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GreatSchools Rating

Quimby Oak Middle School

Public | 7-8 | 977 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 3 ratings
2012:
Based on 6 ratings
2011:
Based on 1 rating
2010:
No new ratings

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44 reviews of this school


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Posted May 20, 2008

This school has unreasonable rules. They seem to not care for their students, but more about how the district will think of the school if they were well disciplined. Even with the rules, students there have fights every week. The school lacks academic skills, but a surplus amount of sport skills. If you want your child to be a basketball player, this is probably be the school for you. If I were you, I'd transfer them to Chaboya.
—Submitted by a parent


Posted May 2, 2008

Poor sport team; poor teaching skill, poor communication from teacher, poor school overall. I after spending 1 year at this school, I send my kids to George LeyVa Middle School.
—Submitted by a parent


Posted April 23, 2008

I was impressed with calls from the assistant principal telling me my daughter wears inappropriate dress ; but I was very surprised to have not seen any communication from any of the teachers which I think is a must
—Submitted by a parent


Posted April 4, 2008

QUIMBY OAK LOBOS ARE THE BEST . we offer many electives and have many sports . our curriculum is EXCELLENT . it`s practically the best middle school you can get . OH! and no touch policy . we have speed lines that sell food both healthy and junk (; ahahahah
—Submitted by a student


Posted March 28, 2007

Quality of academic program is very good. Music and Art activities should be emphasized as extracurricular activity program. Parents involvement in various activities can be increased through invitation by mailing letters or email. It will allow parents to know about upcoming events as well as encouraging kids to do their best in school. Thank you!
—Submitted by a parent


Posted April 10, 2006

This school as great programs. My children were well prepared for high school and had plenty of opportunities to be involved in extracurricular activities.
—Submitted by a parent


Posted February 9, 2006

Some great teachers, but the school lacks discipline, guidance, modivation, and challenge.
—Submitted by a former student


Posted August 20, 2005

As the demographics for this school change, so do the academic results. The students in honors classes are as bright as in any other school in the district, there are just less of them than at Chaboya, where the feeder schools are from the highest income homes in the district. Overall, my son enjoyed Quimby socially and athletically. Academically, it's the only middle school in the district that offers an honors math class, which was his favorite class, and he got to be in the A band in 7th grade instead of waiting for 8th grade. I felt that all of his honors class teachers were excellent, but I know he had more homework in his elementary school, so he wasn't being stretched academically as much as he should have been.
—Submitted by a parent


Posted August 19, 2005

Poor communication from school as a whole, that includes lack of an up-dated website. Teachers are willing to work with you if you take the first step as a parent, but there is a strong chance you won't find out your child is having problems academically until the report card comes around.
—Submitted by a parent


Posted August 18, 2005

I appreciate the policy that requires progress/report cards to be signed by a parent, This accountability is crucial. I wish more parents realized that their middle-school age children need them just as much as their grade school hcildren do--just in a different way. Parent involvement is critical to the success of a school.
—Submitted by a parent


Posted June 22, 2005

It is great, safe environment, good education,good athletics, clean.
—Submitted by a parent


Posted May 31, 2005

This school needs to focus more on academics. They need to cut down on trespassing which leads to gang violence.
—Submitted by a parent


Posted April 25, 2005

This school is attended by students from a variety of neighborhoods with diverse cutural backgrounds, and financially, the well-to-do, the sufficient, the below average, and anything in between. Therefore, its student quality reflects in a wide range - a number of them does well accademically and behaviorally, most of them are average or mediocre, and the rest belongs in either of these two groups or both - trouble makers and under achievers. There's plenty of room for improvement; unfortunately budget cut has not been helping at all. Academic programs are few, honors language for grade 7, honors science for grade 8, and one advance math class for each grade, usually limited to 30 students. The school band is supported by donations. After school sports are normally available to those who qualify. Any other programs are hard to come by. Parent involvement is minimal. My child is performing quite well regardless.
—Submitted by a parent


Posted March 31, 2005

Academic program is good for students without academic problems. Language Arts instructor requested conference, realizing my child was not working to potential. Went from C to A. However, went from A to C in math without any notification from the math instructor. Parents must stay involved with student progress. Learning cannot be left entirely to the instructors. Motivation to succeed must be received from instuctors and parents. There is always room for improvement within any educational institution.
—Submitted by a parent


Posted February 23, 2005

85% horrible: our child had a serious problem doing her homework on time. Only one out of six teachers let us know by calling. Report cards mailed with no requirement for parental signatures (not a Quimby Oak-unique problem). 85% lazy and un-professional teachers says problem is lack of leadership. It's not lack of money: a phone call would have cost them a few pennies. Now my wife and I have six problems to clean up: our daughters, and five teachers.
—Submitted by a parent


Posted February 23, 2005

I wrote one of the earlier 'glowing' reports. In only one year, the school has really gone downhill. Staff is inattentive to students needs, and almost completely fails to communicate issues to parents. I now give this dump the lowest possible scores in each category.
—Submitted by a parent


Posted January 16, 2005

Quimby Oak is a great smart school!
—Submitted by a former student


Posted June 4, 2004

My daughter this past year attended Quimby Oak for 8th grade and 7th as well. She has struggled through 8th grade. Her counselor met with us on one occasion to let us know that her GPA was low. He told us that if she raised it to a 1.5 in her last quarter that she would graduate & walk the stage. He now tells us a week before graduation that it has to be a 1.5 GPA accumalative. She will not walk the stage as he stated. I think the counselor should communicate more with the students and parents so they have a better understanding. I don't think they take the time out of their day, paying attention to those who need it the most. Especially from a school that has the most funding.
—Submitted by a parent


