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Teacher quality
Principal leadership
Parent involvement
I really appreciate the Principal and the Office Staff, they are wonderful. The band teacher great. The school is clean and well kept. The athletic department is good. Lunch is fair. One of the English teachers really needs to retire.
I agree with the reviewer who said Mr. Berns was a great principal. The new one is pretty horrific - along with the office staff. I too have a child with special needs. The office staff couldn't be bothered to ask her one-on-one aide to drop off her homework at the office so that I could pick it up in the afternoon. Rather than addressing the staffing issue, the principal called it a "customer service" problem and dismissed the issue. Now my daughter insists on going to school when she is sick because this school can't even be bothered with contacting her aide for homework. Hey - here's a thought - put the homework on edline. These people are just ridiculous/lazy - no wonder this is such a low performing school
—Submitted by a parent
Want to transfer my student as soon as possible. School is in violation of special education services for my son and teachers cannot be bothered to communicate. They are passing my student along, who cannot read. Have sent daily emails to teachers and have just begun to get some accountability. Mr. Berns was good, new principal not so much.
—Submitted by a parent
Gave the school a scathing review two years ago, won't mention any names to avoid being flagged this time. I yanked my son out of this school after one semester, was not learning much and student conflicts were effecting every aspect of his life. Not much has changed since I wrote my review, severe behavioral problems overshadow any attempts to improve the school's environment. Teachers and staff I interacted with were rude and unhelpful, although I see the principal makes a concerted effort to maintain discipline, you can't fan out a house fire.
—Submitted by a parent
It is a great school where the principal and the teachers really care about the students. I graduated from this school along with having two children that graduated. I requested this school for my third child and will request for my last child.
—Submitted by a parent
Why do you love W. E. Mitchell Middle School? Worked her for 13 years and love it. Also, had kids of my own come through. Great staff and teachers.
—Submitted by a parent
I love W.E. Mitchell Middle School because of the sense of pride my child and other students, teachers and parents have for this school. Also, this is where I went to school at. The principal and vice-principal really care about the school.
—Submitted by a parent
Principal, teachers and staff are outstanding. My two children are excelling in middle school and enjoy their friends and activities.
—Submitted by a parent
It provides the teachers and staff that truly care whether or not my daughter succeeds.
—Submitted by a parent
Dr Berns is an outstanding principal! He will go to the ends of the earth tomake sure students have as many opportunities to succeed as possible. Sure their are fights, but fights happen at every middle school because of biological changes teens go through! Dr Berns offers numerous incentives to encourage good behavior, but all the incentives in the world cannot supersede the affect of biology. Dr Berns follows school district policy, NOT HIS POLICY, to the letter, to ensure that due process is carried out fairly.
—Submitted by a parent
Well Mitchell is a great school the have teachers who will stay after school if you need any help they also have lots of fun activities for the end of the trimesters I will never forget this school.
—Submitted by a student
mitchell middle school rocks.from a student in 6th grade and in honors english
—Submitted by a student
I`ve had bad experiences. There have been fights, improper students who cuss, and had a little tradition called 'boobie thursdays'. I just don`t feel very comfortable with this going on.
—Submitted by a student
Well Mitchell is the best middle school. Well you maybe asking,'Why in the world would enroll my child in Mitchell?', well .. 1.) Teachers stay before school,after school, and after school. 2.)Mills actually have a lot of fights there and that could influence YOUR child to do that. 3.) And last your child WILL make friends because when I was in elementry I did not have any friends but now I do.Mitchell is all about being educated and making lots of friends so you could be you. That is why your child SHOULD enroll in W.E. Mitchell Middle school:)
—Submitted by a student
excellent school. i am graduating next year and will miss this school sincerely.
—Submitted by a student
Over the past year I have seen a big change at Mitchell. I have found the teachers are spending more time on interventions and allowing opportunities for students to improve their grades. I have also noticed a difference in discipline. Students seem to be better behaved this year. I have also noticed that they have a PTA and there seems to be more activity than I have seen in past years.
—Submitted by a parent
I was a student here for two years 6th grade and 7th grade. i know go to sam brannan i often think that mitchell is alot better beacuse the teachers and students.
