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GreatSchools Rating

Claudia Landeen School

Public | K-8

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 9 ratings
2013:
No new ratings
2012:
Based on 1 rating
2011:
No new ratings

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Parent involvement

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26 reviews of this school


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Posted August 21, 2014

Someone with a vendetta has obviously written quite a few of these. It's sad that person needs to hide behind anonymity. That said, I think CL's principal does have a lot to learn. However, there are wonderful, caring teachers at this school who have made my children's experiences great. -parent Leslie Weiss
—Submitted by a parent


Posted June 9, 2014

One of my students had a teacher 5 years ago and she was WONDERFUL, the same teacher this past year was very nice, very professional but taught totally different. She never said why, she never said anything negative but after talking to several other teachers and parents, I found out other teachers were the same way- it's the principal. That's the difference. She is a dictator! She creates the schedules for the teachers and tells them when to teach and how to teach what! Why not hire a robot if that's what she is going to do? I have been a Landeen parent for a very long time, I know the old administration was not perfect but at least she listened and I never heard teachers complain about her. My students saw her outside all the time smiling, listening to them, she knew who they were- does the new administration know who all the students are? You walk onto Landeen's campus and you feel the tension. The teachers still care about the kids and do their best under the circumstances but if you can- take your students someplace where the teachers can be themselves! I hope someone reads these comments, and fixes Landeen before it's too late!
—Submitted by a parent


Posted June 7, 2014

First the good- I was so impressed with whomever planned Field Day. It was great! The students did an excellent job and everyone seemed to be having a great time. I was able to "shadow" my student. I thought it was so sweet that the DJ dedicated a song to his wife. I have seen these teachers together and they do make a very cute couple! All the teachers seemed like they were having a blast, it didn't seem to matter if their "shift" was over, they stayed longer! That's what a call a dedicated staff! Now- the bad. WHERE WAS THE PRINCIPAL? I never see her except in the mornings chatting with one of the male teachers or telling students not to play/yelling at them. I don't understand her at all. I have gone to quite a few PTA events (some good/some awful) and I never see her. Does she not like Claudia Landeen? Does she have a sense of loyalty to her school? I talk to parents who have students at other sites, they see their principal all the time smiling/laughing with the students, why doesn't Landeen's Principal do that? I keep reading the reviews here and see I'm not alone. A principal should interact positively with the students, like the teachers were at field day!
—Submitted by a parent


Posted June 6, 2014

Under the former administration this school was amazing. Since the new administration took over it is no longer the "Marvelous Mariners". The teachers are afraid to stand up to the principal and the principal does whatever she wants, whenever she wants. I have personally seen her yell at students and staff members, as a parent to me this is unprofessional. She should never yell at them, she should talk to them calmly in private. In the last 4 years I have discovered she has "cancelled" Christmas, suspended or expelled more students than any other Lincoln Principal (this is all public knowledge) and continues to get away with everything. Title One could be better, my child was forced into a program called "Language!" and they wouldn't let him out, even though he was missing other academics! Overall, we loved the teachers, Kinder, 3rd & 4th especially- who doesn't love their Kinder teacher :) The office staff is always nice but way overworked! They need someone with experience in there! It's too bad the principal has to ruin it for everyone else because Landeen has gone from being a very happy school to being a very sad school. We won't be back next year!
—Submitted by a parent


Posted June 5, 2014

LAST DAY OF SCHOOL for both sons! I just found out through the rumor mill (the teacher hasn't responded to my email) that the teacher I really wanted next year won't be teaching my son's grade! She is the best, so I am very upset by this news! I also heard that my son's K teacher is no longer doing K, she was amazing too and would NEVER choose to leave on her own! What is this principal's problem? Can't she see these teachers are the best? My son is Autistic and he has HUGGED his 3rd grade teacher. I almost cried when I saw that today! He never hugs anyone. My kids learn so much from both their teachers over the years. Neither one of them have ever said anything nice about the principal. They say she yells and suspends students all the time too! She has only shown up for 1 IEP meeting for my older son even though technically she is supposed to attend all of them. Personally, I am glad because she kept interrupting the poor teacher in charge of the meeting, she tried acting like she knew something about my son when she didn't even know his name! Claudia Landeen overall has great teachers but horrible leadership, what type of leader moves teachers for no reason?
—Submitted by a parent


Posted June 3, 2014

I wish to say some good words about this school .We will be looking for different school.
—Submitted by a parent


Posted May 8, 2014

I have 2 sons at this school, in fourth and second, most of the teachers I really like. My 4th has had the same teacher for 2nd & 4th which is fine and had a great 3rd grade teacher, she really pushed him and drew him out of his shell (he's Special Ed). My second grader hasn't had the best of luck with his "experienced" teacher. He says she is mean to them. The principal never seems to have time for my concerns. My sons say they never see her unless someone gets in trouble or she is yelling at someone. When I have emailed her, I rarely get anything but a generic "political" answer to my concerns. She is never friendly when I am on campus, but no one is. Only the teachers I know (my older son's 3rd/4th grade teacher & my younger ones 1st grade teacher) Trying to get a hold of someone in the office is a nightmare- if there were a true emergency good luck! You have to try 2-3 times to get through before someone answers the phone. As for parent involvement, all you can do is get involved if your child's teacher wants you to. The PTSA is full of snobby parents who just want to sell, sell, sell. I tried to attend a meeting but did not feel welcome at all so I left.
—Submitted by a parent


