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GreatSchools Rating

George Lincoln Mosher

Public | K-6 | 550 students

Philosophy of Preofessional Students, Perfect Attendance

 
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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12 reviews of this school


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Posted June 4, 2014

I am very disappointed in George Lincoln Mosher. What happened to teachers, administration and parents working together? All this past year my child's teacher was unavailable when I tried to communicate at the end of the day. I tried calling her on several occasions at the end of the day but she was already gone for the day. How could this be when it's before 2:35??? Is the Princple aware of this and if she is aware why does she allow it? Teachers should be available after school to talk to parents. Maybe I am old fashioned in my thinking but I expect to be able to reach out to my child's teacher during school hours and not hear over and over that she is unavailable. I was getting out of my car to pick my child up for a dentist appointment one day at shortly after 2:00 and saw the teacher leaving in her car. I came back to the school the next day and saw the same thing. We'll that explained it. I wish my boss allowed this. Who oversees the principal who is not overseeing the teacher? It reflects badly on this school and the other teachers who are there not to just collect a paycheck.
—Submitted by a parent


Posted February 25, 2014

This school is run like a military academy that forgets that these are children, not robots. The children spend more time standing in line at recess than playing, are not allowed to speak during lunch, and lose their recess, more days than not, for the slightest noise class. Children shouldn't hate going to school. How are we supposed to inspire them to love school if the place itself is so dreadful?
—Submitted by a parent


Posted September 28, 2013

I was one of the very first 6th graders who attended this school, and I must say it was one of the greatest years in my life (Thank you Ms. Geiszler)! This school and the staff in general are all amazing. Mr. Brown was an excellent principal and although I haven't seen Mrs. Cuenin as the principal before, I know she's an amazing person (She was my 5th grade teacher).


Posted August 29, 2013

My child has been a student at Mosher Elementary School for 3 years. I have been very pleased with the teachers that he has had. They have been very supportive and professional. However, I have been extremely disappointed in the principal. She does not give the impression that she is concerned about the students and she lacks the personal connections to them and their parents. I have had talks with her where she acted completely uninterested in what I was saying and both times she failed to make eye contact and actually began a conversation with someone else. She needs to learn communication skills if she plans to continue to work with parents!! She comes across "phoney" and I have actually witnessed her on several occassions being very unprofessional. On two instances when I came into the school to the office, I overheard her gossiping negatively and loudly about another parent and a person on her staff. I was shocked by her lack of class and professionalism. It's a shame that the principal conducts herself in this manner because Mosher teachers certainly do not. It made me very uncomfortable. She is not what Mosher parents want or need...it's a shame.
—Submitted by a parent


Posted August 9, 2011

I have a Kindergarten student starting out at Mosher this year. He has attended preschool for 2 years and has performed very well and has been motivated t start Kindergarten. I had all the confidence that his adaptation to kindergarten would be equally if not more successful. Unfortunately, the experience at Mosher has been less than acceptable. The orientation night as well as the back to school night was conducted in a very rushed and standoffish manner. There was an unwelcoming demeanor, and it seems as if the principal lacks compassion for the Kindergarteners that are experiencing school for the first time. the Mosher experience has affected an otherwise motivated student and has converted that motivation into a reluctance to attend this school. The principal lacks the compassion for first time school attendees and their families. If I could transfer our child to another school , then I certainly would.
—Submitted by a parent


Posted July 28, 2011

My son went to this school last year for 5th grade. I couldn't have asked for anything better. The 5th grade teaching team was excellent (Mrs. Dickinson and Mrs. Tracy). I know that the experiences that my son had this school year will help form him for the rest of his life. Thank you for all of the support you gave this school year. It was much appreciated.
—Submitted by a parent


Posted June 10, 2011

Mosher has raised my expectations of what public schools should be. My son has been there for 2 yrs going on 3. I have seen 2 different principals, Mr Brown ( has left) had more involvement and brought out school spirit with after school activ. Something that the new principal was lacking this year. Not taking anything away from her she was able to keep the curriculum, staff, and environment the same. School is in a beautiful updated condition from classrooms to playground. I do think they can push the kids harder but i also look at class sizes and see where that could be a challenge. My sons ability in math (strong), reading ( weak) have matured greatly this year. The teacher spotted his problem area early, involved us with her plan, and followed through. Was impressed towards the end of the year to see how much he got out of school. If your having second thoughts of Mosher don't this is a great school. My Daughter starts this year. will update next year with new thoughts. I wish there was more parent involved but i do understand times are hard right now .
—Submitted by a parent


