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Special education
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Teacher quality
Principal leadership
Parent involvement
While this school may show satisfactory performance on standardized testing, administration (the principal, specifically) does little to nothing to protect its students from bullying. The bullied are blamed and the horrific acts are brushed under the rug. When the bullied child's grades drop because he/she is depressed and giving up in school, this is taken into account to the child's detriment when bullying concerns are brought up by parents. I am glad my children do not attend PB Middle School, and I would not recommend it to anyone whose child may be bullied. If your child is a bully, don't worry. They won't get a consequence- Sincerely, A special education teacher
—Submitted by a teacher
I work with children professionally & am a mother. PBMS is hands down, by far, the WORST school I have ever seen. Some of the teachers have already received their pink slips & have a apathetic, cavalier attitude. The administration is uncaring, unconcerned, and shockingly pompous for individuals who have chosen this as their career, yet are doing such a poor job. The principal doesn't even have a working voicemail. Bullying is rampant, racism is real and omnipresent, yet apathy and helplessness is embedded in the PBMS culture. If you're the type of parent that barely slows their car when dropping off their child in the morning, this school will be great. It looks ok on the surface, and maybe your child will get lucky. God knows if you send out an email to your child's teacher, you wont be bothered by one in return. But if you are an involved, concerned parent, RUN AS FAST AND AS FAR AWAY AS YOU CAN. As far as Dr. Martel, the principal? She is a prime example of what happens as bullies age...mean, patronizing, duplicitous, and unable to accept or acknowledge fault...thus, a large part of why PBMS is the way it is. Children everywhere will be better off for her retirement.
—Submitted by a parent
As a student, I know what PBMS is really like. This is my second year at PBMS, and I am loving it. The teachers are not so strict as to punish every little flaw and scare students. They do not let kids run wild either. Some people do not like the fact that the school is about mostly Spanish-speaking, but I think it is good to play and learn with other cultures. I have even learned a few words from them, mostly about soccer. The International Baccalaureate program is fantastic because we learn about the whole world and what is happening in it. If we know the current problems, wars, and politics of the world, we can turn those situations around in the near future. We are, after all, the voting citizens of the United States in a few years. This school is equally devoted to the teaching of both boys and girls, and there is no racist problem either. Once again, I love PBMS and I highly recommend this school.
If you are considering this school for your children watch out. One in seven students is on an IEP plan. This means that the PBMS administration identifies one in seven students as having a learning disability. The administration aggressively pushes these special education programs to students who are not performing well without explaining the drawbacks of the program or other alternatives to parents. Minorities are overrepresented in these programs. Also, once your child is on an IEP plan, only the team can decide when the IEP plan is no longer needed. What are the benefits to this school to have so many IEP students? Does the school receive special funding for these students? Are IEP students test scores considered a special category so they don't affect overall test scores for the school? Statistically, what is the number of hispanic students that attend vs. the number that are identified as having a learning disability? What is the number of students nationally that are identified as having a learning disability vs. the one in seven rate at PBMS? These are questions every parent should ask if they are asked to participate in an IEP meeting.
—Submitted by a parent
As a parent of three boys who have either attended or are currently attending PBMS, I couldn't be more happy with the educational rigor, opportunities for personal growth & phenominal staff at the school. All three of my boys work hard and have consistently achieved outstanding grades. The physical education program is superb as well, which for my active boys was the perfect balance to the educational challenge. The Spanish language and band options provide additional enrichment. I would recommend this school for any SD student!
—Submitted by a parent
The secret issue with PB Middle is that their system is set up for girls, so the majority of boys don't get good grades. Even boys with good state test scores don't get good grades. A couple years ago, some parents figured out that only about 15 of the 95 7th grade boys could get a B or better, yet over 50 of these boys scored high on the state test. Reportedly, these numbers got worse last year. PBMS could be a great school if they would address it.
—Submitted by a parent
PB middle has consistently exceeded my expectations. My student has spent the last two years at the school and we wouldn't think of going anywhere else. The staff is amazing, teachers and administration alike. Almost every teacher my student has had has been incredible and gone above and beyond. They all are very good at parent communication, I usually get an email back the same day I send one. The IB program and the extra clubs and activities offered are great. Its wonderful to see that even with all the state cuts, that the staff and active parent community has found a way to keep these going. I am so happy my student has had the oppurtunity to attend here. We had no idea when he started 6th grade that it would be such a positive experience.
—Submitted by a parent
My daughter started her 1st year this year and had an absolute wonderful transition for 5th to 6th grade. Her teachers are so amazing...they are full of inspiration and support. The positive reward systems that are in each class and throughout the whole school continue to keep my daughter motivated. All the parent involvement and cooperation from the staff to start new programs, go on field trips, create clubs etc. are a huge reason my daughter loves her school. I want to Thank all the staff and the parent volunteers who make this such a well rounded school!!!!!! GO PBMS!!!
