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GreatSchools Rating

Sequoia Middle School

Public | 4-8

 
 

Living in Redding

Situated in a suburban neighborhood. The median home value is $152,500. The average monthly rent for a 2 bedroom apartment is $730.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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12 reviews of this school


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Posted May 6, 2014

My son had straight A's for five years before he went to Sequoia. The teachers at Sequoia are unresponsive and can crush an intelligent child. Basically they are there just to collect a pay check. What a mistake it was to take my child to this school.
—Submitted by a parent


Posted December 31, 2013

I started my child at this school and transferred into the Enterprise School district. redding schools districts are not great. My child is getting such a better education at Parsons. Young enthusiastic teachers are the norm throughout enterprise school district .
—Submitted by a parent


Posted October 18, 2012

My son Just started here this school year and he comes home everyday and says how much he loves this school, He is a straight A student and has made some good friends.. So far so good.. I will update soon...
—Submitted by a parent


Posted June 29, 2012

My son loves this school, he transferred here and I must say he has excelled in music and language arts. I was apprehensive about making the change, but overall it has been a positive experience. Their music program is excellent.
—Submitted by a parent


Posted February 14, 2011

I am a formal student at sequoia middle school the math teacher I had would yell at a select list of students to the point to where the students don't want to go to school anymore I did not accomplish more important life skills at sequoia completely disappointing


Posted August 5, 2010

I love this school.my daughter attends it because of the music and sports programs. The music program is amazing and incourages learning all aspects of music. In the sports program they have 2 teams for every grade. That way more students can tryout and be placed on the team whether they are good or cause they want to learn more to becoem better players. Thank you to all the Teachers and Staff at Sequoia you Rock!
—Submitted by a parent


Posted July 17, 2010

This school is a JOKE. It is a waste of tax payer's hard earned money. This school promotes bullying and racism and tends to punish the victims on the receiving end of bullying and racism. Also, teachers are bias towards students on NONE-Academic angles. In other words, if youre from a family that the teacher dislikes because of personal reasons, your child's grades might be put in jeopardy. Overall, from a terrible school district. Parents BE WARNED and BE AWARE of this deceptive establishment.


Posted March 5, 2009

This school has been a huge disappointment and is a disgrace to public education. The principal is out of touch and unresponsive. There are a few excellent teachers, but in general, the teachers are unavailable and resist any attempt to work with parents or students. Teachers and the principal do not ... Read more return phone calls and act as though it's an intrusion to ask them a question about a student's progress.
—Submitted by a parent


Posted October 17, 2006

I remain greatful to the fine teachers at Sequoia middle school, in Redding. I am a father who can say 100% that my son got the greatest care and support possible. My sons progression from the past Sequoia spelling champion to excelling in College, has taken another leap as he was selected one of the top 2006 Blind Students in America By the National Federation of the Blind. He still talks about his teachers and what they meant to his development, they are all dedicated, talented and watch what Skylar does in the future, much not only because of the education but also because of the skills he developed during his years in the music program and special efforts of all who worked with my amazing son.
—Submitted by a student


Posted February 28, 2006

Students have a great deal of support from their teachers. High standards and great music program.
—Submitted by a parent


Posted May 10, 2004

My son and I have spent the last 3 or 4 years fighting and struggling over his grades. He has some learning difficulties that fall into the category of dislexia, but they aren't severe enough to be classified as such. The teachers and the counselors at Sequoia have continuously gone the extra mile to both show my son how worthwhile he is and how much they care about whether or not he suceeds in school. From a mother who had almost lost all hope of getting through to her son, I thank God for the care these people show 'their kids'. My son has slowly but surely brought his grade point average up and his self-esteem along with it.
—Submitted by a parent


Posted September 9, 2003

I have an 8th and 6th grader at Sequoia. They have a homework hotline that you can call and make sure the kids are doing the homework they should. They also have a web site to find out current events. The principal is wonderful. She has the perfect attitude for a middle school. The kids and parents respect her and she respect them. She was also the principal of the elementary school that my boys attended.
—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

836

Change from
2012 to 2013

+23

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

3 / 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 met all student subgroup API targets for 2013

This school's
API score

836

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

+23

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)

3 / 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 65% in 2013.

30 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
84%

2011

 
 
81%

2010

 
 
78%
Math

The state average for Math was 72% in 2013.

