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GreatSchools Rating

Bohannon Middle School

Public | 6-8

 

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Living in San Lorenzo

Situated in an urban neighborhood. The median home value is $270,700. The average monthly rent for a 2 bedroom apartment is $1,430.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
No new ratings
2012:
No new ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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15 reviews of this school


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Posted April 4, 2011

My granddaughter goes to Bohannon and she has ADHD I am very satisfied with the way the staff here are helping her and keeping me informed of her outcome She struggles very hard to get the work done. But with the teachers help and my looking over her shoulder she has improved alot. I dont think she would get the help anywhere else that she has gotten from Bohannon. THANKS TO THE STAFF FOR ALL YOUR HELP...


Posted April 2, 2011

My nephew goes here. Last year it was fine but this year it's gone down the hill bad! He was supposed to be put in a separate room for testing and they haven't been doing that ALL YEAR. Now he is failing almost everything and he may be held back because of the school's negligence. This has impacted his overall attitude towards school and his self esteem greatly! No matter how many times my family and I reassure him that he is not unintelligent, he just doesn't seem to believe it. If your child has testing issues, don't send them here! Thanks a lot Bohannon for damaging my nephew's view of his own self worth!! You can bet that my little nephew won't be going here when the time comes! -A very angry Aunt


Posted February 1, 2010

My daughter is now a 7th grader at Bohannon. I am very happy with her academic achievements while attending Middle School. All around,this is the most dificult age group to deal with and compared to my eldest three, who all attended Bancroft Middle school in San Leandro - all of whom had issues with administration, staff and peers. Bohannon's administration, staff, and student body all seem to work together for the betterment of the school as a whole. I couldn't ask for a more well rounded environment for my daughter.
—Submitted by a parent


Posted July 22, 2009

I have had five children go through this school and, therefore, have had a long experience with Bohannon. My experience with several teachers was positive and I found that if I was interested in being proactive, they were more than willing to talk to me. I only found two teachers who were not organized and didn't communicate well. Bohannon has had three different principals while my kids were there. Ms. Cambria was the first and had the school whipped into shape. After her departure, there has been a noticeable decline in communication with parents, discipline issues, and overall attitude of students.
—Submitted by a parent


Posted April 24, 2009

this is the best school my kid has ever been to
—Submitted by a parent


Posted March 18, 2009

Terrific school with excellent teachers and after school programs
—Submitted by a parent


Posted February 23, 2008

Bohannon could do better. Splitting the lunches are not preventing the fights because they still happen during break. They should separate halls for 6th,7th, and 8th because too many 6th graders are around the 7th and 8th grade classrooms. The lunch lines are not very fast. Some of the security guards let some people cut which isnt really fair for the other students. Most of the teachers are trying to do their best. One of the 8th grade math teachers just lets the class go wild and threatens with a refferral but it doesn't really work. I'd say the best teacher is the music teacher for wanting to help out by trying to get more electives. I am now an 8th grader, and 2 years ago, there were more stuff we could have done like helping out at the library and other things. Extending the hours for school does not help.
—Submitted by a student


Posted July 4, 2007

I have had two children going to Bohannon in the past and I have seen a decline in the academic programs and the removal of important extra curriculum activities as well (advanced Math for example). The school's performance has declined tremendously. Bohannon needs to incorporate extra-curriculum academic activities for those kids that are more advanced and willing to learn more. Parents need to get more involved and push for more academic programs and activities. Bring these issues to the Superintendent. Security is another issue that needs attention. Principal needs to be more aggressive in bringing this school back to track. Music program is excellent and hats off to the music teacher. Let's all (teachers, parents, Principal) help this new generation get the best out of school.
—Submitted by a parent


Posted February 23, 2007

Bohannon middle school isnt the best school.But the teacher try to help as much as they can. There is a very involed music who takes on more then she needs to voulntarly. The schools stats our not good and need to be inproved.
—Submitted by a student


Posted February 18, 2007

There is a lot of room for improvement! Basically the teachers at this school are more interested in being the kids friend, then a teacher . If you are planning on sending your child to this school, I would recommend staying on top of their school work.
—Submitted by a parent


Posted October 1, 2006

School to parent communication is poor. Info. on resources available through the school/district, to help the child who is struggling academically or socially, is not readily available to parents. Extra-curricular activities after school are not available for ALL students equally.
—Submitted by a parent


Posted August 17, 2005

I've had mixed experiences with teachers at Bohannon. My 6th-grader's teachers were available and interested in helping my child do well. School-to-home communication is lacking and inadequate. School newsletters are sent home with school events and dates listed; then suddenly the dates change without prior notice. They seem to rely heavily on their marquee board in front of the school to communicate changes to parents. Needless to say, I am disappointed in this school.
—Submitted by a parent


