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Teacher quality
Principal leadership
Parent involvement
I am in high school now buit i ahve been going here since kindergartena nd honestly up until my fourth grade year it WAS the best school around. it had a very small town feel to it but recently its gone downhill. teachers care about you but the principle doesnt support the disciplinary actions needed.for example, i wore no uniform the entire year last year anjd didnt get asked once why i was out of uniform. I also visited the office frequently to speak with administration about getting us textbooks. I can say, this was once a GREAT school, i repeat a GREAT school but ever since we went k-8 it has been far less than that.
Great school and teachers! My son luvs it here and so naturally do i We moved in from the vally but iam glad my son adjusted with the very caring teacher and bunch of new friends!
—Submitted by a parent
My son came to this school in 2nd grade mid-year. We have never seen such a rowdy group of kids! The yard duties do nothing to stop kids from cussing and bullying. I sent him here for 2 months and then had to high tail it out of there. We ended up driving 20 minutes to take him to school because we refused to send him here. It was the best drive we could have done for him. The teacher he had was extremely overwhelmed and could only control the class by screaming. I volunteered twice per week for those 2 months because I had to see what was going on for myself. If you dont mind bullies, cussing, fights and overwhelmed teachers then send your child here.
—Submitted by a parent
Just an incredibly wonderful school. Even with all the new schools in the area, Westmore is still considered the cream of the crop, first choice pick for many of us parents. The kindergarten staff are excellent. Just can't say enough positive things about WMO and Sarah and Wendy.
—Submitted by a parent
What a great school this has been for my two children, they have been given wonderful placement, guidence and education from k-6 first class. The incredible teachers and office staff that they have are second to none and give all that they have.
—Submitted by a parent
I want to say that since both of my children have been at WMO, I have nothing but positive things to say about this school. All of the teachers that my children have had were wonderful. All the staff that I encountered have been equally as wonderful. WMO is a great school! The principal is wonderful and the parent participation is outstanding. Both of my children have exceeded beyond belief and I thank WMO for contributing to that. Keep up the great work!
—Submitted by a staff
In reply to Jan. 2004. First of all my child has gone to this school since kindergarten, i have only high praise & regards for the teachers their at WMO, all the teachers my daughter has had have been wonderful. Second, they offer after school reading and math classes, now it's up to you and the student to make sure they attend on the days they are suposed to. Thirdly, I think you need to be more specific as to the assistance with dealing with illnesses. I see kids in the office often when i am around, getting their medications. So exactly what kind of assistance are you talking about? Thanks, Parent of WMO
—Submitted by a parent
I am a student here so that makes me even more usefull in the reviews. I have gone to this school since Kindergarten. I really like the teachers here and they give there attention to you when needed.I go back and greet them all every day. The principal is great and tries her best to be fair. Everyone is so nice here and I love this school.
—Submitted by a student
I'm not a parent but I am a student that goes to WMO. I think it is a great school and the teachers give great help I have been here for 6 years and wouldn't change it for anything.
—Submitted by a student
This school if fine as long as your child doesn't need any extra anything. If your child needs extra help with reading, math or assistance with dealing with illnesses, do not bring your child here.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
Grade level
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
81 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
88 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.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
99 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.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
68 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.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
96 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.
33 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.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
96 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 | 46% |
| Females | 55% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 29% |
| 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) | 50% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 70% |
| Males | 51% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 36% |
| Fluent-English proficient and English only | 67% |
| 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) | 67% |
| Parent education - college graduate | 88% |
| 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 | 33% |
| Females | 41% |
| Males | 23% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | 11% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 69% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 50% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 87% |
| 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 | 82% |
| Females | 80% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 90% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 86% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 90% |
| Parent education - college graduate | 87% |
| 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 | 60% |
| Males | 64% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 17% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 58% |
| Males | 64% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 42% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 56% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 60% |
| Males | 68% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 0% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 87% |
| 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 | 54% |
| Females | 67% |
| Males | 40% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| 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) | 71% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 18% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 36% |
| Females | 42% |
| Males | 30% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | 0% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 56% |
| 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 | 44% |
| Females | 29% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 53% |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 42% |
| 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 | 63% |
| Females | 74% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| 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) | 82% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 9% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 56% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 29% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | 55% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 25% |
| 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 | 48% |
| Females | 52% |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 74% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 12% |
| Females | 12% |
| Males | 13% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 9% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| 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 |
| 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 | 70% |
| Females | 67% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| 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 | 66% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 65% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| 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 | 72% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 70% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 85% |
| 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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 40% | 27% | ||
| Hispanic | 39% | 51% | ||
| Asian | 8% | 11% | ||
| Black | 7% | 7% | ||
| American Indian/Alaska Native | 3% | 1% | ||
| Hawaiian Native/Pacific Islander | 2% | 1% | ||
| Two or more races | 1% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 11% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 72% | N/A | 54% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 27 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|
Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
1100 Clarendon St.
West Sacramento,
CA 95691
Phone: (916) 375-7730
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