Advertisement

GreatSchools Rating

Landmark Middle School

Public | 5-8 | 1356 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
No new ratings
2010:
No new ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please indicate your relationship to the school.
Please read and accept our Terms of Use to join GreatSchools.
Indicates a required field

15 reviews of this school


Sort by:
Show reviews by:
Posted February 10, 2013

Worst school in Moreno Valley, California. Do not ever attend. You will regret it, trust me.


Posted January 16, 2013

I love landmark they have great teachers teaching and activities.l go to landmark and I am doing great. I understand my teachers the are the best teachers I ever had. They teach with very good explanations. They also have awesome clubs. I love there exploratory classes. Our principal is the best. He is a great leader. They do have challenging academics. This school is helping me great smarter and have great responsibility with our grades. I am doing better in middle school than I did I elementary. Have landmark to thank for that.


Posted January 22, 2012

I've been a student here since the 6th grade. I'm now in the 8th, getting ready for high school. I think this is a good school, despite what others might say. Yes, sometimes teachers give too many assingments but if a student doesn't try, the teachers shouldnt be blamed. I've had mostly straight A's here and i couldn't have asked for anything more.


Posted June 25, 2009

My observation of Landmark is this: the teachers give far too much homeowrk, they call the parents far too often about behavior issues, childrens lack of respect, and they push the kids far past the kid's potential. The teachers demand that students serve a consequence for not completing homework. After just one offence, the teachers kick the students out of the classroom. The vice principals know far too many students by character descriptions.
—Submitted by a parent


Posted May 27, 2009

it would be helpful to have a strong principle in this school! we have has a very weak principle and now we have none. It is very dissapointing to see the attitudes that some of this staff has. Also very dissapointing is the actions that are taken when a parent voices concern regarding staff. Very discouraging!! stop blamming the kids and the homes. Parents like myself can only do so much but once the child goes to school it is up to the staff to be strong and remember what they sre there to do TEACH!! School lacks this ability.
—Submitted by a parent


Posted October 16, 2008

Most of the kids in our neighborhood attend Landmark as well as my own child. I am an active parent.Unfortunately the lack of funding for the school and the teachers, tend to fall on the students. Most of the time you will get out of the students the effort you put in. Some of the teachers dont feel the need to try so the students do not try. Landmark did not rate in the top 25 of riverside county schools. (msn 8-08) There are several fights after school and a hostile attitude amoung many of the students.Discipline starts at home & in the past few weeks there have been numerous fights esp. amoung the girls.It is never ok for kids to beat up another.Just kid stuff gets out of hand and it has to stop with the parents being involved in all areas of their childs life
—Submitted by a parent


Posted February 27, 2008

Landmark Middle School in Moreno Valley, California, is unfortunately controlled very closely by the County of Riverside, and lack of educational funding; when it comes to the specific, individual needs and requirements for each child, including learning disabilities, abuse and psychosis. Evaluation is necessary.
—Submitted by a parent


Posted June 21, 2007

My child had the opportunity to take Spanish I from an awesome teacher. This was the first year this class was offered. The students were so successful that ninety per cent of the class will be a first in Moreno Valley to take Spanish II as ninth graders. We appreciate the principal and staff for expanding academic offerings at Landmark.
—Submitted by a parent


Posted November 30, 2006

Landmark staff should be very careful of assuming the majority of children attending this school is from Compton, Watt's or LA area. Everyone parent with middle age kids at this school are not all from Los Angeles. Landmark staff may also want to look into treating these young adults with some respect, if you give it you will get it. I as a parent have witness disrespect from the office staff so there is no wonder what the young adults go threw in the course of day. When I was in school my teachers taught with care and respect, I don't see that overall starting in the front office of this school.
—Submitted by a parent


Posted September 27, 2006

Landmark Middle is by no means perfect, there are issues with an unsupportive administration, insufficient funding an influx of students with less then desirable backgrounds. Parents are frequently blaming the school and its employees for their child s problems but rarely accept blame. There is an incredibly lack of parent involvement and support. Who reportedly work long hours to provide the necessities of life yet fail to acknowledge their child s needs. I noticed that as I became more involved in my child s education, the better they did in school; test scores improved and behavior issues become non-existent. My family became very good friends with the teachers and staff. Returning often for a visit and to help with functions. It s not perfect but the teachers work very hard to provide excellent education while caring for all their 1400+ students.
—Submitted by a parent


Posted May 11, 2005

We are recently moved to this area, and we transfer my son to LandMark since Feb. Everyday, we keep asking him how did he like the school, and my son said he enjoy the new school. At the previous school, my son didn't do well at all on all subjects I guess due to lack of communication & support from the teachers. At here, everything changed, his grades have been improved very good and he's more active and more communicating with teachers at school. We believe that this school is pretty new too, so well done. We just hope that when he goes to H.S, he'll get more supportive and help from teachers and staffs. Due to our commuting to work, getting involve with PTA is pretty tough for us, and we hope there's is a way for PTA to keep us inform of anything happenning at school.
—Submitted by a parent


Posted March 18, 2005

My son has attened Landmark for the last 2years he will finish his 8th grade year this May. He enjoyed the school and I have had no complaints about the teachers. I have experienced the school bus on one occasion not picking up the students because one student was acting up outside the school bus. The students were told the 3pm bus would be back around 4 or 5 to pick them up. we pay 198.00 a year for bus transport.This was a problem.
—Submitted by a parent


Posted March 11, 2005

I am a parent who has been told so many good things about Landmark. I feel that if a school is dedicated to teaching children all year round, there must be something that parents might want to look into.
—Submitted by a parent


