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Desert Springs Middle School

Public | 6-8

 

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Living in Desert Hot...

Situated in a suburban neighborhood. The median home value is $88,000. The average monthly rent for a 2 bedroom apartment is $960.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

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Parent involvement

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16 reviews of this school


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Posted September 24, 2012

The teachers are hard working and dedicated to their students. The principle (Dr. Bonelli, must have bought her degree online) is a joke and doesn't seem to care for much of anything. Why isn't the school board doing something about this woman ruining the school. Having been a teacher myself (30+years LAUSD) I can tell you the teachers here have no rights and is working for a tyrant. Again the teachers are great, I wish I could say the same for the administration.
—Submitted by a parent


Posted February 17, 2011

Honestly this school is horrible. its too crowded . Theirs a lot of fights happening. Staff isn't doing their job. i been there for 2 years. and i feel that i'm not getting education at that school . i feel that they should make the school for 7th & 8th only since its too crowded. Moved schools . now currently going to a school in Arizona .. better education , less fights , Good staff , less students..


Posted August 29, 2010

This School Sucks And No One Listens To The Kids; We have to fight our wayy through crowds and get beat up for speaking our minds i got sick of it and just said screw it i am glad i am out of this school and entering high school it will be alot better for me, Good Luck To Incoming 6th Graders; Youl Need It.


Posted August 10, 2008

I've had one child go to this school and another currently enrolled. It's a large school and crowded. That will be helped when the new middle school is built. Administration is caring and quick to respond to concerns in my experience. Too many parents go off at staff. Not a good example of respect for their kids. Safety is an issue because of large student population. Parents also ignore safety when dropping off their kids. I understand there will be a crossing guard this year. Good. It's needed.
—Submitted by a parent


Posted February 26, 2008

Excellent teachers who care - my only concern is safety, as I do not believe the school has a handle on it.
—Submitted by a parent


Posted September 26, 2007

Desert Springs Middle School is a very large school that serves a very challenging community. Many of the problems the school faces are community problems that spill over on to the campus, not school problems spilling over into the community. Administration openly welcomes any parent to come in and discuss their concerns in a calm and respectful manner. DSMS has the highest suspension and expulsion rates in the district, because they are strict on discipline. When parents tell the school, 'I teach my kid to fight!', that poses a serious problem. DSMS is doing the best it can.
—Submitted by a staff


Posted August 31, 2007

We have progressed in the last few years.and it's getting more fun to learn =]
—Submitted by a student


Posted August 29, 2007

i think this website is awesome, i have 3 children that is in every grade @ this school, i wish that parents could be more involved ,such as having some kind of pta meeting for parents to be active with the assisngments,behavior issues,form study groups and try to rasie these test scores some xtra tuturiong would help also reconigtion,this means alot in the minorities,instead of quick to punish, lets use some reverse skills i look forward for 2007-2008 score! 1
—Submitted by a parent


Posted July 24, 2007

This school is doing much better than before. There is a new administration. I've spoken to the Principal and he was very kind and showed interest in my concerns. The staff was very polite and acknowledge and help me as soon as I walked in. My son is doing very well in that school. I have noticed there is a lot of disrespectful and misbehaved students. I have also noticed that the administration handles it to best that they can and do what they can because frankly that's not the schools job that's the parents job to teach their children to respect others and just simply have good manners. My son has good grades and is doing well. I've met with his teachers and they are great and doing a wonderful job.
—Submitted by a parent


Posted March 28, 2007

My child has be in this school for four months now and it is the worst school I have ever be in. I am moving just to never have any of children in any of these schools. First of all the child around here talk and treat teachers like they are running the school.
—Submitted by a parent


Posted September 23, 2006

This school failed the academics at least three years in a row. Their only solution is to offer free tutoring if you finically qualify. All the school in this town have failed the academic requirements for years. The schools here are pathetic.
—Submitted by a parent


Posted October 10, 2005

The teachers at this school try very hard to educate the students.The real problem is class size and lack of student/parent cooperation.Kids think they can be disrespectful because of parents' lack of disciplining their children when young.Turn off the television.Take away the video games.Don't feed your kids dinner until their homework is done.I disconnected the cable and made my kid do his homework.He now is a gate student.Don't vote for 'average class' size, but maximum class size.A P.E. class can have 50 kids, but a social studies class should have no more than 20.Principals don't need to play politics, but they have to here because the state may take over this school next year.All these kids need a study hall to do homework with teachers' assistance.These students need to understand real life and not have parents complain that their kid was 'disciplined.' Come on parents. Take some responsibility for your kid!
—Submitted by a parent


