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Teacher quality
Principal leadership
Parent involvement
Dana is an excellent middle school. My daughter is in her third year, and looking back, it is amazing how much she has learned. Her grades have risen from 3.2 to 4.0. The teachers are wonderful. They are skilled educators and care about the students. Students are taught to organize, set goals and self evaluate. My daughter has always had meaningful homework and great projects to complete. The yearly trips are wonderful learning opportunities.
—Submitted by a parent
GREAT SCHOOL!! My son has been here three years and it has been a wonderful experience. I would recommend DMS to any parent looking for diversity, camaraderie, teachers and staff that care and FUN!
—Submitted by a parent
The best school ever. Friendly teachers and atmosphere (:. I am an 8th grader and will be very sad when i leave. This school is the best middle school to put your child!
My younger daughter just graduated from Dana and I cried for days at the thought of leaving this most amazing middle school. We were there on permit (my older daughter attended for two years and my younger daughter for three years) and could not have asked for more. The leadership leads consistently well, and the staff are always available to parents and students. It felt a 'family' where everyone is known and valued, including each student being known by name. Teachers meet a high standard and the students are encouraged to achieve and reach their best potential. For the student who requires more advanced studies, Dana provides them. I always knew that my girls were safe and well taken care of. This school is truly a "gem" and shouldn't be missed!
—Submitted by a parent
Best school ever in like the world.nice teachers and students and nice lunches. CANT GET BETTER!!!!!!!!!!!!!!!
My son attends Dana Middle School on a permit. In the 3 years he has been in attendance, I have never had a problem. I love Dana Middle School and students are proud to attend.
—Submitted by a parent
This is a great school! My daughter loves it. Her grades have go up from D's to B's in one semester. She is acually understanding the work!
—Submitted by a parent
I must say that this school is awesome!!! I'm a 7th grader at DMS and I love it there. This is my 3rd year in the Wiseburn District. They take care of problems (if any) and understand how important education is toward us students. Trust me..I know. Kids get along and there are many clubs that are provided for us at DMS. This school is great academically...no kidding. It's not like other middle schools with over 2,000 kids in it, this school only contains about 900 kids. That way teachers know who we are. I can go by any teacher and say, 'Hello!' even if I'm not in his/her class. Great School.
—Submitted by a student
This school is a wonderful school. Hi i am an 8th grader attending at Dana Middle school. The school is brand new with brand new classes and a brand new principal. Before we had a new school we did not have SLC but only the avid kids do, but know we get to expirience what they had. The school has been more advanced and more better. I could not wait to graduate in a beautiful school.
—Submitted by a student
I had not one reservation about Dana from my first point of contact with the website in 2005, the Wiseburn District office, and Dana's faculty/staff, and it's outstanding principal Mr. Wunder. I expect the best from my daughter and Dana helps produce those results.
—Submitted by a parent
My kids just started at Dana MS. They have had a very positive experience so far. Just a word of caution to prospective parents. The school district is very small, so many costs that are usually paid by the distict are passed on to the parents. I was shocked to find out that the after/before school program was so costly. Since I have more than one child enrolled, I could not afford it. I have to use my lunch hour to go pick my kids up. But I will do whatever it takes so that my kids get a quality education and have a positive experience in school. Signed, Taxi-Mom!
—Submitted by a parent
I cannot give enough praise to this district, school and staff! My children have been educated, nurtured, supported on the highest level and this is both encouraged and appreciated. The administration and certificated staff are outstanding, they are always on the cutting edge of technology and it is evidenced by the display of teaching in the classroom and the engaged students under their supervision. Teachers and administration are continuously provided with the tools for performance inprovement via professional development. Dana Middle School is far above average and our family has benefitted greatly by our children having matriculated this school.
—Submitted by a parent
Dana is one of the finest middle schools in the area. They strive to teach not just reach numbers and the children really learn and come out ready for high school. The administration and teachers are among the best. The small school atmosphere is safe for the children and the administration is fair. Dana has offered my boys great opportunities to excel. They encourage parent involvement and foster an enriching learning environment. The principal, counselor, and teachers really care about the students and families.
