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Teacher quality
Principal leadership
Parent involvement
I am an eighth grader at this school. This year has gone by very fast and in about two months school will be over and my friends and I will all go our seperate ways. I will always cherish this school. I've had so many amazing memories these past two years that I've been attending RPH. I believe this school has prepared me for high school and the challenges that may lie ahead of me. The Principal and staff are really caring and supportive. I have never met a more caring Principal nor staff. This school has taught me so much. I will miss this school dearly along with all the great friends that mean the WORLD to me. I would reccommend this school to parents and children who have a love for learning and who will be proud of being a RPH Tiger. Please parents, consider signing your child up for this school. There's a chance that it might not be this year but there is ALWAYS next year. Do not give up hope, in the end you won't regret it. Also, Richardson has an amazing music program. RPH does not have sport teams anymore but during the course of the school year they do offer after school sports like Cross Country, Soccer, Softball, Volleyball, and a couple other sports.
MUSIC PROGRAM. The very best music teacher teaches here, and plans to stay until he covers the perimeter of his room with his band/orchestra class photos. (One large, framed picture every year, pretty big room.)
Is a great school, but the homework is painful D: The teachers are nice and so are most of the students.
I am a soon-to-be eighth grader at this school. I know that when that school year comes to an end, I will be very sad. This school is the best school I have ever been to. The field trips are awesome and very educational, the visual and performing arts classes are outstanding, and we are encouraged to do our best. I am a straight A student. I can prove that this school really has everything to get students prepared for life. Also, there are no fights. If there are parents reading this, please consider signing your child up for this school. You might not get in, but it is O.K. There is always next year.
I was a student here. Very prep-high (as they used to be called). Totally lived up to their name. The only school who ever offered "brunch". I loved my teachers there (other than Ms. Neubert (history) who was Very old-school.. played the piano and expected u to keep up. Art teacher was VERY cool. Taught me things no other teacher (even in High school) taught me. Science teacher also was great, taught well beyond my years of understanding but patient enough to help me 'get it'. Ultimately a bad taste in my mouth with PE teacher and History teacher because they were so 'blah' and not into what they were doing. Wouldn't doubt if they aren't even teachers anymore anyway. They definitely weren't into it. Overall give the school a C+ or B
I used to come here. (: Loved this middle school. It's a place of excellence in between a world of chaos. The expectations are high but the teachers try their best to have everyone succeed and for the most part, they do. It has an approximate of 600 students which makes it so easy to have the teachers really know all of their students. Having the highest API in the district of San Bernardino, I am proud to say, I once was-- still am-- a tiger.
I am 11 years old and my name is Erica I am not a student at Richardson yet im going there this month i am very excited!!!!! My sister was very frustrated about not making it in 6th grade but she made it into 7th... ever since it has been a complete dream to go there i have worked hard through blood swet and tears and now i finnaly made it this will be the best yeas in my life i can feel the adrinalin moving through my vains!!!!!
I am not a student, but my brother was one. He has told me great things about this school. I believe him and hope to go there myself. I have just finished 4th grade and I know Richardson, thanks to my brother. I have been there on several occasions, and I think very highly of this middle school. I know a lot of students in this school and know what kind of school Richardson is. I wish that maybe I am able to go to Richardson.
i believe the school promotes eighth graders to be mean towards sixth graders
—Submitted by a student
Richardson is a very high demanding school but that is a good thing for the kids today. The teachers at Richardson care very much about the kids that go there and that they want to see them succeed in the rest of their school life. Its not easy in school and Richardson makes them think about what they need to do and how they can do and do it well.We need our children to succeed in life and I am so blessed to have Richardson apart of my childs life we need alot more of Richardsons in all the school district all over the world.Thank You Richardson for being there and CAREING ABOUT THE CHILDERN.
—Submitted by a parent
i went to rph all three years and now I am a 9th grader at cajon and it prepared me for high school level classes
—Submitted by a parent
I like that the kids have to sign contracts and live up to them.
