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GreatSchools Rating

Arizona Middle School

Public | 6-8

 
 

Last modified
Community Rating

4 stars

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

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14 reviews of this school


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Posted August 13, 2013

This school has no reviews from 2009-20012 and only 1 in 2013. There are great reviews from 2008 and before. These reviews are definately outdated. This school provides students with limited (if any) opportunities for extra curricular activities. Cheerleaders, soccer team, and any other sport at this school is only based on who you know and does not give all students equal opportunity to join a sport. In the past, school is undoubtedly the best place for children to be involved in sports. This school does not promote that. You can only be a part of the sports team or activities, if you know someone who is doing the picking and choosing. The college promotion program (AVID) at Arizona Middle School is not for everyone to join. In fact they interview your student and then send a letter whether you are accepted into the program or rejected in being college bound. My daughter took the initiative and wanted to be a part of this program. After 1 interview with 1 person, she received a letter of rejection. So, basically there are no activities that your child can be apart of unless they interview and are approved by the interviewer. This leaves a student with no opportunities to improve.
—Submitted by a parent


Posted June 6, 2013

Middle school is difficult. Not everyone gets along, but staff tries their best to stop and prevent bullying. The teachers are fun and most know what they're doing. Arizona isn't the nicest looking school but many students, staff, and parents try and keep it clean. It's fifty years old, it shouldn't look brand new and perfect. Overall, Arizona Middle School gives students a good education and makes things fun. I loved my three years at Arizona and I will miss it when I go to Hillcrest.


Posted June 30, 2009

This School Is amazing! I love it(:'
—Submitted by a student


Posted June 25, 2008

my son goes to Arizona Middle School and he gets a very good education and the teachers are great
—Submitted by a parent


Posted May 22, 2008

My son and two nieces currently attend Arizona Middle School. The staff is great and the activities are good for the students. The after school program is awesome. Test scores are comparable. Our sports program is awesome and growing. I recommend this school to anyone. My son is a honors student and is going to La Sierra next year in the AP program.
—Submitted by a parent


Posted October 4, 2007

I'm currently attending Arizona Middle School, receiving straight-As, and participating in several of the clubs offered by my school. I think very highly of my school (and coming from a student, that should mean a lot), but if I were to congratulate it in one aspect, I would have to say that whoever interviewed and chose the staff members (the principal, I would assume) did an excellent job. Every teacher I've ever had at this school has put extra effort into making it easy for me to learn. Almost all of the teachers are strict when it comes to enforcing rules and making sure we learn the concepts yet very cool and upbeat. Students actually enjoy classes, but the teachers make to discipline us as well. Also, the counselours are always kind and ready to be helpful. Overall, I am proud to call myself a soon-to-be alumni of this school.
—Submitted by a student


Posted March 29, 2007

There are both good and bad things at this school. The mathematics department is having trouble for a reason; the school has a lot of new teachers. Some positive aspects include Pentathlon (the signature club), AVID (from which it became a model school), and a friendly atmosphere. Arizona may also be very old- but will get a new two-story building in fall 2007; in addition, the district is expecting a new gym for it in the future. Test scores have risen dramatically over the years. If people would just give it a chance, then it would be just as good as any wealthy middle school in places like Irvine or Poway.
—Submitted by a former student


Posted February 12, 2007

Arizona seems to be a well structured atmosphere for our impressionable children. I am impressed with the teachers and counselor. I see my daughter has developed a more responsible attitude. Hats off to the teachers!
—Submitted by a parent


Posted September 22, 2005

Few artistic electives (art, creative writing and band) since the industrial tech. class was calnceled. Many students enrolled in math intervention or reading intervention as their elective. Top-credentialed teachers and innovative programs, such as interventions and pull-outs during P.E. Won cleanest school award three years in a row. Won Academic Pentathlon at one oar many levels for Riv. Co. last three years in a row. School has increased test scores past few years except this year; students struggling in math. There is a desperate need for more parental involvement at this school. We need volunteers, materials and support.
—Submitted by a teacher


Posted June 21, 2004

This is a great school in our area. The staff is very friendly and hard working.
—Submitted by a parent


Posted March 28, 2004

Arizona Intermediate School has outstanding academic and social excellence.Being at Arizona has taught me respect and responsibility. With that I have also reached an academic excellence further than ever before. The staff at Arizona is kind and caring. Take it from someone who resides at this wonderful school.At Arizona every problem is delt with great perseverance and curiousity. As a student at Arizona I am proud to say my school has brought me to the conclusion that we are the best and that is done with hard work and teamwork.
—Submitted by a student


Posted February 25, 2004

I have yet to speak to the principal or my student's counselor after several requests. The policy of being open and keeping the parent informed isn't being upheld. If a child is in need of academic help, and the parent has tried several times to initiate contact with the teacher, I think the teacher should follow up. That has also been the case with my student. My son's counselor wasn't even aware of my students risk of losing credit for his class. How is it that the Administration staff isn't informed? I have yet to be contacted by anyone at the school in regards to my student's lack of credit and what is needed to make it up. Very poor communication, and follow through.
—Submitted by a parent


