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GreatSchools Rating

Joaquin Moraga Intermediate School

Public | 6-8 | 636 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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17 reviews of this school


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Posted February 4, 2014

We just move in Moraga last June from the City. One of my kid goes to JM now, only been few months. What a wonderful school in Moraga. my son got so much support from all the teachers, they are giving him tutoring one by one, and picking books for him to reads and playing lot of sport that he likes. he feels so great of himself in JM. Thank You to all the teachers!!!!
—Submitted by a parent


Posted January 20, 2014

Ooooh. No GATE. Gee, both my kids went to Rheem and Campo. Average students, I thought. Then both breezed through UC in three years. You know, graduating before they were legally able to drink. Unlike their cousin, who *was* in GATE. And is now 30 years old, unemployed, on probation, and living in his mommy's basement. Yeah. Don't go to Moraga public schools.
—Submitted by a parent


Posted November 22, 2013

This is a very closed community with a very specific agenda. Not sure if this school is a great environment for kids to learn in. It depends on your issues and your needs. Parent involvement is from the same 5 parents in the community that have been here since day 1. Not that parents have tried they are just discouraged from doing so. That will take away from the game plan of the chosen few. The teachers are really trying but they are limited with the tools they have. Not to mention the rules and what boxes they need to check. The principal is not an active force with this school and the assistant principal is a great puppet that has no substance. If your child has special needs, then you would be best served in another community.
—Submitted by a parent


Posted September 18, 2013

As an 8th grader, I don't mind this place. But sometimes kids swear, and teachers hear it and do nothing. Also, they only take action if you ask them.


Posted December 13, 2011

School here is awesome!! And I'm just a sixth grader. Everyone (well most) of the teachers here are super nice. Especially the counselors, Mrs. Herbert and Mrs. Felt. Our principal, Mrs. Danilson, is super nice. Everyone gives you support and it's fun learning here at JM.


Posted March 25, 2009

Hey, I'm only in 6th grade, and I love school. It's like I'm in my element and it's fun to learn at J.M.
—Submitted by a student


Posted March 6, 2009

This school was wonderful in helping my son mature. There are indeed rules but for the most part the rules are not unreasonable or onerous. The teachers help the students learn to handle increasing responsibility for their own performance. Their student counselor is wonderfully supportive in helping children over rough spots with school (or life). My only wish was that there was a GATE program.
—Submitted by a parent


Posted March 5, 2009

I love Joaquin Moraga Intermediate school. I loved that the faculty and staff have gone to great lengths to stress academics, responsibility and friendship amoung the children. Both of my children were throughly prepared for HS and have excelled in their academics-A+and sports. Yes, there are rules, as with any school. The emphasis is placed on learning, not fashion moments or social agenda's. What my children have taken away from this school is their confidence in their academics skill, the love for the arts, heathy sports involvement and socially well adapted to succeed in H.S.
—Submitted by a parent


Posted December 16, 2008

We moved to Moraga in July of 2007 because everyone we talked to raved about the schools. We moved out of Moraga 9 months later because of the poor schooling there.
—Submitted by a parent


Posted October 17, 2008

We think that this school is a good school but sometimes they give the students the consequences they don't even deserve.. We think Jm is very unreasonble sumtimes. The principal is so used to elementary school that he's treating us like kindergarteners. JM has very good extra curricular activities though. we have lunchtime activities, contests, and we can sit outside anywhere we want for lunch. and we also have a magazine drive tht if you get a certain amount of orders u can go in a limo and go to lunch wherever you want. JM has some good teachers like Ms. Forster, Ms josephson, Mrs, Hoppock, Mr.Gruen, Mr. Flaig(sometimes), Mrs. Warmboe(kinda boring sumtimes), Mrs. Thompson, Mr. Lorie, Sra. Contreras, Mrs Felt(amazing counselor and thts about it for good teachers. The safety is pretty good. And you have their attention and they listen to you sometimes. Jm is a good school!
—Submitted by a student


Posted November 27, 2007

It is too early to see what the 3rd principal in 3 years can accomplish at JM, but clearly last year's principal was making meaningful curriculum changes before she became ill. I will be very unhappy if Mr. Burns does not follow through. Also, among other issues involving teacher competence, 'differentiated instruction' is failing some of the brightest students. My 2nd child will start JM next fall.
—Submitted by a parent


Posted November 13, 2007

I'm not thrilled about the trends I am seeing in the school this year after the departure of Mrs Mikes. There is a new focus on Rules Enforcement that is focusing on the petty (minor dress code violations, long lists of forbidden behaviors at dances) rather than the important (education, learning personal responsibility). The enforcement of the Dress Code is most galling as it takes a big problem - girls who see self-worth only in their appearance - and reinforces it by showing that to the teachers at least it is true that appearances matter most and that people do judge you by how you look/dress. Really, this middle school is a blot on the otherwise pristine record of the Moraga School District. But, the teaching staff has improved since my oldest started 5 years ago. My third child starts next fall at JM and we will see how it goes.
—Submitted by a parent


Posted November 13, 2007

JM currently does not adequately prepare students for high school. The change in leadership should improve teacher apathy and the general attitude that a student can just coast through their three years at this school. The departure of the previous administrator is a step in the right direction. Focus needs to be placed on strong academics and differentiated teaching to reach all students. There is no GATE program which is a travesty in such an academically minded community.
—Submitted by a parent


