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Teacher quality
Principal leadership
Parent involvement
this school is awful the teachers are rude and they give us like 50 projects at a time they have favorites witch annoys me. i'll be in class and some buddy talks and doesn't get yelled at this school is garbage.
I'm a student and I'd say the staff could help with bullying a little better. One time I asked to talk to the school counselor and they said they would get back to me. They never did. I do get my work done, but there are lots of class interruptions. It could be better.
I was not happy with this school, but it wasn't until I pulled my child out and placed them elsewhere that I truly realized how awful this school really is. The lack of help from teachers combined with the continual class disruption from disrespectful/disobedient students makes learning very difficult. Although there are many good kids at this school, they are overshadowed by the gang members, delinquents and just plain disrespectful students. The principal and staff are not tough enough with the discipline. They know about many problem kids that bully and harass others yet do nothing about it. In my opinion, this school is not a safe place for any child to be or thrive academically.
—Submitted by a parent
I have two children attending O'hara. One struggles and needs extra time from teachers which isn't available due to huge classroom sizes. I am told to just keep checking the website or look into paid tutoring. My other child is essentially "punished" with an additional math class for being advanced. Gangs and juvenile parolees are prevalent. Both of my children have been instructed not to wear two or more items of the same color in order to not be mistaken for a gang member. I am extremely disappointed at the lack of student support and an entire academic system that puts advanced students into zero period along with regular classes for the same subject.
—Submitted by a parent
This school has really good and amazing staff! Every staff member helps make the school a good place so kids can learn and feel better about their education. The teachers give out real good help to any student who needs it and make the student feel better about themselves. I give the school a very good review!
—Submitted by a student
O'hara is a great school! My child did slack in 6th grade. But in 7th grade..they improved a lot! I love the staff theyre! They're so nice. And they have excellnt eduacation. The friendly enviroment makes students feel comfy they're.
—Submitted by a parent
This is a school that teaches all of us respect as well as other moral schools. They have great teaching plans and the 8th grade science taugh by Mrs. Masuzumi, in my opinion, is the most informative. This school also has a nice enviroment, we all feel comfortable with the teachers and are able to willingly talk to the counselors. O'hara offers a thing that is call 'peer helpers' and I am part of it. We are trained on how to solve conflicts while taking us through all the steps and the basic needs of people. As a peer helper we are called in the office to help solve conflicts among the student body.
—Submitted by a student
Great School very consitant with policy, attendance, meeting students needs and educational requirements. I have noticed that all school functions are well supervised and monitored by adults and teachers. I give this school a very high mark.
—Submitted by a parent
I have just enrolled my two middle school children in Ohara. The office staff has been the best I have ever had the priviledge of working with. The principal is pretty cool too! I'm looking forward to my children's next two years at Ohara. I'm sure they're in good hands!
—Submitted by a parent
As a teacher at O'hara my opinion is slightly biased. However, I have had experience as a substitute teacher within various schools. O'Hara is the most caring, cooperative, and inovative school I have ever worked for. The students and teachers are dedicated and talented. The campus and grounds are beautiful. The school is committed to creating a safe environment for students mental and social growth. The faculty works together provided support, and an interdisciplinary atmosphere of shared learning.
—Submitted by a teacher
The school seems to be pretty average for the most part. The teachers teach what they are supposed to at an okay rate. They have afterschool programs which help the students mingle. The parents seem to be more involved than other schools.
—Submitted by a former student
I am a student at O'hara. For the most part I am pleased with my school. The teachers are great. The office staff (secrataries, princable, vice, ect..) could be more heplfull and nice, but I cant change that. The athletic program is excellent. I am on the soccer team and our coach is wonderful. We are all lucky to even have a sports program. I will be graduating this year with the 2003-2004 class.
—Submitted by Dannica Hill, a student
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.
247 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
248 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.
223 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
227 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.
168 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
239 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.
90 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.
260 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
239 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 | 61% |
| Females | 63% |
| Males | 58% |
| African American | 67% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 70% |
| Students with disability | 42% |
| Students with no reported disability | 62% |
| English learner | 18% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 49% |
| Males | 53% |
| African American | 58% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 58% |
| Students with disability | 31% |
| Students with no reported disability | 52% |
| English learner | 15% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| 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 | 69% |
| Females | 73% |
| Males | 65% |
| African American | 55% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| 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 | 60% |
| Non-economically disadvantaged | 76% |
| Students with disability | 53% |
| Students with no reported disability | 70% |
| English learner | 30% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 64% |
| All Students | 60% |
| Females | 58% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | 64% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 70% |
| Students with disability | 50% |
| Students with no reported disability | 61% |
| English learner | 14% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 27% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 42% |
| Females | 46% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 41% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 44% |
| 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 | 61% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 65% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 63% |
| Students with disability | 6% |
| Students with no reported disability | 63% |
| English learner | 6% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 11% |
| Females | 12% |
| Males | 10% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 19% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 18% |
| Students with disability | 0% |
| Students with no reported disability | 18% |
| English learner | 6% |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 20% |
| 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 | 56% |
| Females | 56% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 64% |
| Students with disability | 13% |
| Students with no reported disability | 63% |
| English learner | 14% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 80% |
| Males | 72% |
| African American | n/a |
| 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) | 83% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 82% |
| Students with disability | 44% |
| Students with no reported disability | 79% |
| English learner | 29% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
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 | ||
|---|---|---|---|---|
| White | 42% | 28% | ||
| Hispanic or Latino | 32% | 49% | ||
| Multiple or No Response | 17% | 3% | ||
| African American | 5% | 7% | ||
| Filipino | 2% | 3% | ||
| Asian | 1% | 8% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 10% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 30% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 94% | 85% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Tongan | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 92% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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1100 O'Hara Avenue
Oakley,
CA 94561
Website: Click here
Phone: (925) 625-5060
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