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Teacher quality
Principal leadership
Parent involvement
My child started out here and was bullied, tortured, and made a fool of even by teachers reading her work Outloud and mocking her. We are now looking into enrolling her in Pilgrim Lutheran. We are in the middle of getting tuition assistance application done. This new school will be safe, willing to work with us financially (trust me, we can't afford it but they are so helpful.) and will just be a better place for my daughter. They principal even takes calls on her cell on weekends...where will you find that?
—Submitted by a parent
Horrible!!!!! My son was bullied, teased and treated horribly at this school. The staff and teachers aren't friendly. School has waaaaaaaaay to many kids, this makes it hard for kids to adjust here. The kids at this school are very cliquish and not very welcoming to new students. My son did well at every school he attended but not at this school!!
—Submitted by a parent
My daughter moved to this school for 8th grade, and she has been bullied to the point where she cuts herself and cries in her closet. Sometimes she comes home from school happy, but it doesnt last long, in a few days she'll come home with no emotion and wont eat.
—Submitted by a parent
I feel that Rancho is a great school. They offer accelerated classes if you want your child to be challenged. The teachers have always returned my e-mails within 24 hours...even on weekends. I do wish that they had more teachers participating in online grading, but we do have a few and it has been super helpful. Our principal is very approachable and has a "coffee with the principal" monthly to update us about Rancho. My son has a new councelor this year who has been extremely helpful. She has even set us up with a 6year plan to prepare for college. They do have a PTSO where parents can get involved. Rancho is always trying to recruit parents, so I am very surprised to read about how they are so not welcoming. I receive an e-blast weekly that tells me of all upcoming events. If you are not receiving them, then call the school and they will get you on it. Get involved...go to meetings...go to the parent workshops when they offer them!
—Submitted by a parent
Both of my kids have gone there. My daughter had no problems except for some bullying and my son who is there now, I have some complaints about how the school runs and the teachers who have not helped him. I never received a phone call regarding any problems yet I find out later he is failing 3 classes. They mention tutors on their website but when I asked to get my son a tutor they told me that they didnt have any. I called any spoke with his counselor Mr. Miguel Mendez-Bautista and he was of no help. All they said was he can go to Saturday school. Saturday school is just like detention - you work on your own if you bring homework, there is no help. The school is very overcrowded, the teachers are not much help either. I am considering taking him out of this school and doing home schooling until he reaches highschool. Very disappointed at this school. The school should try to get parents more involved, I think that would help a little.
—Submitted by a parent
I was not impressed by this school. Is overcrowded and untidy. The staff, not friendly at all and as a parent, if you ever want to get into the campus to help, see the place or try to deliver something to your child, forget it, they won't let you in. The teachers they don't care if the students can give more, they would not bother to ask for projects or something extra to complete their learning, they teach for a test. My daughter is now doing her 8th grade in another school.
—Submitted by a parent
This school is TERRIBLE. I've had numerous issues with admin as well as faculty. They are completely incompetent and I am convinced this must be the school in the district where baboons. There are inconsistencies when dealing with grading criteria. Be sure to follow up to individual faculty change grades based upon subjective criteria. If I could give this school a zero, I would.
—Submitted by a parent
I cannot speak for everyone but I loved the school. I had one child attend Rancho and one attend Bonita. Rancho is superior in academic rigor.The teachers of the accelerated classes have extremely high expectations of the students. The teachers are young and enthusiastic for the most part.This attitude rubs off on the students! If you are undecided about which one of these two schools to send your child to,pick Rancho and make sure you get them into accelerated classes!
—Submitted by a parent
I was not impressed with this school and I've dealt with plenty of schools ...this is the first bad experience I had ..all I can say here is they definitely dropped the ball in my sitution.
—Submitted by a parent
I worry about my son every day he goes to school; between the racial comments from the students as well as teachers and the rude and borderline bullying behavior. I am currently trying to get a transfer or possible home schooling. If you want a good piece of advice...spare your child and take them elsewhere
—Submitted by a parent
Junior High is such a tough time for the kids....I don't think it matters what school you're at, you're never going to have a perfect experience during these years....however, I can say that overwhelmingly, the teacher's we had were amazing. They truly cared about the student's achievements and what they were experiencing emotionally. High achieving students were clustered together and my child was challenged and performed exceptionally well academically in that environment. I hope they continue this program. There were some issues with bullying, which were handled adequately, but I believe that the best thing that could happen to that campus would be much more parent involvement. If parents would just volunteer to be present during nutrition break and lunch times, it would make a huge difference in behavior during those times that there nearly 2000 kids with very limited supervision. The district/school needs to make it easier for parents to volunteer by removing some of the roadblocks and really making an effort to let parents know they are welcome rather than treating them like they are an inconvenience. Parents, partner in your children's education and volunteer!
—Submitted by a parent
take it from a former 7th grade student, the teachers' way of teaching the academics was helpful but honestly, MANY other students and i can agree that the staff was rude and most of my teachers complained to us on a daily basis about how they can't handle all the stress of so many students. WOW. I've heard it way more than once from the students and some parents there. also, the campus is so huge it's hard to get around and theres way too many students, so they don't give you much individual attention. so, it's not the best school. . .
