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GreatSchools Rating

Montera Middle School

Public | 6-8 | 895 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 6 ratings
2012:
Based on 4 ratings
2011:
Based on 2 ratings
2010:
Based on 5 ratings

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Principal leadership

Parent involvement

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49 reviews of this school


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Posted May 11, 2013

Nice PR blast by the Montera PTO. While I agree with much of what these posters say: great teachers, active parent community and a real effort to provide a positive learning environment for Montera kids; I am bothered by the dismissive tone about bullying. It's easy to say that it's exaggerated when it isn't happening to your kid, or your child's small circle of friends. Stealing and harassment have been constant for many kids at Montera and while the administration does try to address the problem, the lack of resources that have impacted all OUSD schools, not just Montera, makes it a challenge to get on top of it. It's often the PTO parents who don't want to hear about the bullying because they don't want the negative label on the school. There are a lot of great things about Montera, but it's not for everyone. Those kids who are harassed and bullied should feel supported by the community not brushed under the carpet for the sake of school's reputation.
—Submitted by a parent


Posted May 10, 2013

I have a son in 6th grade at Montera and I been very happy with the teachers, administration & the parents. Montera does an excellent job of communicating school news & initiatives to keep us all on the same page. This is OUSD so not without its challenges and issues -but welcome to the real world! This is a worthwhile place to put our best efforts & it will only improve further. My son has not experienced any negativity at Montera. Parents I've polled here & at other middle schools, the bullying, theft and issues of that nature are the same here as anywhere -they are not gross and frequent, but of course you need to be mindful of your belongings just as you would anywhere. The teachers do a great job of providing a safe space in their classrooms and creating community. The PTO is an amazing group of dedicated and hardworking (smart!) parents that are making great things happen. The diverse body of students working & learning together is a wonderful gift to our community & a positive real world experience for our children. The extra-curricular offerings at Montera are wonderful and well-run. I look forward to seeing what more they bring with the newly awarded after-school grant!
—Submitted by a parent


Posted May 9, 2013

I have two children at Montera, one about to graduate, and we have been very happy with the school. There are many great teachers who are working incredibly hard to provide an excellent education. A new leadership team was put in place this year, new principal and assistant principals, and they seem to have a great vision for the school. The principal has already started some important work on closing the achievement gap and focusing on our African-American young men. Talk about violence, theft, and bad behavior are very exaggerated in my experience. There are certainly some kids with behavior issues but the administration does a great job of dealing with it and they are adding new programs every year (including a great restorative justice program this year.) We also just got the news that Montera has received a large grant to expand after-school programs. There is also a great parent community that works hard to support the school. For my kids experiencing the diversity that Montera offers has been a great bonus and one that I think will really benefit them as they go forward. I am very happy to have my children there.
—Submitted by a parent


Posted May 9, 2013

Three of my children have either gone through or are still at Montera so I definitely speak from experience. I can honestly say that despite a few bumps along the way (it is a big public school after all), they have had really positive times there, both educationally and socially. Thanks to some inspired teachers, my older son went from someone who liked math to someone who loves it. My younger kids have been turned onto science and history (they even had a discussion last weekend about Pericles I kid you not), have made new friends, and are leaning about how to live and thrive in a diverse community. Another reviewer mentioned the early lunch time. Yep, 6th graders eat at 10:50, which took getting used to, for sure. They eat early so that each grade can have its own lunch period, which has made lunch time(s) quieter and calmer this year. This was our new principal's brainchild. The administration is also introducing new electives next year like Leadership and Man Up. That said, Montera's not perfect. Some kids can be disruptive and there has been theft. Still and all, my kids are happy here. For me, that's what matters most.
—Submitted by a parent


Posted May 3, 2013

If you are a parent considering this school for your child I would strongly recommend you find a better school. We are really dissatisfied with the school. As other parents have noted, bullying is a problem and theft of student property is unbelievably high. There is a lack of GATE programing and extracurriculars for all students. Principal leadership is ineffectual. Throughout the year we have increasingly felt that this is not a school we feel safe to send our child. There are good teachers here, but behavior problems with students really distract from learning.
—Submitted by a parent


Posted April 4, 2013

This school has really gone downhill fast in the last few years. I would not recommend anyone send their child here when there are way better middle schools.
—Submitted by a parent


