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GreatSchools Rating

Rancho Cucamonga Middle School

Public | 6-8

 

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Living in Rancho Cucamonga

Situated in an urban neighborhood. The median home value is $222,300. The average monthly rent for a 2 bedroom apartment is $1,310.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
No new ratings
2011:
No new ratings

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Parent involvement

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17 reviews of this school


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Posted January 27, 2014

I attended this middle school and now I'm attending college. First off I would like to say that I enjoyed the elective classes offered here such as art and computer programming. The also offered music. My Algebra teacher was also one of the best teachers I had. The library and the field were a decent size for a middle school. Although some downfalls of this school, I think, were the constant fights in school and also across the street where a park is. School food can only be described as the regular 'bleh' cuisine you would find in every school. Also the dress code was violated on many occasions mostly by girls, but some boys would be caught to. While I was there most of the staff would ignore kids who broke the rules and the very few one or two teachers who did enforce the school code were looked down upon as begin to strict and mean. After I left the school it was remodeled so a few things might have changed and hopefully the atmosphere of the students has as well.


Posted January 31, 2013

I have just moved to the area from a San Bernardino school that had GATE, IB, and MYP programs. I have had my daughter at this school for 2 weeks and regret every day of it!! the principal really is a slacker, they have male yard duties that should be checking students fro dress codes and really they are just enjoying the view. They also have no respect or admitration for the talent that my daughter had bought with her from the other school and after have visited the school districtm I find they simply just dont care and dont have the resources and or money to do anything about any of it. I reall ywish i had the gas money to drive my daughter back to Chaves Middle in San Bernardino where i know that cared and my daughter was getting straight A's.. Ill be even more ...upset if her grades drop an this isnt evn an advanced schol Htis school has not heard the last from me!!!!
—Submitted by a parent


Posted March 5, 2010

This school is very active at every class period. Teachers will be there for you and RCMS has Wacky Fridays and there are a lot of activites after school especially soccer.
—Submitted by a parent


Posted March 5, 2010

Very good and good quality at teachin. Smatr students and they will help you. This is better than any schools you will go to.
—Submitted by a parent


Posted June 21, 2009

This is the only middle school in this small district. Caring teachers with limited resources. This school doesn't do a good job preparing their students for High School. It seems like the schools in this District have a high turn over rate for Principals. They are only here a couple of years and they move on. There doesn't seem to be much parent involvement. The school does seem to be trying, but if I could do things over I would have chose a different school!
—Submitted by a parent


Posted March 1, 2009

RCMS is amazing!! This is my first year here, and I love it already. :) Teachers are nice and help with anything you need. They have lots of sports and other activities as well. I am a GATE student here and it's really fun. When you don't get something, the teachers help you until you do. P.E. is cool too!!! If you livein this area and are looking for a good school, it's right here at RCMS!
—Submitted by a student


Posted February 22, 2009

I go to RCMS too. Everything here is great. The teachers are really cool and help you with great techniques! I LOVE IT!! You won't regret coming to our school. :)
—Submitted by a student


Posted October 25, 2008

I am a student at this school and it is a terrible influence to the young education. Not only do the students there don't learn but nobody cares. Here is some advice... never attend this horrible school ! You'll have a bad expireince. Trust me.
—Submitted by a student


Posted August 26, 2008

I'm a student here at RCMS. RCMS IS A GREAT SCHOOL TO GO. We have teachers that help you when you need it. Staff that cares about you. RCMS what agreat school
—Submitted by a student


Posted July 28, 2008

im a student at rcms too and it great they teach you everything u need to learn and the teachers there help you with anything you need and they will support you on any subject and help you the rule i love rcms it nice clean place and its fun to be there.
—Submitted by a student


Posted June 19, 2008

i am a student here at rcms and i think it's a great school they taught me a lot and all teachers want the best for us!!!
—Submitted by a student


Posted April 8, 2008

I'd like to say RCMS. She has been there since 6th grade and she loves it. My daughter is very popular and has good grades she makes Honor roll several times a year. I'm so grateful to all her teachers that have done a great job with teaching. They show that they really care about students. This school had NEVER had the Spelling until 2008, My daughter is their 1st Champion for R.C.M.S. If it wasn't for her teachers, She wouldn't have won. Thanks to R.C.M.S.
—Submitted by a parent


Posted April 17, 2006

Great experience with this school and staff. My son has been attending since 6th grade and is now in 8th grade. His teachers have been wonderful, & helpful and most of all, they care about their students' progress. My son has been struggling w/Math and Language Arts, and I can't say enough praises about his Math/Science teacher, Mr.Graviano and his L.Arts teacher, Ms.Allas. Great office staff and caring Assistant Principal Mrs. Thompson. I would definitely recommend this school to anyone. Thanks RCMS for all your support and help. Couldn't have done it without you.
—Submitted by a parent


