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GreatSchools Rating

John Muir Elementary School

Public | K-6

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
No new ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted September 27, 2013

THIS SCHOOL HAS DONE A GREAT JOB FOR MY SON ..HE LOVE HIS SCHOOL.I HOPE THAT THIS SCHOOL GETS BETTER AND AND BETTER
—Submitted by a parent


Posted August 19, 2013

John Muir is a school with alot of potential the staff at the school are the most caring and they do the very best with what they have to work with. My grandson started kindergarden this year and just looking around the classroom, cafateria and playgrounds theres alot of room for improvement his grandfather and i are going to do what we can out of our pocket but we fill there is monies out there that could go to help such a wonderful school in need. thank you for listening. thank you - a concerned grandma


Posted July 31, 2013

My children have attended John Muir for one year. It is not a horrible school, but it is not a great school. It is pretty average, but it is good enough to keep my kids there instead of continuously changing schools on them. My daughter had an excellent Kindergarten teacher that could handle my daughter's difficult behaviors well. Overall I am happy enough with this school to keep them there. Changing schools on kids constantly because it's not perfect is not good for them I do with that more schools in Modesto offered some sort of formal music education from K-4th, instead of starting them out in band in 5th.
—Submitted by a parent


Posted March 26, 2011

I am the same positive person who posted on October 5, 2010. Unfortunately, I have a different view after 6 months and that is all I am going to say about the issue. I am investigating other schools for next year, especially after watching "Waiting for Superman"! Respectfully, Melissa M.
—Submitted by a parent


Posted September 24, 2010

this is a school that needs inprovement.the yard duties are very rude&after school program is not good at all.the staff at after school program are way to strict.but,the schools safty patrol is realy great so why is the school not so great at all.


Posted August 4, 2010

Most of the teachers and staff at this school do the bear minimum to get by, this shows in their test scores. There are very few parents that show any kind of involvement and the few that do are not appreciated by the principal or staff unless you are in with their "click". Very juvinile behavior by what should be mature professionals. The cafeteria staff spends the entire lunch yelling at the kids, it is quite a terrible way to for children to spend their lunch time. Very dissapointed in this school.
—Submitted by a parent


Posted July 21, 2010

I had a herendous expierence with this school this past year wih my one child and the current principal should be removed.She is not qualified to be in charge of any school.I am so happy my child will attend a different school this year.This school should be part of them cutting back and close it down to give monies to better schools.
—Submitted by a parent


Posted March 9, 2010

this is a horrible school, the principal yelled in my childs face, the teacher cant control her temper and the yard duties are rude. Not to mention the test scores are so bad a letter was sent home stating we could pull our kids from that school and they would be accepted anywhere. I WILL NOT BE SENDING MY CHILD BACK TO THIS SCHOOL NEXT YEAR.
—Submitted by a parent


Posted July 17, 2009

Im a parent and my child has attended John Muir since Kindergarten, but this year my child was to finish graduating and had a set back to being ill, if it wasnt for resources and summer school he wouldnt be passing with out his awesome summer school teachers , no help really from my childs room teacher since the class was so behind we were very disappointed with this year. Over all my child has had the best of the best teachers while attending John Muir keep up the great teaching.
—Submitted by a parent


Posted July 16, 2009

The school overall is okay. They do have some very good teachers there. A few were awesome. I am disappointed with the new Principal. I feel she lacks people & verbal skills. The after school program this year was a disappointment also. My daughter loved going to the ASP except for this year when they brought in a new set of personnel also lacking people & communication skills.
—Submitted by a parent


Posted May 15, 2009

Overall the school is good. The new Principal has worked well w/us concerning our kids.
—Submitted by a parent


Posted August 30, 2008

my daughter attended john muir from kindergarden and we moved in the middle of her 2nd grade year but now im moving back to the same school district where my son will start kindergarden this year.My daughter had such a positive school experience there and excelled so much.I am excited to get back to John Muir, no school is perfect but I like the small classes and the the principal and staff are dedicated to the best interest of the students.There are some great teachers in all grades. Parents need to encourage one another to be involoved even you feel you do not have time for it. I am a single parent so if I can do it so can anyone.Go John Muir!
—Submitted by a parent


Posted July 27, 2008

I have had children attending John Muir for the last 9 years. I have been invloved with the PTA for all of those 9 years. John Muir has the potential to be a great school. We have good to great teachers and a wonderfull principle and an excellent office staff. There is Latchkey, after school programs and many other activities for the students. The one thing that keeps John Muir from being a great school is the parent involvement. To be great you must have the parent particiapation as well. Please help John Muir be great. Get Involved!!!
—Submitted by a parent


Posted May 29, 2008

Muir fortunately has a few great teachers, but the Staff and Principal should get on board. The supervision on the playground and lunchroom is a nightmare and sadly my children have both been hurt as unfortunately there will be more. There is not one rule all follows and the Office Staff and Principal will bend a rule or two if you are in with the in, if not watch out so if you want a hard frustrating educational time come to Muir, if not homeschool
—Submitted by a parent