Posted October 4, 2012

It's a great feeling to know that you can have confidence in your local, public school these days. In addition to having many excellent teachers, a strong administration and academics, there is also a lot of parent involvement - which is critical to the success of any school. It is also reason #1 why most private schools REQUIRE parent participation. I'm happy to say that none of my children feel unsafe there. They have a large social group that is getting larger. They have definitely witnessed poor behavior on the part of fellow students but we generally discuss it as well as the ramifications of poor choices for those students. We also talk about what they can do to feel empowered when someone is behaving badly. There have been a couple of times in the last few years, when I felt the need to make calls to the school to discuss an issue that one of my children has brought up. The issues were handled professionally and quickly. Lastly, my kids went to an elementary school that was fairly homogeneous so it is a definite plus that Montera seems to represent all of Oakland, both in economic and ethnic diversity. I would definitely recommend this school to other families.
—Submitted by a parent


Posted September 17, 2012

It isn't the worst middle school in Oakland but the budget cuts are so obviously having an effect on this school. This is our child's first year at the school and it has been unorganized and chaotic. Perhaps because there is a new principal? My daughter had to deal with older bullies quite a bit in the first two weeks. Good luck getting into extracurricular like volleyball when 80 some girls go out and 20 are picked. The same goes for techbridge, but worse! I don't understand why there isn't a homeroom so there is one teacher the child can touch base with. The 6th graders eat lunch just after 10 a.m.! On a positive note, so far a few of the teachers have impressed me. Overall I can't wait to find a new school. What a mess.
—Submitted by a parent


Posted August 1, 2012

There are good things about Montera. And as one parent stated the true test of a school is how prepared students are for the next level of education. In classes that are divided by ability (math, English) students in the top classes behave for the most part. However, there are far too many students who use cell phones in class, fight, wear their pants so that you are always looking at their underwear. These are the same students who often do little to no work and complain about the school. I gave the school such a low rating because there is not enough foreign language offered. And if you are in the band or orchestra, you will not get to take a foreign langage at all. Also, there is a lot of theft at the school. Students steal from other students, from the school and from teachers. The thieves brag about what they do but because no one actually saw them take the things they are not caught. Even when we engraved our children's names on their Ipods they were taken. We got our son's iPad back using the locator device and confronted the student and his grandmother directly because the school would not help.
—Submitted by a parent


Posted May 7, 2012

A mostly awesome group of teachers and administrators, but as others have mentioned, the undesirable behavior of too many of the students ruin the experience for those that actually want to be there to learn. It's ashame.
—Submitted by a parent


Posted July 13, 2011

i really wish i went to Montera. Ive always wanted to go there but my MEAN mom put me in Bret Harte(not that it's a bad school).And to this day i still want to go to Montera because it probably beats Bret Harte anyday.


Posted February 2, 2011

alright so i went there for 3 years and it was the worst place i have ever went to school. like people are trying to so that it has academic challenges and honestly that is only if your kid isn't the smartest like to be real i took 2 math classes everyday and i failed and the fights were outrageous and the PE program is like sketchy because like i was this dude break his arm because he fell running on the track which Im the rain is really muddy and uneven. the teachers are really bad although i must say the vice principle is awesome the principle like says these things and they sound promising but he doesn't follow up on his promises


Posted September 8, 2010

My kids enjoyed their years at Montera and they had mostly great teachers. In my opinion, the real test of a school is how well a student is prepared for the next level, in this case high school. Montera kids get into the highly sought after academies at Oakland Tech, and all the kids I know in my daughter's year got into their first choice of private high school. The math dept. is great -- my daughter and her friends were way ahead of their their friends who came from private schools, which gave them a distinct advantage when being placed in high math and science classes. Student behavior on the part of some kids could be improved and the Montera admin. does its very best. The problem here is lazy, uninvolved parents, but I witnessed this in elementary school too. My kids were well prepared socially and academically.
—Submitted by a parent


Posted September 6, 2010

This school is the best place to send your kid if you want them to learn. The school has the best principal and vice principal in Oakland. They have great teachers who are really focused on helping your kid learn. I am a sixth grader and i go to Montera and I love it. They have an amazing security guard who keeps the school in order. The P.E program is amazing and really gets you more interested in sports. But do enroll fast because Montera is one popular school !