Posted November 18, 2006

Our new principal, Mrs. Mikes, is working hard to make our school a better place with more interesting electives. Students like her because of her enthusiasim and she is interested in what we care about.
—Submitted by a student


Posted August 1, 2006

this is a wonderful school an has many bright and intellegent sudents. the teachers are just wonderful and the academic level is just wonderful and kids are impowered by the fun-filled student body, the classic dances, and the fun activities that go on throught the school year.
—Submitted by a student


Posted June 11, 2006

it is a very good school with very good teachers
—Submitted by a former student


Posted July 7, 2005

Academic program is challenging and exceeds state and national standards.
—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

950

Change from
2012 to 2013

-7

API Statewide Rank
(2012)

10 / 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 met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

950

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

-7

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)

10 / 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 60% in 2013.

209 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
95%

2011

 
 
91%

2010

 
 
85%
Math

The state average for Math was 55% in 2013.

209 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
92%

2011

 
 
92%

2010

 
 
88%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

22 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
97%

2010

 
 
100%
English Language Arts

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

206 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
94%

2011

 
 
92%

2010

 
 
87%
Math

The state average for Math was 52% in 2013.

181 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
88%

2011

 
 
84%

2010

 
 
83%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

130 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
83%

2011

 
 
82%

2010

 
 
86%
English Language Arts

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

210 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
89%

2011

 
 
87%

2010

 
 
86%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

56 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
63%

2011

 
 
66%

2010

 
 
51%
Geometry

The state average for Geometry was 85% in 2013.

24 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
96%

2010

 
 
100%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

211 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
86%

2011

 
 
86%

2010

 
 
89%
Science

The state average for Science was 67% in 2013.

209 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
90%

2011

 
 
92%

2010

 
 
90%
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 Students94%
Females95%
Males93%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Not economically disadvantaged94%
Students with disability67%
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only95%
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 graduate94%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Math

All Students83%
Females79%
Males86%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantagedn/a
Not economically disadvantaged83%
Students with disability44%
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only83%
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 graduate83%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students100%
Femalesn/a
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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 graduate100%
Parent education - declined to staten/a

English Language Arts

All Students94%
Females96%
Males92%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Not economically disadvantaged94%
Students with disability45%
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only95%
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 graduate95%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students89%
Females91%
Males87%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantagedn/a
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only90%
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 graduate87%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students85%
Females80%
Males92%
African Americann/a
Asian95%
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)81%
Economically disadvantagedn/a
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only85%
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 graduate83%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

English Language Arts

All Students88%
Females90%
Males85%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantagedn/a
Not economically disadvantaged88%
Students with disability58%
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only88%
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 graduate90%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students63%
Females54%
Males71%
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)58%
Economically disadvantagedn/a
Not economically disadvantaged63%
Students with disability44%
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only63%
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 graduate61%
Parent education - graduate school/post graduate72%
Parent education - declined to staten/a

Geometry

All Students100%
Femalesn/a
Males100%
African Americann/a
Asian100%
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)100%
Economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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 graduate100%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students86%
Females82%
Males89%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantagedn/a
Not economically disadvantaged86%
Students with disability57%
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only85%
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)55%
Parent education - college graduate82%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Science

All Students91%
Females95%
Males88%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantagedn/a
Not economically disadvantaged92%
Students with disability68%
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only91%
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 graduate93%
Parent education - graduate school/post graduate92%
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
White 59%
Asian 17%
Two or more races 12%
Hispanic 9%
Black 2%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 2%N/AN/A
English language learners 1%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 3%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Foreign languages spoken by school staff French
Spanish
Read more about programs at this school
Source: Provided by a school official.

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Awards

Academic awards received in the past 3 years
  • California Distinguished School (2007)

Special education / special needs

Specific academic themes or areas of focus
  • Special education

Arts & music

Visual arts
  • Ceramics
  • Painting
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Drama
Media arts
  • Video / Film production

Language learning

Foreign languages taught
  • French
  • Spanish
Foreign languages spoken by staff
  • French
  • Spanish

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
School leaders can update this information here.

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School basics

School Leader's name
  • Joan Danilson
Best ways for parents to contact the school
  • Phone
Special schedule
  • Extended/longer school day
Fax number
  • (925) 376-6836

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Gifted / high performing
  • Independent Study
Specific academic themes or areas of focus

Don't understand these terms?
  • Special education
Foreign languages taught
  • French
  • Spanish

Resources

Foreign languages spoken by staff
  • French
  • Spanish
Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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Sports

Boys sports
  • Basketball
  • Football
  • Track
Girls sports
  • Basketball
  • Softball
  • Track
  • Volleyball

Arts & music

Visual arts
  • Ceramics
  • Painting
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Drama
Media arts
  • Video / Film production
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
Parent involvement
  • Mostly through a very active pta. pta manages 35 different volunteer committees.
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What are your chances?

Students typically come from these schools
Los Perales Elem
Donald Rheem Elem
Camino Pablo Elem

Planning ahead

Students typically attend these schools after graduating
Campolindo High School
Miramonte High School
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1010 Camino Pablo
Moraga, CA 94556
Website: Click here
Phone: (925) 376-7206

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