Advertisement

GreatSchools Rating

Samuel Jackman Middle School

Public | 6-8 | 1009 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 1 rating
2010:
No new ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please indicate your relationship to the school.
Please read and accept our Terms of Use to join GreatSchools.
Indicates a required field

9 reviews of this school


Sort by:
Show reviews by:
Posted April 23, 2013

Samuel Jackman Middle School is a wonderful school! I refuse to go to any other school in the district regardless or the rankings or test scores. From the beginning of the school year up until now, students have improved on school work, behavior, and their willingness to attend class on time. The principal is trying his absolute best to keep each and every student in line. A lot of parents complain about how much home work their child has and how much trouble they have in math. They always feel the need to blame it on the teachers. Well, most of the time, the teacher has nothing to do with that. Just make sure your child is keeping up with their school work, asking questions in class, coming to the teacher for help and completing their homework as soon as they get home from school and stop letting them hop right on their x-box after school because of some lousy excuse they made complaining about how long their day was at school. Every student should use their time wisely and do something productive with it such as reading a book or even studying to get ahead of the game. I believe every Jackman student. All students have the potential to do OUTSTANDING and not give up!


Posted May 27, 2011

Jackman is a good middle school. Not the best, but there is no such thing as the "perfect school". The principal does try his best to improve the school but most of all, have the students in a learning envoirnment where they are both learning and enjoying it. If the school is going through problems such as bullying, it is the students' fault not the schools. but the school's job to control it. The main goal at Jackman is Success and they will achieve it.


Posted August 7, 2009

a great school with wonderful students


Posted April 22, 2008

It is a wonderful school to go to! The teachers and students are wonderful and as the years have past the testing scores have been increasing each year.


Posted March 29, 2008

As with most schools, Jackman has good and bad teachers, and your child's experience will be affected by the particular teachers to whom s/he is assigned. My 4 kids have gone through Jackman over a period of 11 years, and their experiences vary from good to very poor. I have observed how school leadership (mostly the principals) has gone from bad to worse. Like the leadership, the chance of student success is hit and miss. My family has experienced 2 of each.
—Submitted by a parent


Posted February 5, 2008

i think samuel jackman is the best middle school ever because everyone there is so nice...they are like another big group of family that will always be there for you!! even the secreteries and administrators all are so nice to everyone...even the teachers...they are always their for their students!! and i really appreciate that!!
—Submitted by a student


Posted October 31, 2007

Samuel Jackman is a good middle school, but lacks several key factors that keeps it from being great. First, the school has failed to serve its learning community. Samuel Jackman has failed to provide the most common Elk Grove access, such as Ed Loop. Cousenlors do not return parents phone calls, faculty and administrators lack a shared vision campus vision. All of this is in plan view of both the students and parents. The community has a low expectation of the school's administration, teachers, and students. Samuel Jackman can break its bondage by simpley cultivating an environment of academic success by listening to its' students' needs, desires, and promoting their deams. Good education involves cultivating a relationship of trust and friendship between the campus, parents and students.
—Submitted by a parent


Posted September 4, 2007

Samuel Jackman is a school with enormous potential. There is a group of involved and truly caring teachers that stay on this campus in hopes of helping the kids. The key for the future of these children will be parent involvement. This has two effects. 1. Involved parents motivate their children to study and take school seriously. 2. Involved parents can put pressure on the school and administrators to maintain a good learning environment and necessitate the programs and changes needed to motivate and enrich the students' experience.


Posted December 14, 2003

I am extremely disappointed by the way this school is run. My child has been stressing over too much homework and no teachers to help him. I must say this school needs a change. The principal is hesitant to help also. And the math classes they have are awful! My child, who is geometry, has been thrown behind because of his teacher being absent and having an unqualified sub.
—Submitted by Dissapointed Parent, 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.

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 2012.

This school's
API score

716

Change from
2011 to 2012

+42

API Statewide Rank
(2011)

1 / 10

API Similar Schools Rank (2011)

5 / 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 its schoolwide API target for 2012.
  • This school has not yet 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 2012

This school's
API score

716

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
2011 to 2012

+42

Change from 2011 to 2012
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
(2011)

1 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

5 / 10

API Similar Schools Rank (2011)
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 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 55% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 86% in 2012.

45 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
57%

2010

 
 
76%

2009

 
 
44%
English Language Arts

The state average for English Language Arts was 62% in 2012.

466 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
36%

2010

 
 
32%

2009

 
 
40%
Math

The state average for Math was 52% in 2012.

408 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
36%

2010

 
 
34%

2009

 
 
32%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 49% in 2012.

207 students were tested at this school in 2012.