Posted June 1, 2010

Until Montera decides to not allow horribly behaved children to disrupt the learning of children who want to learn, I can't recommend this school to my friends. They pass the kids to the next grade even if they have an F average so the kids don't feel they need to do any work and can cause trouble. My daughter has seen a lot of fights. There are too many students in most of her classrooms and the work is way too easy. There doesn't seem to be an differentiation for GATE students, although they say there is.
—Submitted by a parent


Posted March 6, 2010

Great School, good electives. Yes enroll but do it early before spots run out!
—Submitted by a student


Posted March 5, 2010

This middle school is part of the problem plagued school district, OUSD. There are many things that could be improved upon. The PE staff needs to deal with the students a lot better and not belittle students for their skill or lack of in PE. I heard about a lot of fights and have witnessed some of the students on public transportation. I wasn't impressed at all. The counselors and some of the administrators won't return a call until you send them many alarming emails!
—Submitted by a parent


Posted December 9, 2009

In my 7th year here, I switched schools. I really missed out on spending the rest of middle school at Montera. I loved the P.E program and the teachers are wonderful. They were always ready to help struggling students and encouraged us to ask questions. The students there can be a little rough sometimes but mostly it's full of good kids.


Posted November 27, 2009

I think that montera can be just as bad as any other middle school.I dont even want to go there because i think that montera can have as many fights as any other school.And just because they break up fights at that school doesnt mean theres any fights.
—Submitted by a student


Posted September 20, 2009

Montera Middle school is a large diverse school. Montera has strong leadership, teachers, parents and student body, all working to create a stong sense of community and educational excellence.
—Submitted by a parent


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

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

809

Change from
2011 to 2012

-3

API Statewide Rank
(2011)

7 / 10

API Similar Schools Rank (2011)

5 / 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 did not meet all student subgroup API targets for 2012

This school's
API score

809

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

-3

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

7 / 10

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

5 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

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

290 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
60%

2010

 
 
62%

2009

 
 
58%
Math

The state average for Math was 55% in 2012.

291 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
47%

2010

 
 
54%

2009

 
 
51%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

49 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
84%

2010

 
 
96%

2009

 
 
90%
English Language Arts

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

265 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
64%

2010

 
 
67%

2009

 
 
64%
Math

The state average for Math was 52% in 2012.

220 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
61%

2010

 
 
59%

2009

 
 
52%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

215 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
28%

2010

 
 
52%

2009

 
 
55%
English Language Arts

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

264 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
66%

2010

 
 
66%

2009

 
 
58%
General Mathematics (Grades 6 & 7 Standards)

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

11 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
n/a

2010

 
 
0%

2009

 
 
20%
Geometry

The state average for Geometry was 87% in 2012.

50 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
87%

2010

 
 
90%

2009

 
 
96%
History - Social Science Grade 8 Cumulative

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

285 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
66%

2010

 
 
62%

2009

 
 
54%
Science

The state average for Science was 66% in 2012.

261 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
74%

2010

 
 
74%

2009

 
 
62%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

All Students64%
Females68%
Males59%
African American43%
Asian78%
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged41%
Non-economically disadvantaged79%
Students with disability63%
Students with no reported disability64%
English learner7%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented66%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)63%
Parent education - college graduate59%
Parent education - graduate school/post graduate71%
Parent education - declined to state63%

Math

All Students55%
Females56%
Males54%
African American35%
Asian78%
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged30%
Non-economically disadvantaged72%
Students with disability43%
Students with no reported disability56%
English learner14%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented58%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)50%
Parent education - college graduate52%
Parent education - graduate school/post graduate71%
Parent education - declined to state55%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students90%
Females89%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state89%

English Language Arts

All Students66%
Females70%
Males62%
African American45%
Asian77%
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged48%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)50%
Parent education - college graduate75%
Parent education - graduate school/post graduate82%
Parent education - declined to state66%

Math

All Students41%
Females41%
Males41%
African American21%
Asian86%
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged31%
Non-economically disadvantaged54%
Students with disability45%
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented54%
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)36%
Parent education - college graduate44%
Parent education - graduate school/post graduaten/a
Parent education - declined to state40%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students34%
Females37%
Males31%
African American19%
Asian74%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged21%
Non-economically disadvantaged46%
Students with disability18%
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talented62%
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)24%
Parent education - college graduate41%
Parent education - graduate school/post graduate60%
Parent education - declined to state28%

