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GreatSchools Rating

Del Vallejo Middle School

Public | 5-8 | 1058 students

Last modified
Community Rating

3 stars

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

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18 reviews of this school


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Posted July 17, 2011

This school is nothing but horrible... The teachers are not caring and do not call back when I have placed phone calls to them. Every time I come to the school I see students are cursing out staff members and nothing seems to be done to discipline them. I feel that a dress code needs to be in place. The little girls and yes I said little girls are dressing like they are adults. I can see why this school is talked about in a negative way. I will not allow my child to come back here.
—Submitted by a parent


Posted April 18, 2011

When I learned that my son was not going to continue his education at Rodriguez prep academy for his 7th grade year, I was a bit alarmed about him coming to Del Vallejo Middle School because of all the bad that I heard about the environment. We are coming to the end of the school year and it has been nothing short of a BLESSING. My sons teachers are wonderfully caring and are more than willing to keep me posted concerning my sons academic and behavioral progress. My husband and I are truly greatful, we are especially greatfull for his ELA teacher. At the beginning of the school year my sons grades and behavior were challenged all through the middle of the year but now his grades have significantly improved and so has his behavior. Thank you.
—Submitted by a parent


Posted August 29, 2010

I loved going to this school. I was a good kid when I began and a good kid when I left. I was proud of my school when I left. Being a Jaguar left me proud when I moved across the states to Illinois. I learned a lot from my teachers. I even had a great Drama teacher I got to explore my creative side with (yes... the OCD teacher WAS a great Drama teacher *SMILE* lv u!) I've had more pride (now I'm 32) in my life from then to share with my daughter now who I wish had what I did then. Thank you Del Vallejo. I wish you well!!!!


Posted September 22, 2009

Students run the school. No discipline! Students are not held accountable.
—Submitted by a parent


Posted March 24, 2009

i think the school is a well plan out community for young teens to get an education with have a great expirance of learning.
—Submitted by a parent


Posted September 21, 2008

I was a student at Del Vallejo and i would like to say it is not a bad school.It is the students. My teachers were great and where caring for our grades.They did what was best for us.
—Submitted by a student


Posted August 18, 2008

I was a student at del vallejo middle school and I will let you know that the teachers are caring and will teach what you need to know but I hated the school it was a wreck dont send your children there


Posted March 27, 2008

I believe this school lacks caring and professional mannered leadership. The lack of communication between parents and teachers is unthinkable. I pulled my son out of Del Vallejo because of the lack of care or concern for his best.
—Submitted by a parent


Posted October 3, 2007

I am also a teacher at Del Vallejo and I would like to counter the following statement which obviously came from a teacher that lacks the sufficient intelligence and knowledge to speak accurately about the leadership at this school: 'This school lacks leadership and direction from the administration. Teachers are not supported. This is a very unsafe school! ' Even our students know (see Nia Knox statement) that our California state test scores continue to increase every year. This is due, in part, to several great leaders and innovators. We have a great Positive Behavior Support Team that has really done a great job to eliminate the type of behavior from students that is not conducive to learning and make this school very safe. Our administration is responsive to the needs of all teachers with regard to discipline and academics. I am very happy at Del Vallejo. - DV Teacher
—Submitted by a teacher


Posted August 25, 2007

Del Vallejo is a really excellent school. Despite all the bad things people say about it, Del Vallejo still stands strong. The school provides a support class during your elective period for students that are falling behind on any core subjects. DVMS also has CAPS, Saturday School, (for extra help on Algebra and Language Arts. If you attend Algebra classes on Saturday, there's a very high chance you will get AP on your CAT6 exams) ASB, a yearbook and video yearbook, lots of electives, (includes but not limited to: music, art, computer lab, etc) sports, (volleyball, softball, basketball, soccer) and there will be a lot of school events and dances this year! DVMS has definitely improved. I highly recommend this school to parents and students. It is NOT a bad school at all. And this is coming from someone who actually goes there now.
—Submitted by a student


Posted July 6, 2007

I am a student at DVMS and I, for one, love the school. I know people say that we are an irresponsible school, but when the time comes to buckle down and learn, we do so. That is shown by our school's test scores. So take this from an actual student of DVMS for three years, an avid student for two, when I say the students are bad and violent, but we are smart enough to know not to jeopradize our future. I am a Del Vallejo Jaguar and I am one of many proud students to say that. - Nia Knox
—Submitted by a student


Posted May 21, 2007

The lack of ability in the academic programs is not the fault of the staff. Del Vallejo does not have recognition for academic strengths throughout years. Many programs such as AVID, GATE, and many more, have helped students surpasses their problems in many different terms of education. The environment around Del Vallejo shows how a school can achieve goals under ever circumstances. I am a student at Del Vallejo and I am proud of my school
—Submitted by Jorge Reyes, a student


Posted April 12, 2007

I am a student at Del Vallejo Middle School. Well the programs are poor at the school but the staff is so friendly. Also, they say there is ruckus in the classroom that is not true.If you say our school is a bad school I would have to say that is so false because it's not the school it is the students and I really don't appreciate people lying about the school I attend. We have a wonderful staff, some wonderful students, and okay programs. It's the parent invovlment!
—Submitted by Ajzhana Cordova, a student


