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Teacher quality
Principal leadership
Parent involvement
I have heard bad things about Williams Middle School, but I thought people were exaggerating. Then my son started this year, and so far, it is nothing but one problem after another. The teacher doesn't care about the students; all she cares about is how strict and tough she is. She thinks the tougher she is the better she is. She knows nothing about how to make the kids like learning. My son hates going to school because of her. The counselors are completely useless and the principal thinks she owns the school and doesn't care an ounce about the students. They forgot in this school that the school system is for the benefit of the students not for them to get paid and that's it.
—Submitted by a parent
I LOVE THIS SCHOOL IS SO GREAT !!! I LOVE THE TEACHERS AND THE PROGRAM AVID :D TOTALLY AWESOME !!!
I absolutely LOATHE dealing with this school and will be removing my child next year. They NEVER contact you back. They like to tell parents "be involved with your kids education" and yet, you can email and call the teachers over and over and over again and MAYBE if you're lucky they'll contact you back. By then, your child is so far behind it was pointless for them to have contacted you. They treat the PARENTS as if THEY'RE the children. They undermine the parents. They talk down to the parents as if the parents are not educated. They have a lackadaisical attitude about getting the children the BEST education. Instead, they cite "the budget stops us from doing our best" I dont want to hear about the budget. It's a bs excuse and I'm tired of it. The principal is rude and contrite. She hasn't a care in the world about getting your child to excel and exceed standards. She seems as if she hates everyone and everything at that school. When I asked for help, she did the minimum to get my child help in excelling. She didn't get 2 craps about my child and often rolled her eyes in our meeting. The vice principal is rude, sarcastic and thinks HE is the boss of the parent. No bud, you're not
—Submitted by a parent
I am in eight grade and I love it. I have been going here for three years and the spirit is just crazy. We have the best spirt days. I highly recommend his school because of the great teachers and environment. I am not lying and I am in the GATE program.
i think this school is great - sure there fights and bully's , but every school has that... I've been going here for 3 years - i'm in my 8th grade year- and so far, i like it. classes, the lunch room, and the outside are usually pretty clean.the teachers are nice, well most of them :) . and i also have many friends here. the kids are either going to Kimball ( a new high school), Tracy high (one of the older ones), or west. all of these school are great and I'm going to Kimball! but i hope everyone stays close and will finish school.
—Submitted by a student
Williams Middle School is a good school considering the normal reviews about it, I was previously at a Private school & Transfered Just nicely, Easy to Make Friends, Great 7th Grade Teachers, Great GATE Program, but lacking Communication!!!
—Submitted by a student
I attended this school last year. I had some good times and bad times. I think we all did. I love this school very much and miss it. This is a really good school for anybody.
—Submitted by a student
This school is very excellent! It has a program that prepares the student to go to college called AVID.
—Submitted by a student
My daughter seems happy at Williams but they seriously lack in communication skills. I have called the school for various info I needed about programs, school events, etc and they use either yes or no answers. They make me feel like I am a bother they often say they will have someone call me back and nobody ever returns my calls. Very frustrating.
—Submitted by a parent
With Williams being such a large middle school, over 1200 students, I believe that we are doing a good job. We are always striving to improve, and hopefully with parent help and our hardwork, we will continue to do so.
—Submitted by a teacher
there are some problems, mainly because the school needs more money but other than that its a great place to find great personalities and want-to-learn students.i think its a fun school because its just 6-8 graders so you can do your own thing without being to crowded or blocked off from any certain area like normal k-8 schools.and its conveniantly located near west high for older siblings and across the street is villalovoz, a k-5 school with daycare.ive made alot of friends since going there and ive learned new skills i didnt know i had.
—Submitted by a student
School is okay. AVID program is okay. Some of the teachers that are main stream and in AVID really don't care if the kids learn. They seem to only care about getting a paycheck and should make a different career choice.. Some of the AVID teachers are awesome and love what they are doing and it shows. Overall, AVID is a great program to keep your kid out the mainstream and fine tune their education. You need to watch what teachers you get. Parents diffinetly need to be involved as they should anyway.
