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Teacher quality
Principal leadership
Parent involvement
My son had an incredible experience here at LRMS! Most all of the teachers were caring, motivating and creative. The 8th grade science program was the best. In addition, the accelerated program is top notch. My son came from one of the supposedly best private middle schools in South OC where he was bored. He was challenged at LRMS and Loved it!
—Submitted by a parent
The school is not so great the kids are mean the bullying problem is bad the school is a f for fail the staff dosent do anything. The school has slot of prejudice, ok I'm just going to put it out strait the school sucks
The teachers weren't that great, and I attended this school and ended up switching because I was being bullied. The cliques are unbelievable and the kids are extremely rude and pretentious. I was so happy to be out of that school. The staff does little to intervene with bullying and has weak leadership and involvement in the school. I'm in high school now in a different city, and now I can really look at Ladera Ranch Middle School for what it really is/was. All the kids live in a small little bubble in this community and are not well-rounded whatsoever. That's just my experience.
I was a student from this school and i got to say it was the WORST 3 years of my life. The bullying in this middle school is horrifying i hated my life so much I highly recommend to not choose this school for your son/daughter.
It is simply one of the best schools your child can ever attend. Great teachers, caring staff and good kids. The leadership is unparalleled to any other public school. Compatible to private schools and may be better.
—Submitted by a parent
Not impressed by faculty and staff. Too many rude, immature, culturally ignorant and insensitive students, teachers, and of course, the principal, who doesn't even take the time to learn a student's name before announcing it to the public when the student wins an award. Come on people, this is 21st-Century California! If they created a more positive environment for all children, things could have been so much better since the academic standards are actually not too bad. I guess the school's character is a reflection of the community.
—Submitted by a parent
My daughter has been at Wagon Wheel Elemntary since Kindergarten and is now if 5th. Great teachers, great parent involement and you can address any problem to Mrs. Parker (principal) & she more than willing to help resolve. Wish it was K-8!
—Submitted by a parent
Serious bullying problem and the bully has all the protection. No help from the staff offering counseling or any assistance to my child and the incidents are becoming more frequent and more violent.
—Submitted by a parent
Like most parents, I was apprehensive when my child was getting ready to move on from elementary to middle school. LRMS did an outstanding job not only addressing my child's concerns, but mine as well. We were put at ease knowing the 6th graders are grouped together the first year, with classes and lockers near other 6th graders only. Older 7th grade students mentor the incoming 6th graders at an orientation prior to the start of the school year teaching the ins and outs of how to navigate the campus and lockers. Parents are still kept informed--even more so than elementary--with daily only communication using "School Loop." Most assignments and projects are posted and we have found this to be a great tool. Teachers provide quick replies and clarification via email and welcome the additional family interaction. Back to school night was impressive and each teacher is truly passionate about their subjects. While we loved our local elementary, I have to say we love the middle school even more.
—Submitted by a parent
We are finding the academics to be quite easy(too easy) for our son. Too many multiple choice tests, instead of requiring student s to know the information and write their answers. Not seeing a strong emphasis on writing and research in social studies or science. We have heard so many great things about Ladera Middle but have quickly become disappointed with the academic standard. Our son enjoys the social aspects of the school and really enjoys all of his teachers.
—Submitted by a parent
Parents seem to think this school is wonderful. It is, great teachers, great academics (and i mean GREAT), but the kids are the not the nicest. They are all minnie Paris Hilton's. They get away with everything and they are so rude. Coming from a student, I don't like how many cliques there are and they can get mean. I am almost done with this school, but ever since 6th grade I have been really super annoyed with the kids here. I'm trying to transfer to another school currently.
This is one of the great schools. when my kids came to Ladera Ranch Middle School they were English learners. As the years passed by, they not improved in English, they even improver star testing levels. Put your kids in Ladera Ranch Middle School please. It's a great school..... 5/5
—Submitted by a parent
Remarkable, inspiring teachers ... patient, supportive administration ... high parental support ...GREAT, talented, and creative students!!
—Submitted by a parent
The school itself is very nice. However, the kids are not. Every single person is a 'carbon copy'. There are too many cliques, it's hard to make friends, and if a kid does one thing slightly out of line (even sitting out of P.E. for medical reasons) everyone glares. There is something strange about the people at this school. The teachers (most of them) are great, and they aren't the kind that kids wonder if they're robots! If a kid talks to a teacher about anything in the world, they will listen. They are also very organized. The school's discipline levels are satisfactory, but the kids are still getting trickier. Recently, they put a new rule in that if a kid is chewing gum, they get an automatic office referral, because of the terrible gum problem at the school. All in all, an average school.
