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Teacher quality
Principal leadership
Parent involvement
I'am a mother of a 7th grader at Hillview Jr High. I ave had two older children graduate from Hillview also. One in college and have yet to have any problems with Hillview staff or my children having problems with other students. My child has been Honor roll since 6th grade and is also in leadership. There are problems in all schools and when i hear parents complain about the school i think WOW is it our school or our parents looking for someone to place the blame. We as parents are reponsible for our kids action if they are haveing problem whith grades or with kids in school take the time to help themout and ask for help. These are our kids we need to expect more from them because they all can achive thre best but we need to take the first step and show them what they are cappable of and demand respect for teachers and staff and fellow students. And they will achive .
—Submitted by a parent
My son started 6th grade 2010 at hillview middle.He want to concord school up to 5th grade.I think Hillview is a great school.H,e was in special day class in concord.and started here math and reading. His math teacher is the the best and has guided my son and he think she is the best, Her name is Ms. Beverly!!!!!!!Next year he will be in 7th grade math not in special day!!!!We need more teachers like her!!!! He get A" in all his classes and work very hard.
—Submitted by a parent
I'm currently in 6th Grade in Hillview Jr.High,and I think it's Great! All of the teachers are fair,and the new principal,Mr.Molina,is doing a very good job running this school.I take advanced classes,and they are very nice,you don't feel like your a nerd when you take them,and in the other classes,you wouldn't feel like your not as smart as the others.I'm not a big fan of their organization ''system''......student-activity wise.On days where we have food from outside resturaunts,all the kids are pushing,and shoving,and it didnt really seem like the teachers/staff were trying to fix it,and they sold out very quick(but the next day they re-sold for those who weren't able to purchase anything).The dances are very fun,but they usually end at 4:30.I also don't really appreciate the STUDENT;S attitudes at school,they bully,talk very rude,and steal.But, the teachers are working on that,especially the bullying. :)
I am a 7th grade student here at Hillview, and I dont mind it. it isnt the greatest school, but it is o.k. I am in advanced classes this year but i was almost in support math. What is the point of support anyway? nothing changes. It is like a punishment for not being as smart. that is why i gave the vote that i did.(P.S. the teachers are great!)
—Submitted by a student
I am an eighth grader at Hillview and I think it is an awsome school. I have had a few problems with some kids but I have a great group of friends to hang out with as well. When I did have any problem with a student, teacher or anything the principal Ms. Valasco is so easy to talk to along with all of the councilors. Last year some of the new teachers did not know what they were doing which made it hard to learn in that class, most of the kids took advantage of the teacher because of his/her inexperience. For the uniforms I feel that they are a great thing at hillview becuase of how the kids present themselves on free dress day. If you want the best teachers for your child I would get involved. My overal rating of hillview would be a 7 out of 10.
—Submitted by a student
As a former student, (now attending Pittsburg High School) i would say that Hillview was pretty decent. The uniforms really help less fortunate kids. Leadership is not very good. All they do is act like they run the school. Some of the newer teachers do not know what they are doing and students know how to 'get over' on the teachers. I know, I've did it. Mr. Kelly is a very good science teacher, Ms. Pounds, a very good math teacher, and Ms. Banks is a decent english teacher - if they are still there. Their aren't many good groups of students either. Overall I would rank this school a 4 out of 10.
—Submitted by a student
My child went to Central Jr High School and I have found that she is doing better in her classes. She feels more welcome,safe and comfortable at this school also.
—Submitted by a parent
This school is so so. They have a great leadership group and fun activities. But i had too switch to the new school in pittsburg, rancho medanos. I miss my Warriors! Hillview rockz my sockz.
—Submitted by a student
I'm having a difficult time having had my son come from an excellent public elementary (Los Medanos) to Hillview. He's getting D's and F's, no summer school enrollment, and I have yet to get a call from a counselor. I'm so disappointed in this school and the faculty. The teachers that have been there for a long time are excellent. The new teachers have absolutely no control and are doing it just because it's a job.