Posted April 5, 2007

The academic programs offered at Del Vallejo were very poor, availability of music arts and sports were not there, and very few parents participated in anything. I was a student of DVMS for 3 years, it is very unsafe, very uncomfortable to attend, and does not teach you much. I would never send my own kid to a school like this. The only good thing about the school was a few good teachers, which no longer work there.
—Submitted by a former student


Posted September 2, 2006

The school is good. The area and the people in the school can not blame the school for their own social economic disadvantages. The school expells the bad kids when needed and praises the good kids. Kids will be kids. Teachers may improve with the mandatory training they all are having in the whole san bernardino districtl
—Submitted by a parent


Posted January 25, 2006

This school lacks leadership and direction from the administration. Teachers are not supported. This is a very unsafe school!
—Submitted by a teacher


Posted December 1, 2005

Beware! This is a horrible school, it offers no electives, i.e. wood shop, home economics,foreign language,no pep squad,band,photo... .The classrooms are caotic, .Theres no dances, and i felt guilty sending my daughter there.
—Submitted by a parent


Posted November 3, 2004

My son has gone to this school since the 6th grade. There has been many changes to the school. They have improved there physical education department by adding weights and bikes. They have also redone their caferteria. They reconize the students and their hard work on academics. They have after school and Saturday classes for student who want to excel in certain subjects. We recently moved and after looking into the school in my area we chose to stay with this school for academic reasons they were the best. My son gets A's and B's. We owe it to the staff and teachers because they care about students and want them to suceed.
—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

632

Change from
2011 to 2012

-26

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 did not meet 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

632

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

-26

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 63% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 65% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 60% 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

English Language Arts

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

111 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
18%

2010

 
 
18%

2009

 
 
21%
Math

The state average for Math was 55% in 2012.

108 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
39%

2010

 
 
23%

2009

 
 
25%
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.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

317 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
31%

2010

 
 
30%

2009

 
 
29%
Math

The state average for Math was 52% in 2012.

315 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
34%

2010

 
 
37%

2009

 
 
28%
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.

106 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
27%

2010

 
 
62%

2009

 
 
62%
English Language Arts

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

336 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
29%

2010

 
 
26%

2009

 
 
23%
General Mathematics (Grades 6 & 7 Standards)

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

260 students were tested at this school in 2012.

2012

 
 
16%

2011

 
 
8%

2010

 
 
24%

2009

 
 
22%
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

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

368 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
22%

2010

 
 
17%

2009

 
 
14%
Science

The state average for Science was 66% in 2012.

346 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
32%

2010

 
 
31%

2009

 
 
26%
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
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
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

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
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
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

English Language Arts

All Students17%
Females15%
Males18%
African American19%
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Pacific Islandern/a
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 learner4%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate10%
Parent education - high school graduate17%
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 state20%

Math

All Students14%
Females13%
Males14%
African American7%
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged13%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability15%
English learner4%
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate11%
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 state16%
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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/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 Students27%
Females29%
Males25%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged27%
Non-economically disadvantaged18%
Students with disabilityn/a
Students with no reported disability27%
English learner6%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talented56%
Parent education - not a high school graduate27%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)42%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to state13%

Math

All Students36%
Females34%
Males38%
African American30%
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged36%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability36%
English learner20%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduate38%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)43%
Parent education - college graduate67%
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

Algebra I

All Students73%
Females85%
Males63%
African American78%
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged72%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability74%
English learner77%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate71%
Parent education - high school graduate73%
Parent education - some college (includes AA degree)75%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state65%

English Language Arts

All Students29%
Females36%
Males24%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged29%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability30%
English learner7%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate24%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)37%
Parent education - college graduate21%
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%

General Mathematics (Grades 6 & 7 Standards)

All Students16%
Females17%
Males14%
African American10%
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged16%
Non-economically disadvantaged15%
Students with disability5%
Students with no reported disability18%
English learner10%
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)26%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state15%

Geometry

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 no reported disabilityn/a
Fluent-English proficient and English onlyn/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

History - Social Science Grade 8 Cumulative

All Students18%
Females20%
Males18%
African American10%
Asian9%
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged18%
Non-economically disadvantaged21%
Students with disability2%
Students with no reported disability21%
English learner4%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talented56%
Parent education - not a high school graduate15%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)28%
Parent education - college graduate14%
Parent education - graduate school/post graduaten/a
Parent education - declined to state16%

Science

All Students28%
Females23%
Males32%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged28%
Non-economically disadvantaged21%
Students with disability10%
Students with no reported disability29%
English learner10%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate23%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)37%
Parent education - college graduate29%
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 68% 49%
African American 21% 7%
White 8% 28%
Asian 2% 8%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Filipino 0% 3%
Multiple or No Response 0% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 128%N/A24%
Students eligible for free or reduced-price lunch program 293%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 95% 85%
Vietnamese 3% 2%
All other non-English languages 0% 1%
Arabic 0% 1%
Hindi 0% 0%
Indonesian 0% 0%
Mandarin (Putonghua) 0% 1%
Samoan 0% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 30N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 8N/A11
Average years teaching 9N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 96%N/A96%
Emergency credential or waiver 2%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • Charles McWilliams
Special schedule
  • Year-round
Fax number
  • (909) 881-8285
School leaders can update this information here.
Notice an inaccuracy? Let us know!

1885 East Lynwood Drive
San Bernardino, CA 92404
Website: Click here
Phone: (909) 881-8280

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