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Teacher quality
Principal leadership
Parent involvement
Best School On Living Earth. Amazing honor and noble role parties. Game rooms and Events like Evening Of The Stars and Evening Of The Arts. Lots of electives and clubs to choose from. LMMS IS THE BEST. (:
I have two sons...my oldest has already went through LMMS....I love this school...starting with the principal. Beth Thomas she is amazing, she loves the students and the school. I have the utmost respect for her. Bonnie Hayman is just amazing, she goes above and beyond. I am excited for my youngest to attend I want to get more involved with this school and the staff. I love when schools have such a great close community feel....My oldest son is doing great at Helix and I owe part of this to Rolando teachers and LMMS teachers....love these two school and would suggest them to everyone.
—Submitted by a parent
i just promoted from LMMS this summer and i have to say i prity much hated it there i had some great experiences and have met some great people and i don't regret it, but i feel if i went to a different school i would have gotten a better education. some teachers were great good and some even fun but most had none of the above and bearly teach you a thing and have no good teaching strategys. and the principal taking time away with endless announcements and incredible boring assemblies that make you wish you were in class.
I would suggest to go else where. This school use to be very school spirited back in the late 90's but going to the school through the mid 2000's it seemed like it lacked Teachers that really cared about its students. The p.e teachers really need to step it up and show respect to students at times.. I remember asking to sit in the shade due to health issues I had as well as being in 100 degree weather towards the summer you would think the pe staff would let the students go in the shade.. but no!, I felt that alot of the Pe teachers were very loose on bad behaivior. The majority of the teachers were ok, but not extraordinary, lacks a spark that I use to get from great teachers ive had in the past. The lunches were not great either, seemed like alot of the free to reduced lunch was sitting around for days, and options to buy lunch form the other line were too expensive. I stuggled with math in high school mostly because I had a teacher that only played disney and hollywood movies, sure back then it was cool to see that a teacher would do that, but when you get older you see that you did not learn a thing...
No leadership from the Principal (Beth Thomas) who apparently has little respect for her students or teachers, as she frequently interrupts class and drones on endlessly during announcements. Events don't start on time and sometimes seem chaotic. Teachers that refuse to use the internet or email, even when offered help. New band instructor can't hold a candle to his predecessor and the band's performance reflects it. I think a leadership change would go a long way towards improving things and motivating the teachers that do care.
—Submitted by a parent
I was a 6th grader at lmms and i would NEVER recommend it. EVER. I was on the honor role every quarter and am a nice kid so i don't have any revenge issues. This is just my experience but i know many other kids who feel the same. my teachers spend most of their time playing on the computer, yelling at the bad kids ,and eating junk food in front of us as "punishment". the hallway passing time is full of cussing and fights and they would call me white girl all the time. it's not a good learning environment overall. i'm not even good in math but i got an A and i don't think they are challenging enough. i will be going to a new school next year because my mom thinks LMMS needs to change and the budget cuts will make the teachers even worse.a
LMMS use to be a great school...I use the term use to. The new principle(Beth Thomas) was a bad fit not only for the students but for the parents and parent volunteers as well. She needs to be replaced for the school to get back on track...as long as she is there I would find a school elsewhere!
i went to la mesa middle when i was in the 6th grade.i wished i never went there; because of them i had to repeat the 6th grade when i moved because they lost all of my paper work. if you child goes here or wants to go here, talk them out of it cause this school is the wrong choice!!!
The spirit assemblys are absaloutly terrible and the children swear so much you can hardly tell they are children at all!!! some rules are very unecassary such as friday night school for giving a hug. wow!!!! Also i dont believe kids are punished enough for things that actually deserve punishment like talking back numerous times to the teacher- lying-graffiti-swearing towards other students-sexual remarks-racial jokes-harassment to 'special' students(kicking punching names)-etc.. the school also has terrible dress code rules!!! i understand no 'spaggeti'strap tank tops but no tank tops whatsoever!!!!even on blistering hot days in sandiego! the school has so many more issues and the only thing stopping me from giving a one(or zero if it were possible) is the teachers! i love the teachers!
—Submitted by a student
im an eighth grader at LMMS and the principle ruined it. the spirit rallies are horrible and the rules are unfair. however (as frustrateing as they can be) the teachers are mostly great and really care but, the science classes are great and the lebs rock but i am looking forward to going to a christian high school because the students curse and make rasict comments.