Posted October 21, 2009

I Think This School Is Great. It is motivating and has a good choice of TEACHERS and the PRINCIPLE is very awesome and funny.. We Have Days That Always Entertain US. Like today when we had a crazy day most of the teachers 5were dressing really crazy. This school shows alot of school spirit. In my point of view..
—Submitted by a student


Posted May 8, 2009

Mosher has a GREAT Principal, he takes pride in his students & teachers. I am very please with the way the Principal is running the school. When I leave my student at school, I now she will be getting a top notch education, her teacher takes her time to explain to the students & she lets the student explore new adventures, idea's. I come from the bay area & the things my child is learning is totally different & on a higher level. I like that fact the children are learning at a higher level. I know my child is being properly prepared for middle & high school as well as college. I recommend other parent to bring there children to Mosher Elem., the school is very diverse, challeging & happy/fun place to learn. Mr. Brown keep up the good work you are one of the best Principals ever.
—Submitted by a parent


Posted May 21, 2008

This school has a lot of serious problems. I'm in the process of trying to find somewhere else for my children to go. Primarily, it's unsafe, and it's poorly managed. The environment is not one that is conducive to learning. The teachers are extremely good, but with so much working against them in terms of the behavioral issues and the administration, it's extremely difficult for them to be effective.
—Submitted by a parent


Posted April 30, 2008

This school is one of the best schools my children have attended. The staff is awsome. They are very motivating, helpful, available and you can tell this school truely cares about its students and there progresss and sucess. The spirit is excellent they have alot of fun things they do for the student whitch I think helps the students to like going to school everyday. Overall I am very satisfied with this school I think it rocks!
—Submitted by a parent


Posted September 3, 2007

The teachers are exceptional; The parents have a limited say in PTA decisions.
—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

814

Change from
2012 to 2013

-6

API Statewide Rank
(2012)

6 / 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 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

814

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

-6

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)

6 / 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.

74 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
52%

2011

 
 
40%

2010

 
 
47%
Math

The state average for Math was 65% in 2013.

74 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
68%

2011

 
 
64%

2010

 
 
63%
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.

67 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
37%

2011

 
 
30%

2010

 
 
37%
Math

The state average for Math was 66% in 2013.

67 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
66%

2011

 
 
56%

2010

 
 
67%
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.

57 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
66%

2011

 
 
66%

2010

 
 
59%
Math

The state average for Math was 72% in 2013.

56 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
67%

2011

 
 
70%

2010

 
 
67%
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.

61 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
65%

2011

 
 
58%

2010

 
 
33%
Math

The state average for Math was 65% in 2013.

62 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
67%

2011

 
 
63%

2010

 
 
55%
Science

The state average for Science was 57% in 2013.

61 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
59%

2011

 
 
70%

2010

 
 
52%
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.

59 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
62%

2011

 
 
51%

2010

 
 
54%
Math

The state average for Math was 55% in 2013.

60 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
62%

2011

 
 
43%

2010

 
 
