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GreatSchools Rating

Collins Elementary School

Public | K-6

 
 

Living in Pinole

Situated in an urban neighborhood. The median home value is $240,000. The average monthly rent for a 2 bedroom apartment is $1,530.

Source: Sperling's Best Places
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 5 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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18 reviews of this school


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Posted August 30, 2013

I have two children at Collins and have been very pleased. The test scores have steadily increased for the past few years with this year's scores making Collins the highest scoring elementary school in Pinole. The PTA provides lots of fun events for the kids and supplements many of the school's needs. The school is very old but has a lot of character. Proud to have my children at this school.
—Submitted by a parent


Posted August 2, 2013

This is a wonderful school. The PTA has some of the most dedicated, loving, concerned parents that I have ever met. They work really hard to raise money for the classrooms and they provide several family events a year for everyone to have fun. Most of the teachers are wonderful. The scores have risen every year for the past 4 years. Unfortunately, the district seems to have forgotten poor Collins. The building is starting to fall apart and they can't seem to get any relief. We are excited to meet a new principal in the fall.
—Submitted by a parent


Posted August 1, 2013

This school has NO security whatsoever!! the front double doors are wide open and always unlocked. There needs to be some kind of intercom system installed to protect the children and teachers that go there. The campus is wide open and ungated so anyone can get in through any entrance...front, back, side. as for the school, there are good and bad teachers. Unfortunately this school failed to get my son the help that he deserved. What is No Child Left Behind anyways? The parents on the PTA board are a mess. They try to draw you in by gossiping about the teachers and other students....
—Submitted by a parent


Posted June 20, 2013

I went to enroll my son in kindergarten here, and while i was enrolling him the yard teach came in and said there is a man on the basket ball feild and is refusing too leave.. well as im handing them my papers for my son everyone was like what ever (about the man) i was thinking do i really want to put my son here and have to worry that nobody did anything about it nope we will be moving to livermore where the schools are much better rather struggle and have my son in a good school thenm have to worry about strange men on school grounds during school...hope you dont put ur kid here...
—Submitted by a parent


Posted April 25, 2013

I went to this school for more than 5 years, and I thoroughly enjoyed the time. The teachers gave work that I could both apply and enjoy myself with. Although the school is deteriorating, the staff take what they have and make the best of it. They worked on both my strong and weak points and my testing scores are high above average.


Posted April 9, 2012

Collins is the worst school to put your child in. My child came to Collins in the 5th grade. The staff there are nice, but I'm not sending my child to a school to only be around nice staff. My child came from advanced placement at a school with an API score of 860. Her math ratings in math on state testing was 600 out of 600 and reading 416 out of 600. Collins have been unable to accommodate her intellectual ability. My child have not only been bored, but I have noticed a change in her behavior do to the lack of mental stimulation. Her vocabulary has changed significantly. She isn't interested in continuing GATE because all they do is give extra homework. I could go on, but I would like to end with a suggestion... If you are looking for a school that have staff especially a principal that have knowledge about the students, a passion for the students success and that's willing to do research to get answers to unanswered questions. Choose another school!
—Submitted by a parent


Posted August 17, 2011

The schools boiler has failed over several years. The teachers have asked parents to bring portable heaters to their child's classroom on several occasions. This is the status-quo of our elected officials. The entire school facility is old and deteriorating. The teachers are great. The leadership is failing this school. With the hope from comments from you, perhaps this school will get the attention it deserves. Remember to vote.
—Submitted by a parent


Posted April 27, 2010

This school has some of the best teachers and some of the worst. It is undergoing a transition from a traditional school to a more collaborative model. There are many wonderful families and a rich variety of cultures represented. There are also many families who are overwhelmed and who require considerable support. This is not a Title 1 School so there isn't funding for up to date training or adequate support for teachers. This creates a lot stress for the community. The Pinole Creek flows right behind the school and there are some spectacular coast live oaks.
—Submitted by a teacher


Posted May 15, 2009

This school has gone downhill over the years. I am very involved in the school and I am sad to say that there is more ignorance and apathy than respect and responsibility. If you are considering sending your child here, you may want to reconsider. The same goes for prospective employees of the school.


Posted January 27, 2009

I tried to work here as a classroom assistant and simply could not put up with the lack of structure and discipline. The kids talk back to everyone, including the principal who makes excuses for why they are doing it! Without respect I simply could not get anything done here and had to quit.


