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GreatSchools Rating

James Rutter Middle School

Public | 7-9 | 968 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
No new ratings
2010:
No new ratings

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16 reviews of this school


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Posted February 11, 2013

I attended this school for both 7th and 8th grades, and it changed my life for the better. My teachers were wonderful people, and learning from them helped me see them as people who cared for the school more than themselves, usually. I often come back from UC Berkeley to help out when I can, because without this amazing school, I wouldn't be where I am today.


Posted February 5, 2013

From what I experienced at Rutter I don't like it. There are many fights that happen. And it scares me. Sometimes I feel like some random girl is going to come up from behind me and start beating me up. Every single day there's only one topic and that is dating. There can't go a day without someone talking about who's going out with who, what they said on Facebook. When I walk down the hallway I see couples sometimes making out. And the first thing that crosses my mind is gross. Who wants to see that? Nobody.


Posted August 2, 2012

I went to this school and promoted from it in 2010. It was a very nice school, but there were a lot of problems with many of the teachers in 8th grade. They weren't as helpful as they used to be. Though the office staff is very wonderful and most of the teachers are not.


Posted December 28, 2009

i am an eight grade student and i believe our schools rating should be higher ! my grades excell expectations , atraight a's and taking all honors classes . this school is fantastic !
—Submitted by a student


Posted August 5, 2009

I went to this school for 7th grade and it was fantastic, I loved the experience. The teachers were great and the students were too. Yeah, there were some incidents with gangs and drugs, actually I had friends who were affiliated with such but honestly you will find drugs and gangs anywhere. JRMS is a real middle school if you want your kid to grow up into a strong individual send them here. I will make one minor note, I was not satisfied with the honors English department, their standards were so high that 99 percent of the kids got low grades when they deserved higher. It seemed like no matter how hard I tried my teacher still gave me a C which was a major let down. I've lost a lot of confidence as a writer because my teacher considered my writing style to be incorrect, pleasing him was impossible.
—Submitted by a student


Posted June 19, 2009

As a school administrator, I enjoy the diverse population found at JRMS. The families are supportive of their students and parents participate in our programs and activities. The staff is longstanding, and have strong relationships with each other, the students, and their parents.


Posted April 14, 2009

This school is actually REALLY GOOD. There are a few fights every now and then, but usually they don't last long because the security there is pretty fast. I came in later in the year and the staff is really nice, and I fitted in right away. This school has really good school spirit and the staff really acts nice around the kids. Like Mr. Wall will go up to students and high five them, and I think that's really cool. At my old school, i was in all honors and getting straight A's because it didn't challenge me enough. Here, you have to really pay attention and try or else you will fall behind which really shows the true meaning of middle school. And I'm not even in honors here! This school is great, go there. (:
—Submitted by a student


Posted March 2, 2009

I am currently a student at this school and i love it. I know that there are rumors about gangs and drugs etc. but its not true. Its just the neighborhood that gives rutter a bad reputation. But otherwise there is alot academic achievement, great enforcement of safety and rules, and definately loads of school pride. If you were to visit the campus You will see our school colors (black and gold) all over the place. My gpa is 4.5 and i truly believe that this is a great school to attend, especially with our new principal. He is doing alot to make Rutter a better school/
—Submitted by a student


Posted November 15, 2008

Parents are wrong about this school. I am a student a Rutter and I think it's fantastic. There's not much fights any more and there are lots of clubs and activities for the students. James Rutter has alot of pride, and things have changed over the years. When I go to school, I feel safe in the learning enviroment and I am excited. It shows that Rutter is a greta school.
—Submitted by a student


Posted September 28, 2005

The school offers supportive curriculum and staff for bright children who may suffer from learning disabilites. My child was able to participate in honors level classes with accommodations that where offered with dignity.
—Submitted by a parent


Posted August 1, 2005

Please be aware that this school has frequent gang related issues, violence and language that you may not wish to have your child interacting with.
—Submitted by a parent


Posted January 8, 2005

My daughter is a good student with very great teachers. She has enjoyed all of them very much. The only complaint that I have is the cost of the school's merchandise and food. Just after the new year, they raised the price for lunch from $2.25 a meal to $2.50 a meal! My daughter doesn't have to pay for her lunch but she comes home telling me that many of her friends don't eat lunch because of the high price. Their 'student store' has alot of candy that can be bought for less at the grocery store than at school. What a rip off! The school should have 1 lunch for the 7th graders and 1 lunch for the 8th graders because the lines can be shorter and there can be less cutting in line. I hope to see major improvements in this new year. Concerned Parent
—Submitted by a parent


Posted November 8, 2004

Rutter Middle School is a multi-cultural school that celebrates their diversity. There are several clubs that meet to encourage this diversity as well as clubs that are culture specific. The teachers are at Rutter because they want to make a difference in the lives of the students. They help guide the students and try to help the kids develop good self-esteem by showing care and concern. Many of the students come from low income families who do not have the resources to help their kids. Rutter has after school programs for homework help as many students do not have the help at home. I'd give James Rutter Middle School 'two thumbs up!'
—Submitted by a parent


Posted August 12, 2004

This school is a disaster. My son went from a B to a D and I was not notified by the teacher that had said he was an excellent student. She also said that not to worry a D is a passing grade. When I called her on this, she said she was too busy. When I went to the vice principal, because they would not connect me with the actual principal, she told me that they would have teachers stay in contact with me in regards to my son. When I didn't recieve any kind of report from any of the teachers, I went back to the vice principal, she was on vacation and I was disappointed by the lack of caring by these people. He was just another black kid to them. I would not send my dog to this school.
—Submitted by justin HILL, a parent


