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Teacher quality
Principal leadership
Parent involvement
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.
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.
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.
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
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
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.
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
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
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
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
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
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
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
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
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
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.
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 Algebra I was 86% in 2012.
45 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
396 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
351 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.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
415 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.
337 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
28 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.
439 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
404 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 25% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% 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 | 65% |
| Females | 73% |
| Males | 53% |
| African American | n/a |
| Asian | 70% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 46% |
| Males | 33% |
| African American | 22% |
| Asian | 53% |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | n/a |
| Students with disability | 4% |
| Students with no reported disability | 43% |
| English learner | 15% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 39% |
| All Students | 21% |
| Females | 23% |
| Males | 18% |
| African American | 6% |
| Asian | 30% |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 28% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 22% |
| English learner | 17% |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 23% |
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 | 56% |
| Females | 68% |
| Males | 46% |
| African American | n/a |
| Asian | 56% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 82% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 64% |
| All Students | 41% |
| Females | 43% |
| Males | 39% |
| African American | 27% |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | n/a |
| Students with disability | 7% |
| Students with no reported disability | 42% |
| English learner | 16% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 43% |
| All Students | 38% |
| Females | 35% |
| Males | 40% |
| African American | 27% |
| Asian | 46% |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | n/a |
| Students with disability | 11% |
| Students with no reported disability | 41% |
| English learner | 24% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 38% |
| All Students | 75% |
| Females | 64% |
| Males | 82% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 75% |
| Fluent-English proficient and English only | 73% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 35% |
| Males | 48% |
| African American | 26% |
| Asian | 52% |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | n/a |
| Students with disability | 4% |
| Students with no reported disability | 46% |
| English learner | 22% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 42% |
| Parent education - declined to state | 44% |
| All Students | 55% |
| Females | 52% |
| Males | 59% |
| African American | 26% |
| Asian | 69% |
| Filipino | n/a |
| 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) | 66% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 36% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 68% |
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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
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 | ||
|---|---|---|---|---|
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 25% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 83% | N/A | 52% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 18 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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7350 Palmer House Drive
Sacramento,
CA 95828
Phone: (916) 422-7590
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