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GreatSchools Rating

Robert C. Cooley Middle School

Public | 6-8 | 986 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 3 ratings

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29 reviews of this school


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Posted June 24, 2007

Well, I was a Cooley student for about 3 years and they were the best days of my life. Their for is great and healthy, they have awesome teachers, and a great office. Every Friday leadership would put on music and we could all dance. And on Monday they had Jamba Juice that you could also drink at lunch. Overall I think Cooley is they best place to be. I f a parent wants their child to have the best education they should enroll them in Cooley.
—Submitted by a student


Posted June 5, 2007

I am graduating this year and I am so sad! Cooley was a great place to be. There is a late buss for all of the student that participate in after school activities. I have had a new principal every year I've gone here. But I can say that Mrs. Calkins is the best. If you just e-mail her she will get back to you real quick. There is many sports for you to play here. In 7th and 8th grade you can play volleyball, wrestling, basketball, track and field, cross country, and cheer. -Jamie N.
—Submitted by a student


Posted October 21, 2005

Cooley Middle School is a wonderful school with new, state-of-the art facilities. The school offers after school sports programs including football, basketball, volleyball, track and wrestling. However, 6th graders are only allowed to participate in a few of the programs. This should be changed. They offer an accelerated honors class in Math/Science and Language Arts. I would like to see Cooley offer more after school activites/clubs (ie. Pep Club, Reading Club, International Club, Leadership Club, etc.) Cooley should also offer late bus transportation for kids who attend after school activities. This would really help out parents who work full time during the day and are not available to pick up their child who has after-school activities. I highly recommend this school to parents living in the area.
—Submitted by a parent


Posted August 26, 2005

I was extremely dissapointed with lack of teacher creativity, and the slow notification process. I was rarely made aware of performance issues, and was not ablw to address / assist in improving my son's performace, untill most of the semester had already been completed. I would have preferred timely progress reports, and when I had requested regular Friday updates (via a form my son had to give to each teacher on Fridays) there was a lack of information, or simply not completed. I had the opposite experience with Cathryn Gates elementry...excellent k-5 school.
—Submitted by a parent


Posted August 20, 2005

I was both a parent, and I work as a outdoors supervisor during the lunch period. I have for almost four years now. I adore this school, the teachers are very committed and the staff has always been behind both the pillars of education and the well-being of their student-body. There are always difficulties, esp in a place with such a huge diverse student-body, economically, racially, language and educationally. My son went for his three years, and two years later I am still here, because it is worth it. The parents are beyond supportive. The new principal seems to be more than committed and enthusiastic. I'm looking forward to the years success.
—Submitted by a staff


Posted July 29, 2005

My son attended this school for most of his 6th grade year. We had looked forward to him going to this school since it was relatively new, had great facilities, and located in a nice neighborhood. What we found was a principal that was just biding his time. There was a recent article in the Sacramento Bee where he stated he never spends more than 5 years at any one school. His lack of commitement was passed on to his teachers. When my son was struglling in several classes I set up meetings with his teachers. The teachers basically indicated that with 200 students each they really couldn't be bothered to do more than attend class each day and it was up to me to figure out a way that my son could do better. after months of fustration, we left the district before the school year ended. Best decision we made.
—Submitted by a parent


Posted July 11, 2005

I love this school. I am sad that Mr. Hogebom is leaving. I look forward to seeing how the new pricipal take on our kids.
—Submitted by a parent


Posted March 4, 2005

Cooley Middle School is a fairly new school (within the last 5 years) and they are still working out some of the kinks. There are many different social and economic groups that come together at this school. Some people come from million dollars homes and some from poor homes. There academic programs are slightly below that of nearby Rocklin and Granite Bay as well as other schools in the city of Roseville although it is ranked much higher than Antelope and Citrus Heights.
—Submitted by a parent


Posted July 29, 2003

I have been going to Cooley for two years now. Out of all the schools I've been to (which is about 7) Cooley by far the best. The teachers are awsome and are always there to help. Mr. Hogeboom is so nice. He listens to your ideas and comments. Most kids at Cooley cry the day they have to leave. It is a special place to be for everyone. This year will be my last year at Cooley and I will leave with many of my best memories. I love going to this school, every day is an adventure. The studies aren't boring. The're fun to do and you enjoy school. You don't go because you have to, it's because you want to. Sincerly, Kirstyn Cox(kc)8th grader at Cooley


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

874

Change from
2012 to 2013

-18

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

874

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

-18

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)

9 / 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)

10 / 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 60% in 2013.