Posted March 10, 2004

I concur with the previous parent's view - Rutter is generally a good school, but my child is also on her third English teacher (they are probably on the same track). My only other complaint is my child's science teacher - he is teaching the 'real way' Earth was created (evolution) - he does not believe in God and lets everyone know it. If the tables were turned and a teacher was teaching God's creation of Earth, that teacher would be out of there. Also, communication between the school and parents is lacking. My child received a few 'f's' on some English assignments and I was never notified - she is usually an A-B student.
—Submitted by a parent


Posted February 14, 2004

My daughter is in 7th grade at Rutter right now. I have been happy with most of the teachers, with the exception of the fact that she is on her third English teacher right now. She reports feeling safe and seems to be learning what she needs to. She is part of the Safe SChcool Ambassador program and enjoys it.
—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.

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

707

Change from
2011 to 2012

+27

API Statewide Rank
(2011)

1 / 10

API Similar Schools Rank (2011)

2 / 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

707

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

+27

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)

2 / 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.
Algebra I

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

45 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
71%

2010

 
 
67%

2009

 
 
63%
English Language Arts

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

396 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
40%

2010

 
 
42%

2009

 
 
39%
Math

The state average for Math was 52% in 2012.

351 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
23%

2010

 
 
33%

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

Algebra I

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

75 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
56%

2010

 
 
53%

2009

 
 
62%
English Language Arts

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

415 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
37%

2010

 
 
35%

2009

 
 
38%
General Mathematics (Grades 6 & 7 Standards)

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

337 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
30%

2010

 
 
29%

2009

 
 
36%
Geometry

The state average for Geometry was 87% in 2012.

28 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
40%

2010

 
 
68%

2009

 
 
66%
History - Social Science Grade 8 Cumulative

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

439 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
35%

2010

 
 
28%

2009

 
 
29%
Science

The state average for Science was 66% in 2012.

404 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
47%

2010

 
 
42%

2009

 
 
44%
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 25% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

The state average for Algebra II was 69% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

The state average for Earth Science was 39% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% 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

All Students65%
Females73%
Males53%
African Americann/a
Asian70%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged64%
Non-economically disadvantagedn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate67%
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

English Language Arts

All Students40%
Females46%
Males33%
African American22%
Asian53%
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged40%
Non-economically disadvantagedn/a
Students with disability4%
Students with no reported disability43%
English learner15%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate38%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)49%
Parent education - college graduate61%
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%

Math

All Students21%
Females23%
Males18%
African American6%
Asian30%
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)28%
Economically disadvantaged21%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability22%
English learner17%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)23%
Parent education - college graduate39%
Parent education - graduate school/post graduaten/a
Parent education - declined to state23%
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 Students56%
Females68%
Males46%
African Americann/a
Asian56%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability57%
English learner82%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate64%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)58%
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to state64%

English Language Arts

All Students41%
Females43%
Males39%
African American27%
Asian50%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged41%
Non-economically disadvantagedn/a
Students with disability7%
Students with no reported disability42%
English learner16%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)43%
Parent education - college graduate53%
Parent education - graduate school/post graduate64%
Parent education - declined to state43%

General Mathematics (Grades 6 & 7 Standards)

All Students38%
Females35%
Males40%
African American27%
Asian46%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged37%
Non-economically disadvantagedn/a
Students with disability11%
Students with no reported disability41%
English learner24%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate37%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)39%
Parent education - college graduate42%
Parent education - graduate school/post graduaten/a
Parent education - declined to state38%

Geometry

All Students75%
Females64%
Males82%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged75%
Non-economically disadvantagedn/a
Students with no reported disability75%
Fluent-English proficient and English only73%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
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 Students42%
Females35%
Males48%
African American26%
Asian52%
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged42%
Non-economically disadvantagedn/a
Students with disability4%
Students with no reported disability46%
English learner22%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)50%
Parent education - college graduate60%
Parent education - graduate school/post graduate42%
Parent education - declined to state44%

Science

All Students55%
Females52%
Males59%
African American26%
Asian69%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged56%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability56%
English learner36%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate52%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)54%
Parent education - college graduate70%
Parent education - graduate school/post graduaten/a
Parent education - declined to state68%
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 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

Algebra II

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/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

Biology/Life Sciences

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

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)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

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
Native Hawaiiann/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

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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

Geometry

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
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

Integrated/Coordinated Science 1

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
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

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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

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
Asian 31% 8%
Hispanic or Latino 28% 49%
African American 21% 7%
White 10% 28%
Filipino 3% 3%
Multiple or No Response 3% 3%
Pacific Islander 3% 1%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 125%N/A24%
Students eligible for free or reduced-price lunch program 283%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 40% 85%
Hmong 31% 1%
Vietnamese 8% 2%
Cantonese 5% 2%
Mien (Yao) 3% 0%
Filipino (Pilipino or Tagalog) 2% 1%
Khmer (Cambodian) 2% 0%
Punjabi 2% 1%
Russian 2% 0%
Lao 1% 0%
Rumanian 1% 0%
Urdu 1% 0%
All other non-English languages 0% 1%
Hindi 0% 0%
Korean 0% 1%
Samoan 0% 0%
Serbo-Croatian (Bosnian, Croatian, Serbian) 0% 0%
Tongan 0% 0%
Turkish 0% 0%
Ukrainian 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 15N/A11
Average years teaching 18N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 96%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

7350 Palmer House Drive
Sacramento, CA 95828
Phone: (916) 422-7590

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