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Teacher quality
Principal leadership
Parent involvement
We have a 6th grader at PDCMS. We've found the school to be very good in many ways. The teachers are great, most will take extra time during lunch or after school to help. The frustrations with the school have been: 1. Our student had a serious illness that made him miss about two weeks of school. Even though he had a Dr. note we still got a letter home stating that any more missed school will not be excused without a Dr. note every time. It would have been nice to be contacted by the school prior to getting the letter. This brings me to my 2nd complaint. There is not sufficient office staff. Unless you are able to do everything online, you'll have a very hard time communicating with the school.
—Submitted by a parent
This will be year #3 for us. My daughter first year was susposed to drop in grades (that what most say) and she did so well I was so surprised. I am pleased witht he teacher involvement and they really care about MY kid.(and your kids) .MY daughter quickly got involved in the Colorguard group and was able to march with the Band and participate in the Winter guard competitions. I couldn't be more proud of the young Lady she has become and this school really helps develop a childs desire to be part of a community as a whole. I agree with the parents comment on the band program every time we go out I am amazed at the level in which our kids perform. They are completely impressive. If there is a way you could get involved with the school its needed. Volunteering once a day once a week or even once a month.
—Submitted by a parent
My daughter transferred from another school district last year, where she was in the "Honors" program at another "9" school. She keeps in close contact with her friends at the old school, and she can not believe how far advanced she is in all her classes, compared to the honors class there. More important to me is how all her PDCMS teachers in 6th grade focused on teaching her learning skills...such as organization, time management, and assertiveness...and did so effectively. The extracurriculars are great, and some of the events parents put on outshine anything I've ever seen at a high school. We moved here FOR the schools, and I'm so glad we did.
—Submitted by a parent
My child has been at PDCMS for 2 years and I have to say this is the best I could have hoped for in a middle school. The administration is responsive and fair handed. The teachers are involved and most of them are putting in many extra hours before and after school to give the kids extra practice and help. The Band program is under a new director this year and although it is a transition year this program is second to none. Comments from spectators usually include the phrase "This is a middle school band!" The elective band program is not for the faint of heart. It is challenging and not only improves the music talents of the students it also focuses on responsibility and team involvement. My child has learned to be on time and well rehearsed as a result of this program. This affects all aspects of the overall education experience as that translates to my child being more self sufficient in all classes. I have heard some complaints about how difficult some classes are at this school. My experience is that I feel that my child is getting a high quality private school like education in a public charter school. If your child is going to go here be prepared to get involved. Volunteer!
—Submitted by a parent
My son just started here in 7th grade in the middle of the school year. He came from a school that was rated as a 10 on GreatSchools. I have to say, though, that both he and I think that PDCMS is a better school. He loves the teachers and says that the kids are really warm and welcoming. On his first day, the principal even came up to say hello to us. Other than the band program, which is way behind his other school's and is somewhat ridiculous (the top level band is a required-marching band, the band concert apparel makes them all look like dorks, the band director springs mandatory extra after-school rehearsals on them with two days' notice), the classes are wonderful!
—Submitted by a parent
Well, I think this is a great school. I went to every single one of the Panther Dance Teams' preformances, last year, and I happned to think that the dancers a great! Amazing dance coach! Yes, drug issues have happned, but that stuff happnes at every school. PDCMS has the best test scors, and an amazing dress code! I love the robotics teacher, he is absolutly hilarious, and down to earth. Ms. O'malley, Mr. Harvey, and Ms. Mclaurin great ones too. PE teachers, are doing a great job. I am a very proud parent of an 8th grader at PDCMS. =]
—Submitted by a parent
I love the fact that the school has a uniform policy but definitely needs enforcing. Too many times, I've seen girls wearing their skirts way above the 4" in requirement and it doesn't seem that this is being addressed. I think this policy should be enforced since many or most of the students are in a pubescent age. I've spoken to other parents and they feel the same way. If you're going to have a uniform policy, you have to stick by it. I've even called the school complaining about this and all they tell me is that they can't get them all and they can't police what every kids is wearing. My answer to that is, yes you can. Each of these kids have several different teachers that can report them. You can't solve the problem if you don't take action. Other than that- The school is GREAT!
—Submitted by a parent
In response to the May 5, 2010 posting by one of our students, the information is not accurate. We have the best students and staff and we do have problems to solve. We have the best team to solve the problems. If you witness someone doing something they should not be doing, please report it and you can help us make PDCMS an even better school. Thanks, Mr. G.
I am a student in 6th grade here at PDCMS. Its a good school, with nice teachers. But, there is a lot of drugs and physical violence. In almost one month 4 kids have been suspended for having fights and 9 were busted from smoking marijuana! The education is good, but the kids aren't!
