went. My sister went there and my little brothers is going to go there too and I wouldn't recommend another school for them to go to.
—Submitted by a former student


Posted July 8, 2003

When there is a teacher that the students say is a problem... for years.. the staff dosn't listen, they dont believe the children. Even children thru the years have complained but nothing was/is done. And yes my child was embarrassed a few times by teachers in front of classmates leaving the school crying. what kind of message dose that give them? this is suppose to be a transition to move up to high school. quite honestly i think alot of the teachers have job burn out.. time to move on.


Posted May 8, 2003

My daughter likes her school.She has done very well academically during her two years there. I have found that there are some teachers and school staff that like to embarrass students in front of their classmates and peers. Belittling and intimidation seem to be a favorite tactic for them to use. I really wish we had more power as parents to remove teachers from the classroom who are no longer effective in their jobs. I feel they are burnt out and don't know when to quit.


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

794

Change from
2011 to 2012

-8

API Statewide Rank
(2011)

6 / 10

API Similar Schools Rank (2011)

8 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

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

This school's
API score

794

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

-8

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

6 / 10

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

8 / 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.
Algebra I

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

54 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
94%

2010

 
 
91%

2009

 
 
83%
English Language Arts

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

304 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
58%

2010

 
 
61%

2009

 
 
47%
Math

The state average for Math was 52% in 2012.

257 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
43%

2010

 
 
43%

2009

 
 
37%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

204 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
51%

2010

 
 
50%

2009

 
 
45%
English Language Arts

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

306 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
61%

2010

 
 
59%

2009

 
 
49%
General Mathematics (Grades 6 & 7 Standards)

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

93 students were tested at this school in 2012.

2012

 
 
9%

2011

 
 
9%

2010

 
 
13%

2009

 
 
12%
Geometry

The state average for Geometry was 87% in 2012.

31 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
100%

2010

 
 
89%

2009

 
 
98%
History - Social Science Grade 8 Cumulative

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

337 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
55%

2010

 
 
49%

2009

 
 
44%
Science

The state average for Science was 66% in 2012.

304 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
73%

2010

 
 
66%

2009

 
 
62%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

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

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

All Students87%
Females86%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino87%
White (not Hispanic)88%
Economically disadvantaged88%
Non-economically disadvantaged86%
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)82%
Parent education - college graduaten/a
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

English Language Arts

All Students63%
Females62%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged50%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability63%
English learner6%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate29%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)78%
Parent education - college graduate79%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students36%
Females34%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)41%
Economically disadvantaged28%
Non-economically disadvantaged59%
Students with disability23%
Students with no reported disability37%
English learner11%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate9%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)51%
Parent education - college graduate47%
Parent education - graduate school/post graduate43%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students42%
Females35%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged37%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduate42%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)40%
Parent education - college graduate50%
Parent education - graduate school/post graduate58%
Parent education - declined to staten/a

English Language Arts

All Students60%
Females64%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged49%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability61%
English learner10%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate43%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)67%
Parent education - college graduate77%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students9%
Females8%
Males9%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)11%
Economically disadvantaged8%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability12%
English learner0%
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate4%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)8%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students93%
Females88%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)95%
Economically disadvantagedn/a
Non-economically disadvantaged96%
Students with no reported disability94%
Fluent-English proficient and English only94%
Gifted and talented94%
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 Students48%
Females46%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged40%
Non-economically disadvantaged68%
Students with disability11%
Students with no reported disability53%
English learner14%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate37%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)61%
Parent education - college graduate58%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Science

All Students71%
Females71%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged63%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability71%
English learner30%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate49%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)76%
Parent education - college graduate87%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

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

Algebra II

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

Biology/Life Sciences

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

Earth Science

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

English Language Arts

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

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

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

Integrated/Coordinated Science 1

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

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 46% 27%
Hispanic 40% 51%
Black 5% 7%
Asian 4% 11%
Two or more races 4% 3%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 1% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
English language learners 111%N/A24%
Students eligible for free or reduced-price lunch program 269%N/A54%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2010-2011

Teacher experience

  This school District averageState average
Average years teaching in district 13N/A11
Average years teaching 16N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 97%N/A96%
Emergency credential or waiver 14%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • Ed Miller
Fax number
  • (209) 576-4631

Resources

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

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1800 Encina Avenue
Modesto, CA 95354
Phone: (209) 576-4627

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