—Submitted by a parent
Richardson's challenging standards teaching style definitely prepared me for honors and AP courses in high school. i am a former Richardson student, and i'm now a junior at Eleanor Roosevelt high school in corona. sure it may seem like a lot of tedious work, and may get a bit overwhelming at times, but it isn't impossible to do well if you work hard. I loved my teachers except for a select few. I had a lot of fun during my three years at Richardson, and I wish i could go back.
—Submitted by a student
Richardson Prep Hi School is a wonderful school.My child likes it alot .She is making friends,The after school program is helps her with her homework.She learning skills that will take her far in life.
—Submitted by a parent
Great school. Its the best of the Best. I have 2 children in this school. In in Gate and the other in Regular. Both are pushed to do their best and never given an option to give up, even when they are struggling. The teachers will give the student the resources needed to succeed. I am blessed they were admitted.
—Submitted by a parent
I have found most of the teachers at Richardson to be prima donnas. They expect the kids to be perfect and not be normal kids who make normal mistakes growing up. I am glad that my child goes to Richardson, since all of the children seem to be good kids and I feel that my child is at a safe school. However, I do feel that the grading practices are very strict. This year there is a new principal and even dress code seems stricter than previously. I am saying all of this to warn parents that they need to be ready to really be involved in their child's education and expect a lot of homework (2-3 hours a night). I do feel that my child will be well prepared for high school when she finishes at Richardson Prep.
—Submitted by a parent
I am a student a rph and i love every minute of it. I am currently an eighth grader andbsad to leave rph for arroyo but remember...once a tiger always a tiger
—Submitted by a student
I graduated from rph in 05 I loved everyday I spent there. I am a senior in hs this year, and as I look back on the 3 years I spent at rph, I realize that those were some of the best years of my life. Thanks rph for helping me realize my potential. Now I am going off to college next year to get a degree in Forensics Anthropology, and I truly believe that rph is responsible to help me realize how much I am capable of doing when I put my mind to it.
I just ended my three years at RPH. I loved it. It's an amazing experience. All the kids and teachers support eachother and they're really nice people. This school is a little tough but if you try, you can make it through. I love this school and I'll always remember my experiences at RPH.
—Submitted by a student
I started this school in January of '08. Even though I started late I recieved a bundle of support and help from teachers and fellow peers. Even though there is a challenge to get into the school it is worth the wait. At my old school I was failing and my highest grade was a C. But at RPH my lowest grade is a C. The vibe is excellence. There is no drama or distraction what-so-ever. This is a great school !! I will take everything I learned here throughout my entire life
—Submitted by a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 59% in 2012.
196 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
196 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
29 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
202 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
173 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.
189 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
189 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.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
189 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
189 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 | 82% |
| Females | 83% |
| Males | 83% |
| African American | 85% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 77% |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 81% |
| All Students | 81% |
| Females | 76% |
| Males | 88% |
| African American | 95% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 75% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 86% |
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 | 97% |
| Females | 91% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 97% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 92% |
| Males | 85% |
| African American | 95% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 96% |
| All Students | 94% |
| Females | 93% |
| Males | 94% |
| African American | 80% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 95% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 91% |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 97% |
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 | 81% |
| Females | 82% |
| Males | 77% |
| African American | 88% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 86% |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 56% |
| Parent education - declined to state | 77% |
| All Students | 91% |
| Females | 92% |
| Males | 89% |
| African American | 92% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 83% |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 100% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 77% |
| Males | 85% |
| African American | 79% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 74% |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 83% |
| All Students | 93% |
| Females | 91% |
| Males | 95% |
| African American | 96% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 91% |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 97% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 98% |
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 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Students with no reported disability
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 64% | 49% | ||
| White | 17% | 28% | ||
| African American | 13% | 7% | ||
| Asian | 3% | 8% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 2% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 71% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 100% | 85% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 30 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 16 | N/A | 11 |
| Average years teaching | 18 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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455 South K Street
San Bernardino,
CA 92410
Website: Click here
Phone: (909) 388-6438
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