50%
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 Students76%
Females72%
Males79%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged72%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability76%
English learner79%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate85%
Parent education - some college (includes AA degree)68%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students63%
Females63%
Males64%
African Americann/a
Asian74%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability63%
English learner79%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)55%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 Students40%
Females45%
Males36%
African Americann/a
Asian33%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged34%
Not economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability40%
English learner22%
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 graduaten/a
Parent education - some college (includes AA degree)52%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students70%
Females74%
Males67%
African Americann/a
Asian80%
Filipinon/a
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 disadvantaged68%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability71%
English learner67%
Fluent-English proficient and English only73%
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)74%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 Students56%
Females70%
Males43%
African Americann/a
Asian58%
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 disadvantaged48%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability62%
English learner27%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)46%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students68%
Females78%
Males59%
African Americann/a
Asian78%
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 disadvantaged69%
Not economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability71%
English learner71%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)62%
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 Students47%
Females53%
Males41%
African Americann/a
Asian48%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability48%
English learner14%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)27%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students55%
Females58%
Males52%
African Americann/a
Asian64%
Filipinon/a
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 disadvantaged56%
Not economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability57%
English learner40%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)45%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students61%
Females59%
Males62%
African Americann/a
Asian72%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged51%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability62%
English learner36%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)45%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 Students64%
Females71%
Males54%
African Americann/a
Asian61%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged64%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability66%
English learner29%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)65%
Parent education - college graduate54%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students60%
Females61%
Males58%
African Americann/a
Asian71%
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged62%
Not economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability62%
English learner53%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)57%
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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
Asian 47%
Hispanic 25%
Black 12%
White 4%
Two or more races 3%
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 70%N/AN/A
English language learners 35%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 12%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Dance teacher(s)
ELL/ESL Coordinator
Gifted specialist(s)
Librarian/media specialist(s)
Music teacher(s)
PE instructor(s)
Nurse(s)
School psychologist
Special education coordinator
Speech and language therapist(s)
Instructional aide(s)/coach(es)
Foreign languages spoken by school staff Vietnamese
Urdu
Hmong
Spanish
Punjabi
Read more about programs at this school
Source: Provided by a school official.

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Special education / special needs

Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Specialized programs for specific types of special education students
  • Autism
  • Cognitive disability
  • Multiple disabilities
  • Orthopedic impairments
  • Other health impairments
  • Specific learning disabilities
  • Speech and language impairments
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Arts & music

Specific academic themes or areas of focus
  • Music
Staff resources available to students
  • Dance teacher(s)
  • Music teacher(s)
School facilities
  • Music room
Visual arts
  • Photography
Performing and written arts
  • Creative writing
  • Dance
  • Poetry
Clubs
  • Dance club

Language learning

Foreign languages taught
  • Bilingual Para educators
  • Spanish
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Hmong
  • Punjabi
  • Spanish
  • Urdu
  • Vietnamese

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Instructional aide(s)/coach(es)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Multi-purpose room ("cafegymatorium")

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
Staff resources available to students
  • Gifted specialist(s)
School leaders can update this information here.

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School basics

School start time
  • 8:30 am
School end time
  • 2:30 pm
Before school or after school care / program onsite
  • After school
School Leader's name
  • Patti Cuenin
Best ways for parents to contact the school
  • Phone
Is there an application process?
  • Yes
Fax number
  • (209) 953-3218

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Core knowledge
  • Direct instruction
  • Gifted / high performing
  • Independent Study
  • Individually guided instruction
  • Project-based
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Global
  • Music
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Specialized programs for specific types of special education students
  • Autism
  • Cognitive disability
  • Multiple disabilities
  • Orthopedic impairments
  • Other health impairments
  • Specific learning disabilities
  • Speech and language impairments
Foreign languages taught
  • Bilingual Para educators
  • Spanish
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs

Resources

Staff resources available to students
  • Dance teacher(s)
  • ELL/ESL Coordinator
  • Gifted specialist(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
  • Special education coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Hmong
  • Punjabi
  • Spanish
  • Urdu
  • Vietnamese
Extra learning resources offered
  • Differentiated learning programs
  • Mentoring
  • Remediation
  • Tutoring
Transportation options
  • School shares bus/van with other schools
  • Transportation provided for special education students only
School facilities
  • Cafeteria
  • Computer lab
  • Internet access
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Playground
School leaders can update this information here.

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Sports

Boys sports
  • Track Meet, Jog-a-Thon
Girls sports
  • Track Meet, Jog-a-Thon

Arts & music

Visual arts
  • Photography
Music
  • None
Performing arts
  • Creative writing
  • Dance
  • Poetry
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • Anti-Bullying
  • Community service
  • Dance club
  • Student council/government
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Join PTO/PTA
  • Monitor the playground
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Volunteer in the classroom
School leaders can update this information here.

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Planning ahead

Students typically attend these schools after graduating
Morada Middle School
McNair High School
Notice an inaccuracy? Let us know!

3220 Buddy Holly Drive
Stockton, CA 95212
Website: Click here
Phone: (209) 953-9298

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