Posted April 20, 2014

My son has been attending Claudia Landeen since K and each year gets worse and worse. This will be his last year, we are transferring him. This is the first year I have been able to try to get involved, I tried PTA but was turned away numerous times. They want to keep their little "clique", the meetings are never posted on the marquee or in the office window. Also- they have way too many fundraisers but my student hasn't received any benefits from the fundraisers- all the movies have been for the little kids! My son says that the lunch yard duties ignore the students, & the principal talks when she is out there or just yells at kids. The old principal was always friendly to all of the students! When the principal goes into classrooms, she is on the phone or on the computer. She never interacts positively with any of the students. I watch from the parking lot dismissal time, it's pure chaos! Kids go everywhere, except the younger ones. The primary teachers really try hard to keep their students together. This principal can't even keep a secretary- I believe for 2 positions there have been 6 people in 4 years! That should say something about the leadership of the school!
—Submitted by a parent


Posted February 6, 2014

2013 -2014 school year the current principal did nothing to stop the bullying of my 7 yr old. he was punched, kicked to the ground and yelling for help. his bully dragged him across the ground by his legs and when he got up to run away his bully came after him again along with another. she took sides and said that her investigation into the situation proved no witnesses and thats why she couldnt punish the bullies! what?! why would my 7 yr old tell me this crying and all about this if it were not true?
—Submitted by a parent


Posted May 17, 2012

This school was fabulous under former leadership however, when the principal retired and the new principal took over in 2010 it went downhill fast. The school would prefer children never interact, never touch, never be a typical kid. If your kid acts out the "only option we have is suspension." Expect to see your 1st grader, your 2nd grader, etc. suspended for rough housing, or for having a bad day. If you have a child with special needs pick a different school.
—Submitted by a parent


Posted May 12, 2010

I have three children that have attended Claudia Landeen since 2000. Every teacher and every staff person has been wonderful and dedicated to education. Mrs Warmen is the most concerned, thoughful and dedicated principle. Laura & Beth are the best! We have made friends with many of the parents here and everyone involved with their children and the school, love this place. Interestingly, the more involved the parents are the more they respect and love the school. This is the only group of individuals I trust to educate my children and as important in today's world...I know my children are safe and that the teachers, principle and office staff would lay down their life to protect the children. That is more than dedication. The resource teacher is the best there is!! We have never dealt with anyone that wasn't excellent in 10 years
—Submitted by a parent


Posted January 23, 2010

As a parent of 2 kids attending here, I will say I think the homework is a bit much. Most nights it's over an hour worth. You would think they would have homework for spelling or even have spelling tests but they don't. My kids got 6 weeks worth and boom gone. The office staff is wonderful. I think some of the teacher are stuck up and don't care because it's showing. The teachers play favorites and I have yet to see the principal. My kids attended another k-8 school and the principal was always out on the grounds interacting with parents and students...not at Landeen. If things don't get better, I will move my kids to another school next year.
—Submitted by a parent


Posted March 12, 2009

From my experience there I can say that this school has a bit of ups and downs.. Not really a lot of extracirricular activies, but the students are definitely friendly. I say that safety is stressed a lot here and well I could say that the learning isn't very efficient, but overall I loved this school even though it wasn't the best.


Posted February 7, 2009

I have been going to Claudia Landeen School since kindergarden and am currently in 7th grade. For myself it has been a great school and I can't wait to graduate from the 8th grade and attend Lincoln High.
—Submitted by a student


Posted December 28, 2008

I went to America to learn English, and I attended this school for a year. 7th and 8th grade teachers are so great! Even though I came back to my home country I still have contacts within this school. I won't be able to forget this school.
—Submitted by a student


Posted August 28, 2008

I just graduated from Claudia Landeen and I feel that the 7th and 8 th grade team prepared me extremely well for highschool. CLD is alot of work, but worth it.
—Submitted by a student


Posted January 30, 2008

7th and 8th grade teachers are discipline, and they are all prepared for any other problems in their school. They work as a team.
—Submitted by a parent


Posted June 7, 2007

The school is great, some of the teachers are great. However, the principal laughs at everything and does not take some things seriously. I am disappointed at the care she demonstrated. My daughter suffered at this school.
—Submitted by a parent


Posted March 27, 2007

My daughter really enjoys landeen, she has spent 2 years there. Wish there were more activities for the kids extra curricular and sports. Both her teachers were good. Had some issues with the way homework was graded in class by the students rather than the teacher. But overall we will definitely miss claudia landeen next year
—Submitted by a parent


Posted January 4, 2007

My daughter has attended Landeen for the past 4 years and I satisfied for the most part. What I do wish is that Landeen had more extra-curricular activities and maybe on-site tutoring programs as well. Some would say that some teachers are 'better' than others but that also comes with experience and the strength to show no fear to their students.
—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

809

Change from
2012 to 2013

-20

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

6 / 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

809

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

-20

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)

6 / 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.

