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GreatSchools Rating

La Quinta Middle School

Public | 6-8 | 614 students

 

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Last modified
Community Rating

2 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 2 ratings
2012:
Based on 2 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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16 reviews of this school


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Posted October 14, 2014

I am a former student from this school and after reading the other reviews I agree. I remember even as a 13-year old student complaint to the principle about his staff. Not to long ago I read headlines about the former Vice principle involved with a 14-year old boy. Her name is Christine Camera and please keep your children away from! I think the schools' administration is as much to blame for what happened as she is. I remember when I was a student having many friends file complaints against her. Now she's all over the news. Horror story aside, the school is ran like a dictatorship and the principle and his staff are the master puppeteers. The teachers are even worse. They harass and mock students. I've read several stories now about how bullying is swept under the rug. I'm not surprised as many of my fellow classmates we insulted and put down by teachers. Please, please as someone that use to attend this school don't send your child here. Send them somewhere else.


Posted February 23, 2014

We are very pleased with the school and teachers. There is a great sense of school pride and most teachers seem to genuinely care about all students. Our son is doing very well. He is challenged in the classroom and has a fair amount of homework. My other son went to JG and wasn't happy We think because of the large class sizes The only thing is there are not very many parents who help out at LQMS.
—Submitted by a parent


Posted September 15, 2013

I am a current teacher, and I have also taught at other schools. This school is by far one of the best. The teachers work extremely hard, and one reason is that the principal expects nothing less. Another reason is that they are truly dedicated to their profession and their students. Many wonderful changes have been made at this school with one goal in mind: make LQMS a school where students feel proud to be there;provide them with a high quality education; create an environment where they feel safe and comfortable; and provide a foundation that will prepare them to be successful in high school. I think we are doing that, and while not always perfect, we are moving in the right direction .
—Submitted by a teacher


Posted September 14, 2013

I am a former teacher at the school, and I, as well as many other teachers, truly did care for my students and worked very hard to develop quality programs for them, as well as standards based instruction that was engaging and challenging. The school has many problems. One of the problems was that there was always new mandated strategies or teaching phosphors -often multiple new ideas implemented at once. As a result, teachers never had time to focus on planning quality lessons. There is also a lot of teacher turn over due to the administration, who bully some teachers, and "look the other way" for others. Decisions about cutting certain classes while other classes lacking in quality or usefulness remain are soley political. The school needs to be closed and reopened with new leadership and name change if they truly want to change the student results and overall morale of the school.
—Submitted by a teacher


Posted October 26, 2012

this school is a safe haven for bullies, the kind that really harm other students. the teachers and principle dont advocate for bullied students they side with the bully and now are going to sue parents of a bullied student. horrible principle and staff. cant even give it a star would rate it a -15 stars


Posted March 30, 2012

Horrible absolutely terrible. Send your child to John Glenn or something because La Quinta has some serious problems. I am a student here and I would give this school no stars if I could. I could blame budget cuts but really this is too much.


Posted October 3, 2010

My son recently started the 7th grade at LQMS. So far so good. I have e-mailed two of his teachers and they promptly responded. Maybe it helps that I am extremely involved in my sons education. They offer honors classes in which my son attends. Although he struggles in algebra I am here to assit him or LQMS also offers tutoring. My son is well behaved and therefore I cannot speak about "punishment". Difficult to rate at this time since it is early in the school year, therfore will select average at this time.
—Submitted by a parent


Posted June 11, 2009

As parent i found this web site today as I have also come to the same conclusion has the rest of the parent's that have posted. The priniciple will tell you she wants parent envolvement and then turn around and tell its school policy. This schools seems to be more concerned with themselves instead of educating the children, childrens are repremaned with out parent notification, they solution is to take kids out of class rooms for punishement and place them in what they call on campus suspenstion. The punishement is used for the simplist crimes, I requested an alterniative punishment such as lunch detention or after school detention, I didnt want my child missing any classroom time. Their response is this is our policy- its non-negotiable. My kids have been at this school for the past two years with very little succcess, there grade of dropped and they will not return
—Submitted by a parent


Posted February 6, 2008

This school is very poor in quality. Starting from the top. There is no leadership from the Principal on down to the Vice-Principal. Students are not motivated and are acting out in various ways.
—Submitted by a parent


Posted April 23, 2007

My daughter is an eight grader and I have spent the last 2 years doing everything except walking my daughter to class and hold her hand. The counselors are a joke, the teachers are a bigger joke. Substitutes are in classes for 6 month or longer but are not required to post grades so your child fails. They communicate through agendas that never are checked and a website that is never current. How is it possible that your passing with an A and the very next day you have an F. Can we do anything. I will be down there if my daughter isn't allowed to promote. Oh and she not is practically teaching her color guard class and comes home stressed everyday....Lets do something about this.
—Submitted by a parent


