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Teacher quality
Principal leadership
Parent involvement
I'm and 8th Grader and I've enjoyed all 3 years at ACMS and I just wish it could of been longer!!!!! :)
Antelope Crossing is the best middle school ever!!!! all the teachers and students are sooo nice :]
—Submitted by a student
This school is amazing! My daughter has taken interest in her school work and the teachers are respectful and make the subjects worth learning. The school has amazing sports to be played at any level, and the student body is just a great group of children. My nephew has had trouble getting help in the past from other schools regarding his learning abilities, and this school has really jumped in and assisted my sister in getting him the help he really needs to excel at his level so that he is not always left behind.
—Submitted by a parent
This school is fantastic. The kids, teachers, the whole staff work their absolutel hardest at keepingit that way. Glad my student goes there.
—Submitted by a parent
My daughter goes to ACMS and loves it. I love it.. it's a great school. the teachers have helped her excel greatly! She is doing better than ever before. They've helped her in the areas she really needs it. They were able to recognize her weak areas and get her the help she needed, as well as promote her in the areas of strength. I recommend this school to any parent looking to send their child to a school in Antelope, send them here!
—Submitted by a parent
I have two daughters going to they 'A' students it means teachers and principal are doing something right and they communicate very well with parents.
—Submitted by a parent
This is a distinished school where everyone works extremely hard from the students to the teachers to the custodian staff.
—Submitted by a parent
I love this school! the teachers are great,the food is amazing,and the activities are fun!!!
—Submitted by a student
This is the worst school my kids have ever attended. My son went here for 6th-8th grades and we had so many problems, mainly with a certain assistant principal. My daughter went here for 6th, 7th and the beginning of 8th grade. We pulled her out after 8th grade started because certain teachers were violating student confidentiality and discussing my daughter with other parents. I talked to the principal several times and did not feel the issue was resolved.
—Submitted by a parent
Whoever is planning to have their child here in Antelope then send your kiddos here! The atmosphere is wonderful, the staff members are kind too. The teachers help you immediately if you need help and they also have a class called a exploratory class for fun as in life skills (cooking), tech, band, support reading classes or extra help on math. Even though middle school may be challenging but heck the staff help you!(: I'm not afraid to say my name, I'm a 7th grader.
—Submitted by a student
its ok. im a student there..the food is good.teachers are cool..princial is cool. miss swails and mrs neep are the best
—Submitted by a student
I absolutely love this school. It is a California Distinguished school after all! ONe day I'm hoping to send my own kids off to ACMS!
—Submitted by a parent
I've worked in three different elementary schools, two different middle schools, and a community college, and Antelope Crossing is my all-time favorite place to work. The atmosphere is warm, safe, friendly, professional, and yet fun. The kids are an amazing mix of all ethnic and socioeconomic groups and prove that such a mix can work to add to a learning environment. It is truly a place that promotes tolerance, cooperation and achievement in academics, sports, and more. All of the people that I work with enjoy working with one another, set the highest standards for themselves and eachother, and enjoy our jobs. It is no wonder that this school has won the Distinguished School Award, an award for excellence in counseling (statewide), and award for having the best P.E programs in Northern California, and too many more to mention. I feel lucky and proud.
—Submitted by a teacher
the teachers are mean and they give way to much homework
—Submitted by a parent
We have not had a very positive experience at Antelope Crossing. We bought our home in this school district just so our children could attend this school. Other than Band .. it has been a huge disappointment. Our child has been harassed & hit during one of his classes. We've gone to the Principal, Counselor, and his Teachers. What We've been told ... kids can be really mean at his age, they will grow out of it. All children should be taught to be respectful of their teachers and their fellow classmates, and if they are not .. there should be consequences. And trust me, unless you have proof and witnesses of the actual moment that it happens nothing will be done. It is sad.
—Submitted by a parent
My Name is Ray I am in the 8th grade now at antelope crossing after the old princpal left and we got our new princpal stuff has gone better most of my teachers are cool and funny I feel better at school and changes have been made. The pirncpal is a really funny cool guy and he smiles like jim carey so he's funny. I'm in Yearbook for my last year here I decied to take part in a club because The school felt alot nicer.