The teachers were very good in keeping up communication with me. Most teachers post their grades on MyGradebook.com which is a big help for those of us that keep track of our children's assignment completion and test scores. The school is very big on safety and I was contacted immediately when I left a voicemail on the 'Bully' hotline. I'm not sure about parental involvement, but I know that I received a recorded phone call every Sunday evening from the principal, providing information on upcoming events and important dates to watch for.
—Submitted by a parent
i love this school is a great school and it is easy for students it has a very big campus and very fun teachers it is better than bonita
—Submitted by a student
Excellent school. My daughter loves it and has even improved overall. Teachers are mostly like close freinds to the students. Could promote more on sports and excercise. I am glad to have my daughter in this school.
—Submitted by a parent
Throughout my first year i had fun and there were no safety issues. This has been a great year and i look forward to the next one.
—Submitted by a student
Located in east Chula Vista in south San Diego County, Rancho Del Rey Middle School (RDM) is one of eleven middle schools in the Sweetwater Union High School District. RDM opened in July of 1997 and is currently home to 1600 culturally and ethnically diverse seventh and eighth graders. The school is characterized by unique scheduling, with a rotating block schedule, cross-disciplinary planning, exemplary instructional delivery, and a climate that is fresh, exciting, and productive. RDM teachers are inspired by a shared belief that every child is capable of succeeding in a rigorous core curriculum. The staff members strive to provide a high-quality, dynamic, school culture that addresses the physical, social, emotional, and academic health of your teen. Working within Professional Learning Communties, every adult on campus is focused on to providing a safe and stimulating learning environment where all students can benefit from their standards-based education. Rancho del Rey Middle
—Submitted by a parent
The administration is great and they are running the best school in both the district & in the South part of the County. More parents do need to step up and teach their kids about initiative & motivation.
—Submitted by a teacher
This school is a lot better than other middle schools in the sweetwater community. It's one of the two distinguished schools, as the principal says all the time. There's not much parent involvement, but It's a fun, cool school overall.
—Submitted by a student
I believe that this school is very disorganized, the administration does not do a good job with all due respect. As a student, my advice is to send your student to another school.
—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.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 86% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
733 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
715 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.
388 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
739 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.
370 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
23 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.
778 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
744 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 | 100% |
| Females | n/a |
| Males | 100% |
| 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 | 100% |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 87% |
| Males | 78% |
| African American | 76% |
| Asian | 87% |
| Filipino | 92% |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 87% |
| Students with disability | 50% |
| Students with no reported disability | 84% |
| English learner | 41% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 61% |
| All Students | 74% |
| Females | 73% |
| Males | 76% |
| African American | 62% |
| Asian | 90% |
| Filipino | 83% |
| Hispanic or Latino | 69% |
| 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 | 64% |
| Non-economically disadvantaged | 78% |
| Students with disability | 39% |
| Students with no reported disability | 75% |
| English learner | 38% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 57% |
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 | 87% |
| Females | 91% |
| Males | 82% |
| African American | 88% |
| Asian | 95% |
| Filipino | 92% |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 93% |
| All Students | 77% |
| Females | 80% |
| Males | 74% |
| African American | 89% |
| Asian | 88% |
| Filipino | 87% |
| Hispanic or Latino | 70% |
| 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 | 62% |
| Non-economically disadvantaged | 82% |
| Students with disability | 40% |
| Students with no reported disability | 78% |
| English learner | 27% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 74% |
| All Students | 51% |
| Females | 48% |
| Males | 52% |
| African American | 54% |
| Asian | n/a |
| Filipino | 61% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 54% |
| Students with disability | 16% |
| Students with no reported disability | 57% |
| English learner | 21% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 47% |
| All Students | 100% |
| Females | n/a |
| Males | 100% |
| 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 | 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 | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 67% |
| Males | 69% |
| African American | 66% |
| Asian | 85% |
| Filipino | 81% |
| Hispanic or Latino | 60% |
| 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 | 50% |
| Non-economically disadvantaged | 74% |
| Students with disability | 20% |
| Students with no reported disability | 72% |
| English learner | 19% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 65% |
| All Students | 80% |
| Females | 81% |
| Males | 80% |
| African American | 84% |
| Asian | 94% |
| Filipino | 89% |
| 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) | 87% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 84% |
| Students with disability | 50% |
| Students with no reported disability | 82% |
| English learner | 39% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 77% |
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 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 54% | 49% | ||
| Filipino | 23% | 3% | ||
| White | 12% | 28% | ||
| African American | 6% | 7% | ||
| Asian | 4% | 8% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 23% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 91% | 85% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| Korean | 2% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Cantonese | 0% | 2% | ||
| Japanese | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 30 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
|
| Fax number |
|
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1174 East J Street
Chula Vista,
CA 91910
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Phone: (619) 397-2500
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