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Teacher quality
Principal leadership
Parent involvement
My son currently attends RMMS and my other son and daughter attended a couple of years ago. When my daughter was there, this school was great. My son and daughter both took honors classes and had amazing teachers. They still talk about their teachers and how much they enjoyed their classes. I feel they got a solid education and that has helped them succeed in high school where they now take honors and AP classes and are doing great, My other son was in special education classes and had AMAZING teachers that genuinely cared for him and wanted his to succeed. He did so well in that program that he has moved to regular classes and is doing well so far. The teachers do an excellent job in keeping parents informed on what is going in in their classes and any projects. The office staff is equally great. The only problem I see with this school are the children themselves. It seems like every year the kids get rowdier and more disrespectful towards the teachers and other students. I think their needs to be more parent involvement but overall this is a good school.
—Submitted by a parent
I am a former student of Ruth Musser. I've had a great experience here in this school. The teachers do their very best to help students succeed, and the entire staff are very kind. However, I believe that many students there do not succeed the way they are supposed to because the parents exercise very little control over their children. I have heard many students say they hate their parents and curse them. Some students are even disobedient to staff members. If you are a parent, I suggest you exercise some serious control over your child's life, no matter the circumstances. The students there can be very influential. So, if you plan to have your child(s) attend this school, please discipline him/her when necessary. You will regret it if you don't.
My son came into Ruth Musser as a 10 year old 5th grader, which is middle school at Ruth Musser. I was very nervous about it, but he adapted well right away thanks to the wonderful and caring teachers. The band program is excellent. Mr. K is a true gem.
—Submitted by a parent
RMMS is the best school in Rancho. Mr Soden and Mr Redman have done a grate job, Mr Koaltski, Mr Hallback , and Mrs Galloway. It has been a real good experance at MY school. RATE FOR US WE NEED IT
—Submitted by a student
It is my second year at this school and it is pretty amazing . Despite my other schools, RMMS pushes you really hard. The learning is more advanced than others and the teachers really care for you. My fifth grade teacher, Mrs.Thomas, got really mad at me for not taking the GATE test, she wanted me to do honors in high school. They also have great clubs like Bulldog Ambassadors that lets students have a chance to help those in Africa. Even though this is my sixth grade year here i really enjoy it.
—Submitted by a student
This is my son's first year at RMMS and thus far I'm extremely pleased with the academic structure and the 'no missing homework' policy that is strictly enforced. The Principal and VP are visible on campus and appear engaged and genuine. The afterschool program is cost effective and encourages homework as a rule prior to outside activity. My son has consistently been an outstanding student and I believe this will only enhance his skill level and build character.
—Submitted by a parent
Ruth Musser has helped my daughter raise her not only her grades but her desire to go to school. We moved from Ontario Montclair school district where it was a struggle to get her to feel well enough to go to school each day. Now not only are her grades A's & B's but she loves going every day! Thank you Ruth Musser MIddle School.
—Submitted by a parent
I have been going to Ruth Musser for 4 years (since 5th grade) and each year I came, there was something new and different. My favorite teacher was Mrs.Bruno who came to Ruth Musser with me the very first year, she was my forth grade and fifth grade teacher. And also Mrs. Marshall my seventh grade LA/SS teacher, she was strict and gave a lot of homework, but it was worth it and helped me a lot. All my teachers had been wonderful! This is my last year and I hope it's my best. I encourage students to come here and I'm seriously going to cry on my last day!
—Submitted by a student
I am an eighth grader attending Ruth Musser Middle School as well, and I think it's a pretty good school. I am disappointed that it does not have an advanced math class for geometry like several other schools nearby, but other than that, I find it a great school. I have Miss Messina as well, and I think she's the greatest teacher I have ever had. I think the school should give her a major raise, just because all her students love her. I think Mr. Kotlewski's doing an excellent job as a band teacher, especially since it's only his first year here! I'm sure we all miss Mrs. Rail, but Mr. Kotlewski is keeping up with her extraordinary teaching. I'm going to miss this school and these two teachers especially next year when I go to high school. :]
—Submitted by a student
I am currently an 8th grader at this school. It is amazing. I love the teachers and I love the campus. The academic performance is good and the teachers are wonderful. I have had a great experience goinng to this school I love you Miss> Messina!
—Submitted by a parent
I just started at the middle school it is awesome!!
—Submitted by a student
I went to Ruth Musser for three wonderful years, that ended last year, and found it to be a very exciting experience. All of my teachers were amazing. They knew what they were doing all the time, and even knew how to control the craziest in the class. The homework and classwork were reasonable. The only time they would actually give out too much homework would be when they knew we needed it the most. They were preparing us for high school, and it really does help. I wasn't in too many extracurricular activities, but I was in band, and I think that was the best experience I had all year. It was an experience that I will carry with me forever. The Principal made sure parents were involved with what was going on with there students. The worst part was the quality of the dances. They could be improved.
