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Pleasanton Middle School

Public | 6-8

 

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Living in Pleasanton

Situated in a suburban neighborhood. The median home value is $707,000. The average monthly rent for a 2 bedroom apartment is $1,670.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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15 reviews of this school


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Posted June 8, 2014

For all my 3 years at Pleasanton Middle School, I am glad to say I am finally getting out of here. The teachers for the most part are mediocre especially all the math teachers I had the misfortune to have. The lunches that are served are often very soggy and greasy and for the most part, unhealthy. I didn't struggle with grades even with poor teachers, because I understand the materials (mostly thanks to the textbooks and Internet) but for someone who struggles, the teachers are not at all willing to help out. The counselors and secretaries are moody and I tried to change something in my schedule and I was received with a resounding groan each time. Unless parents are involved, the activities are unorganized and poorly managed. I took Spanish 1 and I was lucky enough to have a good teacher but I know that all my other friends who had the other teacher did not learn any Spanish because the teacher was too busy with her other classes. The years of middle school are messy and very unorganized in this particular school.


Posted January 27, 2014

Good teachers and stuff, but the yard duty people at lunch, especially the dude, all have their own "cliques" that they let getaway with everything. For example, when I go to stand in the lunch line, a HUGE group of guys cuts the line and the dude yard duty doesn't even care! He just talks to them about sports and lets them do whatever including pushing the people around them! Not to mention when the guys were making rude remarks to me, he just laughed! Honestly, I wish you would fire that guy or something because he doesn't do his job! I have to go into the counseling office every week because of the damage those guys have left when he was looking. Please either train them on how to be helpful when another person is being bullied or don't have them at all.


Posted January 16, 2014

Counselors are top notch but unfortunately the school psychologists' priorities are more in line with the district's (of not spending money, which is shortsighted because they end up spending on litigation), than on putting the child first. Biased assessments/interpretations leads to delays or refusal of needed supports. Some teachers are cooperative and embrace individual learning needs, some aren't - very inconsistent.
—Submitted by a parent


Posted August 24, 2010

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


Posted April 13, 2010

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


Posted April 1, 2009

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


Posted March 2, 2009

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


Posted January 10, 2009

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


Posted November 18, 2008

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


Posted December 24, 2007

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


Posted November 2, 2007

this is da best school ever! all sorts of clubs, awesome food , i highly reccomend this school!
—Submitted by a student


Posted April 13, 2006

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


Posted April 2, 2006

Great school with great teachers. Pms is awesome
—Submitted by a student


Posted January 11, 2006

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


Posted February 27, 2005

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.

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

935

Change from
2012 to 2013

-9

API Statewide Rank
(2012)

10 / 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 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

935

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

-9

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 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 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.

362 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
94%

2011

 
 
87%

2010

 
 
89%
Math

The state average for Math was 55% in 2013.

357 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
87%

2011

 
 
82%

2010

 
 
83%
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.

85 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
96%

2011

 
 
99%

2010

 
 
100%
English Language Arts

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

404 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
94%

2011

 
 
88%

2010

 
 
85%
Math

The state average for Math was 52% in 2013.

311 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
77%

2011

 
 
70%

2010

 
 
72%
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.

290 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
67%

2011

 
 
65%

2010

 
 
80%
English Language Arts

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

378 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
87%

2011

 
 
85%

2010

 
 
87%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
9%

2011

 
 
24%

2010

 
 
33%
Geometry

The state average for Geometry was 85% in 2013.

76 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
98%

2011

 
 
100%

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

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

385 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
82%

2011

 
 
79%

2010

 
 
88%
Science

The state average for Science was 67% in 2013.

377 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
91%

2011

 
 
86%

2010

 
 
92%
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 Students85%
Females85%
Males85%
African American86%
Asian94%
Filipino93%
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged43%
Non-economically disadvantaged90%
Students with disability43%
Students with no reported disability87%
English learner14%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)67%
Parent education - college graduate86%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students75%
Females72%
Males78%
African American57%
Asian93%
Filipino79%
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged42%
Non-economically disadvantaged79%
Students with disability31%
Students with no reported disability77%
English learner36%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate23%
Parent education - some college (includes AA degree)44%
Parent education - college graduate79%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a
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 Students99%
Females97%
Males100%
African Americann/a
Asian100%
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)97%
Economically disadvantagedn/a
Non-economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
Migrant educationn/a
Gifted and talented100%
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 graduate100%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

English Language Arts

All Students90%
Females90%
Males91%
African American82%
Asian96%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged66%
Non-economically disadvantaged93%
Students with disability80%
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)88%
Parent education - college graduate95%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students79%
Females76%
Males81%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged48%
Non-economically disadvantaged82%
Students with disability62%
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)71%
Parent education - college graduate80%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a
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 Students68%
Females67%
Males68%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged36%
Non-economically disadvantaged72%
Students with disability62%
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)65%
Parent education - college graduate61%
Parent education - graduate school/post graduate82%
Parent education - declined to state73%

English Language Arts

All Students87%
Females89%
Males85%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged54%
Non-economically disadvantaged91%
Students with disability53%
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
Parent education - some college (includes AA degree)79%
Parent education - college graduate88%
Parent education - graduate school/post graduate95%
Parent education - declined to state46%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students97%
Females97%
Males98%
African Americann/a
Asian98%
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)100%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented100%
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 graduate100%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students89%
Females89%
Males88%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged61%
Non-economically disadvantaged92%
Students with disability55%
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)69%
Parent education - college graduate91%
Parent education - graduate school/post graduate97%
Parent education - declined to state69%

Science

All Students93%
Females93%
Males93%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged76%
Non-economically disadvantaged95%
Students with disability67%
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate76%
Parent education - some college (includes AA degree)86%
Parent education - college graduate94%
Parent education - graduate school/post graduate97%
Parent education - declined to state77%
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
White 51%
Asian 28%
Hispanic 14%
Two or more races 3%
Black 2%
American Indian/Alaska Native 0%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 9%N/AN/A
English language learners 6%N/AN/A

Teacher experience

  This school District averageState average
First-year teachers 3%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Aileen Parsons
Fax number
  • (925) 426-1382

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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5001 Case Avenue
Pleasanton, CA 94566
Website: Click here
Phone: (925) 426-4390

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