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Teacher quality
Principal leadership
Parent involvement
I am a first year parent at George Buljan Middle School. I thought that this was going to be a great school however I am not impressed. The education my child received for 6th grade was very similar to his 5th grade curriculum. The biggest dissappointment of all is that the students have no disclipne. The students dress inappropriately and seem to have no respect for the rules or staff. There aren't many fights or bullies. This school has become a microcosm of the culture at large and all the problems and pressures kids face. Our modern culture is increasingly making the young old before their time. The lack of disclipne is alarming. If you try to get involved as a parent you get the bare minimum effort and the brush off after that. I expected more from such a nice city.
—Submitted by a parent
I am very impressed with this school. They have up to date technology and equipment. The school is small with a really effecient library. My 2 daughters attend this school and enjoy the math classes the most. The teacher here are very creative in styles of teaching, to help the students learn in a fun way. My daughters also love science taught at Buljan.
—Submitted by a parent
I agree with the other parents who state that the students do not get sufficient help from the teachers, and that the goal of the teachers and the administrators seems to be to shift all of the responsibility onto the parents. I will note that there are a few exceptions -- those rare teachers who do care about the students and want them to succeed. However, by and large, most of the teachers show little concern for the students. They routinely use failings grades as a means of "teaching a lesson" to students who are having difficulty keeping up, frequently without so much as an email or call to the parent to let them know there is a problem. Further, neither the principal nor the District staff do anything to respond to complaints and concerns from parents. I contacted the principal on several occasions with serious concerns, and NEVER got one response. There is no accountability whatsoever. The focus is on making sure the child in class so they get their funding. Neither the teachers nor administrators are concerned with the quality of the education they are providing or with the satisfaction of the public constituents they are supposed to serve.
—Submitted by a parent
I am a student attending Buljan Middle School (currently in eighth grade), and I LOVE this school! When I first came to this school, I had bad grades and I didn't care about anything that had even the slightest bit to do with school, but because of the teachers here at Buljan I raised my grades from c's and d's up to a's and b's. I will tell you from personal experiences that not only do the teachers here respect their students, but they actually care about them, and will do whatever they can to help them achieve the most that they possibly can.We all have crazy school pride and it almost makes me mad to see the bad comments about this wonderful school. :)
I talk from experience... this school is a great school for your child if: *you allow your child to wear extra short shorts *use inappropriate language *have boy/girlfriends * focused on drama instead of school *respect teachers who rarely respect you *allow your child to get worse grades than they did in the previous school As you can see, this school is NOT a good school for you and your child and i hope you choose a different one. and i was there when CONDOMS were found right under the picnic benches in the six grade area. Do not choose this School.
I am a parent. This is a VERY bad school. Teachers don't care, Kids are mean, they bullied my kid, CONDOMS were found at this school, (under a lunch table) There are childhood thiefs here, (they stole my kid's clothes 7 times!) And teachers rely on the teachers too much and don't help the kids, and too overcrowded.
—Submitted by a parent
Buljan is the best school you can send your kid to. my daughter is going there and buljan made her LOVE school again. this summer all i have been hearing her talk about is how she cant wate to go back to school.....she loves it.
—Submitted by a parent
Before I went into 6th grade, I heard nothing but great comments coming out of peoples mouths how Buljan is the best school they ever attended, and how Buljan helped their kids academically. When I fist started Buljan I loved it and I still do! About 2 monthns into my 6th grade year i had to move to a different school due to difficulties at home. That day was probably the saddset day of my life. My friends helped me through it, but i was still sad. I mean how could I be leaving this great school? I hope to attend this school again in my 8th grade year!!!
My grandson has attended this school now for almost 2 years he has had nothing but diffculties in this school~ Whe he arrived he was a A student now he is failing 3 classes I get no help from the teachers and staff they want to shift all their responsibility on the parents and never seem to much care about their students I am sooo sick of this school I am checking into home schooling~~
—Submitted by a parent
This is my first year at Buljan and I love it!! Mr. Gunn is so hilarious I'm so proud to be this year's 6th grade Builder's Clubs Treasurer My favorite teachers has to be.. All of them!!!! At Buljan we have woodshop,6th grade fun night, dances, carnivals, and way more fun stuff!
—Submitted by a student
buljan is a great place to grow up at and everyone loves it so much
—Submitted by a student
I loved this school. verry nic teachers, verry nice kids, and jusyt a clean school. and the best part was Mr. Gunn he was my principal.... i Loved this school and miss it very much!
—Submitted by a student
My daughter attends 7th grade at Buljan this year and loves it. I took her out of Eich due to scheduling errors and no response from the principal and went to the office at Buljan. What a different experience. Everyone was friendly and helpful...I didn't expect to 'get whatever we wanted' but I did expect receptive staff and I got it! My daughter hated science and math and now loves science...and is doing well in math. Thanks Buljan staff for making a stressful decision seamless!