Posted February 11, 2007

I think John Muir has a lot of extracurricular activities and the principal and teachers are very involved. Only problem I see is that theres a lot of picking on the little ones and soon as your child hits 4th grade, there are so many children that the teachers are unable to give the attention that each child needs. Oh, and they need more parent involvement. This is a good school.
—Submitted by a parent


Posted September 3, 2006

what can I say John Muir is a great school. They have wonderful, caring teachers. A unbelievable principal that really is for the children. She is a no nonsense principal and she has a remarkable office staff. If only all the parents could do the same. John Muir has great clubs for after school also. They offer Latchkey and a Pre-school program for all day. John Muir is right down the street from the hospital and 1/2 a block from Downey High school. There are about 500 kids that attend this school.
—Submitted by a parent


Posted October 4, 2005

I like this school--the principal is a no-nonsense person, with a caring attitude. The staff is helpful and the teachers are really good. I would like to see more computers, and more parental involvement, but overall I am happy with the education my children are getting here. Would love to be able to have more funding for music, arts, and after school programs--but the CA education budget keeps getting cut.
—Submitted by a parent


Posted October 4, 2005

Really pleased with the new principal here. She is great! The school is proving that it can provide our kids with a good quality education. I was told that the state began a new method of calculating scores and now many of the schools that rated higher are lower, and those that rated lower are higher. I don't care what the scores say--I KNOW this a a great place for my child to learn!
—Submitted by a parent


Posted September 22, 2005

I have found muir to be a wonderful place. Parents are involved, children can achieve thier potential, and disipline and supervision are wonderful. My child began at the school as a head start student--a fabulous program, and is now in kindergarten doing some first grade level work. The staff is caring and experienced. I didn't expect this level of committment to the students --I am amazed and very very grateful that my child can attend muir school! Go john muir!
—Submitted by a parent


Posted October 19, 2004

Muir fortunately has a few GREAT teachers, but the Staff and Principal should get on board. The supervision on the playground and lunchroom is a nightmare and sadly my children have both been hurt as unfortunately there will be more. There is not one rule all follows and the Office Staff and Principal will bend a rule or two if you are in with the in, if not watch out so if you want a hard frustrating educational time come to Muir, if not HOMESCHOOL
—Submitted by a parent


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

About these ratings

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

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

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

This school's
API score

750

Change from
2012 to 2013

-30

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

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 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

750

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-30

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

4 / 10

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

8 / 10

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

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

73 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
50%

2011

 
 
37%

2010

 
 
33%
Math

The state average for Math was 65% in 2013.

72 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
46%

2011

 
 
59%

2010

 
 
46%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

65 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
48%

2011

 
 
33%

2010

 
 
29%
Math

The state average for Math was 66% in 2013.

64 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
68%

2011

 
 
59%

2010

 
 
57%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

55 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
59%

2011

 
 
64%

2010

 
 
71%
Math

The state average for Math was 72% in 2013.

56 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
77%

2011

 
 
77%

2010

 
 
78%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

59 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
57%

2011

 
 
47%

2010

 
 
59%
Math

The state average for Math was 65% in 2013.

60 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
58%

2011

 
 
52%

2010

 
 
48%
Science

The state average for Science was 57% in 2013.

59 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
61%

2011

 
 
65%

2010

 
 
59%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

52 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
58%

2011

 
 
45%

2010

 
 
48%
Math

The state average for Math was 55% in 2013.

52 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
44%

2011

 
 
37%

2010

 
 
40%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students36%
Females39%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged28%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability38%
English learner32%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)40%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students45%
Females39%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged42%
Not economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability46%
English learner37%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)52%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students34%
Females34%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged32%
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability37%
English learner17%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate23%
Parent education - some college (includes AA degree)41%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students59%
Females59%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged60%
Not economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability61%
English learner55%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)56%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students49%
Females54%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged43%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate52%
Parent education - some college (includes AA degree)60%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students79%
Females71%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged73%
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability81%
English learner73%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)85%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students44%
Females48%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged44%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate26%
Parent education - some college (includes AA degree)73%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students28%
Females26%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged30%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate18%
Parent education - some college (includes AA degree)47%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students55%
Females52%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged52%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)87%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students61%
Females59%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged61%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability64%
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 graduate64%
Parent education - some college (includes AA degree)71%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students47%
Females31%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged47%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)64%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 53%
White 31%
Two or more races 4%
Asian 3%
Black 3%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 88%N/AN/A
English language learners 22%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

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School basics

School Leader's name
  • Paulo Pimentel
Fax number
  • (209) 569-2755

Resources

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

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1215 Lucerne Avenue
Modesto, CA 95350
Phone: (209) 576-4835

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