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Teacher quality
Principal leadership
Parent involvement
Two of my older sons attended this school from 2006-2009 and had no problems with the administration. My youngest son began attending the school and new head administrators had been hired. I haven't been satisfied with their performances and am strongly disappointed in the administrators lack integrity and professionalism. We held a district meeting with various principals and administrators of the district. One of the head administrators at WMS was caught lying about the situation in which my son was accused of being the perpetrator of a physical altercation between two other students. I can't find the words to explain my great disappointment in the administration of this school.
—Submitted by a parent
I currently attend washington middle school. i can honostly say that i am proud of my teachers and my principal/vice principal for all that they do for us. i am currently in seventh grade and i accually look forward to school because it`s such a grea enviorment. i mean all schools deal with their up`s and down`s but our school has many things to be proud of. my teachers dedicate their time to helping us improve in all subjects! it`s really a great school!
im a student at the school and i love it the teachers actually cae and the principle and the vp are really active whether in the wms news or playing a little two hand touch football the school has awsome teacher: mr al-jamie mrs jackson,and so many more thank you wms
My child was severely bullied at this school and very little was done about it. The vice principal was actually the person who told me about the problem, and he told me as if it were a funny joke. It climaxed with my child being beaten up on the playground. I took her out and put her in another school, where she's doing much better. The only reason I give this school one star is because, academically, the teachers really try. But problems were not dealt with. I hope it's gotten better.
—Submitted by a parent
This school has been great in helping with the transition from secondary to middle school. The Principal, Vice Principal, and entire administration are VERY involved and encouraging in every student's academic performance and future. We support WMS Patriots 100%.
—Submitted by a parent
I am very impressed with the attention given to the students by the principal and staff. The environment is well maintained and conducive to the learning structure. The Principal and Assistant Principal are on campus and involved more than any I have seen before. Congratulations for job well done.
—Submitted by a parent
The Best school ever!!! The kids are cool and so are the teachers and principals! Keep up the good work guys!!!
—Submitted by a parent
i love my school the teachers actually care about us as kids! Also the princlible is doing a fantastic job! He funds everything very wisely.
—Submitted by a student
I am amazed at how many teachers are no longer at WMS my daughter is now in the 8th grade at WMS and ever year since 6th it seems the District continues to get rid of teachers. My daughter had Mr. Gould for AVID last year and I was excited to have her again have Mr. Gould for 8th grade AVID and history. However, I found out it appears he was let go with the budget cuts. Where is the Districts priorities?
—Submitted by a parent
WMS is a very educational school.Im going to be in 8th grade.It will be happy and sad for me to say goodbye to the wonderful teachers and staff.Mr.Manty retired.He was a wonderful principal.I got all my school supllies already.Well i have to go if you would like to know more about WMS add me.
—Submitted by a student
As a parent who has had two students graduate from WMS, and has a 6th grader there now, I am sooo glad to have had my kids go there. The principle is excellent and very involved with the student body. The vice principle Mr. Carlos in the past couple of years has introduced several after school activities like track and sports. Unlike other posters, I have had great experiences with the teachers there, you just have to get involved. The administration is very good about working with you when you do have a problem. Do your homework and get involved!
—Submitted by a parent
Well, this is my second year at WMS (I'm an 8th grader that will be graduating in June) and I have to say that this year has been a lot better for me than last year. Even with all the tax cuts and everything that the government has done, there are more afterschool clubs than last year, and we actually have sports teams. All my teachers are awesome, and really fun. The poster before me mentioned that there are lots of outbursts and laughter, and its true, but hey, we're having fun, and I think its alright as long as we can get under control when the teacher asks us to and we still learn. I'm in all honors classes, and even will all that, everyone is passing in all of my classes. So its improving, and I think its a good school overall.
—Submitted by a student
I have 2 children that attend this school, and I am VERY disappointed at the way things are handled there. I have repeatedly tried to get in touch with their teacher's on numerous occasions to only get 1 or 2 responses. I spent a day at school recently with my younger child and was shocked to see the way the classrooms at this school are handled. They were out of control with frequent outburst, laughing, and sarcasm. I now understand why my child has such a hard time concentrating in his classes. It is unfortunate that the classroom sizes are so large. I don't see a chance for any of the children there to get ahead or have any kind of decent education. I hope for the children that things change in the near future.