—Submitted by Ray H, a student
This school is great! Who couldn't love it? I get newsletters every week, My daughter is in a wonderful program called AVID I believe, And the clubs are excellent. Shes been pretty involved for all three years. I love the way the teachers call you just to tell you how great your child's doing in class. This school is great I would never send my daughter anywhere else!
—Submitted by a parent
Since the new principle has started, I have done a complete turn around on my opinion of this school. My first child had a terrible experience, however, after the new principle came on board, so many changes were made and he is so involved in what is going on. My second child has had a wonderful experiance at this school. The teachers, with the exception of one or two, are wonderfull...always have been. Very involved, very in tune with the kids, very eager to go the extra mile to benefit the kids. Parent involvement is high, although, it is the same parents over and over. The band program is awesome...in huge part to Mrs. Slabaugh. There are many extra curricular activites available. This school went from a zero to a nine.
—Submitted by a parent
We moved from another nearby district last year and my child has improved so much since he has been at this school. His grades are up he has a great attitude and actually talks about what he has learned during the day. I would like to give this school a great big thank you for doing such a great job!
—Submitted by a parent
The perfect school for your children! my child tells me about her wonderful day at acms everday.From the respectful staff and students,her electives,and her academic classes.I am extremely impressed.
—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.
293 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
294 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.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
256 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
223 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.
226 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
290 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.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
29 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.
304 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
291 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 | 60% |
| Females | 64% |
| Males | 56% |
| African American | 50% |
| Asian | 63% |
| Filipino | n/a |
| 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) | 61% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 64% |
| Students with disability | 21% |
| Students with no reported disability | 62% |
| English learner | 13% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 66% |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 60% |
| Males | 50% |
| African American | 33% |
| Asian | 70% |
| Filipino | n/a |
| 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) | 57% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 64% |
| Students with disability | 20% |
| Students with no reported disability | 56% |
| English learner | 16% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 57% |
| 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 | 92% |
| Females | 100% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 96% |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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 | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 79% |
| Males | 67% |
| African American | 62% |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| 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 | 64% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 43% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 52% |
| Males | 55% |
| African American | 33% |
| Asian | 71% |
| Filipino | n/a |
| 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) | 55% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 29% |
| Fluent-English proficient and English only | 56% |
| 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) | 57% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 64% |
| 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 | 45% |
| Females | 47% |
| Males | 41% |
| African American | 42% |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 21% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 43% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 75% |
| Males | 73% |
| African American | 63% |
| Asian | 75% |
| 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) | 78% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 42% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 33% |
| All Students | 18% |
| Females | 15% |
| Males | 21% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 26% |
| Students with disability | 0% |
| Students with no reported disability | 26% |
| English learner | 0% |
| Fluent-English proficient and English only | 23% |
| 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) | 13% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 93% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with no reported disability | 93% |
| Fluent-English proficient and English only | 93% |
| 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 | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 68% |
| Males | 70% |
| African American | 57% |
| Asian | 71% |
| 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 | 59% |
| Non-economically disadvantaged | 77% |
| Students with disability | 21% |
| Students with no reported disability | 72% |
| English learner | 21% |
| 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 | 53% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 59% |
| Parent education - declined to state | 38% |
| All Students | 84% |
| Females | 82% |
| Males | 88% |
| African American | 70% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 58% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 58% |
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
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 61% | 28% | ||
| Asian | 9% | 8% | ||
| Hispanic or Latino | 9% | 49% | ||
| Multiple or No Response | 9% | 3% | ||
| African American | 8% | 7% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 26% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Russian | 32% | 0% | ||
| Ukrainian | 24% | 0% | ||
| Spanish | 18% | 85% | ||
| Punjabi | 11% | 1% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| Hindi | 3% | 0% | ||
| Hmong | 3% | 1% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Burmese | 1% | 0% | ||
| Farsi (Persian) | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 13 | 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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9200 Palmerson Drive
Sacramento,
CA 95843
Website: Click here
Phone: (916) 745-2100
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