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GreatSchools Rating

George Y. Komure Elementary School

Public | K-8

 
 

Living in Stockton

Situated in a suburban neighborhood. The median home value is $117,000. The average monthly rent for a 2 bedroom apartment is $900.

Source: Sperling's Best Places
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

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19 reviews of this school


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Posted April 29, 2014

Love the teachers at George Komure. Love Mrs. Westover she always goes above and beyond with her students and parents. Mrs. Westover is one of the best teachers!!
—Submitted by a parent


Posted January 29, 2012

I have been going to this school since the 6th grade, the kids may be troublesome at times. But still I love this school, teachers are just GREAT. I would recommend this school to anyone. Where can i get an enrollment form for the school?


Posted December 22, 2011

i have been going to this school ever since kindergarden and now im in eighth grade and an honor student we have improved in our star testing scores the past few years and have enforced no bulling and we have a great school for anyone!!!


Posted December 19, 2011

This is the worst school! I have been to this horrible school every since I was in kindergarden and I'm sick of it. Ghetto Kids, Horrible yard duties, and more. The teachers are Ok, but there is no leadership in junior high. half the kids in junior high are Under the influence and your kid will not like George komure at all. Ask any Person who subbed for Jr. High, or any student. I urge you as student of this school for so long, do not put your children in this school.


Posted December 9, 2011

The office staff is rude, unfriendly and generally grouchy. The teachers are over worked and underpaid. The classes are over packed. My daughter was moved from three different kindergarten classes in the first two weeks due to over flow. The office staff is completely ridiculous. I have been treated poorly, talked down to and dismissed. My daughter was left in the hall by an office staffer and was not let into her KINDERGARDEN class for ten minutes. Seriously! A 5 year old child left alone. I urge all parents to consider not putting their children in this school. They will be treated like dollar signs instead of students.
—Submitted by a parent


Posted February 4, 2011

school has really improved over the last few years. Students are doing very well on the state test. No big problems and lots of new activities for the kids
—Submitted by a parent


Posted January 2, 2011

George Y. Komure is a great school, in fact I have been attending this school since Kindergarten. I have recieved a great education since then and now I am a straight A student. The only reason students are getting into so many fights these days is because they're so immature and not because there's anything wrong with George Komure. Most of the children attending this school only recieve terrible grades because they're not paying any attention during class, plus there is nothing wrong with the faculty. Also, I believe it's the parents who have the biggest impact on their children's behavior. George Komure is a wonderful school. I've met a lot of nice people there who don't start fights when they get the chance. And finally, George Y. Komure's STAR test scores have been growing higher and higher than ever before.


Posted April 27, 2010

There has been no change in this school. The principal has no idea on how to maintain or control the students.This school only has costant fights on and off campas. There cross gurads aren't alert at want happens after school. Teachesrs need to be also alert and paying attention to what is going on in their classrooms. Violence and fighting in classrooms and they only suspend for a few days and it starts all over. Someone or something needs to be done about this befor someone really gets hurt.
—Submitted by a parent


Posted November 19, 2009

it is a great school ,and you learn alot with great teachers.
—Submitted by a parent


Posted August 8, 2008

My children have been attending Komure since the school opened. I am very pleased with the positive changes that have been occuring the past two years under the leadership of our new principal. Komure has become a wonderful place where learning is the top priority and where every student knows how important they are. I have been very satisfied with all my children's teachers and feel that my children are getting a first class education.
—Submitted by a parent


Posted June 16, 2006

Overpopulated/too many fights among students.
—Submitted by a parent


Posted April 12, 2006

I have two children attending Kumore and am looking for a private school. The staff is unresponsive to schoolplace violence and has lost the respect of the students. The staff is only part of the problem. Most of the parents are uninvolved in the school and are lacking in disciplin themselves. There are, however, so great teachers working hard under the adverse conditions.
—Submitted by a parent


