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Teacher quality
Principal leadership
Parent involvement
My daughter attending in this school since 6th grade, and she is 7th grade now. I can only say this school is sucks! Principal and teachers are keep replacing since she was in 6th grade, and at least more than 7 principal replaced already. Never have field trip or outside activity from school. Communication between school and Guardian is not enough. Be aware of this school
—Submitted by a parent
im a 6th grade at LMS and i love it there. the school is probably best. the school has classes fit for everyone! you could be in band or wheel. wheel if made of different classes that you switch around in every 6 weeks. there's drama, french, art, etc. For band you try different instruments and you get chosen to play an instrument that's best for you to play. there's trombone, flute, sax, clarinet, percussion(drums/xylophone) and trumpet. the class isn't hard at all. i play trumpet and its fun! the school has dances, fundraisers, assemblies and other fun events happening the time. at the amp ( a hangout area for everyone) sometimes there will be small events happening at lunch. there could be a lost 'nd found fashion show, a music event or even a gaming event! its a great school, i really recommend this school for everyone.
I love this school, really, I do. I'm am a 7th grade student going there right now, and I love how that I can advance to Algebra if I want to, if not, or if Algebra's too hard, I can just take course 2. There are some downsides though, 1. Some of the teachers are MEAN, I've never had one of those teachers, but you'll know, you'll know. 2. Some of the students are annoying/mean/rude, and no one has been trying to stop them. On the bright side, there are amazing things about this school too! 1. Fun core teachers, there's plenty of them! 2. Outgoing, Friendly kids, it's not hard at all to make friends here! 3. The lunch is actually good unlike other schools :P 4. HUGE library and field There's one thing I'll never really get over though, it's the fact that they took away our school snack bar. It's not that I want to become obese and stuff myself with snacks, it's just that when I need to stay in a classroom to retake a test that I miss, it'd be nice to be able to go out and buy a cookie or a bag of chips so I won't be hungry at least. The cafeteria closes at around 12:00, and lunch lasts from 11:37 - 12:15, 11:32- 12:13 on Wednesdays.
If you're a parent get involved in your child's academic affairs because your child even at this so called good school could be looked over. Classes are large and teachers are wanting the type of students who really don't need motivation but would prefer to have a student without any type of disability even though they have special day classes. Don't get me started on that program; all styles of behavior goes on in that class so the learning environment is questionable. The front office staff is helpful but the one in the middle is rude at times so you better be prepared for her. The "Counselor" is also rude and rushes you....... actually that is the feel of the front office. I realize we are all human but taking a customer service excellence course would really be helpful and I think joining the PTA and lots of talking with your child would be an even more rewarding experience. I do have to say despite what I have recognized on this campus the children all look happy to be at this school. Also, we have to remember no place is void of placebo type teachers.
—Submitted by a teacher
My son attended for 6th and half of 7th grade. We had just moved to Alameda, so this review might be helpful to those in the same position. It was really hard to connect with other kids as most of them are coming from other Alameda schools and have known each other for a long time. It would be great if the school had a new student orientation. The school has almost 1,000 kids, so it would prabably be well attended. Too many students, not enough teachers. The traits the students are told they need to have are not demonstrated by the teachers. Profanity is WAY TOO abundant. Teachers do not enforce the policy against profanity. Being a Calif distinguished school is great, but education encompasses more than just academics.
—Submitted by a parent
Lincoln is a great school, the teachers are nice, the band is super, and homework is a little overkill, but it challenges us, which is good. I'm glad they have geometry here, so we don't have to do it in high school. It's nice how 8th grade teachers focus on high school, getting students prepared for 9th grade.
—Submitted by a student
Overall good, but too much homework that is just busy work. Math program is pushing many kids into Algebra too soon. Some teachers are great, some seem to enjoy belittling kids. PE is great, band is great. Another music/choir program as part of wheel would be good.
—Submitted by a parent
It's a great school and has excellent leadership from parents and teachers alike. We have great extracurricular activities and our principles and office staff do a great job of keeping our school safe and well run.
—Submitted by a student
The Band is world class with Mr. D.C. A lot of focus on children with needs, but much more needs to be done for the GATE children.
—Submitted by a parent
My son was a 7th grader now moving on to the 8th grade and the teachers at Lincoln have been outstanding, they have kept me very informed of my son's progress and HW assignments. I am so far very happy with the teaching staff and the school in general. I am looking forward for my 6th grader to begin his year at Lincoln.