Posted January 8, 2009

My daughter started at the beginning of the school year. I think it is a great school. Her teacher acknowledged that she wasn't at grade level and we addressed the problem. She tutors her for 30 minutes after school. My child is now at grade level. She has a great teacher.
—Submitted by a parent


Posted October 21, 2008

My child entered this school recently. The kids are out of control and my daughter is not getting the education she deserves because other students are misbehaving without consequences. Do NOT send your child here!
—Submitted by a parent


Posted September 28, 2008

I am encouraged by the new leadership this year. The new principal's compassionate, firm, and consistent guidance is starting to turn things around. Of course it will take time and all of our support to truly make Collins the best place for our children. But I am willing to do what I can to ensure that the new principal succeeds in her mission to provide a good education for my children. My children are doing better than they have ever done before. They are very receptive to the caring guidance of the new principal. And if they are happy and doind well in school, then I am happy!
—Submitted by a parent


Posted September 12, 2008

The new principal is awful. She lets the students run the school. This place is awful.
—Submitted by a parent


Posted May 24, 2006

This school was unbelievable. My son was only a student there for six months and that was way too long.
—Submitted by a parent


Posted October 22, 2005

My son has been in the school for 3 years now. The teachers have been pretty good, but the student to teacher ratio is pretty high. There not able to concentrate on the academics as they are busy disciplining the kids. Extra curricular activites and the sciences are not given as much importance. I'm sure every parent has their own experience of the school, but if I was to do it all over again I wouldn't have taken my son to Collins Elementary.
—Submitted by a student


Posted October 13, 2005

Collins has a great community feel to it. The teachers and students show great respect for their school and each other. Extracurricular activites are available. There are many opportunities for parent envolvement.
—Submitted by a parent


Posted April 14, 2004

I have been involved with this school for 7 years now. I have seen an increase in discipline problems and a decrease in parental involvement. This school is in critical need of strong leadership and leadership that is appreciative of the countless hours certain parents/families, have dedicated to this school. The majority of teachers at Collins are, in my opinion, remarkable! They are committed and well trained. With a strong leader, this school would really shine. The sense of community at this school has been lost. It is time for new leadership and an opening for parents must be created once again...after all, Isn't the school our children attend our school! Parents also have to accept responsibility as to what is happening in their schools. Don't give up or give in. Be a stand for our children and remember, it's your school! You have a right to speak out! Stay strong.
—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

800

Change from
2012 to 2013

0

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

4 / 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 2013

This school's
API score

800

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

0

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 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
(2012)

5 / 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)

4 / 10

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

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

46 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
59%

2011

 
 
48%

2010

 
 
68%
Math

The state average for Math was 65% in 2013.

46 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
54%

2011

 
 
58%

2010

 
 
69%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

40 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
43%

2011

 
 
49%

2010

 
 
27%
Math

The state average for Math was 66% in 2013.

40 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
61%

2011

 
 
67%

2010

 
 
60%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

48 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
81%

2011

 
 
56%

2010

 
 
49%
Math

The state average for Math was 72% in 2013.

48 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
70%

2011

 
 
57%

2010

 
 
58%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

58 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
49%

2011

 
 
48%

2010

 
 
43%
Math

The state average for Math was 65% in 2013.

58 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
55%

2011

 
 
58%

2010

 
 
36%
Science

The state average for Science was 57% in 2013.

58 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
43%

2011

 
 
37%

2010

 
 
46%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

50 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
59%

2011

 
 
54%

2010

 
 
58%
Math

The state average for Math was 55% in 2013.

49 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
55%

2011

 
 
51%

2010

 
 
39%
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 Students46%
Females60%
Males29%
African American21%
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 disadvantaged38%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability48%
English learner43%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)54%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students48%
Females56%
Males38%
African American14%
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 disadvantaged42%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability50%
English learner50%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)62%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students53%
Females33%
Males64%
African American46%
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 disadvantaged50%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
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

Math

All Students69%
Females60%
Males75%
African American54%
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 disadvantaged67%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students64%
Females75%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged55%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
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

Math

All Students70%
Females70%
Males71%
African Americann/a
Asiann/a
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)n/a
Economically disadvantaged64%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
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
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students54%
Females60%
Males46%
African American38%
Asiann/a
Filipino55%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged45%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)54%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students62%
Females53%
Males71%
African American56%
Asiann/a
Filipino73%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged52%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)69%
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students46%
Females37%
Males57%
African American31%
Asiann/a
Filipino64%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged34%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate30%
Parent education - some college (includes AA degree)46%
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students56%
Females44%
Males68%
African American24%
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)57%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students47%
Females42%
Males52%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged48%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Asian or Asian/Pacific Islander 29% 11%
Hispanic 26% 52%
Black 25% 6%
White 18% 26%
Hawaiian Native/Pacific Islander 2% 1%
American Indian/Alaska Native 1% 1%
Two or more races 0% 3%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 58%N/A55%
Source: NCES, 2011-2012

Teacher experience

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

This school has not yet provided program information.


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1224 Pinole Valley Road
Pinole, CA 94564
Phone: (510) 799-8389

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