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Teacher quality
Principal leadership
Parent involvement
The teaching staff is great for the most part. They are helpful and involved with student development. The administration is a whole other story. I have read several reviews on this school that echo my sentiments. It's all about image. They don't care about knocking the students' self esteem into the ground as long as they don't have to deal with a problem head on. I am very disappointed with the mindset of the office staff. Sensitivity training is apparently not part of new hire orientation. Sad....
—Submitted by a parent
Most of the teachers are nice but the princiable and staff are not. My Son went to that school the begining of this year. All because he moved one block away from his old school Cooley and they made him tranfer to another school. Silverado does not care about the kids are the learning just the image of there school. I have my son in homeschool now and hopefully can get him back to his old school next year. If you are looking to go to silverado I would think twice.
—Submitted by a parent
My daughter Jessica just graduated from Silverado and will be attending Woodcreek this fall. She enjoyed her 3 years there very much. I thought that the teachers as well as the administration did a really good job. We were told horror stories about certain teachers and staff and never experienced any of them. I think you need to go there with an open mind. I believe you and your child will get out of it what you are willing to put in to it. Thanks, from a happy student and parent
—Submitted by a parent
I'm might be going to Silverado, I can't wait! I'm going into sixth grade. My names Kyra, and I'm excited for middle school!
The school district is awesome, but this particular school it terrible. The administration is strictly concerned with the image of the school, and could care less about the well being of the students. They are inconsistent and selective at enforcing their rules and policies. My wife worked as a campus supervisor and quit because she could no longer handle the way she was told to discipline the students. If a child was a constant trouble maker, they got away with it because the staff did not want to deal with complex problem children. However, when a good child made a bad decision and broke one of the rules that child was punished very harshly. Both of my kids went to Heritage Oak elementary and it is a great school. My daughter is now in Woodcreek High School and loves it, but her time at Silverado was a complete waste. My son is finishing up his last year at Silverado and will be going to Woodcreek High School next year. Thank God! Silverado Middle School is nothing but a waste of three years of your child's life. My advise is to either home school them for those three years or transfer to another school. Trust me, Silverado Middle School is terrible!!!
—Submitted by a parent
Very clean and new school, but the leadership is AWFUL! This is probably the strictest school in the district. It's great that they protect children from being bullied, but they forget the spirit of the rules and kids get in trouble for the stupidest things. One kid got in trouble for throwing his backpack in the air and it got stuck in a tree! If two friends wrestle or punch each other playfully, they will get detention. It is truly a zero tolerance school taken to the extreme. Beware!
—Submitted by a parent
i am going into 7th grade and even though i have only been there for 1 year i love this school. i love being able to meet new people from different schools and that the teachers treat you with more respect and responsibility
—Submitted by a student
This school is truly amazing. In my year, an advanced math class has started, and I will be beginning my time in highschool in Algebra Two. I have had many amazing teachers- one from seventh grade that I visist every day, and still another this year in math, Gregg Motarjeme. He won some sort of award this year, like 'Best Teacher Award' or something, and it was judged for teachers throughout the state. So, yeah we have an amazing school.
—Submitted by a student
We have not had a very positive experience thus far this year. My son has been picked on by the students and not supported by a certain teacher. There seems to be a lack of understanding of his learning dissability and other diagnosis'. I am truly considering seeking a private school to help support him in the next few years of school. From a previous meeting with the teachers I have learned that that certain teacher is not aware of my son's feelings and anxiety caused by herself and his peers. There are teachers and peers that have been sucessful and effective with my son but I think that it is unfair that he is picked on, shoved, name called, ignored by classmates during projects, and feeling alienated during school-time. I would appreciate more support from the school.
—Submitted by a parent
this is a wonderful school my daughter has been at this cool for 3 years and for the past three years she hasnt said anything bad of this school. And the whole TRL thing is great for kids these days. Because of the teachers she has broughten report cards and progress reports with a A's. She has always had a i dont care thing for school but these teachers are great. plus there support is over the top.
—Submitted by a parent
This is defenitly the best school i have ever been to. After being bullied for so many years, Silverado was the place where i finally felt very welcome and in my place. They encouraged us to have a great time, unlike some other schools who do the stupid 'be nice everybody' and 'sharing is caring' you have to realize that most kids don't care about that crap. Having fun rallys, games, and other things is what kids care about. Not that softy bullie stuff. Now the TEACHERS! They are great, especially the 6th grade teachers. All the teachers are very helpful and resouceful. They have great things to share they help you with personal problems to. I would reccomend and kid or parent to check out this school. It amazing and i would reccomend it to anybody!
