GreatSchools Rating
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Teacher quality
Principal leadership
Parent involvement
Not a school for disabled or disabled and for children that have 2.0 GPA below.
WCI is the best school. The teachers are VERY nice, and principals too especially Kevin Honey. I'm about to finish eighth grade, and from my first day here i loved it.
My daughter is in 6th grade and she is loving this school. She came from a small private school so it was an adjustment to a large public school but so far everything has been great. The school has a lot of extra activities for the kids (sports, band, drama, glee club, etc) and they have a great after school youth center for working parents.
—Submitted by a parent
This school is great so far. By that I mean we recently moved to Walnut Creek form San Francisco where my son attended Highland Christin School. At this point my son loves the school, teachers, and staff. The back to school night was very informative and all the teachers have one goal of improving your childs learning. My wife wishes we had moved years ago!
—Submitted by a parent
I love WCI, i think it is the best middle school in walnut creek and the teachers are great there they really make learning fun. foothill middle school is not in a friendly enviorment most of my cousins that live in Concord have gone there and said that some 7th graders have been smoking there doing sexual stuff and cussing alot, and besides the Mt. Daiblo school district has lost a lot of teachers and has not raised a lot of money. i really recommend that you should send your children to the Walnut Creek School District (WCSD).
—Submitted by a parent
i love this school. i think that most of the teachers here are very nice. i am about to finish sixth grade, and from my first day here i loved it. Squire Pride!
After sending two children through this school I must say I am thoroughly disappointed with the teaching staff on the whole. Voters have approved each and every bond measure to improve the situation, yet teachers seem to be in punishment mode, bemoaning the number of students they've been saddled with each year. I have had teachers ignore emails altogether with no explanation, or in better scenarios, I receive one lined responses that do not answer my most basic questions. Teachers direct parents and students to the website for homework assignments, yet many times there is no relevant info there. Each teacher uses the site differently, so we're expected to adapt to each one's way of doing things. If it takes a village to raise a child, this village has been deserted. As a parent who attempts to be involved and helpful - what more can one do? I should have home schooled.
—Submitted by a parent
WCI is a fantastic learning environment. My son's STAR scores are up 20 points over 5th grade in Concord. I moved to WC to get him in WCI and now my daughter is at Walnut Heights, too. Every time I am on campus, the students are helpful and very friendly. The teachers respond quickly by email and are more than wiling to provide progress reports whenever I ask. This is a great way to stay on top of your child's grades and all his teachers have suggested that all parents stay this informed. The parents here do a lot too, me included.
—Submitted by a parent
I've worked as a substitute teacher through out Contra Costa County over the past 5 years and Walnut Creek Intermediate is the best. The special education program is superb! This school does an excellent job at reaching diverse learners from a variety of socio-economic backgrounds. This is a very balanced school and a fun place to teach.
—Submitted by a teacher
This school has very poor oversight of children who are non-standard. My experience is that students who need any kind of help are not given it; that instead, they are blamed when they need assistance. I asked for help, and was not given it. As a result, my child suffered.
—Submitted by a parent
Walnut Creek Intermediate is a Great School and remains Great even in tough financial times! WCI is excellent at preparing students to enter high school, but even more importantly WCI is wonderful at teaching our kids to be productive and kind citizens focusing on respect and inclusion of all diversity! Go WCI!!!
—Submitted by a parent
Walnut Creek Intermediate is the best middle school I have attended and i went to two differnet other middle schools and if I had to rate this school out of 10 I would give it a 10.The vice principals Ms.vorhees and Mr.honey are very nice and friendly.It is a very safe school all the teachers there are very nice except a couple that I could point out but this is a very good school and I would definetly recomend it.My name is Grace A. and this school is excellent!!!! And there is no gang violence at all unlike El dorado middle school.
—Submitted by a student
It is a wonderful school. I am now a seventh grader. The teachers (most of them) are really nice.
—Submitted by a student
I concur that while WCI is generallly a very good school, it does not provide sufficient challenge the brightest students and the teaching is aimed at the average student
—Submitted by a parent
My daughter just graduated from WCI and she had a wonderful experience there with very few exceptions. Now my youngest will be attending this year and she is already excited about attending the school her sister talked so highly about.
—Submitted by a parent
Our son is finishing up his first year at WCI. He enjoys attending the school and we're very happy with the academics and extracurricular activities. Parent involvement is very high and the school has recently completed impressive renovations of its library and other facilities.
