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Teacher quality
Principal leadership
Parent involvement
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.
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
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
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
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
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
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
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
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
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
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
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
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.
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
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.
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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 86% in 2012.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
304 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
257 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 49% in 2012.
204 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
306 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
337 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
304 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 25% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
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
| All Students | 87% |
| Females | 86% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 86% |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 62% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 6% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 36% |
| Females | 34% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 41% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 59% |
| Students with disability | 23% |
| Students with no reported disability | 37% |
| English learner | 11% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 43% |
| Parent education - declined to state | n/a |
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
| All Students | 42% |
| Females | 35% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 64% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | 10% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 9% |
| Females | 8% |
| Males | 9% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 11% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 12% |
| English learner | 0% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 4% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 88% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with no reported disability | 94% |
| Fluent-English proficient and English only | 94% |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 46% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 68% |
| Students with disability | 11% |
| Students with no reported disability | 53% |
| English learner | 14% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 71% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 30% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
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
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
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 »
Grade 7
Grade 8
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 49% | 28% | ||
| Hispanic or Latino | 39% | 49% | ||
| African American | 5% | 7% | ||
| Asian | 2% | 8% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 11% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 64% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 14% | N/A | 2% |
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1800 Encina Avenue
Modesto,
CA 95354
Phone: (209) 576-4627
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