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Curtis Middle School

Public | 6-8

 

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Living in San Bernardino

Situated in an urban neighborhood. The median home value is $84,300. The average monthly rent for a 2 bedroom apartment is $960.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars


Teacher quality

Principal leadership

Parent involvement

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10 reviews of this school


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Posted March 28, 2010

I love this school. My child is a G.A.T.E student. His Math and Language Arts teachers, are very good at keeping in contact with the parents. I regularly get a email from both teachers with updates on my son. They let me know if there is a problem or if hes doing well. They never center him out. They always take the time to discus things with me. My sons Language Arts teacher even provided me with helpful information on raising a G.A.T.E child. I have personally never had a problem with any of his teachers. They've always been very attentive with him, When hes had problems, inside and outside the class room, they've always been there to talk to him. Not to mention the school is very clean and kept up nice.
—Submitted by a parent


Posted March 12, 2009

best school ever even though scores are not GREAT the kids learn a lot!
—Submitted by a student


Posted November 4, 2008

I love this school i use to go there it is so much fun and the teachers are great


Posted October 3, 2008

I like the school but I do not like the how the kids have to walk to school especially when there is alot of kidnappings and child molestaions going on,my daughter has to walk to school @ 5:30am to get to school on time.
—Submitted by a parent


Posted February 29, 2008

this school gets a 5 from me. my children excelled while at this school and carried over the skills that they learned to high school where they are doing wonderful..
—Submitted by a parent


Posted July 19, 2007

first of all this school is very great my daughter goes there and she has good grades and the teachers are great sports academics is great in volleyball.the involment of parents is not much that's the problem not much but after all its good.
—Submitted by a parent


Posted May 23, 2007

Curtis Middle School has not only been the most improved school, but now has reached an outstanding third place.
—Submitted by a former student


Posted November 22, 2004

One great thing about CMS is that they have a highly qualified staff. The administrators and staff work as a team to ensure that every student works to his/her greatest potential. Teachers meet twice a week to collaborate on improving curriculum and assessment of their students. The school utilizes a coaching plan, where once a month teachers observe one another, and later get together to discuss strategies on how to improve learning. Since the school focuses on teaming of students, discipline problems are minimal. The school-wide discipline policy is consistent from one team to the next, and we all know that consistency is key when working with middle school students. Last year, CMS had the highest API growth of all elementary, middle, and high schools in the entire county of San Bernardino, for the second consecutive year.
—Submitted by a teacher


Posted June 15, 2004

Curtis has not complied with 'No Child Left Behind Act' because several students have been left behind day after day. The Principal and his staff discriminate children on the basis of children behavior. Instead of helping the children overcome their behavior, Curtis places these children in an all day one classroom with one or two teachers in charge and a very poor curriculum. Children are discriminated from obtaining good quality education. Curtis expend more time scolding these children than educating them. Their Principal and specially their Vice Principals act as accusers and not as Professional Administrators towards these children's needs. Using their favorite words they said, 'When a child is disrupting constantly, in class we place him in this opportunity classroom...' when in reality there is no opportunity at all. They cannot educate these children because they care more about sending these children out of school on suspension or expulsion.
—Submitted by a parent


Posted June 20, 2003

I am extremely glad that my son will no longer be going to Curtis Middle School.My son, who's been in RSP since kindergarten, was not sent to his RSP classes at Curtis,which are special classes that focus on bringing a child with learning disabilities up to grade level. As a result, my son regularly brought home D's and even an F for the first time ever. When special projects were assigned like research reports, I helped my son on the computer and as a result, he was 'docked' on his grade because he got help from me(as per the comments attached to the grade on these reports), even though my sons learning disabilities prevented him from completing these tasks without help(like RSP). Discipline at Curtis is minimal at best, with groups of bullying kids beating up on weaker children with little or no consequences to the bullying kids. If discipline was administered, the bullying kids as well as the victim were punished for fighting, because authority figures at Curtis didnt go the extra mile to get to the root of the problem. I'm grateful that my three older children did not have to endure Curtis as their middle school. Unfortunately, the only child of mine requiring special help, my youngest, was sentenced to Curtis, where the only thing accomplished for him there was low self-esteem. If any parent finds that their child has been sentenced to attend Curtis, I sincerely hope that you do everything in your power to transfer your child elsewhere!


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

743

Change from
2012 to 2013

+46

API Statewide Rank
(2012)

1 / 10

API Similar Schools Rank (2012)

7 / 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 its schoolwide API target for 2013.
  • This school has not yet 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 met all student subgroup API targets for 2013

This school's
API score

743

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

+46

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

1 / 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)

7 / 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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 55% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/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.

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.

398 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
38%

2011

 
 
31%

2010

 
 
28%
Math

The state average for Math was 52% in 2013.

398 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
45%

2011

 
 
29%

2010

 
 
34%
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.

283 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
29%

2011

 
 
38%

2010

 
 
42%
English Language Arts

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

426 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
37%

2011

 
 
33%

2010

 
 
30%
General Mathematics (Grades 6 & 7 Standards)

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

182 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
5%

2011

 
 
21%

2010

 
 
22%
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.

470 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
22%

2011

 
 
22%

2010

 
 
18%
Science

The state average for Science was 67% in 2013.

424 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
36%

2011

 
 
36%

2010

 
 
31%
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 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

Math

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
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 Students39%
Females41%
Males37%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability39%
English learner12%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate34%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)38%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state41%

Math

All Students51%
Females49%
Males54%
African American33%
Asiann/a
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)n/a
Economically disadvantaged52%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability52%
English learner36%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate47%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)63%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state48%
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 Students47%
Females46%
Males47%
African American32%
Asiann/a
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)42%
Economically disadvantaged47%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability46%
English learner39%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate50%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state43%

English Language Arts

All Students37%
Females43%
Males31%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged36%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability37%
English learner6%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate36%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)48%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state32%

General Mathematics (Grades 6 & 7 Standards)

All Students18%
Females22%
Males16%
African American13%
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged19%
Non-economically disadvantagedn/a
Students with disability7%
Students with no reported disability22%
English learner21%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)29%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state13%

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 Students28%
Females26%
Males29%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged28%
Non-economically disadvantagedn/a
Students with disability8%
Students with no reported disability30%
English learner3%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate25%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)39%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state24%

Science

All Students56%
Females54%
Males60%
African American55%
Asiann/a
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)69%
Economically disadvantaged58%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability57%
English learner19%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate56%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state49%
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 State average
Hispanic 78% 52%
Black 13% 6%
White 5% 26%
Asian or Asian/Pacific Islander 2% 11%
Two or more races 1% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 97%N/A54%
Source: NCES, 2010-2011

Teacher experience

  This school District averageState average
First-year teachers 8%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Marlene Bicondova
Fax number
  • (909) 388-6339

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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1050 North Delrosa Drive
San Bernardino, CA 92410
Phone: (909) 388-6332

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