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Teacher quality
Principal leadership
Parent involvement
I have subbed at this school and like any junior high, students of this age can be a handful. The adminstration was supportive for the most part and the prinicipal always remembered my first name. Teachers here care. Irma, campus security, is pleasant but can dish out the tough love when necessary. I don't have my own children, but if asked if I would put my child here, I'd say ... yes.
—Submitted by a teacher
Office staff are very rude especially the school nurse she needs to find another profession because she is just mean and rude to the parents and especially to the kids if you can send your child to another middle school do it this one is just BAD!!!
—Submitted by a parent
This is the worst school you could ever send your child. My daughter attends wcr and the teachers do not know how to control a class room. The office staff are rude an disrespectful. The acedemic system is horrbile and they have no real extra help. If I were you i would recommend you DONT send your child here.
—Submitted by a parent
WCRMS is the best school I have ever been to.I have been going there for 2 years now and yes that means I am only in 7th grade but to all you parents that say our school is quick to give out detions you need to double check your facts because 98% of the time it's the students fault and no one elses! I have seen a lot of kids that were getting D's and F's get help in class for other students and there teacher. I personally know all the staff there and each and every one of them is very kind and is willing to help the students rather than punish them. So if you think that our school is rude or unkind to other staff and the students you need to get a life and actually check your facts pefor you make a decision!
—Submitted by a student
The office staff is wonderful. The teachers are wonderful. It is one of the most caring and capable group of teachers I have seen.
My step daughter attended this school in 7th grade (elem was k-6). She was enrolled in the AVID program, and learned valuable skills for High School and College. Her teachers were very involved, and easy to get in touch with. When her grades dipped to a C-, the teachers responded immediately and told my daughter exactly what was needed to bring the grades up. She ended with a high B average, many friends, and a confidence in herself not seen in many of today's teens. We were told she would not be able to start on the first day, and when I spoke with the VP, he solved the problem in less than an hour. All the ladies in the office are very helpful, but then again, I show them respect. Perhaps June 2 could try that.
—Submitted by a parent
Wilson Riles is one of the most horrible schools a child could ever attend. The front office staff are some of the most miserable women I have ever come across. Some of the teachers are good, but for the most part, they seem overwhelmed.
—Submitted by a parent
i like the school. they have tought me lots of stuff and it is really cool and has nice teachers. Although it looks like a jail it is acually very nice.
—Submitted by a student
WCRMS is a fine school, that offers a new facility and ensures the safety of its students. The teaching staff expects the students to be accountable which is great preparation for the soon to be high-schoolers. I was able to contact my child's teachers frequently and they were always very polite and professional. Many of the parents I've heard complain have children whose grades are D's and F's in most of their classes. So I don't think the school should be slandered because of a few children that would rather misbehave, instead of doing what they should be at school... learning. People that complain shouldn't be so quick to point the finger, and instead ask what they can do to help change the situation, instead of blaming the teachers for their lazy parenting, because they are ultimately responsible for their own children
—Submitted by a parent
My daughter will be attending her 2nd year at Wilson C. Riles and we think it is a great school. The teachers and staff are wonderful.
—Submitted by a parent
I couldn't agree more with the last review from 4/10/08! If your child is struggling academically, all you will here about are the credentials of each 'outstanding' teacher your child has. After a while this gets real old!Of course you work with your child to improve their skills, but ultimately I do not feel that their goal is to have your child succeed if it means going the extra mile, or doing something out of the norm. I do notice that they also hand out citations like hotcakes!
—Submitted by a parent
I think that Wilson C. Riles is an average middle school. The center school district has done a great job implementing a broadcast system to inform when your child isn't in class. However, a big concern when addressing how a kid can be in a class for the whole year and have a D or F and the instructor's response have you seen our Aeries website. The underline tone is that they want your child to be accountable for their actions but, what about the school and the instructor?
—Submitted by a parent
I think that WCRMS is a great school. They have really good standards and I like how much they care about the kids safety. So, far the teachers have all been really great.
—Submitted by a parent
I go to wcrms and i just love it ! It is the bomb!
—Submitted by a student
This school is more about handing out detentions and suspensions than worrying about the students academic achievement. The teachers and the V.P.'s are quick to hand out punishment to the kids having fun and horse playing with each other than watching the kids that are actually fighting, or doing worse things. Let kids be kids, and pay more attention to the real trouble makers. Teachers need to be in contact more with the parents about the students and their grades. Not wait until the student is failing to notify us. Not the greatest school that I have interacted with.
—Submitted by Geta Clue, a parent
Wilson c riles is a good school but there ways it can be better like more sports after school clubs and more ways for students to earn merit points. They do not really include the parents in any thing so that is a bad quality. I know t is a new school so maybe naext year wil be better but they just cut web out as a elective and it is now a afterv school program.
—Submitted by a parent
Lot of academic programs with wonderful teachers. Many after school activities such as oddessy of the mind and mesa. There is a basketball for boys and volleyball for girls. There is a band and choir and drama parents can be campus moniters or lunch helper
—Submitted by a student
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.
2012
2011
2010
2009
The state average for Math was 55% 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.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
326 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
264 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.
185 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
322 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.
125 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
45 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.
358 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
322 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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 | 82% |
| Females | 81% |
| Males | 83% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 92% |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 67% |
| Males | 54% |
| African American | 50% |
| Asian | 76% |
| Filipino | 92% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 72% |
| Students with disability | 44% |
| Students with no reported disability | 61% |
| English learner | 7% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 67% |
| All Students | 46% |
| Females | 49% |
| Males | 43% |
| African American | 32% |
| Asian | 48% |
| Filipino | 55% |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 60% |
| Students with disability | 29% |
| Students with no reported disability | 47% |
| English learner | 13% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 64% |
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 | 42% |
| Females | 50% |
| Males | 34% |
| African American | 36% |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| 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 | 34% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 64% |
| Males | 46% |
| African American | 56% |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 68% |
| Students with disability | 38% |
| Students with no reported disability | 57% |
| English learner | 0% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 74% |
| All Students | 23% |
| Females | 28% |
| Males | 18% |
| African American | 12% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 32% |
| Students with disability | 0% |
| Students with no reported disability | 33% |
| English learner | 0% |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 14% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 98% |
| Females | 96% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 96% |
| Students with no reported disability | 98% |
| Fluent-English proficient and English only | 98% |
| 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 | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 53% |
| Males | 54% |
| African American | 56% |
| Asian | 74% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 65% |
| Students with disability | 20% |
| Students with no reported disability | 59% |
| English learner | 5% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 60% |
| All Students | 67% |
| Females | 68% |
| Males | 67% |
| African American | 63% |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 78% |
| Students with disability | 47% |
| Students with no reported disability | 69% |
| English learner | 8% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 74% |
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 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 | 49% | 28% | ||
| African American | 16% | 7% | ||
| Hispanic or Latino | 15% | 49% | ||
| Multiple or No Response | 8% | 3% | ||
| Asian | 6% | 8% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 7% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 48% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Russian | 31% | 0% | ||
| Spanish | 25% | 85% | ||
| Ukrainian | 19% | 0% | ||
| Rumanian | 5% | 0% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Mien (Yao) | 4% | 0% | ||
| Punjabi | 4% | 1% | ||
| Hmong | 2% | 1% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% | ||
| Tongan | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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4747 Pfe Road
Roseville,
CA 95747
Website: Click here
Phone: (916) 787-8100
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