—Submitted by a parent
My son is attending the 6th grade at Lincoln. He has had a great experience thus far. With the exception of one teacher his teachers have been outstanding and his program high quality. I would like to see more emphasis on foreign language.
—Submitted by a parent
It's my daughter's first year and I notice bid approvement on her academic performance. Highly recommended.
—Submitted by a parent
The teachers at LMS provide the kids with great opportunities for learning. The school has a high qaulity curriculum, though, dissapointingly, the district removed novels from the literature curriculum. The arts program is good in comparison to average schools. Community is very involved in this school and you can see many parents around campus.
—Submitted by Pamela Flowerday, a parent
My daughter is entering her third year at Lincoln and we are mostly pleased with her experience. The teachers seem to care and this is the best middle school in Alameda by far. Some teachers have stellar programs in place with great project-based learning. Some seem to do little hands-on (esp. science) and seem to do a minimum to make the curriculum come alive. That said, my admiration is there for anyone who attempts to engage 11-13 year olds.
—Submitted by a parent
As a former student of Lincoln, I have to say I think this is a great school. The music program was my favorite, and Mr. Silk was the best teacher I've ever had. Now that I am a parent I would choose this middle school over any other in Alameda without a doubt.
—Submitted by a former student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 59% in 2012.
334 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
332 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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
313 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
223 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.
171 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
274 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.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
283 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
270 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 | 82% |
| Females | 84% |
| Males | 81% |
| African American | 80% |
| Asian | 83% |
| Filipino | 94% |
| 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) | 86% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 87% |
| Students with disability | 50% |
| Students with no reported disability | 84% |
| English learner | 26% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 82% |
| All Students | 76% |
| Females | 73% |
| Males | 79% |
| African American | 73% |
| Asian | 84% |
| Filipino | 88% |
| Hispanic or Latino | 33% |
| 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 | 65% |
| Non-economically disadvantaged | 80% |
| Students with disability | 31% |
| Students with no reported disability | 79% |
| English learner | 33% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 82% |
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 | 97% |
| Females | 100% |
| Males | 93% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 87% |
| Males | 82% |
| African American | 60% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| 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 | 61% |
| Non-economically disadvantaged | 90% |
| Students with disability | 36% |
| Students with no reported disability | 88% |
| English learner | 40% |
| 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 | 74% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 76% |
| Males | 74% |
| African American | 55% |
| Asian | 84% |
| 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) | 74% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 79% |
| Students with disability | 45% |
| Students with no reported disability | 78% |
| English learner | 68% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 57% |
| Females | 62% |
| Males | 53% |
| African American | 46% |
| Asian | 80% |
| Filipino | 50% |
| Hispanic or Latino | n/a |
| 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 | 53% |
| Non-economically disadvantaged | 59% |
| Students with disability | 31% |
| Students with no reported disability | 60% |
| English learner | 23% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 86% |
| Males | 80% |
| African American | 64% |
| Asian | 91% |
| Filipino | 63% |
| 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) | 82% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 87% |
| Students with disability | 32% |
| Students with no reported disability | 87% |
| English learner | 38% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 85% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| Fluent-English proficient and English only | 100% |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 74% |
| Males | 78% |
| African American | 33% |
| Asian | 85% |
| Filipino | 47% |
| 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) | 79% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 81% |
| Students with disability | 30% |
| Students with no reported disability | 81% |
| English learner | 27% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 88% |
| Males | 88% |
| African American | 71% |
| Asian | 93% |
| Filipino | 63% |
| Hispanic or Latino | 94% |
| 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 | 82% |
| Non-economically disadvantaged | 89% |
| Students with disability | 61% |
| Students with no reported disability | 90% |
| English learner | 58% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 85% |
| Parent education - high school graduate | 84% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 95% |
| 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 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 40% | 28% | ||
| Asian | 38% | 8% | ||
| Hispanic or Latino | 8% | 49% | ||
| African American | 6% | 7% | ||
| Filipino | 5% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 12% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Cantonese | 39% | 2% | ||
| Spanish | 16% | 85% | ||
| Vietnamese | 15% | 2% | ||
| Korean | 9% | 1% | ||
| Farsi (Persian) | 5% | 0% | ||
| All other non-English languages | 4% | 1% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Cebuano (Visayan) | 1% | 0% | ||
| Greek | 1% | 0% | ||
| Ilocano | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% | ||
| Thai | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1250 Fernside Boulevard
Alameda,
CA 94501
Phone: (510) 748-4018
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