85 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
57%

2011

 
 
48%

2010

 
 
61%
Math

The state average for Math was 65% in 2013.

85 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
59%

2011

 
 
52%

2010

 
 
65%
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.

52 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
47%

2011

 
 
46%

2010

 
 
46%
Math

The state average for Math was 66% in 2013.

52 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
73%

2011

 
 
70%

2010

 
 
61%
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.

61 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
79%

2011

 
 
52%

2010

 
 
58%
Math

The state average for Math was 72% in 2013.

61 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
71%

2011

 
 
55%

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 60% in 2013.

58 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
59%

2011

 
 
46%

2010

 
 
61%
Math

The state average for Math was 65% in 2013.

58 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
60%

2011

 
 
47%

2010

 
 
66%
Science

The state average for Science was 57% in 2013.

57 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
57%

2011

 
 
61%

2010

 
 
71%
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.

110 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
58%

2011

 
 
67%

2010

 
 
60%
Math

The state average for Math was 55% in 2013.

110 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
44%

2011

 
 
54%

2010

 
 
42%
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.

69 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
78%

2011

 
 
68%

2010

 
 
62%
Math

The state average for Math was 52% in 2013.

66 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
81%

2011

 
 
42%

2010

 
 
58%
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.

27 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
87%

2011

 
 
68%

2010

 
 
90%
English Language Arts

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

49 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
78%

2011

 
 
66%

2010

 
 
77%
General Mathematics (Grades 6 & 7 Standards)

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

26 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
33%

2011

 
 
32%

2010

 
 
52%
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.

53 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
44%

2011

 
 
44%

2010

 
 
52%
Science

The state average for Science was 67% in 2013.

48 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
72%

2011

 
 
60%

2010

 
 
70%
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 Students43%
Females50%
Males36%
African Americann/a
Asian38%
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)53%
Economically disadvantaged44%
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability44%
English learner23%
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 graduate31%
Parent education - some college (includes AA degree)42%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students57%
Females65%
Males49%
African Americann/a
Asian54%
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)53%
Economically disadvantaged54%
Not economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability57%
English learner36%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)65%
Parent education - college graduate68%
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 Students46%
Females36%
Males58%
African Americann/a
Asiann/a
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 disadvantaged44%
Not economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability47%
English learner58%
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 graduate45%
Parent education - some college (includes AA degree)33%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students73%
Females64%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
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 disadvantaged75%
Students with disabilityn/a
Students with no reported disability75%
English learner92%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)74%
Parent education - college graduaten/a
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 Students63%
Females75%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged53%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability64%
English learner64%
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 graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students76%
Females82%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged66%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability76%
English learner57%
Fluent-English proficient and English only81%
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)77%
Parent education - college graduate83%
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 Students65%
Females70%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged60%
Not economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)70%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students74%
Females74%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged69%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)73%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students70%
Females73%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged65%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate91%
Parent education - some college (includes AA degree)64%
Parent education - college graduate75%
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 Students51%
Females50%
Males54%
African American45%
Asian58%
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged44%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability53%
English learner19%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)58%
Parent education - college graduate58%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students39%
Females37%
Males41%
African American25%
Asian67%
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)46%
Economically disadvantaged31%
Not economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability41%
English learner13%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)39%
Parent education - college graduate47%
Parent education - graduate school/post graduate73%
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

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
Not 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 Students60%
Females74%
Males45%
African American54%
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged51%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability64%
English learner23%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)77%
Parent education - college graduate86%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students34%
Females36%
Males30%
African American23%
Asiann/a
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)50%
Economically disadvantaged31%
Not economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability33%
English learner0%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)29%
Parent education - college graduate46%
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

Algebra I

All Students41%
Females42%
Males40%
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 disadvantaged43%
Not economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students86%
Females84%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged84%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)90%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students48%
Femalesn/a
Males39%
African Americann/a
Asiann/a
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 disadvantaged36%
Not economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
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 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
Not 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 Students59%
Females53%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged62%
Not economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)75%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students82%
Females74%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged76%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)100%
Parent education - college graduate85%
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
Hispanic 46%
White 19%
Black 15%
Asian 10%
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 69%N/AN/A
English language learners 21%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 10%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Dolores Vasquez-Bronson
Fax number
  • (209) 953-8821

Resources

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

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4128 Feather River Drive
Stockton, CA 95219
Phone: (209) 953-8660

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