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Teacher quality
Principal leadership
Parent involvement
GRADE inflation emerges from the Principal's office! Look at the Platinum Recognition list for 2011: 28 students in 6th grade, 77 students in 7th grade and 66 students in the 8th grade merit this "Achievement Status". Now examine the standardized test scores. They do NOT match! Grades are supposed to be earned and are to be OBJECTIVELY assigned based on standards and benchmarks based on grade level academic content standards. This is blatant grade inflation in attempt to make the students feel successful and the parents feel proud. The Platinum regulations rules state that a GPA of 3.70 or greater MUST BE MAINTAINED . This is an A- average. Are these students meeting State subject matter content standards? Please explain the miserable to mediocre results of the school on state tests ALIGNED to these SAME standards.
—Submitted by a parent
im a student a dvms and i love it there. theres awesome i wish i never had to leave.
My family recently moved to Oakley and we were all a little nervous about changing schools and districts. I can't tell you how welcome my children feel by the teachers and principal at Delta Vista. I love how the principal is always present, even directing traffic at the end of school. 5 stars!
—Submitted by a parent
The principal is not a good role model fro students. He manages by trying to be friends or chums of the kids. Kids want an ADULT leader, not just another 'big kid' they can play with. The principals' father-in-law is the Head of the district which the name of the street the school is located on! Where I come from, they call that cronyism or nepotism. You can not lead when you do not command respect..
—Submitted by a parent
my daughter has been going to dvms for two years now and has done better than she ever has in school, the staff is very supportive and dedicated to seeing each child suceed.
—Submitted by a parent
Delta Vista has a bully prevention system. Its called the bully box. If you are being bullied, you can put your name and their name and drop it in the box. Then the counsler will call you and him up to her office and talk about it. The teachers are very nice too. I actually go there and its a fun place to be.
—Submitted by a student
I love my school i like my teachers a lot and there is a lot people that you can get to know and get along with and become friends.
—Submitted by a student
This school is fanatastic. The principal is energetic and the entire teaching staff is dedicated and terrific. They are strict, but fair. They also have great ideas for teaching.There needs to be more parent involvement, but that is slowly happening. Getting better every year.
—Submitted by cristina, a parent
I would like to say that Delta Vista is a great school! I have a 6th and 7th grader who also love Delta Vista and after long days at school still come home with a smile and lots of wonderful stories to share. They love their teachers, their principal and vice principal. Parents are always welcome to come into the classroom to help and extra help is always needed in the office. Staff is always helpful whenever I have had questions or had any concerns. I encourage all parents to get to know the staff at Delta Vista and really get involved. Go Panthers!
—Submitted by a parent
Delta Vista is an awesome school. The Principal, Vice Principal, Counselors, Office Staff, Classified staff and teaching staff all work together as a team to give all our students a great education and any help they may need. Keep up the good work Delta Vista Staff
Delta Vista is a great school because you get awsome teachers such as: Mrs. Beneddetti- Pre-Algebra and Algebra 1a, Mrs. Tate- American and World History, and Mrs. Morse- Life and Physical Science. D.V.S. has awsome teachers. I would rate the school 4 1/2. And who ever said D.V.S. isn't that good of a school is a moron, because they didn't have the teachers' in middle school. Trust me. I went Delta Viasta the first two years and I know how good the teachers are. Know I'm in high school and is Freshman at Freedom High.
—Submitted by a former student
I have had several problems with Delta Vista, ranging from teachers not notifying me about a curriculum learning problem with my child to not being notified immediately when my daughter was severely injured on an Outdoor Adventure Camping Trip. The school, in those subjects has been horrible. My daughter's injury consisted of needing a cast on her leg. An EMT was on the premises when my daughter was injured, yet he was never notified either. I became aware of my daughter's injury when she was carried off the bus on their return trip home. The principal was a totally different, or should I say indifferent type of person. He really didn't care about anything. You could tell that he did not want to deal with the harsh realities of being the principal, he just wanted to have fun. His lack of caring and expertise in being a principal greatly effected his responsibilities as a principal.
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 59% in 2012.
225 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
223 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
264 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
256 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
149 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
257 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
280 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
258 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 67% |
| Females | 71% |
| Males | 63% |
| African American | 27% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 22% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 43% |
| All Students | 54% |
| Females | 53% |
| Males | 57% |
| African American | 20% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 16% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 14% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 70% |
| Males | 64% |
| African American | 42% |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 76% |
| Students with disability | 33% |
| Students with no reported disability | 70% |
| English learner | 26% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 62% |
| All Students | 55% |
| Females | 57% |
| Males | 53% |
| African American | 30% |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 64% |
| Students with disability | 38% |
| Students with no reported disability | 56% |
| English learner | 29% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 58% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 43% |
| Females | 45% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 46% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 60% |
| Males | 50% |
| African American | 44% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 61% |
| Students with disability | 16% |
| Students with no reported disability | 58% |
| English learner | 17% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | 67% |
| All Students | 18% |
| Females | 12% |
| Males | 22% |
| African American | 23% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 22% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 28% |
| Students with disability | 8% |
| Students with no reported disability | 22% |
| English learner | 8% |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 52% |
| Males | 50% |
| African American | 41% |
| Asian | n/a |
| Filipino | 82% |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 56% |
| Students with disability | 19% |
| Students with no reported disability | 57% |
| English learner | 23% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 61% |
| All Students | 74% |
| Females | 69% |
| Males | 78% |
| African American | 61% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 80% |
| Students with disability | 55% |
| Students with no reported disability | 75% |
| English learner | 48% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 68% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 94% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 43% | 51% | ||
| White | 35% | 27% | ||
| Black | 9% | 7% | ||
| Asian | 6% | 11% | ||
| Two or more races | 5% | 3% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 45% | N/A | 54% |
| English language learners 2 | 11% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 91% | 85% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Cantonese | 1% | 2% | ||
| Hindi | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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| Students typically come from these schools | Iron House Elementary Gehringer Elementary Vintage Parkway Elementary |
| Students typically attend these schools after graduating | Freedom High School |
4901 Frank Hengel Way
Oakley,
CA 94561
Phone: (925) 625-6840
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