Posted March 27, 2007

I am a parent. I find that the teachers involement with the students as well as the parents is very poor, lazy. I do not feel the school has enough staff outside to see that the bullying in that school is in control. The parking situation is awhole problem in its self. (eeek)
—Submitted by a parent


Posted October 3, 2005

To much supstitute teachers,grade level of student goes down.No teachers intrested in teaching.Parents not get called if something happend.Principal have negative atitude and plaiming every problem on student. For me as a parent,I wouled not recommend this school.Students not get challenge,their just get bored.
—Submitted by a parent


Posted August 24, 2004

I think the school is great with a low enrollment compared to some middle schools
—Submitted by a parent


Posted May 4, 2004

My son was in LQMS for approx. 3 months this past year... It was our experience that the teachers do not care about the students. We repeatly asked for assistance from the school for help and recieved none. We finally enrolled him in 'Independent Studies' after many frustrating sitiations at LQMS and he raised his grades to b's and c's from leaving LQMS with 4 F's. We made the right choice and from what I hear in La Quinta many other families are experiencing the same issues. When is the school going to do something about it?
—Submitted by a parent


Posted February 3, 2004

Our Child has been at this school for 4yrs had to hold back because of learning disabilities but besides that, we have had to numerous to count problems with the school. My child says on a daily basis that the teachers do not listen and that she feels like she can't get anything done. To much work and not enough instruction from teachers. If you have a problem good luck getting it solved no one seems to care they all just pass the buck as its someone else's fault. The district is no better at being helpful. My child is in special education and I think the teachers need more help then my child. My child received more help in grammer school. Good luck to you who have to pass through those doors.
—Submitted by a parent


Posted January 29, 2004

My children have spent the last year and a half at LQMS. This year has been terrible. An interim principal, assistant teachers 'teaching' way too much of the classes adn little supervision except for 'problem' kids. We'll be leaving LQMS at the end of the year and none too soon.
—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

817

Change from
2012 to 2013

+9

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

8 / 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 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

817

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

+9

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)

6 / 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)

8 / 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.

174 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
50%

2011

 
 
47%

2010

 
 
49%
Math

The state average for Math was 55% in 2013.

178 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
29%

2011

 
 
37%

2010

 
 
48%
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.

2013

 
 
n/a

2012

 
 
32%

2011

 
 
40%

2010

 
 
25%
English Language Arts

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

140 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
61%

2011

 
 
50%

2010

 
 
49%
Math

The state average for Math was 52% in 2013.

142 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
50%

2011

 
 
47%

2010

 
 
37%
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.

80 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
22%

2011

 
 
10%

2010

 
 
26%
English Language Arts

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

169 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
62%

2011

 
 
53%

2010

 
 
44%
General Mathematics (Grades 6 & 7 Standards)

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

101 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
51%

2011

 
 
5%

2010

 
 
21%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
46%

2011

 
 
21%

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

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

186 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
49%

2011

 
 
41%

2010

 
 
43%
Science

The state average for Science was 67% in 2013.

169 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
88%

2011

 
 
60%

2010

 
 
53%
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 Students50%
Females62%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged49%
Not economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability50%
English learner11%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate44%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)65%
Parent education - college graduate52%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students43%
Females47%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged42%
Not economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability44%
English learner11%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)45%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Students61%
Females59%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged59%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability61%
English learner17%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)67%
Parent education - college graduate86%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

Math

All Students61%
Females54%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged58%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability61%
English learner22%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate55%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)59%
Parent education - college graduate57%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a
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 Students86%
Females86%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged82%
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate85%
Parent education - high school graduate88%
Parent education - some college (includes AA degree)84%
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students59%
Females63%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged55%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability59%
English learner14%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate60%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)59%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students64%
Females57%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged61%
Not economically disadvantaged76%
Students with disability18%
Students with no reported disability69%
English learner32%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)78%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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

History - Social Science Grade 8 Cumulative

All Students53%
Females42%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged50%
Not economically disadvantaged65%
Students with disability12%
Students with no reported disability57%
English learner5%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate39%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)53%
Parent education - college graduate68%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students85%
Females84%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged84%
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability86%
English learner50%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate77%
Parent education - high school graduate85%
Parent education - some college (includes AA degree)90%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 83%
White 11%
Black 2%
Two or more races 2%
Asian 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 85%N/AN/A
English language learners 16%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 9%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
School leaders can update this information here.

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School basics

School Leader's name
  • Janet Seto
Fax number
  • (760) 777-4216

Resources

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

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78-900 Avenue 50
La Quinta, CA 92253
Website: Click here
Phone: (760) 777-4220

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