—Submitted by a student
This school is always having fun learning activities! The exploraties are amazingly fun! So are the feild trips. This school also has the best of the best teachers! They all know how to work with your child when they need extra help. There is also an Avid program for 8th graders who learn studying skills aand go on trips to local colleges like Sac State and UC Davis. This school I rate a 5. 5 being the best ever!
—Submitted by a student
Starting new at this school has been a challenge for my children. Although Jr. High is always a crazy time for kids with hormones and everything, the kids seem too into their clothing and material things than their studies. The kids have been rude and seem to have a problem with respecting the teachers, so I'm not suprised that that the disipline is tuff. I am a big fan of the new grading system as it shall let the kids that are truly working hard suceed. I'm looking forward to a cutback of students next year so the staff is not so overwhelmed.
—Submitted by a parent
Silverado is a GREAT School. It has some over crowding issues but this will be resolved when another middle school opens in 2008. My daughter graduated Silverado last year and I can say that Silverado did a great job preparing her for High School - both in academics and sports. I also have a son who is a 7th grade GATE student at Silverado. I asked the school to get him into advanced math - he is now in 8th grade math. I would recommend the students take advantage of band, sports and other extracurricular activities! Hopefully the new principle succeeds in being a GREAT school leader.
—Submitted by a parent
This school is very enterjectic and academically and emotionally involved. The teachers are extremely wonderful and the principles and vice principles are excellent. Also their card/point reward system is genius and their activeties P.E. etc.. are professional. A++
—Submitted by Ian, a student
I think they need to let them have less of a dress code.
—Submitted by a parent
This school is just awful. It lacks leadership from the campus monerators,teachers, and any other staff. If you want your child to suceed, I suggest something else...
—Submitted by a parent
I love Silverado Middle School. There are so many friends to make and the staffs are so friendly! Silverado is the best school we have tried. Thank you Silverado Bears! GRRRR !
—Submitted by a student
My daughter has finished two years at Silverado. She has been challenged and has worked very hard both in academics, music and sports. SMS is a GREAT school. My only concern is the student to teacher ratio is on the high side. With a large class size, students may lack the individual attention they need to succeed.
—Submitted by a parent
A great school in a great community! Top notch teachers and staff. High performing and forward thinking district.
—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.
308 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
306 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.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
317 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
267 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.
225 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
333 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.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
57 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.
344 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
334 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 | 77% |
| Females | 84% |
| Males | 71% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 80% |
| Students with disability | 62% |
| Students with no reported disability | 78% |
| English learner | 40% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 71% |
| Males | 70% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 75% |
| Students with disability | 62% |
| Students with no reported disability | 71% |
| English learner | 27% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 97% |
| Females | 96% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| 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 | 95% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 83% |
| Males | 75% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 84% |
| Students with disability | 54% |
| Students with no reported disability | 80% |
| English learner | 18% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 74% |
| Males | 71% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 80% |
| Students with disability | 36% |
| Students with no reported disability | 74% |
| English learner | 18% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 61% |
| Females | 67% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 80% |
| Males | 70% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 19% |
| Females | 16% |
| Males | 21% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 24% |
| Students with disability | 14% |
| Students with no reported disability | 20% |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| 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) | 19% |
| Parent education - college graduate | 22% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 85% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with no reported disability | 88% |
| Fluent-English proficient and English only | 88% |
| Gifted and talented | 100% |
| 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 | 94% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 67% |
| Males | 74% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 77% |
| Students with disability | 22% |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 83% |
| Males | 84% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
Asian
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 - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 73% | 27% | ||
| Hispanic | 12% | 51% | ||
| Asian | 6% | 11% | ||
| Two or more races | 6% | 3% | ||
| Black | 2% | 7% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 20% | N/A | 54% |
| English language learners 2 | 3% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 47% | 85% | ||
| Punjabi | 17% | 1% | ||
| Ukrainian | 17% | 0% | ||
| Filipino (Pilipino or Tagalog) | 8% | 1% | ||
| Korean | 6% | 1% | ||
| Pashto | 3% | 0% | ||
| Rumanian | 3% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 30 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |


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2525 Country Club Drive
Roseville,
CA 95747
Website: Click here
Phone: (916) 780-2620
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!
Thanks! We just sent you an email – please click on the link in the email to post your answers.