Posted June 18, 2005

The art program was nonexistant, and the graffiti just horrible. My son was involved in a lockdown because someone THOUGHT they heard gunshots. ridiculous.
—Submitted by a parent


Posted August 23, 2004

My sons went to this school 2 years ago. Now my grand-children are going there. I didn't like the school. They are not parent friendly at all! The principal left after last year. Mr. Stear would not hold my son back when he despratly need time to catch up with his peers. I even went to the district for help and they would not keep my son back. They were more interested in a head count. New principal this year so now well wait and see if this school has come out of the dark ages and is now there for the kids. I sure hope so. By the way, I finally did get my son held back a year but it's as they say, 'Day late, dollar shy'.
—Submitted by a parent


Posted January 21, 2004

DSMS is a good school. The administrators do listen to parents when we come in and not try to attack them verbally and blame them or the teachers for why our children are failing. Parents need to become more involved and support the school staff. Middle school children are very challenging at this age and we parents should start acting responsible and giving our kids some consequences when they are out of control. It's not the school and staff that are bad; it's the parents that don't support other adults and aren't holding themselves accountable. Desert Hot Springs is a troubled town. This school has to 'police' the kids of this town and the staff is doing a great job. Scores are up and the staff cares about the kids. Parents - start disciplining your own kids so these fine teachers can teach. DSMS has good programs but state budget cuts have hurt our sports and other extracurricular activities, but the staff donates their time to have extracurricular anyway. How many of the parents do that? Quit complaining and get positively involved. Try going to conferences when the school has them. I do.
—Submitted by a parent


Posted August 26, 2003

This is the worst school my son has ever attended. This school needs help.The staff is disorganized. There are too many Students. Last year they did not enforce their so called Uniform Policy. The students do not do well in this school. The district needs to do something about keeping our 6th graders in Elementary School and keep middle school exactly what it should be, 7th and 8th grade only. Our kids are not ready for this experience and I hope the district reads this and I hope someone does something quick!
—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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

716

Change from
2012 to 2013

+29

API Statewide Rank
(2012)

1 / 10

API Similar Schools Rank (2012)

2 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

716

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+29

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

1 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

2 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 60% in 2013.

275 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
24%

2011

 
 
30%

2010

 
 
26%
Math

The state average for Math was 55% in 2013.

275 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
18%

2011

 
 
30%

2010

 
 
22%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

20 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
92%

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

252 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
33%

2011

 
 
33%

2010

 
 
37%
Math

The state average for Math was 52% in 2013.

232 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
25%

2011

 
 
25%

2010

 
 
36%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

112 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
62%

2011

 
 
70%

2010

 
 
79%
English Language Arts

The state average for English Language Arts was 57% in 2013.

254 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
33%

2011

 
 
40%

2010

 
 
32%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

136 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
19%

2011

 
 
11%

2010

 
 
25%
Geometry

The state average for Geometry was 85% in 2013.

18 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

265 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
33%

2011

 
 
32%

2010

 
 
29%
Science

The state average for Science was 67% in 2013.

252 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
53%

2011

 
 
54%

2010

 
 
46%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students30%
Females35%
Males24%
African American37%
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged29%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability30%
English learner1%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate26%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)34%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state29%

Math

All Students32%
Females36%
Males27%
African American16%
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged30%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability32%
English learner8%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate31%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)31%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state27%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students85%
Femalesn/a
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged85%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students28%
Females28%
Males28%
African American29%
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged27%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability28%
English learner0%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate18%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)38%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state35%

Math

All Students26%
Females28%
Males25%
African American18%
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged27%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability27%
English learner6%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate29%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)26%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state35%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students57%
Females61%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate55%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)87%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state64%

English Language Arts

All Students39%
Females44%
Males33%
African American46%
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged38%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability39%
English learner0%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate36%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)49%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state57%

General Mathematics (Grades 6 & 7 Standards)

All Students27%
Females28%
Males25%
African American6%
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)41%
Economically disadvantaged26%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability30%
English learner19%
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)18%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%

Geometry

All Students83%
Females75%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged83%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students32%
Females32%
Males32%
African American32%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)37%
Economically disadvantaged31%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability33%
English learner4%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate31%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)35%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state43%

Science

All Students52%
Females54%
Males51%
African American46%
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged52%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability53%
English learner20%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate53%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)57%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state57%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 81%
White 12%
Black 5%
Two or more races 1%
American Indian/Alaska Native 0%
Asian 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 90%N/AN/A
English language learners 31%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 17%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Kiela Snider
Fax number
  • (760) 251-7206

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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66-755 Two Bunch Palms Trail
Desert Hot Springs, CA 92240
Website: Click here
Phone: (760) 251-7200

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