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Teacher quality
Principal leadership
Parent involvement
I am currently a student at Amelia Earhart Middle School and I enjoy learning in such a great open enviroment. All of my teachers are excellent! I improved my grades when I started coming to Earhart. The afterschool program is also spectacular! Students can finish their homework and go home without doing it last minute. In conclusion, Amelia Earhart Middle School provides a wonderful learning experience enviroment!!!
My son told me that he watched 12+ full length Hollywood movies/year during his classes at Earhart. The vast majority of these movies were not even arguably educational. For example, he watched Toy Story 3 (twice) and Avatar (about 4 times). By the time we got around to seeing Avatar as a family, he knew all of the lines. We complained about the movies to the to the principal, who acted shocked and said that he would do something to fix the problem. Of course, a few months later our son was watching another movie in class -- while the principal laughed with the teacher in the back of the room. Also, avoid Mr. Little. At the "back to school" night, Mr. Little informed the parents that he doesn't require the students to do science fair projects because, "most of them wouldn't do good projects anyway." As it turned out, he hardly assigned any homework...and based at least one test on a Hollywood movie. Honestly, a teacher is supposed to challenge his students -- not abdicate his responsibility to teach because he assumes that the majority of the students will turn in mediocre work. Some teachers are excellent, though: Mrs. Brooks, Mrs. Stearns, and Mrs. May come to mind.
—Submitted by a parent
I strongly URGE every parent to take a moment to read this! I have personal knowledge that PE Coach, Augustine Vega has a history of molestating young girls. I know this because I was one of them many years ago at the age of 14. I received a call from thr Riverside DA's office asking me to testify against him again a few years ago as he had done it again. Myself and a couple of others have alerted the Principal, Vice Principal and Superintendant of this fact yet nothing has been done. Please verify for yourself with the Riverside County District Attorney's office or Valley View High School staff under the direction of previous principal, Joe Palomino. I do not wish for another young child's life, self esteem, youth and trust to be damaged by his actions. As a parent myself now, I cannot merely keep quiet and wait to get another call asking for me to testify against him yet again. We must protect our children...even at the cost of the great PE program he helped initiate, which is the reason I suspect no action has been taken. Please verify for yourself, and then act upon these facts.
—Submitted by a parent
I would consider Earhart a great learning environment for all students due to the high expectations as well as embedded support for the students. As far as the staff, the teachers at Earhart genuinely like teaching and have great energy and motivation to be the best school overall.
—Submitted by a teacher
I would consider Earhart a great learning environment for all students due to the high expectations as well as embedded support for the students. As far as the staff, the teachers at Earhart genuinely like teaching and have great energy and motivation to be the best school overall.
—Submitted by a teacher
amelia earhart is a very good school to attend. my favorite teachers are mr. morri and mrs. baker-brooks. they are awesomee!!!!:D
—Submitted by a student
Great school, great parent participation, great teachers!
—Submitted by a parent
Amelia Earhart Middle School is probably the best middle school in Southern California. Honestly, I have never met better teachers in my life. Mrs. Coover and Mr. Jensen were two of my favorite teachers there. Others were Mr. Morris, Mr. George, Mrs. Brown, Mrs. Gusman, Mrs. Maclaughlin, the list goes on for miles. Once in History class, I actually watched Glory, which taught me much about the 54th Massachusetts Infantry Regiment and the Civil War. Overall I would say this school is extremely underrated and deserves more respect and praise.
—Submitted by a student
I have been very disappointed with the administration of this school. My children have endured bullies, and unfair treatment since Judi Paredes left.
—Submitted by a parent
I love amelia earhart. I'm currently a seventh grader there, and i love all my teachers, which are Mrs. Jones(math), Mrs. Stearns(history & l.A.), Mrs. Prewitt especially (science), Mr. Siefken (p.E), Mrs. Brodeur(explore), and Mr. Luchsinger (director of tha play i'm in). Its a little more strict here now, but i dont really care. Earhart is my second home. Remember this: once a hawk, always a hawk !
—Submitted by a student
I did not particulary like this school for my kid. Tested it for the full 2 years. Statistics show public school does well up until the 6th grade then starts taking a drop in California. This school is no exception. They learn history by watching Hollywood Movies! Unbeleivable but true. Every Tuesday they finish at noon otherwise 1:55 PM. Very little homework. Dress code includes allowance of mini skirts and plenty of suggestive clothing. I don't rank the teachers and Principals to be exceptional. They are part of the system that allows all these things. Field trips are non-educational i.e. Water Parks.
