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GreatSchools Rating

Landmark Middle School

Public | 6-8

 
 

Living in Moreno Valley

Situated in a suburban neighborhood. The median home value is $192,600. The average monthly rent for a 2 bedroom apartment is $1,610.

Source: Sperling's Best Places
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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15 reviews of this school


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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 2013.

This school's
API score

756

Change from
2012 to 2013

-24

API Statewide Rank
(2012)

5 / 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 did not meet its schoolwide API target for 2013.
  • 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 did not meet all student subgroup API targets for 2013

This school's
API score

756

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

-24

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)

5 / 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.

419 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
51%

2011

 
 
40%

2010

 
 
46%
Math

The state average for Math was 55% in 2013.

426 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
46%

2011

 
 
48%

2010

 
 
43%
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

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

445 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
47%

2011

 
 
44%

2010

 
 
39%
Math

The state average for Math was 52% in 2013.

440 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
45%

2011

 
 
47%

2010

 
 
41%
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.

425 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
31%

2011

 
 
28%

2010

 
 
33%
English Language Arts

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

427 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
55%

2011

 
 
49%

2010

 
 
48%
General Mathematics (Grades 6 & 7 Standards)

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

15 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
n/a

2010

 
 
0%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

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

460 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
44%

2011

 
 
40%

2010

 
 
42%
Science

The state average for Science was 67% in 2013.

425 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
52%

2011

 
 
51%

2010

 
 
40%
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 Students53%
Females54%
Males52%
African American45%
Asian53%
Filipino77%
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged49%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability54%
English learner15%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate39%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)52%
Parent education - college graduate67%
Parent education - graduate school/post graduate67%
Parent education - declined to state50%

Math

All Students48%
Females47%
Males48%
African American39%
Asian67%
Filipino69%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged45%
Non-economically disadvantaged58%
Students with disability13%
Students with no reported disability49%
English learner15%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate35%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)49%
Parent education - college graduate64%
Parent education - graduate school/post graduate47%
Parent education - declined to state39%
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
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

English Language Arts

All Students48%
Females55%
Males41%
African American51%
Asian64%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged45%
Non-economically disadvantaged62%
Students with disability25%
Students with no reported disability48%
English learner13%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate34%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)53%
Parent education - college graduate57%
Parent education - graduate school/post graduate71%
Parent education - declined to state38%

Math

All Students44%
Females47%
Males40%
African American40%
Asian71%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged42%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability44%
English learner13%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate44%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)48%
Parent education - college graduate55%
Parent education - graduate school/post graduate54%
Parent education - declined to state31%
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 Students22%
Females26%
Males18%
African American20%
Asiann/a
Filipino65%
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged19%
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability22%
English learner4%
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduate11%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)27%
Parent education - college graduate35%
Parent education - graduate school/post graduate55%
Parent education - declined to state16%

English Language Arts

All Students39%
Females45%
Males35%
African American36%
Asiann/a
Filipino76%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged36%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability40%
English learner2%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate24%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)42%
Parent education - college graduate65%
Parent education - graduate school/post graduate45%
Parent education - declined to state33%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Males0%
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 disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only0%
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
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
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

History - Social Science Grade 8 Cumulative

All Students43%
Females43%
Males43%
African American40%
Asiann/a
Filipino71%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged39%
Non-economically disadvantaged57%
Students with disability12%
Students with no reported disability46%
English learner16%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate31%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)43%
Parent education - college graduate69%
Parent education - graduate school/post graduate50%
Parent education - declined to state40%

Science

All Students54%
Females56%
Males53%
African American49%
Asiann/a
Filipino88%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged51%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability55%
English learner25%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate52%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)50%
Parent education - college graduate79%
Parent education - graduate school/post graduate73%
Parent education - declined to state44%
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 60%
Black 23%
White 10%
Asian 3%
Two or more races 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 82%N/AN/A
English language learners 15%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 2%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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

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