—Submitted by a student
I really don't like this school at all! I have been going there since 6th grade and i am now an 8th grader. The principal makes ridiculous rules. Also the kids are very mean and they swear ALOT!!! If you are looking for a school for your child to attend to DON'T attend LMMS! (La Mesa Middle School)
—Submitted by a student
The band and orchestra are incredible and we are so lucky to have an excellent music program. Mr. Dyke the music director teaches students from local elementary schools how to play the recorder in 4th grade. In 5th grade they choose a band or orchestra instrument. Most of the kids wind up going to La Mesa Middle and joining the band or orchestra. He teaches 4 bands and an orchestra, and the quality is top notch. Most of the students go to Helix High School and move on to a tradition of another high quality music program. We are very fortunate here at La Mesa Middle School, we are also the only middle school in Spring/Valley School District with an orchestra.
—Submitted by a parent
I used to attend La Mesa Middle and the teachers are fantastic. They really involve themselves with students education wise. The school overall Im afraid is far below the teachers. In other words its below average. The principal Beth Thomas creates an environment where the students are not permitted to have fun or 'be kids' the right way. Before Thomas became the principal there was many fun organized events that got the students involved and had tons of fun at school but now there is poorly planned events that rarely take place because fundraising is too much of an hassle. For an example spirit assembles were something that the entire school looked forward to but now it is dreaded. If you want your child to enjoy their middle school experience like every child deserves then i strongly recommend not sending them to La Mesa Middle School.
—Submitted by a student
The principal, Beth Thomas, is responsive, professional and warm. My child really likes his teachers and is learning so much. He used to go to a private school and this is far better.
—Submitted by a parent
i am currently attending la mesa middle school, it is a great school all the teachers are nice , but there are alot of kids there it is to hard to get to one room from another.
—Submitted by a student
I love this school because it is the best school.My SLC is a Jaguar,i have the best teacher of the year in 2008.
—Submitted by a student
I cannot believe how many negative comments there are about this school. I am having a wonderful time and I am lucky to be here. I love my fellow Cheetah friends and the staff are #1! I love this school i is the best!
—Submitted by a student
I graduated from this school a year ago, and all I can say is that I have had a lot of fond memories there. I was in the SLC Cheetah's, and all the SLC's (Small Learning Communities- there are 4; Cheetahs, Jaguars, Panthers and Cougars) have awesome teachers who are there for the students.
—Submitted by a student
My daughter just finished her first year at LMMS in the Cougar GATE-SLC and she had a fantastic learning experience! She absolutely loves school and all her teachers. I feel she learned so much and her grades reflected it. Good behavior is rewarded. School spirit is high. Counselor/Deans are on top of discipline. Very safe learning environment. Super electives-only orchestra/chorus in EastCounty. PE is consistently fun and recognizes standouts. Strong teachers-good peer examples in GATE.
—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.
2012
2011
2010
2009
The state average for Math was 55% 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.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
335 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
303 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.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
334 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
270 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.
343 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
329 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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 | 91% |
| Females | 94% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| 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 | 100% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 84% |
| Males | 64% |
| African American | 49% |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| 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 | 70% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 24% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 81% |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 41% |
| All Students | 54% |
| Females | 61% |
| Males | 48% |
| African American | 36% |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 64% |
| Students with disability | 8% |
| Students with no reported disability | 56% |
| English learner | 19% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 63% |
| 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 | 80% |
| Females | 86% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 78% |
| Males | 59% |
| African American | 63% |
| Asian | 65% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| 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 | 59% |
| Non-economically disadvantaged | 80% |
| Students with disability | 10% |
| Students with no reported disability | 70% |
| English learner | 17% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 58% |
| All Students | 63% |
| Females | 67% |
| Males | 60% |
| African American | 55% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 75% |
| Students with disability | 18% |
| Students with no reported disability | 67% |
| English learner | 31% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 57% |
| 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 | 56% |
| Females | 59% |
| Males | 53% |
| African American | 52% |
| Asian | 71% |
| 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) | 71% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 72% |
| Students with disability | 10% |
| Students with no reported disability | 59% |
| English learner | 12% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 38% |
| All Students | 84% |
| Females | 87% |
| Males | 81% |
| African American | 83% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 38% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 74% |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 95% |
| 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
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 | 36% | 49% | ||
| White | 36% | 28% | ||
| African American | 13% | 7% | ||
| Multiple or No Response | 7% | 3% | ||
| Asian | 5% | 8% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 14% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 46% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 78% | 85% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Korean | 3% | 1% | ||
| Vietnamese | 3% | 2% | ||
| Arabic | 2% | 1% | ||
| Cantonese | 2% | 2% | ||
| All other non-English languages | 1% | 1% | ||
| Chamorro (Guamanian) | 1% | 0% | ||
| Farsi (Persian) | 1% | 0% | ||
| Kurdish (Kurdi, Kurmanji) | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Russian | 1% | 0% | ||
| Samoan | 1% | 0% | ||
| Tigrinya | 1% | 0% | ||
| Turkish | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | 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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4200 Parks Avenue
La Mesa,
CA 91941
Phone: (619) 668-5730
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