Posted March 9, 2006

This school is not parent friendly. The music department is coming along slowly. Has a good music teacher, but very new. The office staff is ok, but they always seem to be on the defensive whether it is a kid or an adult they are dealing with. The teachers and staff have communication problems. If you have kids in this school you need to put the energy into keeping on top of what is going on inside the school.
—Submitted by a parent


Posted January 18, 2006

This is still a fairly new school so it is growing. As a parent I have seen a big turn around and the problem students are slowly being weeded out or leaving. There is not a lot of parent support for the teachers. The teachers that my child has had have been very helpful, supportive, and well educated. I have great admiration for these teachers that dedicate their lives to teaching our children
—Submitted by a parent


Posted January 12, 2006

Schools located in brand new communities going through growth spurts are always affected. However, I've seen major improvements in this school the past 2.5 years that I've lived here. Parents who are involved and make an effort to be a part of their children's education do very well here.
—Submitted by a parent


Posted August 20, 2005

Although, they do strive to meet all the curriculum objectives which they generally achieve, academic programs are taught to the lowest common denominator. This can be good if your child is struggling or if he/she is ESL. But, do not look for this school to effectively challenge gifted or advanced syudents. Parent involvement is sorely lacking due to the demographics of the area and given that many parents commute to the bay area on a daily basis. Art, sports programs and field trips are minimal. This is partly due to the fact that this is a fairly new school which is struggling to keep up with a quickly growing student population. Given time these programs and extracurricular activities will be better established.
—Submitted by a parent


Posted July 12, 2005

So far, with my special education kindergarten child, I have received excellent communication. The teacher is compassionate and generous with her time. Both of my kids have loved the beginning of their year. My second grader not only enjoys the playground equipment (!) but also the teacher and the other kids in his class. The school is always clean and in good order. Even though obviously overwhelmed, the office staff has truly tried their best to accomodate all of my requests.
—Submitted by a parent


Posted July 6, 2005

Great school and the community is going through a major growth spurt. Once everything gets settled and the community matures, this place going to be even better.
—Submitted by a parent


Posted August 18, 2004

I moved to weston ranch so that my children would have an opportunity to go to a good school. I was very disapointed. Although my childrens teachers have been excelent the people in the office are very rude and unhelpfull. My childrens tracks and schedules have been change without notice to me, and when I asked about it I was treated like I have no right to know about what is going on. I am frustrated and upset with what I have experienced with this school and would not recomend to anybody to send their kids there.
—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

734

Change from
2012 to 2013

-12

API Statewide Rank
(2012)

2 / 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

734

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

-12

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 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
(2012)

2 / 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 56% in 2013.

115 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
40%

2011

 
 
41%

2010

 
 
41%
Math

The state average for Math was 65% in 2013.

115 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
66%

2011

 
 
68%

2010

 
 
64%
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

The state average for English Language Arts was 46% in 2013.

95 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
33%

2011

 
 
48%

2010

 
 
35%
Math

The state average for Math was 66% in 2013.

96 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
62%

2011

 
 
68%

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

English Language Arts

The state average for English Language Arts was 65% in 2013.

99 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
43%

2011

 
 
52%

2010

 
 
47%
Math

The state average for Math was 72% in 2013.

99 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
41%

2011

 
 
57%

2010

 
 
62%
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

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

97 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
40%

2011

 
 
40%

2010

 
 
42%
Math

The state average for Math was 65% in 2013.

96 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
42%

2011

 
 
60%

2010

 
 
56%
Science

The state average for Science was 57% in 2013.

99 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
27%

2011

 
 
37%

2010

 
 
44%
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

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

99 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
36%

2011

 
 
49%

2010

 
 
46%
Math

The state average for Math was 55% in 2013.

100 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
35%

2011

 
 
44%

2010

 
 
46%
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.

124 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
54%

2011

 
 
49%

2010

 
 
45%
Math

The state average for Math was 52% in 2013.

125 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
42%

2011

 
 
44%

2010

 
 
37%
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.

104 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
31%

2011

 
 
25%

2010

 
 
13%
English Language Arts

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

105 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
49%

2011

 
 
49%

2010

 
 
31%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
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.