—Submitted by a parent
Dana Middle School is a great school. My son was one of the permit students. I appreciated the education and the small community at Dana. My son graduated in 2006 and learned a great deal. He learned that the world is diverse and he could interact with anyone. Parent involvement is also good. Never a problem with not enough chaperones being at any event.
—Submitted by a parent
Dana Middle School is a great school! My daughter is a permit student and has come from LAUSD. We have seen a great improvement in my daughters grades! She is in their Avid program and her GPA has gone up 1/5 a point to 3.33. I highly recommend Dana Middle School to any parent seeking a quality education for their child.
—Submitted by a parent
The school does permit from other neighborhoods way too much and in fact is planning to add trailers to add more. And contrary to what they claim they are not high gpa students. And they never remove the trouble making permit students. The scores are good but would be great if it was just local students. Like most schools making more money for the school is most important.
—Submitted by a parent
My biggest concern is the number of full days of education our children are being cheated out of. There are simply far too many shortened days, minimum days, pupil free days. Our children do not have their first full day of school until the 3rd week of school (& still missing a day that Friday). In December they only attend four full days of school. I feel that this is where our children are being neglected in their education. Extracurricular activites should not even be considered until their academic scores improve & they are able to have the regularity of a Full Day school year.
—Submitted by Katina Dalton, a parent
I'm very pleased with Dana's quality of teachers and the principal's leadership. The school offers a variety of opportunities for parent participation and the community is small and close knit. Dana also offers a safe environment for my son to learn in.
—Submitted by a parent
I dont like dana middle school for my child because people use to tease her and laugh about her hispanic backround the teachers dont care what the cildren do for instance their is a seventh grade teacher and he never pays attentoin to the students also for p.e they dont even have sport uniforms for teams
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
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.
278 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
281 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
323 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
296 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.
294 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
326 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.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
14 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.
338 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
325 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 | 79% |
| Females | 80% |
| Males | 77% |
| African American | 79% |
| Asian | n/a |
| Filipino | 91% |
| 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) | 90% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 86% |
| Students with disability | 42% |
| Students with no reported disability | 80% |
| English learner | 38% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 61% |
| All Students | 57% |
| Females | 52% |
| Males | 64% |
| African American | 53% |
| Asian | n/a |
| Filipino | 82% |
| Hispanic or Latino | 54% |
| 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 | 46% |
| Non-economically disadvantaged | 69% |
| Students with disability | 27% |
| Students with no reported disability | 59% |
| English learner | 31% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 52% |
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 | 100% |
| Females | 100% |
| Males | 100% |
| African American | 100% |
| 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 | n/a |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 83% |
| Males | 77% |
| African American | 93% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 18% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 60% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 81% |
| All Students | 58% |
| Females | 58% |
| Males | 56% |
| African American | 72% |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 18% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 63% |
| 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 | 58% |
| Females | 59% |
| Males | 58% |
| African American | 60% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| 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 | 64% |
| Students with disability | 36% |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 62% |
| All Students | 85% |
| Females | 91% |
| Males | 77% |
| African American | 86% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| 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 | 83% |
| Non-economically disadvantaged | 86% |
| Students with disability | 62% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 83% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 95% |
| All Students | 7% |
| Females | n/a |
| Males | 6% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | n/a |
| Students with disability | 8% |
| Students with no reported disability | 6% |
| English learner | n/a |
| Fluent-English proficient and English only | 5% |
| 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 | 85% |
| 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 | 91% |
| Students with no reported disability | 86% |
| Fluent-English proficient and English only | 86% |
| 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 | 73% |
| Females | 74% |
| Males | 73% |
| African American | 79% |
| Asian | n/a |
| Filipino | n/a |
| 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) | 73% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 79% |
| Students with disability | 42% |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 76% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 78% |
| All Students | 90% |
| Females | 88% |
| Males | 94% |
| African American | 92% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 92% |
| Students with disability | 85% |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 82% |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 91% |
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 | ||
|---|---|---|---|---|
| Hispanic or Latino | 50% | 49% | ||
| African American | 20% | 7% | ||
| White | 15% | 28% | ||
| Multiple or No Response | 9% | 3% | ||
| Asian | 3% | 8% | ||
| Filipino | 2% | 3% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 2% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 43% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 100% | 85% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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5504 West 135th Street
Hawthorne,
CA 90250
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Phone: (310) 725-4700
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