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Teacher quality
Principal leadership
Parent involvement
At registration I was treated badly by people working there as a low income mom. We got a loaner laptop from PMS, but it was old and we had to keep turning it in to the office to be repaired. It also could not use some of the programs that the teachers required. The teachers, when we could even get one to listen, didn't care to hear about it or to give us options. I completely agree with the April 13, 2010 reviewer. The teachers were the worst. Horrible attitudes. This was a confusing, chaotic experience.Zero organization.My kid went from happy As, to upset Ds & Fs.We're going to Hart.
—Submitted by a parent
If your child needs any sort of help, forget it. I can count the good teachers my son had in 3 years on one hand with fingers to spare. They have a math teacher whose reputation is soo bad the high school math teachers know they will have to spend extra time with your child to teach them the things that should have been taught in PMS. Most of the teachers are just putting in their time and going through the motions. Half of them don't have a clue what's going on in their classroom. I lost count of how many times homework checked off by the teacher as completed would then show as missing on the progress report (make sure your child hangs on to their homework so they won't have to re-do it for partial credit)
—Submitted by a parent
PMS has extraordinary teachers, administrators and staff. The staff really cares about each student. Distinguished and blue ribbon school that really deserves the recognition!
—Submitted by a parent
PMS is awesome!!!!! There are many clubs, the food is great, and the teachers are the best in the world. Some can be pretty strict but overall their really nice. This has just been my first year but I really love PMS
—Submitted by a student
I was surprised about this school. This is my first year at PMS. My first year at middle school, actually. All of my teachers are great. They are nice, but strict. It was tougher than I anticipated, so I didn't work too hard. When my first grade update came along, I had a C. I talked to my teacher and she gave me some advice. And it worked. I'm a straight A student now. The food is awesome, the staff are awesome (especially Mr. Whitney). The clubs are awesome. And the laptop program is awesome! The laptop program is really worth it.
—Submitted by a student
Overall Good school. Although I think that they need to look on both sides of the rope with the whole Biology thing. As a Christian Student, I have my own Beliefs and feel they need to be respected. The Politically correct History and Biology and what not needs to be viewed with both perspectives. Other than that it is a fine school, Awesome food, Good teachers... The lunch lines need work.
—Submitted by a student
Despite the higher API scores etc. I have been disappointed with many of the teachers. Some, clearly burnt out or unmotivated, have actually turned my child off to subjects once loved. 'Higher ups' clearly on the side of the teachers and unresponsive to the concernsof the parent.
—Submitted by a parent
this is da best school ever! all sorts of clubs, awesome food , i highly reccomend this school!
—Submitted by a student
The teachers here are passionate about the children's learning process. There is a great deal of parent involvement in the school.
—Submitted by a parent
PMS overall is a very good school although they allow teachers to provide a somewhat politically slanted curriculum and do little to control these type of discussions in the class. This would be fine except the teachers involve their own views and this is never acceptable. There seems to be no ability to control this and it does impact the students. Other than this the quality of the learinging environment is quite high and the availability of extracurricular activities appears to be on par with other similiar schools. As with any school parental involvement is a double edged sword there is a high level of parental involvement and this has implications both positive and negative. This is a relatively affluent community and the parents who participate tend to be towards the upper end of the stratum and the do wield influence.
—Submitted by a parent
Pleasanton Middle school offers good educational environment for students. The level of parent involvement is quite high. I found the sports facilities very good. I found most teachers to be very competent and good at what they do. I highly recommend this school.
—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.
391 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
388 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.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
384 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
281 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.
313 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
396 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.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
65 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.
413 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
396 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 | 94% |
| Females | 95% |
| Males | 94% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 96% |
| Students with disability | 80% |
| Students with no reported disability | 95% |
| English learner | 44% |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 97% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 85% |
| Males | 90% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 91% |
| Students with disability | 77% |
| Students with no reported disability | 88% |
| English learner | 63% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 96% |
| Females | 95% |
| Males | 96% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| 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 | 97% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 96% |
| Males | 91% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 96% |
| Students with disability | 75% |
| Students with no reported disability | 95% |
| English learner | 36% |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 75% |
| Males | 79% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 81% |
| Students with disability | 50% |
| Students with no reported disability | 78% |
| English learner | 45% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 85% |
| 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 | 67% |
| Females | 65% |
| Males | 68% |
| African American | 27% |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 70% |
| Students with disability | 55% |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 88% |
| Males | 85% |
| African American | 77% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 90% |
| Students with disability | 42% |
| Students with no reported disability | 89% |
| English learner | 29% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 9% |
| Females | 7% |
| Males | 11% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 19% |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 14% |
| Students with disability | 8% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 12% |
| 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 | 98% |
| Females | 97% |
| Males | 100% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Students with no reported disability | 98% |
| Fluent-English proficient and English only | 98% |
| 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 | 98% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 82% |
| Males | 82% |
| African American | 85% |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 86% |
| Students with disability | 28% |
| Students with no reported disability | 88% |
| English learner | 18% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 91% |
| Males | 90% |
| African American | 85% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 93% |
| Students with disability | 68% |
| Students with no reported disability | 92% |
| English learner | 43% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 95% |
| 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
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
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 - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 59% | 28% | ||
| Asian | 26% | 8% | ||
| Hispanic or Latino | 9% | 49% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 5% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 7% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 56% | 85% | ||
| Korean | 12% | 1% | ||
| Farsi (Persian) | 8% | 0% | ||
| Punjabi | 6% | 1% | ||
| Mandarin (Putonghua) | 4% | 1% | ||
| Russian | 4% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Arabic | 2% | 1% | ||
| Cantonese | 2% | 2% | ||
| Hindi | 2% | 0% | ||
| Italian | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
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5001 Case Avenue
Pleasanton,
CA 94566
Website: Click here
Phone: (925) 426-4390
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