Posted September 19, 2003

My experience since Kinder: if a student is academically challenged, Arizona does not live up to the expectations of Advanced Classes. I moved out of district in culmination of similar situations. Tired of school teaching 'down'. I went to the Board, PTA, GATE meetings to no avail. No Choice - move out of distict - Corona-Norco School District. My son had a month left until graduation from middle school. Asked if he could remain with his class, the answer was NO. I understand overcrowding, but one month prior to graduation was not unreasonable. Very discouraging but made me feel just that much more confident about our decision to 'get out' of the Alvord Unified School District.
—Submitted by a parent


Posted April 16, 2003

The teaching staff at Arizona is outstanding. Mr. Bush (Science) and Mrs. Bush (Language Arts) are both outstanding teachers. My daughter came from a private school and I was concerned about sending her to puvlic school, my fears were completely unwarented. She is receiving a top notch, well rounded education.


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

813

Change from
2012 to 2013

+5

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

9 / 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

813

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

+5

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)

9 / 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.

346 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
54%

2011

 
 
56%

2010

 
 
49%
Math

The state average for Math was 55% in 2013.

351 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
53%

2011

 
 
66%

2010

 
 
63%
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.

35 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
78%

2011

 
 
92%

2010

 
 
78%
English Language Arts

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

336 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
55%

2011

 
 
50%

2010

 
 
48%
Math

The state average for Math was 52% in 2013.

305 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
63%

2011

 
 
57%

2010

 
 
41%
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.

295 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
38%

2011

 
 
38%

2010

 
 
43%
English Language Arts

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

351 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
55%

2011

 
 
52%

2010

 
 
53%
General Mathematics (Grades 6 & 7 Standards)

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

46 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
0%

2011

 
 
0%

2010

 
 
6%
Geometry

The state average for Geometry was 85% in 2013.

27 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
90%

2011

 
 
71%

2010

 
 
81%
History - Social Science Grade 8 Cumulative

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

378 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
48%

2011

 
 
53%

2010

 
 
48%
Science

The state average for Science was 67% in 2013.

350 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
72%

2011

 
 
70%

2010

 
 
65%
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 Students47%
Females51%
Males44%
African American31%
Asian38%
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged45%
Not economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability47%
English learner39%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate42%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)51%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to state40%

Math

All Students55%
Females49%
Males60%
African American23%
Asian62%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged53%
Not economically disadvantaged65%
Students with disability33%
Students with no reported disability56%
English learner52%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate53%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)59%
Parent education - college graduate68%
Parent education - graduate school/post graduaten/a
Parent education - declined to state30%
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 Students95%
Females100%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged91%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only97%
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 Students49%
Females52%
Males46%
African American48%
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged44%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability49%
English learner32%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate39%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)47%
Parent education - college graduate65%
Parent education - graduate school/post graduate79%
Parent education - declined to state54%

Math

All Students50%
Females53%
Males45%
African American56%
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged46%
Not economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability50%
English learner39%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate43%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)49%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to state58%
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 Students49%
Females58%
Males41%
African American53%
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged49%
Not economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability48%
English learner35%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate41%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)51%
Parent education - college graduate70%
Parent education - graduate school/post graduaten/a
Parent education - declined to state46%

English Language Arts

All Students59%
Females65%
Males54%
African American58%
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged58%
Not economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability60%
English learner30%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate54%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)63%
Parent education - college graduate78%
Parent education - graduate school/post graduate73%
Parent education - declined to state43%

General Mathematics (Grades 6 & 7 Standards)

All Students11%
Females6%
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Not economically disadvantagedn/a
Students with disability5%
Students with no reported disability15%
English learner14%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate7%
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 Students92%
Females90%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged88%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented94%
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 Students64%
Females61%
Males66%
African American59%
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged62%
Not economically disadvantaged69%
Students with disability28%
Students with no reported disability67%
English learner45%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate61%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)63%
Parent education - college graduate93%
Parent education - graduate school/post graduate73%
Parent education - declined to state67%

Science

All Students81%
Females83%
Males78%
African American84%
Asiann/a
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)100%
Economically disadvantaged80%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability81%
English learner64%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate74%
Parent education - high school graduate83%
Parent education - some college (includes AA degree)83%
Parent education - college graduate96%
Parent education - graduate school/post graduate82%
Parent education - declined to state79%
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 79%
White 9%
Black 5%
Asian 3%
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 79%N/AN/A
English language learners 36%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 2%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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11045 Arizona Avenue
Riverside, CA 92503
Phone: (951) 358-1675

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