English Language Arts

All Students67%
Females68%
Males67%
African American46%
Asian91%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged50%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)59%
Parent education - college graduate77%
Parent education - graduate school/post graduate96%
Parent education - declined to state58%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students92%
Females93%
Males91%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with no reported disability92%
Fluent-English proficient and English only92%
Gifted and talented97%
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 graduate95%
Parent education - declined to state82%

History - Social Science Grade 8 Cumulative

All Students51%
Females51%
Males51%
African American28%
Asian82%
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged28%
Non-economically disadvantaged70%
Students with disability19%
Students with no reported disability55%
English learner0%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduate37%
Parent education - some college (includes AA degree)33%
Parent education - college graduate57%
Parent education - graduate school/post graduate85%
Parent education - declined to state45%

Science

All Students72%
Females71%
Males74%
African American50%
Asian97%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged58%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate66%
Parent education - some college (includes AA degree)63%
Parent education - college graduate75%
Parent education - graduate school/post graduate93%
Parent education - declined to state68%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
African American 41% 7%
White 25% 28%
Asian 13% 8%
Hispanic or Latino 13% 49%
Multiple or No Response 5% 3%
American Indian or Alaska Native 1% 1%
Filipino 1% 3%
Pacific Islander 1% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 13%N/A24%
Students eligible for free or reduced-price lunch program 233%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 76% 85%
All other non-English languages 4% 1%
Arabic 4% 1%
Cantonese 4% 2%
Khmer (Cambodian) 4% 0%
Serbo-Croatian (Bosnian, Croatian, Serbian) 4% 0%
Vietnamese 4% 2%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 11N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 11N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 67%N/A96%
Emergency credential or waiver 7%N/A2%
Source: CA Dept. of Education, 2008-2009

Teacher resources

Special staff resources available to students School social worker/counselors(s)
Nurse(s)
Read more about programs at this school
Source: Manually entered by a school official.

Special education / special needs

Specialized programs for specific types of special education students
  • Speech and language impairments

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Mathematics

Arts & music

Music
  • Band
  • Instrumental music lessons

Health & athletics

Staff resources available to students
  • Nurse(s)
School leaders can update this information here.

School basics

Before school or after school care / program onsite
  • Before school
School Leader's name
  • Russom Mesfun
Is there an application process?
  • Yes
Fax number
  • (510) 531-6354

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Mathematics
  • Writing
Specialized programs for specific types of special education students
  • Speech and language impairments
Level of ESL/ELL programming offered
  • None

Resources

Staff resources available to students
  • Nurse(s)
  • School social worker/counselors(s)
Transportation provided for students by the school / district
  • AC Transit has 10 dedicated buses that transport students to and from Montera.
School leaders can update this information here.

Sports

Boys sports
  • Basketball
  • Soccer
  • Track
  • Ultimate Frisbee
  • Volleyball
  • Wrestling
Girls sports
  • Basketball
  • Soccer
  • Track
  • Ultimate Frisbee
  • Volleyball
  • Wrestling

Arts & music

Music
  • Band
  • Instrumental music lessons

Summer Prep (summer program)

About the program
  • Academic enrichment
Types of activities
  • Academic
Operated by
  • OUSD
Dates offered
  • June 25, 2013 - July 19, 2013
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
Start time
  • 8:30 am
End time
  • 12:30 pm
Is enrollment limited to students who attend the school?
  • Yes
What grades can participate?
  • 6-8
Website
Phone number
  • (510) 531-6070
School leaders can update this information here.

School culture

More from this school
  • Montera is a school that is located on a lovely 20 acre campus. We have students from all walks of life as part of our community. We have the honor of being a California Distinguished School. Montera is home to a diverse staff of teachers that have been members of our community for many years. We are the largest middle school in Oakland and promote excellence in academics and achievement. Currently, we are actively working to prepare our students for the California Common Core Standards for both Math and English Language Arts; we are at the forefront of this transition. As we are making these shifts, we are engaging students in powerful and masterful instruction. Our Parent Teacher Organization is a wonderful part of our school and we work effortlessly and tirelessly together for our students' success. Montera offers many clubs, sports and activities for which our students may participate. We work to teach to the whole child so that each student finds success at Montera. Go Montera, Go Toros!
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
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Notice an inaccuracy? Let us know!

5555 Ascot Drive
Oakland, CA 94611
Website: Click here
Phone: (510) 531-6070

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