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Teacher quality
Principal leadership
Parent involvement
Zero. A teacher who isnt in classroom when she should be, always uses subs and its only the beginning of the school year, doesn't show any interest in our child or in her class, seems bored with her job. Parents should be able to evaluate ineffective teachers since they are teaching our kids and we are tax payers. School tests werent very good here either. Looking for something better.
—Submitted by a parent
Our experience so far has been terrible you have some teachers who are either too lazy to actually teach your child or they just dont want to be bother by them, staff isnt approachable when needing simple questions answered. We are looking for something better for our child who deserves better! Who hires these people anyway???
—Submitted by a parent
Love the staff at Andros Karperos school. Mr. McPeak, the principal, and Mrs. Bradley, the vice principal are excellent leaders.
—Submitted by a parent
My student is in the 6th grade and found out from her history teacher that she is 2 to 3 weeks behind. Think that the teacher should have gotten a hold of me way before it got to be this far behind. This teacher needs to be more involved with his students instead of slacking off just to get paid.
—Submitted by a parent
My son was struggling in kindergarten last year and one of the afterschool program known as the kindergarten club has been a tremendous help. The teacher is excellent and my son adores her. It is this kind of dedication from a teacher that makes it all worth it..just seeing the smile on my kid's face everyday. Wish there was more teachers like her.
—Submitted by a parent
Overall I believe this school is a good school. I do have a complaint against some of the teaching staff that are currently employed at this site. One teacher in particular has no dedication to the kids and seems to be teaching for the all the wrong reasons. Teachers need to be held accountable and the bad teachers need to be weeded out and replaced with teachers who care about our children.
—Submitted by a parent
A good school, still working out the bumps, but no extacuricular activities unless you are a poor student. Would like to see more computer and music programs offered.
—Submitted by a parent
A good school, still working out the bumps, but no extacuricular activities unless you are a poor student. Would like to see more computer and music programs offered.
—Submitted by a parent
This school is improving every year. The students are excited and the staff supportive. A great school. Parent involvment is supportive but not very visual.
—Submitted by a parent
My name is sarah spears and i love west walton everything is a 10 but the highest is 5!
—Submitted by a 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.
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.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
120 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.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
144 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.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
122 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.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
124 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
122 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.
210 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
214 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.
236 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
236 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.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
200 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.
127 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.
201 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
201 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 | 48% |
| Females | 60% |
| Males | 37% |
| African American | n/a |
| Asian | 46% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | 32% |
| Fluent-English proficient and English only | 65% |
| Migrant education | 40% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 31% |
| Females | 38% |
| Males | 24% |
| African American | n/a |
| Asian | 46% |
| 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) | 41% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | 21% |
| Fluent-English proficient and English only | 41% |
| Migrant education | 40% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 46% |
| 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 | 34% |
| Females | 35% |
| Males | 33% |
| African American | n/a |
| Asian | 39% |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 50% |
| Students with disability | 17% |
| Students with no reported disability | 36% |
| English learner | 4% |
| Fluent-English proficient and English only | 54% |
| Migrant education | 35% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 45% |
| Males | 53% |
| African American | n/a |
| Asian | 59% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 54% |
| Students with disability | 17% |
| Students with no reported disability | 52% |
| English learner | 28% |
| Fluent-English proficient and English only | 62% |
| Migrant education | 52% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 80% |
| 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 | 60% |
| Females | 63% |
| Males | 58% |
| African American | n/a |
| Asian | 61% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 28% |
| Fluent-English proficient and English only | 76% |
| Migrant education | 50% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 68% |
| Males | 70% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 56% |
| Fluent-English proficient and English only | 75% |
| Migrant education | 79% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 83% |
| 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 | 67% |
| Females | 76% |
| Males | 58% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 36% |
| Fluent-English proficient and English only | 74% |
| Migrant education | 74% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 78% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 58% |
| Males | 55% |
| African American | n/a |
| Asian | 78% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 54% |
| Students with disability | 27% |
| Students with no reported disability | 59% |
| English learner | 52% |
| Fluent-English proficient and English only | 57% |
| Migrant education | 75% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 60% |
| Males | 58% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 32% |
| Fluent-English proficient and English only | 65% |
| Migrant education | 63% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 63% |
| 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 | 68% |
| Males | 55% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| 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) | 73% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 79% |
| Students with disability | 29% |
| Students with no reported disability | 64% |
| English learner | 0% |
| Fluent-English proficient and English only | 74% |
| Migrant education | 54% |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 33% |
| All Students | 60% |
| Females | 63% |
| Males | 56% |
| African American | n/a |
| Asian | 73% |
| 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) | 64% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 77% |
| Students with disability | 39% |
| Students with no reported disability | 61% |
| English learner | 11% |
| Fluent-English proficient and English only | 69% |
| Migrant education | 58% |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 63% |
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 | 64% |
| Females | 62% |
| Males | 66% |
| African American | n/a |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| 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 | 57% |
| Non-economically disadvantaged | 84% |
| Students with disability | 15% |
| Students with no reported disability | 69% |
| English learner | 4% |
| Fluent-English proficient and English only | 72% |
| Migrant education | 52% |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 60% |
| All Students | 59% |
| Females | 52% |
| Males | 64% |
| African American | n/a |
| Asian | 66% |
| Filipino | n/a |
| 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) | 63% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 70% |
| Students with disability | 14% |
| Students with no reported disability | 63% |
| English learner | 7% |
| Fluent-English proficient and English only | 66% |
| Migrant education | 57% |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 50% |
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 | 83% |
| Males | 80% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 72% |
| Males | 63% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| 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 | 62% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 9% |
| Fluent-English proficient and English only | 75% |
| Migrant education | 57% |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 58% |
| Males | 52% |
| African American | n/a |
| Asian | 42% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 70% |
| Students with disability | 27% |
| Students with no reported disability | 58% |
| English learner | 9% |
| Fluent-English proficient and English only | 65% |
| Migrant education | 47% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 68% |
| 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 | 55% |
| Females | 56% |
| Males | 53% |
| African American | n/a |
| Asian | 54% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| 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 | 48% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 13% |
| Fluent-English proficient and English only | 60% |
| Migrant education | 52% |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 74% |
| Males | 68% |
| African American | n/a |
| Asian | 70% |
| 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) | 74% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 17% |
| Fluent-English proficient and English only | 78% |
| Migrant education | 74% |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 86% |
| 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 disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Migrant education
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 | ||
|---|---|---|---|---|
| Asian | 30% | 8% | ||
| Hispanic or Latino | 29% | 49% | ||
| White | 22% | 28% | ||
| Multiple or No Response | 14% | 3% | ||
| African American | 3% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 37% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 65% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 19 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1700 Camino De Flores
Yuba City,
CA 95993
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Phone: (530) 822-4440
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