—Submitted by a parent
Earhart middle school was the first time i had been at a public school, and although some of the aspects of the cirrucular activities were challenging it was a rewarding and fun experiance. The teachers are great, i believe in order to teach a student you should know the student, and the staff is very good at getting to know thier students well. During my school year there was a huge lose of one of our students and a great friend, the school was great at bringin in counslers to help us all through this rough time. A great school, great staff and a rewarding experisance, some of the best two years of my life
—Submitted by a student
Earhart MS merits the highest rating of 5+. The teachers are exceptional & without the support staff Earhart would not be regarded as the most outstanding middle school in the district.As a parent of three Earhart 'boys', I think that the outstanding teaching staff has given my kids the one-on-one guidance that has allowed them to be better students & to have the confidence in themselves that will definitely be instrumental in high school. Each year Earhart continues to make strides in our educational system which sets higher bench marks for others to pursue.
—Submitted by La Donna Ferryman, a parent
I think Amelia Earhart Middle School is the greatest! I want to thank my great teachers Miss Brawner,Mrs.Rodriguez,Mr.Seifken, Mrs.Brodeur, For 2 classes Mrs.Wright and last but not least Mr.Luchsinger. All of theses teachers are in order.
—Submitted by a student
The teachers are fantastic! The students are very well behaved. The principal is new this year, I really like her. Great after school program, at no cost. Many free field trips and enrichment activities. Private school education, at a public school.
—Submitted by Beverly, a parent
This is an amazing school with great teachers who have unique and effective methods of teaching, and a wonderful campus that I truly love. My time here has been 2 of the best years of my life.
—Submitted by a former student
If your child is doing well in school, then this school is great. My son had some challenges and was shuffled around. He wasn't given tests to find out what areas were problematic for him. Teachers and school staff poorly communicated with us, had problems getting return phone calls, and if a return call was made, it went to the wrong household. I suggest more attention to the kids that need more help whether it's educational or personal.
—Submitted by n/d, a parent
overall, earhart is fine with one exception. i do not feel that english is taught properly. i am referring to writing more than anything else. sentence structure is almost entirely neglected. essays are given back and are permitted to be corrected after the teacher has shown what is incorrect. does that really teach something? if someone told me to add a comma and i do, i learn however should i now get an improved grade for doing so? i think not. this gives a student a false sense of thinking he is achieving because he may have gone from a b or c to an a. when doing an assignment the grade should be what is turned in the first time.
—Submitted by sj, 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 Algebra I was 86% in 2012.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
476 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
362 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.
410 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
524 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.
34 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
95 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.
548 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
535 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 | 97% |
| Females | 96% |
| Males | 96% |
| African American | 92% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 95% |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 88% |
| Males | 82% |
| African American | 84% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 87% |
| Students with disability | 67% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 77% |
| Males | 78% |
| African American | 68% |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 81% |
| Students with disability | 76% |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 89% |
| 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 | 54% |
| Females | 62% |
| Males | 47% |
| African American | 44% |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 58% |
| Students with disability | 36% |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 70% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 86% |
| Males | 78% |
| African American | 66% |
| Asian | 93% |
| Filipino | 100% |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 84% |
| Students with disability | 64% |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 18% |
| Females | 15% |
| Males | 19% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 19% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 25% |
| Students with disability | 11% |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 94% |
| Males | 98% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 95% |
| Students with no reported disability | 96% |
| Fluent-English proficient and English only | 96% |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 70% |
| Males | 74% |
| African American | 59% |
| Asian | 91% |
| Filipino | 92% |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 78% |
| Students with disability | 26% |
| Students with no reported disability | 76% |
| English learner | 38% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 88% |
| Males | 89% |
| African American | 78% |
| Asian | 95% |
| Filipino | 100% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 91% |
| Students with disability | 63% |
| Students with no reported disability | 90% |
| English learner | 64% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 92% |
| 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 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 - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 49% | 28% | ||
| Hispanic or Latino | 29% | 49% | ||
| African American | 11% | 7% | ||
| Asian | 7% | 8% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 4% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 27% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 79% | 85% | ||
| Korean | 9% | 1% | ||
| Russian | 3% | 0% | ||
| Arabic | 1% | 1% | ||
| Ilocano | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Tongan | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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20202 Aptos Street
Riverside,
CA 92508
Phone: (951) 697-5700
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