30 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
97%

2011

 
 
82%

2010

 
 
78%
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.

51 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
82%

2011

 
 
63%

2010

 
 
79%
Math

The state average for Math was 65% in 2013.

51 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
84%

2011

 
 
53%

2010

 
 
78%
Science

The state average for Science was 57% in 2013.

51 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
74%

2011

 
 
70%

2010

 
 
91%
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.

233 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
50%

2011

 
 
55%

2010

 
 
48%
Math

The state average for Math was 55% in 2013.

232 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
51%

2011

 
 
55%

2010

 
 
44%
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

Algebra I

The state average for Algebra I was 86% in 2013.

19 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
97%

2011

 
 
70%

2010

 
 
81%
English Language Arts

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

186 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
72%

2011

 
 
60%

2010

 
 
69%
Math

The state average for Math was 52% in 2013.

168 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
54%

2011

 
 
40%

2010

 
 
37%
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

Algebra I

The state average for Algebra I was 50% in 2013.

115 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
32%

2011

 
 
17%

2010

 
 
27%
English Language Arts

The state average for English Language Arts was 57% in 2013.

254 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
61%

2011

 
 
62%

2010

 
 
56%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

131 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
3%
Geometry

The state average for Geometry was 85% in 2013.

22 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
90%

2011

 
 
94%

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

270 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
36%

2011

 
 
44%

2010

 
 
36%
Science

The state average for Science was 67% in 2013.

255 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
75%

2011

 
 
72%

2010

 
 
55%
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 Students80%
Females88%
Males69%
African Americann/a
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)83%
Economically disadvantagedn/a
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)91%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state73%

Math

All Students94%
Females94%
Males92%
African Americann/a
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)96%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state100%
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 Students82%
Females86%
Males80%
African Americann/a
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)84%
Economically disadvantaged91%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)88%
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students72%
Females76%
Males70%
African Americann/a
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)68%
Economically disadvantaged78%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)69%
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students84%
Females76%
Males90%
African Americann/a
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)87%
Economically disadvantaged96%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)88%
Parent education - college graduate77%
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 Students57%
Females57%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Native50%
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged53%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)60%
Parent education - college graduate55%
Parent education - graduate school/post graduate91%
Parent education - declined to state52%

Math

All Students59%
Females55%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Native50%
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged54%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)56%
Parent education - college graduate65%
Parent education - graduate school/post graduate91%
Parent education - declined to state54%
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

Algebra I

All Students89%
Females85%
Malesn/a
African Americann/a
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)87%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
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

English Language Arts

All Students68%
Females66%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged59%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate45%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)71%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to state67%

Math

All Students49%
Females48%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged40%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate55%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)39%
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to state42%
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

Algebra I

All Students52%
Females48%
Males57%
African Americann/a
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)53%
Economically disadvantaged48%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)57%
Parent education - college graduate61%
Parent education - graduate school/post graduaten/a
Parent education - declined to state48%

English Language Arts

All Students64%
Females69%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged54%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)62%
Parent education - college graduate82%
Parent education - graduate school/post graduate83%
Parent education - declined to state67%

General Mathematics (Grades 6 & 7 Standards)

All Students39%
Females38%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged41%
Non-economically disadvantaged37%
Students with disability0%
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only40%
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)30%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state44%

Geometry

All Students100%
Femalesn/a
Males100%
African Americann/a
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)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
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

History - Social Science Grade 8 Cumulative

All Students35%
Females34%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Native38%
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged32%
Non-economically disadvantaged38%
Students with disability5%
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduaten/a
Parent education - high school graduate11%
Parent education - some college (includes AA degree)41%
Parent education - college graduate45%
Parent education - graduate school/post graduate50%
Parent education - declined to state36%

Science

All Students81%
Females75%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged77%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate76%
Parent education - some college (includes AA degree)76%
Parent education - college graduate89%
Parent education - graduate school/post graduate96%
Parent education - declined to state82%
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
White 76% 26%
Hispanic 10% 52%
American Indian/Alaska Native 4% 1%
Asian or Asian/Pacific Islander 3% 11%
Black 3% 6%
Two or more races 3% 3%
Hawaiian Native/Pacific Islander 1% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 12%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 9%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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1805 Sequoia Street
Redding, CA 96001
Website: Click here
Phone: (530) 225-0020

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