—Submitted by a parent
Good quality... students tend to make some of the classes chaotic. Most teachers are able to maintain control. Math curriculum looks good, but most of the students have math difficulties.
—Submitted by a parent
I think Williams is a good school for the Tracy area. The academic programs seem on par with other schools. I am somewhat disappointed in the lack of organized school sports programs. I also think that there is less parent involvement than I saw at our prior middle school in a different area.
—Submitted by a parent
I went to this school in 2003. The curriculum was OK for a public school, but some of the teachers seemed like they didn't really care if their students were learning.
—Submitted by a former student
It was a great and fun school to go to. At times some of the staff can be a little preoccupied to really get to know your problem. But other than that the teachers were fun all 3 years that I went there. There extra curricular activities were always availible and they were always trying to add new ones for us students. They also get the students really involved in there community.
—Submitted by a former student
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 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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.
351 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
353 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.
352 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
345 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.
311 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
389 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.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
419 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
390 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 | n/a |
| Females | n/a |
| Males | n/a |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | 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 | n/a |
| Females | n/a |
| Males | n/a |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | 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 | n/a |
| Females | n/a |
| Males | n/a |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | 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 |
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 | 57% |
| Females | 61% |
| Males | 53% |
| African American | 42% |
| Asian | 74% |
| Filipino | 67% |
| Hispanic or Latino | 41% |
| 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 | 42% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 21% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 35% |
| All Students | 40% |
| Females | 38% |
| Males | 43% |
| African American | 23% |
| Asian | 63% |
| Filipino | 71% |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 53% |
| Students with disability | 57% |
| Students with no reported disability | 40% |
| English learner | 13% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 56% |
| Parent education - declined to state | 26% |
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 | 62% |
| Females | 66% |
| Males | 57% |
| African American | 68% |
| Asian | 79% |
| Filipino | 69% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 36% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 56% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 65% |
| All Students | 42% |
| Females | 48% |
| Males | 34% |
| African American | 48% |
| Asian | 58% |
| Filipino | 56% |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 51% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 52% |
| Students with disability | 33% |
| Students with no reported disability | 42% |
| English learner | 16% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 59% |
| Parent education - declined to state | 40% |
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 | 32% |
| Females | 35% |
| Males | 29% |
| African American | 31% |
| Asian | 50% |
| Filipino | 40% |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 37% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | 21% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | 24% |
| All Students | 60% |
| Females | 60% |
| Males | 58% |
| African American | 58% |
| Asian | 74% |
| Filipino | 71% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 16% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 51% |
| All Students | 5% |
| Females | 6% |
| Males | 4% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 6% |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 10% |
| Students with disability | 0% |
| Students with no reported disability | 9% |
| English learner | 3% |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 93% |
| 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 | 92% |
| Students with no reported disability | 92% |
| Fluent-English proficient and English only | 92% |
| Gifted and talented | 92% |
| 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 | 49% |
| Females | 45% |
| Males | 53% |
| African American | 26% |
| Asian | 70% |
| Filipino | 76% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 63% |
| Students with disability | 5% |
| Students with no reported disability | 53% |
| English learner | 9% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | 39% |
| All Students | 63% |
| Females | 58% |
| Males | 70% |
| African American | 53% |
| Asian | 84% |
| Filipino | 88% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 21% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 52% |
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 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
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 - not a high school graduate
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 | 46% | 49% | ||
| White | 30% | 28% | ||
| Asian | 8% | 8% | ||
| African American | 7% | 7% | ||
| Filipino | 5% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 23% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 39% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 88% | 85% | ||
| All other non-English languages | 3% | 1% | ||
| Farsi (Persian) | 3% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Punjabi | 2% | 1% | ||
| Vietnamese | 1% | 2% | ||
| Cantonese | 0% | 2% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Korean | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 89% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
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1600 Tennis Lane
Tracy,
CA 95376
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Phone: (209) 830-3345
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