Posted May 20, 2004

My oldest daughter attended Quimby Oak. She had serious problems in 7th grade math, nearly failing. Her teacher went out of her way to provide assistance in the form of an intensive summer school program known as Jose Valdez Institute. This turned her around 180 degrees, and not just in math. She is now a Freshman at Evergreen Valley, and doing well (B's). My second daughter is now in 8th grade, and has earned nearly straight A's. She enjoys her science class, which goes on several field trips every year. Overall, there seems to be very good parent/teacher involvement, although I would echo another reviewer in suggesting the teachers could be more forthcoming with progress reports, especially when there is trouble. I believe this is a common problem, and parents need to be proactive and ask.
—Submitted by Jay Titus, a parent


Posted May 5, 2004

This school has been on average. In 7th grade my son has some issues and fell behind, no teacher or vice principle intervention, it was upon us parents. Then they were concern not until. This years 8th grade a teacher allowed my son almost fail a class, even thought through two semester he was a straight A student. Again, it seem like they just do not care about the child. The children are not adults, they need to be guided. This is not high school or college. Not very happy with this school that is supposed to be one of the better schools in the district. No wonder our children are falling behind in so many critical areas of studying. Parents beware.
—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

894

Change from
2011 to 2012

+23

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

8 / 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 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 met all student subgroup API targets for 2012

This school's
API score

894

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

+23

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)

9 / 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)

8 / 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.

111 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
97%

2010

 
 
100%

2009

 
 
100%
English Language Arts

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

477 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
77%

2010

 
 
68%

2009

 
 
73%
Math

The state average for Math was 52% in 2012.

367 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
65%

2010

 
 
66%

2009

 
 
59%
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.

331 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
74%

2010

 
 
64%

2009

 
 
86%
English Language Arts

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

497 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
70%

2010

 
 
71%

2009

 
 
62%
General Mathematics (Grades 6 & 7 Standards)

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

104 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
30%

2010

 
 
31%

2009

 
 
40%
Geometry

The state average for Geometry was 87% in 2012.

76 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
97%

2010

 
 
98%

2009

 
 
91%
History - Social Science Grade 8 Cumulative

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

511 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
70%

2010

 
 
64%

2009

 
 
52%
Science

The state average for Science was 66% in 2012.

497 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
79%

2010

 
 
78%

2009

 
 
74%
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 Students97%
Females96%
Males98%
African Americann/a
Asian99%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged100%
Non-economically disadvantaged97%
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate93%
Parent education - some college (includes AA degree)94%
Parent education - college graduate100%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

English Language Arts

All Students82%
Females88%
Males77%
African Americann/a
Asian91%
Filipino93%
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged71%
Non-economically disadvantaged88%
Students with disability44%
Students with no reported disability84%
English learner29%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate63%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)82%
Parent education - college graduate91%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Math

All Students74%
Females79%
Males69%
African Americann/a
Asian92%
Filipino85%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged60%
Non-economically disadvantaged81%
Students with disability38%
Students with no reported disability76%
English learner35%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate40%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)72%
Parent education - college graduate93%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Algebra I

All Students64%
Females66%
Males62%
African American9%
Asian79%
Filipino64%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged58%
Non-economically disadvantaged66%
Students with disability58%
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate58%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)53%
Parent education - college graduate75%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

English Language Arts

All Students77%
Females79%
Males75%
African American64%
Asian87%
Filipino75%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged70%
Non-economically disadvantaged80%
Students with disability47%
Students with no reported disability78%
English learner12%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate55%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)78%
Parent education - college graduate82%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students22%
Females20%
Males25%
African Americann/a
Asian35%
Filipino15%
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantaged23%
Students with disability6%
Students with no reported disability25%
English learner23%
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)5%
Parent education - college graduate25%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students90%
Females90%
Males92%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged94%
Non-economically disadvantaged90%
Students with no reported disability91%
Fluent-English proficient and English only91%
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate85%
Parent education - some college (includes AA degree)79%
Parent education - college graduate100%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students74%
Females74%
Males75%
African American60%
Asian84%
Filipino73%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged61%
Non-economically disadvantaged80%
Students with disability28%
Students with no reported disability77%
English learner10%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate48%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)75%
Parent education - college graduate83%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Science

All Students84%
Females84%
Males84%
African American57%
Asian92%
Filipino83%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged74%
Non-economically disadvantaged89%
Students with disability53%
Students with no reported disability85%
English learner35%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate60%
Parent education - high school graduate77%
Parent education - some college (includes AA degree)89%
Parent education - college graduate89%
Parent education - graduate school/post graduate94%
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 46% 8%
Hispanic or Latino 31% 49%
Filipino 12% 3%
White 6% 28%
African American 3% 7%
American Indian or Alaska Native 1% 1%
Pacific Islander 1% 1%
Multiple or No Response 0% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 115%N/A24%
Students eligible for free or reduced-price lunch program 225%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 50% 85%
Vietnamese 30% 2%
Filipino (Pilipino or Tagalog) 5% 1%
Khmer (Cambodian) 3% 0%
Punjabi 3% 1%
Cantonese 2% 2%
Mandarin (Putonghua) 2% 1%
All other non-English languages 1% 1%
Ilocano 1% 0%
Portuguese 1% 0%
Thai 1% 0%
Urdu 1% 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 9N/A11
Average years teaching 10N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 91%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

3190 Quimby Road
San Jose, CA 95148
Phone: (408) 270-6735

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