—Submitted by a parent
My daughter started at a different middle school in 6th grade and hated it. PBMS is a wonderful school with excellent academics. We really like the uniforms. The students have a feeling of a small school environment because the way things are setup. It is a very challenging school.
—Submitted by a parent
My son has had a great 3 years of middle school, through the support of the IB standards. He can think in a more advanced manner than I didn't learn until college years. What a terrific experience it has been!
—Submitted by a parent
We have a son attending now and another that has graduated. We are particularly impressed with the IB programme, along with some of the truly outstanding teachers at this school. Big kudos to the principal, Julie Martels, and to Mr. G!
—Submitted by a parent
My daughter has excelled at this school since the day she began 6th grade. She has now been honored for the third year in a row with the National Junior Honor Roll Society award. Her teachers go above and beyond with their caring, concern and teaching methods to make sure that all students can do their best. I am thankful we sent our daughter here and happy that my son will be attending in another year. The staff here can't be beat.
—Submitted by a parent
This school has been pretty good. I like the IB program. The teachers seem to be doing a wonderful job as well.
—Submitted by a parent
Did you know that for the 2009-2010 school year PB MIddle students contributed over 12,000 hours of service to the local and global community? Our students care.
—Submitted by a teacher
The teachers I have a great; except for two who are extrodinary, and they are always challenging me to do my best. The teachers make school very fun and I got put in good clases with great teachers so I am lucky. The clases aren't to hard but hard enough to keep me from bieng bored because I need to be challenged.
—Submitted by a student
The school is overwhelmed with an influx of students bussed in from other parts of the city. The community students and parents are completely outnumbered by people who cannot be involved in school affairs or community issues as they don't live in the community. The language of the playground is Spanish.
—Submitted by a parent
The teachers in this school are phenomenal...my daughter loves going to school at PBMS, and her grades reflect the passion of the teachers. If you're looking for a wholesome environment for your child complete with caring educators, PBMS should be your first stop!
—Submitted by a parent
This school is the best! I found a lot of friends there!
—Submitted by a student
This is my 5th consecutive year year with children at PBMS and it just keeps getting better and better. The International Baccalaureate Program is the best in public education. My children are well educated, unpretentious and happy. The PTO is comprised of an amazing group of parents who are not afraid to roll up their sleeves and get involved. PBMS is a true success story and just wait -- the new principal, Dr. Martel, is going to take PBMS to even greater heights.
—Submitted by a parent
My daughter attended PB Middle last year and I am excited that my son will be starting 6th grade at PB Middle this year. There is a wonderfully diverse group of students at PB Middle and they represent kids from every walk of life. A true reflection of our great city. My child thrived at PB Middle, participating in band, choir, athletics, math competition etc. She has wonderful friends, she is definitely academically challenged, and she enjoys going to school. The principal is amazing and very accessible. We look forward to another great year!
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
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.
177 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
178 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.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
217 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
170 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.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
206 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.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
36 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.
227 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
204 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 | 64% |
| Females | 64% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| 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 | 51% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 11% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 52% |
| All Students | 67% |
| Females | 66% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| 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 | 54% |
| Non-economically disadvantaged | 90% |
| Students with disability | 55% |
| Students with no reported disability | 68% |
| English learner | 31% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 60% |
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 | 91% |
| Females | 84% |
| Males | 96% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 94% |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 64% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 20% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 45% |
| All Students | 47% |
| Females | 45% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | 15% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 68% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 41% |
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 | 56% |
| Females | 61% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 70% |
| Males | 51% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 15% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 36% |
| All Students | 20% |
| Females | 24% |
| Males | 16% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 14% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 36% |
| Students with disability | 0% |
| Students with no reported disability | 28% |
| English learner | 3% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 24% |
| All Students | 80% |
| Females | 81% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 79% |
| Students with no reported disability | 83% |
| Fluent-English proficient and English only | 81% |
| Gifted and talented | 81% |
| 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 | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 53% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 75% |
| Students with disability | 14% |
| Students with no reported disability | 57% |
| English learner | 8% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 34% |
| All Students | 74% |
| Females | 75% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 32% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 66% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 56% |
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
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 67% | 49% | ||
| White | 23% | 28% | ||
| African American | 6% | 7% | ||
| Asian | 2% | 8% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 30% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 70% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 100% | 85% | ||
| Japanese | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
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| Students typically come from these schools | Kate Sessions Elementary: An IB World School Pacific Beach Elementary School Bayview Terrace Elementary School |
| Students typically attend these schools after graduating | Mission Bay High: An IB World School |
4676 Ingraham Street
San Diego,
CA 92109
Website: Click here
Phone: (858) 273-9070
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
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