—Submitted by a parent
As a parent who has a 7th grader and one already graduated from Washington it my pleasure to say I am glad I have another one coming next year. This school has done a fantastic job with all of the cut backs in programs and staffing. I am looking forward to 3 more years of excelent teaching.
—Submitted by a parent
eh, this school is ok. there are definately a lot of things the school, starting with its apperance. at first sight, this seems like a really boring, dull school. they should really do something about that. and the students for the most part aren't very welcoming and they tend to be bad influences. also, they should have more extracurricular activities or more elective options. they really don't give us a whole lot to choose from. i mean, there's only like 5 or 6 electives o.O. the teachers are great though! i loved all of my teachers, especially miss rich and miss smith :]. they really care about the students and try to help you as much as possible. so, overall, its an ok school. :]
—Submitted by a parent
the school is pretty good, but there are not very many activities and the students are not very welcoming. this is my first year here, but it has been practically 2 months and i still have no friends. also, some of the students seem to be very bad influences and i don't like that.
—Submitted by a student
My daughter has been attending Washington Middle School for almost 2 years now. She is very happy with her teachers and the principal. Mr. Mantee is a wonderful, understanding principal, who really seems to care about the children. All of her teachers have been great and very helpful. However, there are not many extracurricular activities at this critical age for children to keep them away from drugs and gangs.
—Submitted by a parent
This school has very dedicated teachers but a lot of students are very bad influences and I do not like that because it can interfere with our learning.
—Submitted by a student
I enrolled my son in Washington Middle this year and was not very happy. I didn't see any concern coming from the teachers (except one) about my son's grades. I tried talking to his teachers and didn't get any good results from it. I was not happy at all with the whole situation. My son has always done well in school until he attended here. They don't have a dress code and they are too lenient with the students. I ended up taking my son out of the school and he's now doing much better in his new school.
—Submitted by a parent
This school doesn't offer much in the way of student assistance. They do not try to help their students succeed. Once your child has been labeled, that is howthey will always be treated. And for those students that have troubles, they stick them all in the same class together.
—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.
276 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
279 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.
16 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
267 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
250 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.
158 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
273 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.
132 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
297 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
276 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 | 49% |
| Females | 53% |
| Males | 45% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | 2% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 40% |
| All Students | 32% |
| Females | 29% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 44% |
| Students with disability | 17% |
| Students with no reported disability | 33% |
| English learner | 11% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 28% |
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 | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 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 | 100% |
| All Students | 51% |
| Females | 50% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 2% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 52% |
| All Students | 36% |
| Females | 29% |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 46% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | 5% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 37% |
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 | 42% |
| Females | 51% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 46% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| 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 | 47% |
| All Students | 52% |
| Females | 64% |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| 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 | 43% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 4% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 57% |
| All Students | 22% |
| Females | 25% |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 19% |
| Students with disability | 13% |
| Students with no reported disability | 24% |
| English learner | 12% |
| Fluent-English proficient and English only | 28% |
| 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 | 19% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 60% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| 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) | 84% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 71% |
| Students with disability | 15% |
| Students with no reported disability | 63% |
| English learner | 15% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 60% |
| All Students | 53% |
| Females | 56% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| 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 | 42% |
| Non-economically disadvantaged | 68% |
| Students with disability | 38% |
| Students with no reported disability | 54% |
| English learner | 12% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 54% |
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
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 | 77% | 49% | ||
| White | 17% | 28% | ||
| Multiple or No Response | 4% | 3% | ||
| Asian | 2% | 8% | ||
| African American | 0% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Filipino | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 28% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 61% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 98% | 85% | ||
| Thai | 1% | 0% | ||
| Japanese | 0% | 0% | ||
| Korean | 0% | 1% | ||
| Punjabi | 0% | 1% | ||
| Vietnamese | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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716 East La Habra Boulevard
La Habra,
CA 90631
Phone: (562) 690-2374
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