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Teacher quality
Principal leadership
Parent involvement
We were concerned about sending our children to public schools in Stockton, largely because we moved here from the Bay Area and had to listen to a lot of criticism from people who have never lived here. Fortunately, our fears were unfounded. The Brookside teachers and parents are a special group of people who are extremely serious about education. A large number of the children attend educational enrichment programs after school and there are a lot of "hands on" parents. I feel a real camaraderie with so many parents here at Brookside who are new to Stockton and enjoy volunteering at the school and participating in the community.
—Submitted by a parent
I would like to reply to the review about the PTSA raising funds. Yes we have a lot of fundraisers, more than the other schools. However that is because Brookside does not qualify for grants and funding from state and federal goverment programs because there are not enough "low income" students enrolled. We raised $20,000 2 years ago to get new computers that hadn't been updated in almost 10 years for the entire school. We raised $12,000 4 years ago and put in a track. The continual fundraising for "Save Science Camp" is a district wide fundraiser because the district believes in all or none of the schools attending. If you attend the meetings and talk to the teachers you'll find out there is a reason for these fundraisers. Last year the PTSA repainted and decorated the multi-use room as the school is in it's 20th year educating our community. Yes it is a public school but not all public schools get the same funding as others. It can be difficult at times to be accepted if you don't live in the Brookside community (I know because I don't, but live in the district myself). I just made myself available and offered to help and I've gotten to know many of the PTSA members.
—Submitted by a parent
Our family loves this school! We feel happy the minute we set foot on campus! My child started at Brookside this school year in the first grade and he thrived there, academically and socially. The teachers were outstanding, but there are two other factors that elevate this school to "great" status. The first is the principal....he really sets a positive but firm tone, keeping the children feeling safe, secure, and knowing their boundaries. The second is the level of parent involvement. In my opinion, a great school needs great parents in order to succeed. This school has very involved parents who are willing to commit time and money to keep it great. I read previous criticisms about the school doing too much fundraising. It can definitely get annoying, so you just have to do what you can and not participate in each and every fundraiser. Just remember, without those fundraisers, this school would not be able to accomplish what it has. Our family does not have the means to contribute every single time, but we do what we can and appreciate the efforts of the PTSA!
—Submitted by a parent
We LOVE Brookside. The parents are incredibly hands on, the teachers go the extra mile, and the principle is outstanding. There are plenty of enriching after school activities (the annual play production, Science Olympiad, band/orchestra, language and art class offerings, etc.) as well as Science Camp and myriad field trips well attended by parents. It is an enthusiastic community with a very active PTA. Go Bobcats!
—Submitted by a parent
Our two children attend Brookside and we are so pleased with the quality of the education our children are receiving. The teachers and staff are dedicated to both the intellectual and emotional needs of the children and make a real effort with each child. There is a lot of parental involvement and a strong partnership between the school and parents. The children, teachers and parents work together and this team spirit is reflected in the school's test scores. This large and incredibly diverse elementary school provides children a quality educational experience.
—Submitted by a parent
This school does great academically but..... 1. This school is all about money! You would think it was a private school the way they fundraise and ask for donations constantly. It is very annoying. If they can think of a fundraiser about any ridiculous thing they will do it....like a birthday book club where your student celebrates their birthday by buying a book for the library lol. 2. The majority of the parents are all snootie and walk around with their nose in the air. If you're not wearing the latest 7 For All Man Kind Jeans or Ed Hardy T-shirt you'll get the cold shoulder. 3. The PTSA is headed by the worst of the above. (See number 2) All uppity Brookside Country Club residents. I tried getting involved when my kids started there but did not like the way I was treated. Sorry, your loss! 4. The prinicpal is so high strung it's unbelievable. The last principal was much better! 5. We only stay because the teachers are great but the school itself and snootie parents are too much. We find it best to keep to ourself.
—Submitted by a parent
My son loves this school! He really likes his afternoon kindergarten teacher! He says that the other teachers help out in the class and he likes them all! Mr. Conklin is great and he is always walking around the campus making sure everything is going good with the school! He knows how to run a school! I am very satisfied with the staff at this school. Ms. Jaime is great as well! Keep up the work Brookside staff! Your all doing great! I like the way his teacher writes little notes on the classwork that keeps me informed on what we need to work on at home!
—Submitted by a parent
My daughter started 1st grade here and we have never been disappointed. Now in the 4th grade the teachers work as a team to make sure all of the students excel at their full potential. This has been the case for all of the grades. Our teachers take pride in all of the students, not just the ones on their roster. If you think a public school achieving a score over 800 api is impossible look at our scores. Not only have we been above 850, the last 3 years we have continued to increase this score. The principle, Mr. Conklin makes sure to know all of his students and their parents. He is easily approachable at any time and is not afraid to be a sport in the student's fun dress up days. From yellow day dressed in a Banana costume to school spirit Friday in a Brookside Bobcat $5 PTSA t-shirt you can be sure he is not your typical Principal.