—Submitted by a parent
Good overall middle school but bright kids do not get challenged enough. Teachers are teaching towards the average kid.
—Submitted by a parent
I subbed in this school for a year. I taught in all the grades in a variety of subjects. This school has quality academic programs. The school environment is very safe, positive, friendly, and cooperative. The students are very well behaved and classrooms are well managed. I never had any discipline problems, unlike in other middle schools I have subbed in.
—Submitted by susan martinez, a teacher
This school year has been a year of transition with new administrative leadership. Students seem to be repsonding positively to the new prinicipal and vice principal. The quality of instruction can vary widely within a department. Some classes rely on lecture and note-taking for instruction while others are more interactive and require more critical thinking. The electives selection is broad and extracurricular activities (mostly sports) are available. As with many schools, there is a small group of incredibly active parents, a larger group of supportive parents, and a percentage of parents who do not participate in school acitivities. Overall, the school provides a 'B' program. I do think that they continually actively try to evaluate their programs and performance to improve the school experience for students.
—Submitted by a parent
My both kids attended this school starting with seventh grade. Limited vaiety of math classes was one of the biggest concern. I mean, they do not have Geometry neither Advanced Algebra. The quality of teaching is very uneven. There are some great teachers and, at the same time, some the most uncooprative teachers I ever knew. The ratio is 1:4.
—Submitted by Emma Broid, 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 59% in 2012.
343 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
344 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.
384 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
385 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.
219 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
367 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.
158 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
376 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
368 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 | 84% |
| Females | 87% |
| Males | 81% |
| African American | 71% |
| Asian | 90% |
| Filipino | 94% |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 89% |
| Students with disability | 53% |
| Students with no reported disability | 87% |
| English learner | 30% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 92% |
| All Students | 76% |
| Females | 75% |
| Males | 77% |
| African American | 50% |
| Asian | 98% |
| Filipino | 94% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 82% |
| Students with disability | 35% |
| Students with no reported disability | 80% |
| English learner | 45% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 85% |
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 | 87% |
| Females | 89% |
| Males | 85% |
| African American | 73% |
| Asian | 86% |
| Filipino | 94% |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 89% |
| Students with disability | 32% |
| Students with no reported disability | 91% |
| English learner | 35% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 75% |
| All Students | 77% |
| Females | 75% |
| Males | 80% |
| African American | 64% |
| Asian | 87% |
| Filipino | 76% |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 79% |
| Students with disability | 15% |
| Students with no reported disability | 82% |
| English learner | 35% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 60% |
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 | 93% |
| Females | 91% |
| Males | 94% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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) | 90% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 87% |
| Males | 85% |
| African American | 53% |
| Asian | 91% |
| Filipino | 87% |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 89% |
| Students with disability | 38% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 75% |
| All Students | 71% |
| Females | 70% |
| Males | 71% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 76% |
| Students with disability | 41% |
| Students with no reported disability | 79% |
| English learner | 38% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 69% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 81% |
| Males | 85% |
| African American | 67% |
| Asian | 85% |
| Filipino | 80% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 87% |
| Students with disability | 42% |
| Students with no reported disability | 87% |
| English learner | 27% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 62% |
| All Students | 87% |
| Females | 86% |
| Males | 88% |
| African American | 80% |
| Asian | 97% |
| Filipino | 80% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 89% |
| Students with disability | 43% |
| Students with no reported disability | 91% |
| English learner | 64% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 85% |
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 - 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 | ||
|---|---|---|---|---|
| White | 68% | 28% | ||
| Asian | 11% | 8% | ||
| Hispanic or Latino | 9% | 49% | ||
| Multiple or No Response | 6% | 3% | ||
| African American | 3% | 7% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 5% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 10% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 35% | 85% | ||
| All other non-English languages | 27% | 1% | ||
| Korean | 19% | 1% | ||
| Farsi (Persian) | 4% | 0% | ||
| Mandarin (Putonghua) | 4% | 1% | ||
| Russian | 4% | 0% | ||
| Cantonese | 2% | 2% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 2% | 0% | ||
| Thai | 2% | 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 | 11 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |
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2425 Walnut Boulevard
Walnut Creek,
CA 94597
Website: Click here
Phone: (925) 944-6840
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