—Submitted by a student
This school has been great for my daughter the teachers are incredible. They love the students and are willing to help one on one as much as needed. They challenge the students and are exceptionally good at preparing the children for high school. A+
—Submitted by a parent
This school isn't as great as many people think. My daughter is failing her classes, because the teachers won't communicate with her, and the students are extremely rude and immature. There's too much homework, and not many classes to choose from.
—Submitted by a parent
Great School. Great staff. Clean air. No gangs. Gate program. Laptop program. Good food. Great learning environment. A ten school.
—Submitted by a parent
We are thrilled with the education that our kids are getting in middles school here in Ladera...after being so spoiled at Chaparral Elementary we were worried about the transition...not to worry...these teachers and administrators have a very good handle on the emotional and educational needs of the kids...the kids are enjoying the accelerated classes particularly Algebra (7th) Both my husband and I have business degrees and did not take Algebra until 9th grade!!!
—Submitted by a parent
Teachers seem to really let the kids slide here, my 2 oldest went to Huntington Beach schools, did very well, then came here and everything went down hill. A couple of the teachers seem to have no control over the students others are fresh out of college. My kids have never had so many F's in their lives, they would call me in for a conference then there was no follow through and way too much pressure on the parents to help with homework, the kids come home and have no clue what to do! The school itself is very nice, very modern.
—Submitted by a parent
The school is amazing i love letting my kids go there! The teachers are so well experinced!
—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.
437 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
439 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.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
403 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
319 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.
167 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
365 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.
125 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
75 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.
369 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
364 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 | 91% |
| Females | 92% |
| Males | 89% |
| African American | n/a |
| Asian | 94% |
| 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) | 91% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 92% |
| Students with disability | 61% |
| Students with no reported disability | 93% |
| 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 | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 92% |
| All Students | 86% |
| Females | 86% |
| Males | 84% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| 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 | 69% |
| Non-economically disadvantaged | 87% |
| Students with disability | 54% |
| Students with no reported disability | 88% |
| 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 | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 86% |
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 | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 100% |
| All Students | 92% |
| Females | 96% |
| Males | 90% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 93% |
| Students with disability | 65% |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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) | 90% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 96% |
| All Students | 83% |
| Females | 89% |
| Males | 79% |
| African American | n/a |
| Asian | 94% |
| 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) | 85% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 83% |
| Students with disability | 50% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| 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) | 79% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 88% |
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 | 93% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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) | 88% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 90% |
| All Students | 90% |
| Females | 91% |
| Males | 88% |
| African American | n/a |
| Asian | 93% |
| 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) | 91% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 90% |
| Students with disability | 48% |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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) | 84% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 89% |
| All Students | 64% |
| Females | 57% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| 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) | 68% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 69% |
| Students with disability | 28% |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| 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) | 71% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | 62% |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| Fluent-English proficient and English only | 100% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 100% |
| All Students | 89% |
| Females | 86% |
| Males | 91% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| 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 | 83% |
| Non-economically disadvantaged | 89% |
| Students with disability | 56% |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 86% |
| All Students | 92% |
| Females | 91% |
| Males | 93% |
| African American | n/a |
| Asian | 96% |
| 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) | 93% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 93% |
| Students with disability | 64% |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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) | 92% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 90% |
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
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
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 | ||
|---|---|---|---|---|
| White | 72% | 28% | ||
| Hispanic or Latino | 10% | 49% | ||
| Multiple or No Response | 7% | 3% | ||
| Asian | 6% | 8% | ||
| Filipino | 3% | 3% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 3% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 8% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 58% | 85% | ||
| Farsi (Persian) | 14% | 0% | ||
| Dutch | 6% | 0% | ||
| Filipino (Pilipino or Tagalog) | 6% | 1% | ||
| Korean | 6% | 1% | ||
| All other non-English languages | 3% | 1% | ||
| Hebrew | 3% | 0% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Punjabi | 3% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 20% | N/A | 2% |
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29551 Sienna Parkway
Ladera Ranch,
CA 92694
Phone: (949) 234-5922
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