Posted November 12, 2004

Landmark is an excellent school where students are encouraged to excel. Unfortunately, the parents of these students many times do not agree. I saw many parents picking up their children and bad mouthing the teachers as soon as the kids said anything about their day. Most of the teachers there try very hard, but it must be frustrating to not get the parent support they need. The PTA is non-existent at this school. That alone tells one where the priorities lie with the parents. The school itself has a marvelous band instructor, a top notch Mesa and Avid program, and an excellent ASB advisor. Too bad more parents are not involved.
—Submitted by a former student


Posted August 8, 2004

There are a few good teachers at this school that are sensitive to a student's needs, but the administration has not shown themselves to be sensitive to the student's needs at all. They mouth words about understanding, but are not sensitive to the individual child. This school also employs campus supervisors, which act as a 'little mafia.' If you look at middle schools of similar size, this is one of the few schools that has its own 'police.' I find that the students are not treated with respect in many instances. I think more is not always better. Let's work on employing less people at this school: one's more sensitive to the individual student! Once a person earns a child's respect, the behavior problems will take care of themselves. Back a child against the wall, which is happening now, and they will come out fighting.
—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 2012.

This school's
API score

780

Change from
2011 to 2012

+17

API Statewide Rank
(2011)

5 / 10

API Similar Schools Rank (2011)

9 / 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 its schoolwide API target for 2012.
  • This school has not yet 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 2012

This school's
API score

780

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
2011 to 2012

+17

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. 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
(2011)

5 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

9 / 10

API Similar Schools Rank (2011)
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 63% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 65% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 60% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 59% in 2012.

457 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
40%

2010

 
 
46%

2009

 
 
31%
Math

The state average for Math was 55% in 2012.

454 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
48%

2010

 
 
43%

2009

 
 
33%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 86% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2012.

424 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
44%

2010

 
 
39%

2009

 
 
43%
Math

The state average for Math was 52% in 2012.

425 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
47%

2010

 
 
41%

2009

 
 
40%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 49% in 2012.

469 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
28%

2010

 
 
33%

2009

 
 
16%
English Language Arts

The state average for English Language Arts was 59% in 2012.

474 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
49%

2010

 
 
48%

2009

 
 
39%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

11 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
n/a

2010

 
 
0%

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

498 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
40%

2010

 
 
42%

2009

 
 
34%
Science

The state average for Science was 66% in 2012.

472 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
51%

2010

 
 
40%

2009

 
 
33%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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

Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students51%
Females55%
Males47%
African American50%
Asian62%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged48%
Non-economically disadvantaged63%
Students with disability36%
Students with no reported disability52%
English learner5%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate51%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)54%
Parent education - college graduate69%
Parent education - graduate school/post graduate68%
Parent education - declined to state33%

Math

All Students46%
Females48%
Males42%
African American38%
Asian69%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged41%
Non-economically disadvantaged58%
Students with disability50%
Students with no reported disability45%
English learner21%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate38%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)48%
Parent education - college graduate56%
Parent education - graduate school/post graduate52%
Parent education - declined to state41%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/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 Students47%
Females54%
Males40%
African American42%
Asiann/a
Filipino76%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged44%
Non-economically disadvantaged55%
Students with disability18%
Students with no reported disability48%
English learner11%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate22%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)52%
Parent education - college graduate68%
Parent education - graduate school/post graduaten/a
Parent education - declined to state37%

Math

All Students45%
Females49%
Males42%
African American35%
Asiann/a
Filipino71%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged43%
Non-economically disadvantaged51%
Students with disability15%
Students with no reported disability46%
English learner19%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate27%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)49%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to state37%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students31%
Females32%
Males29%
African American27%
Asian50%
Filipino54%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged25%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability31%
English learner11%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduate25%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)34%
Parent education - college graduate45%
Parent education - graduate school/post graduate50%
Parent education - declined to state23%

English Language Arts

All Students55%
Females58%
Males51%
African American50%
Asian77%
Filipino77%
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged49%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability55%
English learner13%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate44%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)62%
Parent education - college graduate67%
Parent education - graduate school/post graduate57%
Parent education - declined to state57%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disability0%
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

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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 Students44%
Females41%
Males48%
African American42%
Asian69%
Filipino77%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged37%
Non-economically disadvantaged61%
Students with disability11%
Students with no reported disability47%
English learner11%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate23%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)51%
Parent education - college graduate67%
Parent education - graduate school/post graduate64%
Parent education - declined to state42%

Science

All Students52%
Females49%
Males56%
African American50%
Asian69%
Filipino77%
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged47%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability53%
English learner13%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate40%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)61%
Parent education - college graduate73%
Parent education - graduate school/post graduate57%
Parent education - declined to state44%
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 54% 49%
African American 24% 7%
White 14% 28%
Asian 3% 8%
Filipino 3% 3%
Multiple or No Response 1% 3%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 120%N/A24%
Students eligible for free or reduced-price lunch program 271%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 94% 85%
Filipino (Pilipino or Tagalog) 2% 1%
Vietnamese 2% 2%
Arabic 1% 1%
Cantonese 0% 2%
Farsi (Persian) 0% 0%
Punjabi 0% 1%
Russian 0% 0%
Samoan 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 14N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 89%N/A96%
Emergency credential or waiver 5%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

15261 Legendary Drive
Moreno Valley, CA 92555
Website: Click here
Phone: (951) 571-4220

ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools

Paradise Christian Academy
Moreno Valley, CA


Valley Christian Academy
Moreno Valley, CA


Vista Del Lago High School
Moreno Valley, CA


Valley View High School
Moreno Valley, CA


Mountain View Middle School
Moreno Valley, CA


Monarch Christian Academy
Moreno Valley, CA


ADVERTISEMENT