—Submitted by a student
Mitchell has a dedicated staff and they definitely care about the kids. There are many opportunities for the students to get help and there is an awesome after school program that also helps the students do well and improve. Everyone at Mitchell takes pride in the school.
—Submitted by a parent
I have a daughter who completed middle school at Mitchell and a 7th grade son currently enrolled at the school. When we enrolled our daughter she had a learning disability and came from a private school. Mitchell Admin and staff were very supportive of her and her needs. Many of the teachers went the extra mile with her to help her succeed and learn. My son had excellent teachers in 6th grade and now he is have excellent teachers in 7th grade. The change in Administation just a litle over a year has been wonderful. The level of disrespect and difiance displayed by students has dropped dramatically. The school went through an extensitive 2 year remodel. Each classroom has state of the art SMARTBoards, surround sound and the teachers have microphones ensuring all students are able to hear the presentations. The teachers respond to emails promptly.
—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.
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.
180 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
182 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.
268 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
269 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.
117 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
237 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.
121 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.
238 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
237 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 | 46% |
| Females | 50% |
| Males | 42% |
| African American | 41% |
| Asian | n/a |
| Filipino | n/a |
| 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) | 51% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 58% |
| Students with disability | 4% |
| Students with no reported disability | 53% |
| English learner | 4% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | 40% |
| Females | 42% |
| Males | 38% |
| African American | 38% |
| 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) | 40% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 48% |
| Students with disability | 8% |
| Students with no reported disability | 46% |
| English learner | 12% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 44% |
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 | 53% |
| Females | 56% |
| Males | 50% |
| African American | 38% |
| Asian | 67% |
| Filipino | 82% |
| Hispanic or Latino | 42% |
| 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 | 44% |
| Non-economically disadvantaged | 67% |
| Students with disability | 14% |
| Students with no reported disability | 59% |
| English learner | 6% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 47% |
| All Students | 43% |
| Females | 39% |
| Males | 46% |
| African American | 32% |
| Asian | 61% |
| Filipino | 64% |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 54% |
| Students with disability | 8% |
| Students with no reported disability | 48% |
| English learner | 3% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 53% |
| Parent education - declined to state | 39% |
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 | 20% |
| Females | 14% |
| Males | 29% |
| African American | 15% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 22% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 32% |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | n/a |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | 58% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
| All Students | 47% |
| Females | 59% |
| Males | 35% |
| African American | 41% |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 63% |
| Students with disability | 14% |
| Students with no reported disability | 53% |
| English learner | 0% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | 13% |
| Females | 9% |
| Males | 16% |
| African American | 11% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 12% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 14% |
| Students with disability | 3% |
| Students with no reported disability | 16% |
| English learner | 0% |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 6% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 16% |
| 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 | 47% |
| Females | 49% |
| Males | 45% |
| African American | 44% |
| Asian | 42% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 59% |
| Students with disability | 19% |
| Students with no reported disability | 52% |
| English learner | 8% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
| All Students | 52% |
| Females | 57% |
| Males | 47% |
| African American | 44% |
| Asian | 58% |
| Filipino | n/a |
| 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) | 58% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 66% |
| Students with disability | 19% |
| Students with no reported disability | 58% |
| English learner | 4% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 55% |
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 | ||
|---|---|---|---|---|
| White | 48% | 27% | ||
| Hispanic | 21% | 51% | ||
| Black | 16% | 7% | ||
| Asian | 10% | 11% | ||
| Two or more races | 3% | 3% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 65% | N/A | 54% |
| English language learners 2 | 10% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 57% | 85% | ||
| Russian | 13% | 0% | ||
| Ukrainian | 9% | 0% | ||
| All other non-English languages | 4% | 1% | ||
| Armenian | 4% | 1% | ||
| Cantonese | 2% | 2% | ||
| Hindi | 2% | 0% | ||
| Vietnamese | 2% | 2% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Hmong | 1% | 1% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |


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2100 Zinfandel Drive
Rancho Cordova,
CA 95670
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Phone: (916) 635-8460
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