Posted April 26, 2004

Too few dedicated teachers. Many use the excuse that your child is one of over 100 they see everyday. Few are willing to go beyond the minimum to help those needing help or challenge those who could excel. A general sense of apathy. Little effort to involve parents.
—Submitted by a parent


Posted April 23, 2004

I think Bohannon Middle School is a great school but there disipline rules are a bit much when it comes to 6-7 graders first entering middle school. They should be set for 8th grade students only entering high school. The teachers need to communicate more with the parents about there education than if they did something wrong for detention. All parties need to be called in if there is more than one person there when the incident ocurred.
—Submitted by a parent


Posted September 9, 2003

Need to be more effective in communication, expecially school's counseler. Did not had the student's transfer paper work checked before the student was assigned to ELL class. We had to provide information at our level which school should already have it on their record. I wonder how many other students might be going through this if their parents are not aware of how to resolve this situation.
—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 2013.

This school's
API score

725

Change from
2012 to 2013

-30

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

4 / 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 2013.
  • 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 2013

This school's
API score

725

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
2012 to 2013

-30

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. 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
(2012)

3 / 10

API Statewide Rank (2012)
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 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

4 / 10

API Similar Schools Rank (2012)
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 60% in 2013.

264 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
42%

2011

 
 
38%

2010

 
 
44%
Math

The state average for Math was 55% in 2013.

264 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
30%

2011

 
 
30%

2010

 
 
40%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

280 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
53%

2011

 
 
54%

2010

 
 
52%
Math

The state average for Math was 52% in 2013.

282 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
43%

2011

 
 
45%

2010

 
 
57%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

251 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
29%

2011

 
 
33%

2010

 
 
50%
English Language Arts

The state average for English Language Arts was 57% in 2013.

277 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
50%

2011

 
 
47%

2010

 
 
55%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

45 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
3%

2010

 
 
12%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

302 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
36%

2011

 
 
32%

2010

 
 
32%
Science

The state average for Science was 67% in 2013.

276 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
58%

2011

 
 
57%

2010

 
 
43%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students50%
Females50%
Males50%
African American48%
Asian60%
Filipino61%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged49%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability52%
English learner8%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)58%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state48%

Math

All Students33%
Females33%
Males33%
African American21%
Asian73%
Filipino35%
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged29%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability33%
English learner4%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)50%
Parent education - college graduate31%
Parent education - graduate school/post graduaten/a
Parent education - declined to state30%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

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
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 Students42%
Females49%
Males36%
African American16%
Asian69%
Filipino65%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged39%
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability42%
English learner9%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduate37%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)50%
Parent education - college graduate54%
Parent education - graduate school/post graduaten/a
Parent education - declined to state42%

Math

All Students38%
Females35%
Males40%
African American9%
Asian81%
Filipino65%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged36%
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability38%
English learner19%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduate52%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)38%
Parent education - college graduate52%
Parent education - graduate school/post graduaten/a
Parent education - declined to state37%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students28%
Females31%
Males25%
African American10%
Asian53%
Filipino35%
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged20%
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability28%
English learner13%
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talented44%
Parent education - not a high school graduate22%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)43%
Parent education - college graduate32%
Parent education - graduate school/post graduate36%
Parent education - declined to state19%

English Language Arts

All Students47%
Females53%
Males42%
African American26%
Asian53%
Filipino48%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged41%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability47%
English learner0%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduate36%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)61%
Parent education - college graduate61%
Parent education - graduate school/post graduate69%
Parent education - declined to state27%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Females0%
Males0%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged0%
Students with disability0%
Students with no reported disability0%
English learner0%
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
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
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

History - Social Science Grade 8 Cumulative

All Students36%
Females34%
Males39%
African American18%
Asian47%
Filipino50%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged31%
Non-economically disadvantaged45%
Students with disability15%
Students with no reported disability39%
English learner3%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduate30%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)52%
Parent education - college graduate41%
Parent education - graduate school/post graduate53%
Parent education - declined to state17%

Science

All Students60%
Females60%
Males60%
African American38%
Asian87%
Filipino74%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged55%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability61%
English learner11%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate56%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)65%
Parent education - college graduate67%
Parent education - graduate school/post graduate92%
Parent education - declined to state42%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 61%
White 12%
Black 11%
Asian 6%
Two or more races 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 69%N/AN/A
English language learners 11%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 2%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Margaret Arman
Fax number
  • (510) 278-7794

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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800 Bockman Road
San Lorenzo, CA 94580
Phone: (510) 317-3800

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