—Submitted by a student
I have been at this school for three years. It's an excellent school! I had threes years of great teachers and will always remember middle school! Thanks PDCMS! You rock!
—Submitted by a student
This is my sons finally year at palm desert middle and I can say that it has been a joy. I look forward to when my youngest son starts to attend after two more years at carter elem.
—Submitted by a parent
Our child will graduate from 8th grade in a few weeks. Our experience at PDMS has been exceptionally good. The teachers have been competent and have each accomodated our special needs in kind and generous ways. Their communication with us has always been excellent and they have encouraged and challenged our child to become a more serious and confident scholar. We are grateful to the staff, administration and teachers of PDMS. We have absolutely no complaints or criticism.
—Submitted by a parent
i love PDMS! i am an eighth grader and have been attending for 3 years. i love everything, why wouldn't I? The parents are really involved and the staff overall is really great! i definetly recommend it.
—Submitted by a student
This is the best school ever. My child had a great year at PDMS she made so many friends. I recomend it.
—Submitted by a parent
I have found that the teachers at this school are very dedicated when in constant contact with the parents. The teachers are very accessible via email, and correspond on a daily basis if necessary.
—Submitted by a parent
Overall the quality of the teachers is fair. Most appear to be burnt-out and merely putting in their time until retirement. Maybe the large class size(35-40 kids) impedes their ability to connect with more than a few of the higher achieving kids. It is a shame because we all do better with good coaches! and they are our future. Parent involvement is consistent with elementary and high school with the same parents generously devoting their time.
—Submitted by a parent
The teachers have been great. Both of my boys wen to this school. Academically it is one of the best middle school in the valley. The Marching band is excellent.
—Submitted by a parent
Welcome to America! Schools all over are suffering from 'ugly school syndrome' - but not all are capable of producing the scores that PDMS does. Also, welcome to middle school: this is the stage in which peer pressure becomes an issue and kids go through their ugliest faces. My son went to an exclusive private school, but we couldn't buy our way out of child developmental stages. Peer pressure is hardest on parents, but I am delighted to report that my daughter has become a strong, wise, independent thinker, known for leadership qualities. Thanks PDMS. My daughter's ready for highschool.
—Submitted by Patrice Henderson, a parent
Overall, I would say that the school is average. It is an older, run down, ugly school. The campus leaves much to be desired. The staff is mediocre, with few excellent teachers. The band teacher is a HORROR and it is unbelievable that she is still teaching. Unfortunately, coming from Washington Charter School, PDMS was a big shock in the quality of the curriculem, staff and esthetics. I don't know if all middle schools are like this, but the staff seems very unconcerned about their students.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 59% in 2012.
418 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% 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 86% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
409 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
342 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
167 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
393 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.
199 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
417 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
393 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 | 70% |
| Females | 68% |
| Males | 70% |
| African American | 81% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 0% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 59% |
| Males | 64% |
| African American | 79% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 79% |
| Students with disability | 25% |
| Students with no reported disability | 63% |
| English learner | 4% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 80% |
| 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 | 100% |
| Females | 100% |
| Males | 100% |
| African American | 100% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| Fluent-English proficient and English only | 100% |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 81% |
| Males | 79% |
| African American | 87% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 70% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 68% |
| Males | 72% |
| African American | 82% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 62% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 80% |
| 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 | 91% |
| Females | 96% |
| Males | 84% |
| African American | 89% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 94% |
| All Students | 77% |
| Females | 79% |
| Males | 75% |
| African American | 85% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 0% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | 76% |
| All Students | 57% |
| Females | 59% |
| Males | 55% |
| African American | 68% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 60% |
| Students with disability | 23% |
| Students with no reported disability | 63% |
| English learner | 9% |
| Fluent-English proficient and English only | 63% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 50% |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | 100% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| Fluent-English proficient and English only | 100% |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 65% |
| Males | 68% |
| African American | 79% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 79% |
| Students with disability | 14% |
| Students with no reported disability | 70% |
| English learner | 4% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 72% |
| All Students | 87% |
| Females | 84% |
| Males | 90% |
| African American | 93% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 19% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 66% |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 82% |
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
Hispanic or Latino
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 | ||
|---|---|---|---|---|
| White | 48% | 28% | ||
| Hispanic or Latino | 38% | 49% | ||
| Multiple or No Response | 5% | 3% | ||
| African American | 3% | 7% | ||
| Asian | 3% | 8% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 7% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 38% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 96% | 85% | ||
| German | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Thai | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 17 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 8% | N/A | 2% |
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74-200 Rutledge Way
Palm Desert,
CA 92260
Website: Click here
Phone: (760) 862-4320
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