Posted June 30, 2005

my son just finished the 6th grade at r.c.m.s. and loved it. I liked it as well although I really didn't care for the principal. I hear he's moving to the district office. If the district and board members would hear the parents and teachers it might run a bit better. The teachers at r.c.m.s. are incredible and work hard at helping the students for those who are eager to learn. They are very informative to the parents as well.
—Submitted by a parent


Posted August 17, 2004

My son entered the 6th grade during the 2003-04 school year. Due to learning disability his abilities in Math and English are below grade level. High praises to his teacher Ms.Boy-K-Paul. I have met very few teachers who really respect and care about their students, and take time out of their busy schedule to get to know, encourage and motivate their students. Thanks to this wonderful lady, my son's self esteem is intact, he improved a great deal academically, and his first year in Jr. High was a complete success.
—Submitted by a parent


Posted June 18, 2004

To make a long story short, the school has done nothing on their part to help us with attendance problems & grades. My stepson had 24 unexcused absences his 7th grade year, this year he has close to 30. He failed 7th grade & looks as if 8th grade is the same. We were in the school's office when we were told by a teacher/counselor that they would not hold him back & that if his test scores were average that he would continue to be passed into highschool. However, he did reassure us by letting us know that in highschool, he would be placed in all the 'Dumb' classes!
—Submitted by a parent


Posted August 26, 2003

There are few people at this school that try to do their best for the student but, it's not enough! This school seriously needs a school psycologist on the staff. I give Mr. Markley high praise. He is great with the students and they respect him very much.
—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

806

Change from
2012 to 2013

-3

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

10 / 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

806

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

-3

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 2012 and Spring 2013. 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)

6 / 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)

10 / 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.

231 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
50%

2011

 
 
50%

2010

 
 
48%
Math

The state average for Math was 55% in 2013.

233 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
48%

2011

 
 
47%

2010

 
 
54%
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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

226 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
58%

2011

 
 
57%

2010

 
 
49%
Math

The state average for Math was 52% in 2013.

228 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
47%

2011

 
 
51%

2010

 
 
48%
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.

76 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
82%

2011

 
 
79%

2010

 
 
100%
English Language Arts

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

280 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
62%

2011

 
 
50%

2010

 
 
56%
General Mathematics (Grades 6 & 7 Standards)

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

224 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
57%

2011

 
 
43%

2010

 
 
33%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

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

302 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
54%

2011

 
 
43%

2010

 
 
51%
Science

The state average for Science was 67% in 2013.

279 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
59%

2011

 
 
50%

2010

 
 
55%
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 Students62%
Females65%
Males59%
African American59%
Asian86%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged61%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability63%
English learner24%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate46%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)67%
Parent education - college graduate74%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students48%
Females49%
Males48%
African American44%
Asian79%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged47%
Non-economically disadvantaged55%
Students with disability17%
Students with no reported disability50%
English learner12%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate38%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)53%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to state36%
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 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

English Language Arts

All Students48%
Females53%
Males43%
African American26%
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged43%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability49%
English learner19%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate27%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)53%
Parent education - college graduate74%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students49%
Females49%
Males50%
African American49%
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged45%
Non-economically disadvantaged66%
Students with disability25%
Students with no reported disability50%
English learner28%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate27%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)49%
Parent education - college graduate74%
Parent education - graduate school/post graduaten/a
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 Students76%
Females85%
Males68%
African Americann/a
Asiann/a
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)n/a
Economically disadvantaged74%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduaten/a
Parent education - high school graduate80%
Parent education - some college (includes AA degree)74%
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students54%
Females60%
Males50%
African American49%
Asian67%
Filipino73%
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged52%
Non-economically disadvantaged64%
Students with disability50%
Students with no reported disability55%
English learner16%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate53%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)53%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to state53%

General Mathematics (Grades 6 & 7 Standards)

All Students54%
Females52%
Males56%
African American48%
Asiann/a
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)58%
Economically disadvantaged49%
Non-economically disadvantaged71%
Students with disability13%
Students with no reported disability60%
English learner33%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate40%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)51%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to state45%

Geometry

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

History - Social Science Grade 8 Cumulative

All Students45%
Females45%
Males45%
African American40%
Asian72%
Filipino55%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged42%
Non-economically disadvantaged57%
Students with disability18%
Students with no reported disability49%
English learner8%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate26%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)45%
Parent education - college graduate66%
Parent education - graduate school/post graduaten/a
Parent education - declined to state27%

Science

All Students53%
Females53%
Males53%
African American49%
Asian72%
Filipino55%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged51%
Non-economically disadvantaged60%
Students with disability73%
Students with no reported disability52%
English learner20%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate37%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)56%
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to state47%
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
Hispanic 66%
Black 15%
White 10%
Asian 4%
Two or more races 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 67%N/AN/A
English language learners 13%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

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School basics

School Leader's name
  • Bruce LaVallee
Fax number
  • (909) 481-5381

Resources

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

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10022 Feron Boulevard
Rancho Cucamonga, CA 91730
Phone: (909) 980-0969

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