—Submitted by a parent
Buljan should be recognized as an exemplary school for it's leadership and great teachers who authentically care and challenge their students to do their best! Great job Mr Gunn and Buljan Staff!
—Submitted by a parent
Buljan is the best school ever. The teachers,principle,vice principle and office people are the nicest. At my other school I wasn't doing good in math but now with the help of my math teacher I am getting A's. They try to make it if for the student that do good by doing spirit days,pep rally ,clubs and many many more things to.I have one brother that graduated from there and he said those were the best years of his life.Then there's the amazing wood shop program were you can build a guitar and other cool things. All around it a awesome school and where hoping to win the DS award.
—Submitted by a student
I am pleased with the level of care and consideration from the staff and teachers. They are concerned about the education and overall well being of the students. We made a great choice in picking Buljan for our daughter to attend.
—Submitted by a parent
I am a freshmen and I went to this school and I loved the teachers and everyone that worked there!
—Submitted by a student
Our daughter just completed her 6th grade year at Buljan and it was a very positive and fun year! The Buljan administration and staff know what it takes for children to succeed... a positive, safe and nurturing environment! We are so blessed to be part of the Buljan Family! Mr. Gunn is top notch!
—Submitted by a parent
School is way overcrowded. Kids get lost in the system. It may work for a kid that is totally independent and doesn't need guidence. But what child at this age doesn't need it. Mr. Gunn is okay as long as there is no conflict. Once there is then he turns nasty and rude. School does not listen to parents concerns.
—Submitted by a parent
Buljan is a top-notch school. Mr Gunn is a superb principal and passionate about his Buljan family. We are thrilled to be a part of that family. The teachers truly care about the students and it shows in the grades and happy faces! We love Buljan!
—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.
379 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
379 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.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
385 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
353 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.
307 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
377 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.
51 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
32 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.
390 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
377 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 | 74% |
| Females | 72% |
| Males | 75% |
| African American | 81% |
| Asian | 90% |
| Filipino | 88% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 84% |
| Students with disability | 59% |
| Students with no reported disability | 75% |
| English learner | 30% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 66% |
| Males | 67% |
| African American | 63% |
| Asian | 95% |
| Filipino | 94% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 77% |
| Students with disability | 49% |
| Students with no reported disability | 69% |
| English learner | 33% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 79% |
| 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 | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| 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 | 100% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 78% |
| Males | 73% |
| African American | 56% |
| Asian | 80% |
| Filipino | 90% |
| Hispanic or Latino | 56% |
| 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 | 58% |
| Non-economically disadvantaged | 84% |
| Students with disability | 43% |
| Students with no reported disability | 78% |
| English learner | 11% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 67% |
| All Students | 64% |
| Females | 61% |
| Males | 66% |
| African American | 52% |
| Asian | 72% |
| Filipino | 94% |
| Hispanic or Latino | 43% |
| 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 | 45% |
| Non-economically disadvantaged | 73% |
| Students with disability | 50% |
| Students with no reported disability | 65% |
| English learner | 6% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 69% |
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 | 52% |
| Females | 54% |
| Males | 50% |
| African American | 27% |
| Asian | 76% |
| Filipino | 60% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 57% |
| Students with disability | 42% |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 31% |
| All Students | 74% |
| Females | 77% |
| Males | 71% |
| African American | 50% |
| Asian | 86% |
| Filipino | 76% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 82% |
| Students with disability | 26% |
| Students with no reported disability | 77% |
| English learner | 13% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 61% |
| All Students | 8% |
| Females | 19% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 11% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 4% |
| Students with disability | 0% |
| Students with no reported disability | 13% |
| English learner | n/a |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| Fluent-English proficient and English only | 100% |
| 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 | 100% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 80% |
| Males | 78% |
| African American | 75% |
| Asian | 89% |
| Filipino | 88% |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 87% |
| Students with disability | 34% |
| Students with no reported disability | 83% |
| English learner | 26% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 67% |
| All Students | 78% |
| Females | 77% |
| Males | 79% |
| African American | 50% |
| Asian | 86% |
| Filipino | 88% |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 83% |
| Students with disability | 32% |
| Students with no reported disability | 81% |
| English learner | 47% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 61% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 67% | 28% | ||
| Hispanic or Latino | 17% | 49% | ||
| Asian | 7% | 8% | ||
| African American | 3% | 7% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| 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 | 26% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 72% | 85% | ||
| Japanese | 6% | 0% | ||
| Russian | 6% | 0% | ||
| Ukrainian | 6% | 0% | ||
| Arabic | 4% | 1% | ||
| Vietnamese | 3% | 2% | ||
| Cantonese | 1% | 2% | ||
| Korean | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
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