—Submitted by a former student
We moved here from FLorida and found Ruth Musser to be a fairly comprehensive school in comparison to the Florida schools. My daughter liked having her grade confined to one section of the school. The classes are ahead of the Florida schools. The principal is fast acting on any issues that we have brought to his attention. Overall, I would say this school is a fairly good school--as with any school many of the problems encoutered are problems that spill over from home environment/conditions.
—Submitted by a parent
This school is wonderful! My son has been very happy here.
—Submitted by a parent
Fantastic school! Teachers are very dedicated and the administration is very responsive parents. Both of my daughters have gone to Ruth Musser and I am very happy that they did.
—Submitted by a parent
It is a school with limited resources, but full of teachers willing to provide. Most of the kids are willing to attend school and is a minimum of problems.
—Submitted by a parent
I am in 8th grade this year at RMMS. I started in 7th, and I have had great teachers both years.
—Submitted by a student
This school was a good school, but not a great school. Although this school district is consistant in academic performance, it leaves some gray areas of concern for students of color. The scores reflect that as well, so new parents of color my advice is to pay very close attention to your students progress. Stay involved. There is not much parent involvement here either,if you are not one of the chosen parents.
—Submitted by Sandi, a parent
My daughter was a student at this school for 3 years and everyday was a great experience for her and us. The staff at this school take the meaning every child counts ver very seriously.The students are also very friendly and helpful.I would recommend this school district to any parent moving into this area.
—Submitted by Cristina, a parent
Academic programs are great the school is neat and well maintained. Parent involvement is standard.
—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.
137 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
137 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
137 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 English Language Arts was 59% in 2012.
263 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
262 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.
29 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
272 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
243 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.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
296 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.
201 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
26 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.
304 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
296 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 | 67% |
| Females | 69% |
| Males | 66% |
| African American | 68% |
| Asian | 80% |
| Filipino | 77% |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 76% |
| Students with disability | 36% |
| Students with no reported disability | 71% |
| English learner | 7% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 67% |
| Males | 75% |
| African American | 59% |
| Asian | 80% |
| Filipino | 92% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 77% |
| Students with disability | 64% |
| Students with no reported disability | 72% |
| English learner | 27% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 59% |
| Males | 63% |
| African American | 68% |
| Asian | 80% |
| Filipino | 62% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 65% |
| Students with disability | 43% |
| Students with no reported disability | 63% |
| English learner | 7% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 76% |
| 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 | 66% |
| Females | 66% |
| Males | 66% |
| African American | 64% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 70% |
| Students with disability | 24% |
| Students with no reported disability | 69% |
| English learner | 59% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 64% |
| All Students | 65% |
| Females | 59% |
| Males | 70% |
| African American | 54% |
| Asian | n/a |
| 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) | 71% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 72% |
| Students with disability | 20% |
| Students with no reported disability | 68% |
| English learner | 35% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 55% |
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 | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 73% |
| Males | 60% |
| African American | 70% |
| Asian | 85% |
| Filipino | 93% |
| Hispanic or Latino | 58% |
| 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 | 61% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 46% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 60% |
| Males | 56% |
| African American | 59% |
| Asian | 71% |
| Filipino | 73% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 46% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 74% |
| 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 | 95% |
| Females | 95% |
| Males | 94% |
| African American | 100% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| 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 | 96% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 97% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 70% |
| Males | 56% |
| African American | 60% |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 69% |
| Students with disability | 21% |
| Students with no reported disability | 67% |
| English learner | 26% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 66% |
| Males | 47% |
| African American | 49% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 63% |
| Students with disability | 5% |
| Students with no reported disability | 64% |
| English learner | 25% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 94% |
| 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 | 94% |
| Students with no reported disability | 96% |
| Fluent-English proficient and English only | 96% |
| Gifted and talented | 92% |
| 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 | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 59% |
| Males | 65% |
| African American | 60% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 67% |
| Students with disability | 14% |
| Students with no reported disability | 65% |
| English learner | 10% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 73% |
| Males | 73% |
| African American | 67% |
| Asian | 73% |
| 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) | 78% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 78% |
| Students with disability | 36% |
| Students with no reported disability | 75% |
| English learner | 26% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 85% |
| 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
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 5
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 - 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 or Latino | 37% | 49% | ||
| White | 25% | 28% | ||
| African American | 15% | 7% | ||
| Multiple or No Response | 14% | 3% | ||
| Asian | 5% | 8% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 40% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 80% | 85% | ||
| Korean | 6% | 1% | ||
| Arabic | 3% | 1% | ||
| Urdu | 2% | 0% | ||
| Cantonese | 1% | 2% | ||
| Farsi (Persian) | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Samoan | 1% | 0% | ||
| Toishanese | 1% | 0% | ||
| Turkish | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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10789 Terra Vista Parkway
Rancho Cucamonga,
CA 91730
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Phone: (909) 980-1230
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