—Submitted by a parent
My child has not had a good experience at Hillview, as I observed one day, the teacher appeared snappy, rude, and without patients. Perhaps it was a bad day. My child has never had such bad grades! Some children do great at Hillview, but what about the ones who struggle. Don't over look those students who cries for help silently.
—Submitted by a parent
While there are several good teachers and administrators, the school is chaotic and the kids are basically unsupervised. I would not send my kids there if ANY alternative at all was available. I have found that the Principal will tell you what you want to hear and never follow up on anything. I will move before sending another of my children off to that lousy school!
—Submitted by a parent
My daughter went from A's to F's instantly entering this chaos disgused as Hillview. Classes are overfull. After school tutoring is sporatic. Would NOT recommend this to my arch enemy!
—Submitted by Concerned Parent, a parent
This school is very good, all my children when thare, my youngest son just graduated from hillview after being thare for 3 years with all honoroll every year. The teachers are exelent! Thay really helped my children out my daughter last year went thare the very first year she was thare she got all f's up till then , then i sent her to hillview middle school.. And she raised her f's to a's and b's im very proud of her and the school teachers and administrators! this school is great!
—Submitted by Janell Sells, 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.
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.
375 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
379 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.
32 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
359 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
327 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.
326 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
352 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.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
29 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
360 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
353 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 | 45% |
| Females | 47% |
| Males | 44% |
| African American | 40% |
| Asian | n/a |
| Filipino | 64% |
| Hispanic or Latino | 41% |
| 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 | 42% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | 9% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 38% |
| All Students | 34% |
| Females | 35% |
| Males | 32% |
| African American | 26% |
| Asian | n/a |
| Filipino | 61% |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | 10% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 59% |
| Parent education - declined to state | 38% |
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 | 97% |
| Females | 95% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 95% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| 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 | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 55% |
| Males | 41% |
| African American | 42% |
| Asian | 58% |
| Filipino | 87% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 56% |
| Students with disability | 8% |
| Students with no reported disability | 49% |
| English learner | 25% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 30% |
| All Students | 31% |
| Females | 25% |
| Males | 36% |
| African American | 21% |
| Asian | 73% |
| Filipino | 67% |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 40% |
| Students with disability | 8% |
| Students with no reported disability | 31% |
| English learner | 15% |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | 18% |
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 | 35% |
| Females | 39% |
| Males | 30% |
| African American | 25% |
| Asian | 31% |
| Filipino | 67% |
| 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) | 33% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 35% |
| Students with disability | 19% |
| Students with no reported disability | 35% |
| English learner | 15% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 38% |
| All Students | 48% |
| Females | 53% |
| Males | 41% |
| African American | 36% |
| Asian | 40% |
| Filipino | 88% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 52% |
| Students with disability | 15% |
| Students with no reported disability | 49% |
| English learner | 15% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | 54% |
| 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | 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 | 72% |
| Females | 67% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 82% |
| Students with no reported disability | 71% |
| Fluent-English proficient and English only | 72% |
| 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 | 48% |
| Females | 47% |
| Males | 49% |
| African American | 40% |
| Asian | 56% |
| Filipino | 88% |
| 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) | 55% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 56% |
| Students with disability | 24% |
| Students with no reported disability | 50% |
| English learner | 15% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 54% |
| All Students | 48% |
| Females | 50% |
| Males | 46% |
| African American | 32% |
| Asian | 53% |
| Filipino | 81% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 55% |
| Students with disability | 29% |
| Students with no reported disability | 49% |
| English learner | 14% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | 54% |
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 or Latino | 47% | 49% | ||
| African American | 24% | 7% | ||
| Multiple or No Response | 10% | 3% | ||
| White | 9% | 28% | ||
| Filipino | 6% | 3% | ||
| Asian | 3% | 8% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 17% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 75% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 93% | 85% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Tongan | 1% | 0% | ||
| All other non-English languages | 0% | 1% | ||
| Arabic | 0% | 1% | ||
| Farsi (Persian) | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Vietnamese | 0% | 2% |
| 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 | 89% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
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333 Yosemite Drive
Pittsburg,
CA 94565
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Phone: (925) 473-2380
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