—Submitted by a parent
I have one child who completed Brookside and two others currently attending the school. The parental involvement is amazing. PTSA raises aorund $40,000 per year! Teachers are open, creative and friendly. Parents are welcomed to help out in the classroom. This is the third principal we have had in six years but quite possibly the best. Open door policy. My kids thrive academically and socially.
—Submitted by a parent
Great school, outstanding parent involvement, dedicated teachers. My son loves Brookside and is excelling in school. The only negative I have with the school in general is the parents create a culture based on affluence at school. There's too much emphasis on name brands. Food donations for PTSA events have to be a certain brand. The PTSA should worry more about nutritional values, rather than the name on the box. I believe the kids pick up on this and this can lead to the bullying that goes around at school. Although this has not affect my child as of yet. Parents at the school need to do a better job of explaining to their children that they need to value what's inside rather than how something appears on the outside, whether it be a carton of juice , clothing, or another individual.
—Submitted by a parent
Our youngest child first attend United Christian Schools for Kinder and we later transferred him to Brookside. Our first child attended Brookside 4-8th grade and we found that there was a huge disparity between the quality of the education, teachers and the effectiveness of the school's leadership. Brookside is still #1.
—Submitted by a parent
Over the last four years our son has had two outstanding teachers and two that have been very dissappointing. Band instruction is wonderful! The Principal and V.P. are frequently seen in classrooms and watch over the students in front of school as they arrive and depart. Two areas for improvement are bathroom maintenance and playground supervision. There have been problems with bullying. Homework assignments do sometimes seem tedious and excessive. Projects and reports are numerous requiring much parental assistance. GATE program is still at the startline of being developed and we are hopeful that with proper funding it will flourish. Brookside Elementary stresses academics, music, science, and personal development. Overall, we feel fortunate to be a part of this quality school. It has been a great learning environment for our son!
—Submitted by a parent
My son has attended this school since kinbdergarten 2000. He is now in 4th grade. The teachers he has had have been exceptional. Each has focused on the state academics but have been extremely accomodating due to my son's ADD diagnosis. The music and art programs are good and the sports program is fair. The principal is not as visible and social as he should be. This is the perception of many kids and parents. Parent involvement is great.
—Submitted by Debbie Long, a parent
In general, I am pleased with the school, especially the devotion of teachers. My major complaints are: 1. PTSA is no more than a fund-raising device for the school and has almost no involvements in school polices and curriculums. 2. Technology in the school is behind. Many computers are very old and do not function properly. School teachers have limited knowledge about information technology.
—Submitted by a parent
I have two children at Brookside. I have been pleased with the school and most of the teachers. My only complaint is the policy that gives elementary school children too much homework. Children that age should read, read, read at home -instead of filling out so many worksheets every night. But don't misunderstand me, I am otherwise very happy with the school. This year, both of my kids have GREAT teachers.
—Submitted by a parent
Brookside is lucky to have great support from parents. Parent involvement is incredible. However, this high parental participation has somewhat made staff and administration complacent. A lot of expectations are put on the families in doing the extra financial and homework support. Projects are usually given without much guidance with the expectation that parents will teach their child at home. The principal has a laid back attitude and there is no follow through.
—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.
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.
Grade level
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
81 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
71 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 61% |
| Females | 61% |
| Males | 60% |
| African American | n/a |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 71% |
| Males | 89% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 60% |
| Females | 73% |
| Males | 49% |
| African American | n/a |
| Asian | 55% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 19% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 83% |
| Males | 73% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 69% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 90% |
| Females | 91% |
| Males | 89% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 94% |
| Males | 91% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | 100% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 88% |
| Females | 89% |
| Males | 85% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 73% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 73% |
| Males | 75% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 64% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 78% |
| Males | 81% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 64% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 81% |
| Females | 90% |
| Males | 70% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 84% |
| Males | 80% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 75% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 53% |
| Males | 36% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 78% |
| Females | 74% |
| Males | 81% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 90% |
| Males | 78% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 55% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 79% |
| Males | 83% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 90% |
| Males | 90% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 40% | 28% | ||
| Hispanic or Latino | 21% | 49% | ||
| Asian | 20% | 8% | ||
| Filipino | 8% | 3% | ||
| African American | 7% | 7% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 13% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 19% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 35% | 85% | ||
| Khmer (Cambodian) | 12% | 0% | ||
| Filipino (Pilipino or Tagalog) | 10% | 1% | ||
| Mandarin (Putonghua) | 10% | 1% | ||
| Cantonese | 7% | 2% | ||
| Vietnamese | 6% | 2% | ||
| Hindi | 5% | 0% | ||
| Urdu | 5% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Gujarati | 2% | 0% | ||
| Pashto | 2% | 0% | ||
| Punjabi | 2% | 1% | ||
| Chaozhou (Chiuchow) | 1% | 0% | ||
| Hmong | 1% | 1% | ||
| Japanese | 1% | 0% | ||
| Russian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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2962 Brookside Road
Stockton,
CA 95219
Phone: (209) 953-8641
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