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Teacher quality
Principal leadership
Parent involvement
John Muir School is an exelant school for children to learn i would like to go there myself if i werea child.. MY children love there teachers!!!
—Submitted by a parent
Great school my kids are doing very well under the teachers at John Muir
—Submitted by a parent
This school has some great teachers and great learning abilities. This schools faults are that they do have favoritism and its unfair. The school has some very strict rules. Don't be suprised when your kids come home with a lot of homework!!
This school is excellent and I would recomend it!!!!!!
—Submitted by a student
We moved to the school 2 years ago and my kids have thrived here. Our experience has showed me that curriculum throughout the state is basically the same. School environment (which includes students, teachers, administration & parents) is what make a learning community excel. JSo far, the JM learning community has been exceptional.
—Submitted by a parent
Very strong PTA.It is very easy to access information about your kids through the Principal or teachers.Office staff is very helpful & informative.And alot of very excellent teachers.
—Submitted by rahul, a parent
Both of my children have gone to JME and i feel the education has been good. The teachers have mostly been good. The principal knows all of the children by name. They are a GATE school which has been wonderful for my daughter. I highly reccommend this school for the GATE program. THe other levels are adequte. MY only complaint is that the teachers do not challenge the children who need more than grade level if they arent in GATE.
—Submitted by a parent
Academic programs are fine. However, the communication between the parents and the Principal needs improvement. As a parent of a 3rd grader, I have had to personally contact the school in order to find out more information when my child has had an issue instead of having the school contact me and discuss the matter. There has even been an occassion where the principal responded to me by saying that I did not get a return call because she felt confident that my child would relay the information to me. Although my child could have relayed this information to me, an 8 year old child should not be expected to fulfill the principals obligation to respond to the parent. This was very poor judgment on the part of the Principal. If a parent calls the principal regarding their child, it merits a call back.
—Submitted by a parent
My daughter attended this school through 2nd Grade and had a great experience.
—Submitted by Angie, a parent
I had a wonderful experience at this school.Teachers are all great & wonderful always there to help students.Excellent music,computer & library prg.The principal is always on her feet going from one end to the other.My son started this school in K.G and is in fourth grade now I never had any complaints.I also want to mention that staff at the office is very helpful. They also have a great PTA that organizes different fundraisers and activities throughout the schoolyear.I definately will recommend this school.
—Submitted by Rashmi, a parent
The education my child is getting at John Muir is far better then the one my oldest had received at a school in the same district. The teachers teaching methods and the parents participation in the school is far more greater then I ever felt possible.
—Submitted by Angie, a parent
Understand a wonderful school however unable to get child enrolled due to overcrowding and new house developments and not enough schools.
—Submitted by a parent
We found the John Muir a compassionate and stimulating environment. We requested and evaluation of our daughter due to her difficulty in completing her homework. John Muir teachers were more than happy to assist our daughter, enabling her to do well, even prior to the completion of the study. (It took the school nearly a year to complete). They found she had a minor problem, which was easily addressed.
—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.
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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
90 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.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
91 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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
87 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.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
89 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.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
110 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 | 55% |
| Females | 64% |
| Males | 48% |
| African American | n/a |
| Asian | 65% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 69% |
| Students with disability | 14% |
| Students with no reported disability | 63% |
| English learner | 63% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 69% |
| All Students | 44% |
| Females | 50% |
| Males | 39% |
| African American | n/a |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 41% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 57% |
| Students with disability | 21% |
| Students with no reported disability | 49% |
| English learner | 38% |
| 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 | 29% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 54% |
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 | 47% |
| Females | 53% |
| Males | 40% |
| African American | n/a |
| Asian | 58% |
| Filipino | 57% |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 33% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 73% |
| Females | 77% |
| Males | 70% |
| African American | n/a |
| Asian | 76% |
| Filipino | 93% |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 76% |
| Students with disability | 27% |
| Students with no reported disability | 80% |
| English learner | 64% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 56% |
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 | 75% |
| Females | 81% |
| Males | 69% |
| African American | n/a |
| Asian | 75% |
| Filipino | 91% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 29% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 74% |
| Males | 71% |
| African American | n/a |
| Asian | 78% |
| Filipino | 82% |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 50% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 62% |
| Females | 65% |
| Males | 59% |
| African American | n/a |
| Asian | 60% |
| Filipino | 87% |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 29% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 48% |
| Males | 59% |
| African American | n/a |
| Asian | 60% |
| Filipino | 67% |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 21% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 55% |
| Males | 71% |
| African American | n/a |
| Asian | 60% |
| Filipino | 87% |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 21% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 75% |
| 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 | 70% |
| Males | 48% |
| African American | n/a |
| Asian | 50% |
| Filipino | 75% |
| Hispanic or Latino | 58% |
| 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 | 47% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 17% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 62% |
| All Students | 55% |
| Females | 67% |
| Males | 43% |
| African American | n/a |
| Asian | 57% |
| Filipino | 65% |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 17% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 69% |
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
All students
Female
Male
All students
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 26% | 49% | ||
| Asian | 24% | 8% | ||
| White | 23% | 28% | ||
| Filipino | 16% | 3% | ||
| African American | 9% | 7% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 20% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 35% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 29% | 85% | ||
| Vietnamese | 23% | 2% | ||
| Khmer (Cambodian) | 10% | 0% | ||
| Punjabi | 8% | 1% | ||
| Hmong | 7% | 1% | ||
| Korean | 4% | 1% | ||
| Cantonese | 3% | 2% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Hindi | 3% | 0% | ||
| Lao | 3% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Cebuano (Visayan) | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Hungarian | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Pashto | 1% | 0% | ||
| Portuguese | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 24 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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2303 Whistler Way
Stockton,
CA 95209
Phone: (209) 953-8106
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