2012

 
 
16%

2011

 
 
29%

2010

 
 
43%

2009

 
 
37%
English Language Arts

The state average for English Language Arts was 59% in 2012.

421 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
31%

2010

 
 
34%

2009

 
 
24%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

188 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
16%

2010

 
 
19%

2009

 
 
26%
Geometry

The state average for Geometry was 87% in 2012.

37 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
74%

2010

 
 
100%

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

435 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
42%

2010

 
 
42%

2009

 
 
23%
Science

The state average for Science was 66% in 2012.

435 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
38%

2010

 
 
38%

2009

 
 
31%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students89%
Females90%
Males88%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino77%
White (not Hispanic)n/a
Economically disadvantaged89%
Non-economically disadvantagedn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate92%
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

English Language Arts

All Students45%
Females46%
Males43%
African American26%
Asian58%
Filipino79%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islander50%
Samoann/a
Other Pacific Islander38%
White (not Hispanic)64%
Economically disadvantaged45%
Non-economically disadvantagedn/a
Students with disability3%
Students with no reported disability48%
English learner20%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate41%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)49%
Parent education - college graduate71%
Parent education - graduate school/post graduate58%
Parent education - declined to state37%

Math

All Students43%
Females44%
Males41%
African American16%
Asian66%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islander43%
Samoann/a
Other Pacific Islander36%
White (not Hispanic)33%
Economically disadvantaged43%
Non-economically disadvantagedn/a
Students with disability13%
Students with no reported disability45%
English learner41%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)33%
Parent education - college graduate54%
Parent education - graduate school/post graduaten/a
Parent education - declined to state37%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students16%
Females15%
Males19%
African American12%
Asian29%
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Pacific Islander0%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability17%
English learner6%
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate14%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)19%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state19%

English Language Arts

All Students38%
Females45%
Males31%
African American33%
Asian58%
Filipino58%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islander30%
Samoann/a
Other Pacific Islander28%
White (not Hispanic)46%
Economically disadvantaged38%
Non-economically disadvantagedn/a
Students with disability4%
Students with no reported disability40%
English learner6%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate34%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)44%
Parent education - college graduate41%
Parent education - graduate school/post graduaten/a
Parent education - declined to state22%

General Mathematics (Grades 6 & 7 Standards)

All Students13%
Females13%
Males12%
African American7%
Asian29%
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged13%
Non-economically disadvantagedn/a
Students with disability3%
Students with no reported disability15%
English learner13%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate12%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)11%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Geometry

All Students65%
Females53%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
White (not Hispanic)n/a
Economically disadvantaged65%
Non-economically disadvantagedn/a
Students with no reported disability64%
Fluent-English proficient and English only65%
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

History - Social Science Grade 8 Cumulative

All Students46%
Females48%
Males44%
African American36%
Asian64%
Filipino58%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islander40%
Samoann/a
Other Pacific Islander39%
White (not Hispanic)38%
Economically disadvantaged46%
Non-economically disadvantagedn/a
Students with disability5%
Students with no reported disability50%
English learner23%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate51%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)46%
Parent education - college graduate48%
Parent education - graduate school/post graduaten/a
Parent education - declined to state33%

Science

All Students53%
Females54%
Males53%
African American42%
Asian70%
Filipino67%
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Pacific Islander60%
Samoann/a
Other Pacific Islander61%
White (not Hispanic)56%
Economically disadvantaged54%
Non-economically disadvantagedn/a
Students with disability7%
Students with no reported disability59%
English learner31%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate52%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)59%
Parent education - college graduate57%
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 34% 49%
African American 31% 7%
Asian 18% 8%
Multiple or No Response 5% 3%
White 5% 28%
Pacific Islander 4% 1%
Filipino 3% 3%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 124%N/A24%
Students eligible for free or reduced-price lunch program 288%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 59% 85%
Hmong 17% 1%
Hindi 6% 0%
Vietnamese 4% 2%
Punjabi 3% 1%
Cantonese 1% 2%
Filipino (Pilipino or Tagalog) 1% 1%
Khmer (Cambodian) 1% 0%
Lao 1% 0%
Marshallese 1% 0%
Mien (Yao) 1% 0%
Russian 1% 0%
Tongan 1% 0%
All other non-English languages 0% 1%
Arabic 0% 1%
French 0% 0%
Rumanian 0% 0%
Ukrainian 0% 0%
Urdu 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 11N/A11
Average years teaching 14N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 98%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

7925 Kentwal Drive
Sacramento, CA 95823
Website: Click here
Phone: (916) 393-2352

ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare
ADVERTISEMENT