GreatSchools Rating
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Landmark Middle School on Facebook.
Teacher quality
Principal leadership
Parent involvement
Worst school in Moreno Valley, California. Do not ever attend. You will regret it, trust me.
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.
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.
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
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
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
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
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
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
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
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
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
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
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
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.
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 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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 English Language Arts was 59% in 2012.
457 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
454 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.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
424 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
425 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.
469 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
474 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.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
498 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
472 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 51% |
| Females | 55% |
| Males | 47% |
| African American | 50% |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 63% |
| Students with disability | 36% |
| Students with no reported disability | 52% |
| English learner | 5% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 51% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 33% |
| All Students | 46% |
| Females | 48% |
| Males | 42% |
| African American | 38% |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 58% |
| Students with disability | 50% |
| Students with no reported disability | 45% |
| English learner | 21% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 52% |
| Parent education - declined to state | 41% |
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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 54% |
| Males | 40% |
| African American | 42% |
| Asian | n/a |
| Filipino | 76% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 55% |
| Students with disability | 18% |
| Students with no reported disability | 48% |
| English learner | 11% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 37% |
| All Students | 45% |
| Females | 49% |
| Males | 42% |
| African American | 35% |
| Asian | n/a |
| Filipino | 71% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 51% |
| Students with disability | 15% |
| Students with no reported disability | 46% |
| English learner | 19% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 37% |
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 | 31% |
| Females | 32% |
| Males | 29% |
| African American | 27% |
| Asian | 50% |
| Filipino | 54% |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | 11% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 23% |
| All Students | 55% |
| Females | 58% |
| Males | 51% |
| African American | 50% |
| Asian | 77% |
| Filipino | 77% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 13% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | 57% |
| All Students | 0% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 41% |
| Males | 48% |
| African American | 42% |
| Asian | 69% |
| Filipino | 77% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 61% |
| Students with disability | 11% |
| Students with no reported disability | 47% |
| English learner | 11% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 42% |
| All Students | 52% |
| Females | 49% |
| Males | 56% |
| African American | 50% |
| Asian | 69% |
| Filipino | 77% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 13% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | 44% |
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
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 57% | 51% | ||
| Black | 24% | 7% | ||
| White | 12% | 27% | ||
| Asian | 5% | 11% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| Two or more races | 1% | 3% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 73% | N/A | 54% |
| English language learners 2 | 20% | N/A | 24% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 89% | N/A | 96% |
| Emergency credential or waiver | 5% | N/A | 2% |


Tips for understanding school culture
Apply
Tell parents
more about
your school
Visit
15261 Legendary Drive
Moreno Valley,
CA 92555
Website: Click here
Phone: (951) 571-4220
To start a new list, click OK. Otherwise click Cancel.
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
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Landmark Middle School on Facebook.
Welcome to GreatSchools!
For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!
Thanks! We just sent you an email – please click on the link in the email to post your answers.