307 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
79%

2011

 
 
73%

2010

 
 
74%
Math

The state average for Math was 55% in 2013.

307 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
74%

2011

 
 
73%

2010

 
 
72%
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.

34 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
94%

2010

 
 
n/a
English Language Arts

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

321 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
83%

2011

 
 
77%

2010

 
 
70%
Math

The state average for Math was 52% in 2013.

291 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
77%

2011

 
 
75%

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

Algebra I

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

334 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
64%

2011

 
 
55%

2010

 
 
46%
English Language Arts

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

377 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
79%

2011

 
 
74%

2010

 
 
61%
General Mathematics (Grades 6 & 7 Standards)

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

21 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
0%

2011

 
 
0%

2010

 
 
0%
Geometry

The state average for Geometry was 85% in 2013.

34 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
100%

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

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

400 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
77%

2011

 
 
74%

2010

 
 
58%
Science

The state average for Science was 67% in 2013.

377 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
83%

2011

 
 
82%

2010

 
 
64%
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 Students76%
Females75%
Males77%
African Americann/a
Asian92%
Filipino63%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged57%
Non-economically disadvantaged84%
Students with disability73%
Students with no reported disability76%
English learner30%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate50%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)70%
Parent education - college graduate79%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students70%
Females68%
Males72%
African Americann/a
Asian92%
Filipino69%
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged47%
Non-economically disadvantaged80%
Students with disability73%
Students with no reported disability70%
English learner48%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate44%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)56%
Parent education - college graduate80%
Parent education - graduate school/post graduate92%
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

Algebra I

All Students100%
Females100%
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 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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

English Language Arts

All Students76%
Females80%
Males73%
African American92%
Asian87%
Filipino87%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged68%
Non-economically disadvantaged81%
Students with disability58%
Students with no reported disability80%
English learner25%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)73%
Parent education - college graduate84%
Parent education - graduate school/post graduate87%
Parent education - declined to state54%

Math

All Students62%
Females58%
Males67%
African American67%
Asian75%
Filipino100%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged47%
Non-economically disadvantaged70%
Students with disability44%
Students with no reported disability66%
English learner18%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)60%
Parent education - college graduate76%
Parent education - graduate school/post graduate76%
Parent education - declined to state46%
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 Students63%
Females69%
Males58%
African American57%
Asian90%
Filipino77%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged47%
Non-economically disadvantaged71%
Students with disability52%
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)51%
Parent education - college graduate73%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

English Language Arts

All Students72%
Females77%
Males67%
African American69%
Asian87%
Filipino83%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged55%
Non-economically disadvantaged79%
Students with disability53%
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)60%
Parent education - college graduate80%
Parent education - graduate school/post graduate91%
Parent education - declined to state82%

General Mathematics (Grades 6 & 7 Standards)

All Students14%
Femalesn/a
Males7%
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)17%
Economically disadvantaged8%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only17%
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

Geometry

All Students91%
Females89%
Males94%
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 disability91%
English learnern/a
Fluent-English proficient and English only91%
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 graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students75%
Females71%
Males78%
African American69%
Asian93%
Filipino97%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged57%
Non-economically disadvantaged82%
Students with disability40%
Students with no reported disability80%
English learner17%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate33%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)64%
Parent education - college graduate86%
Parent education - graduate school/post graduate88%
Parent education - declined to state64%

Science

All Students85%
Females83%
Males87%
African American85%
Asian93%
Filipino90%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged71%
Non-economically disadvantaged90%
Students with disability73%
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
Parent education - some college (includes AA degree)77%
Parent education - college graduate91%
Parent education - graduate school/post graduate96%
Parent education - declined to state73%
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 57% 27%
Hispanic 20% 51%
Asian 15% 11%
Black 4% 7%
Two or more races 3% 3%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 1% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 31%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

This school has not yet provided program information.


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9300 Prairie Woods Way
Roseville, CA 95747
Website: Click here
Phone: (916) 771-1740

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