114 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
50%

2011

 
 
45%

2010

 
 
27%
Science

The state average for Science was 67% in 2013.

108 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
45%

2011

 
 
45%

2010

 
 
33%
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 Students27%
Females30%
Males24%
African American14%
Asian38%
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability29%
English learner29%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate15%
Parent education - some college (includes AA degree)30%
Parent education - college graduate46%
Parent education - graduate school/post graduaten/a
Parent education - declined to state33%

Math

All Students51%
Females48%
Males54%
African American40%
Asian69%
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability52%
English learner55%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)68%
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to state45%
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

English Language Arts

All Students25%
Females26%
Males25%
African American35%
Asian8%
Filipino41%
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged20%
Non-economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability27%
English learner0%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate19%
Parent education - some college (includes AA degree)29%
Parent education - college graduate32%
Parent education - graduate school/post graduaten/a
Parent education - declined to state28%

Math

All Students48%
Females38%
Males58%
African American35%
Asian69%
Filipino76%
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability50%
English learner45%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate48%
Parent education - some college (includes AA degree)50%
Parent education - college graduate68%
Parent education - graduate school/post graduaten/a
Parent education - declined to state35%
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

English Language Arts

All Students41%
Females43%
Males40%
African American42%
Asian50%
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability42%
English learner8%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)35%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to state28%

Math

All Students43%
Females48%
Males40%
African American44%
Asian71%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability45%
English learner25%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)40%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%
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

English Language Arts

All Students38%
Females37%
Males39%
African American28%
Asian77%
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability39%
English learner18%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)41%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to state41%

Math

All Students48%
Females45%
Males51%
African American28%
Asian69%
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability50%
English learner25%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)65%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to state43%

Science

All Students36%
Females27%
Males47%
African American21%
Asian62%
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability39%
English learner12%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)29%
Parent education - college graduate65%
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

English Language Arts

All Students45%
Females52%
Males39%
African American43%
Asian40%
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability45%
English learner13%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)35%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to state40%

Math

All Students29%
Females32%
Males26%
African American22%
Asian30%
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability29%
English learner0%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate21%
Parent education - some college (includes AA degree)20%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to state28%
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 Students48%
Females55%
Males41%
African American33%
Asian60%
Filipino57%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged37%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability49%
English learner0%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate52%
Parent education - some college (includes AA degree)53%
Parent education - college graduate57%
Parent education - graduate school/post graduaten/a
Parent education - declined to state44%

Math

All Students39%
Females39%
Males38%
African American13%
Asian40%
Filipino71%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability40%
English learner0%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)50%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%
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 Students27%
Females36%
Males20%
African American7%
Asian58%
Filipino58%
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate26%
Parent education - some college (includes AA degree)21%
Parent education - college graduate43%
Parent education - graduate school/post graduaten/a
Parent education - declined to state24%

English Language Arts

All Students45%
Females52%
Males41%
African American36%
Asian83%
Filipino83%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate52%
Parent education - some college (includes AA degree)36%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state49%

General Mathematics (Grades 6 & 7 Standards)

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

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 Students58%
Females58%
Males58%
African American47%
Asian75%
Filipino83%
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantaged60%
Students with disability14%
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)59%
Parent education - college graduate70%
Parent education - graduate school/post graduaten/a
Parent education - declined to state57%

Science

All Students54%
Females52%
Males55%
African American48%
Asian83%
Filipino83%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)47%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to state51%
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 State average
Hispanic 39% 52%
Asian or Asian/Pacific Islander 26% 11%
Black 21% 6%
White 10% 26%
Hawaiian Native/Pacific Islander 2% 1%
Two or more races 2% 3%
American Indian/Alaska Native 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 1%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012
Notice an inaccuracy? Let us know!

2121 Henry Long Boulevard
Stockton, CA 95206
Website: Click here
Phone: (209) 938-6320

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