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Teacher quality
Principal leadership
Parent involvement
I love this school!..Everyone is so involved. The Principal Mr. Ritchie is Awesome!.Its great how he 'hangs out' with the kids during lunch. My 7th grade boy tells me he sometimes plays basketball with them or just sits & chats with them and the other kids. I think thats great!.It lets the kids know that he is their friend and they are important. The counselor, Mrs. Lyons is also topnotch!..It seems like everyone loves her too. I love how she stays involved with the kids even though they move up to High School. My older son is a 10th grader at SDHS and I see Mrs. Lyons at the H.S games afterschool showing her support for the teams. All the students still enjoy seeing her, talking to her and give her hugs! This just shows how supportive they are to our children. All the teachers both my boys have had at this school have been excellent, unfortunately too many to name, but they've all given them the tools they need to succeed in the future. Lone Hill also has alot of new programs that give students extra help and support to get better grades and reach their educational goals. Im very happy with what Lone Hill has provided to my family..Quality Education!
—Submitted by a parent
The administration and staff work diligently to provide an atmosphere that reflects the total needs of the students - academics, activities, counseling, friendship, focus on citizenship and giving back to the community.
—Submitted by a parent
First, I'll start by saying I'm extremely biased because I WORK at Lone Hill. I've worked here for 14 years and each year has been better than the last. The kids are great and we truly do have a great staff and administration. Our new principal really knows the kids and gets involved with them on a personal level. Our support staff are also excellent and care deeply about the kids. From the front office desks to the custodians...everyone gets involved. Our choral, band, and art programs are award winning and we have a growing video and computer editing program as well. In general, I think you won't lose attending either middle school in our district, but I think Lone Hill is pretty awesome. My son and daughter will be attending this school in a few years and I have no reservations at all. Again, I'm a little biased. :)
—Submitted by a teacher
I'm in 8th grade and i think Lone Hill Middle School is the best school to attend.Ive been attending Lone hill since 6th grade.My siblings have gone to Lone Hill also.They said it was some of the best years.As for me, Lone Hill has helped me to grow and learn about some of life's lessons.This school has the greatest staff members,teachers,students,and our new principal is the coolest guy you'll meet! He is very dedicated to helping us do our best in school.I certainly think that Lone Hill has prepared more for high school classes.I have no doubt that Lone Hill would be the best choices for your child.
—Submitted by a parent
My child started school here this year and is really enjoying it. The teachers are wonderful and caring. One 6th grade math teacher in particular is always available to the students if they need extra tutoring. It has done a world of good for my child that always struggled in math. A 'C' student has gone to an 'A' student in math and finally understands what is being taught! And the new Principal seem so be very involved, and always available.
—Submitted by a parent
Lone Hill Middle School is an excellent school. The teachers and staff are of top quality. We have 3 8th graders that have attended Lone Hill since the 6th grade and they have had exceptional grades. You are constantly aware of how your child is doing by logging onto the website.
—Submitted by a parent
Lone Hill has a staff of teachers that are very in touch with the kids. I have yet to expereince a teacher that doesn't want a child to succeed at this school. It's their dedication that has turned this school into a successful school. My child is constantely coming home with enthusiasm with the things that she is learning in school. They give their students just enough homework, that creates a balance for school and family. They have showed me that they are concerned for the success of my daughter's education just as we are.
—Submitted by a parent
This school has a good empact on students. I should know. I have done so well going here plus, I have improved on my academic skills. I have learned so much and plan to know more. This really is a great school to go to and I'm not just saying that I mean it. You'll never regret coming here or having your child come here.
—Submitted by a student
I am very pleased with this school. My daughter was a transfer student here for all three years and it was the best decision I could have made. She went from a D & C student at her elementary school to an A & B student now. She has really excelled here and she has loved going here.
—Submitted by a parent
This is a very excellent school, I am one of the a students, the teachers are actuly very 'good' at teaching, making work easy! this goes out to Steve!(staff member)
—Submitted by a student
I totally agree with the parents that said their are not enough choices of electives. You either get music or art. When I was in middle school we had many different creative outlets(electives) i.e. Yearbook committee, drill team, sports for boys, creative writing classes, art and music. As for math homework or homework period. There is either none or very, very little. I also have two children in Allen Ave. They receive more homework than my Lonehill student. What's really going on here Lonehill? it's time to pick up the pace. It doesn't take extra funding to give our kids a decent amount of homework. This is why are school is rated a #6 on a scale of 1-10. That is like scoring a D+. Let's get it together Lonehill!
—Submitted by a parent
Lone Hill Middle school was a great school. Our son graduated this past June, and we were very pleased with all of the faculty throughout his three years at Lone Hill. We also want to commend the outstanding counseling department and the wonderful efforts of Jack Nance who is truly an exceptional leader and friend to those students at Lone Hill. In addition, ma[n]y teachers have given their time afterschool to assist kids with different things. We are proud that our son graduated from such a fine California Distinguished school and feel he was well prepared to enter high school this September. Lone Hill is also a melting pot of many families from different backgrounds. We feel our son got the best of both worlds, a great education and learned the meaning of being a positive role model.
—Submitted by a parent
The teachers at Lone Hill seem consistently caring, fair, and well prepared to teach. The counselors are all excellent, helpful, and seem to genuinely be concerned about each student. The principal, however, seems surprisingly out of touch with both the students and parents. The students are not given enough homework, especially for math,which they should have 4 nights a week for practice and competency.
—Submitted by a parent
Electives are poor. The P.E. Department is the worse I've ever seen, no real sports programs. Some great teachers but others are just waiting out until their soon to be retirement and just need to go. Very poor communication between school, teachers, and parents.
—Submitted by a parent
Too big, very little extracurricular activities - some great teachers
—Submitted by a parent
Decent academics. Poor choices of electives. Teachers are very responsive.
—Submitted by a parent
Great school with pllenty of extracurricilar activities.
—Submitted by a parent
This will be my daughter's 3rd year. She likes the school and I have found that most of the teachers she has had or has now are very educated and work with the student. She has been on honor roll for the past two years and is off to a good start this year. They have a wonderful choir program.
—Submitted by a parent
Oversized classes, apathetic, rude teachers; understaffed. I moved my child to private school after the first year at this nightmare and it is well worth the extra cost not to have to deal with this group of uninterested, below average faculty members.
—Submitted by a parent
Lone Hill Middle School is a fantastic school. I am proud to have my student attend there. Although we are just beginning our experience with Lone Hill, we have been met with a principal and staff of caring professionals willing and able to answer all our questions and concerns. I have many friends, of many ethnic backgrounds, whose students have completed Lone Hill with nothing but the highest praise for the school.
—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.
266 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
272 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.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
277 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
239 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.
172 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
306 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.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
39 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.
320 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
315 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 | 71% |
| Females | 77% |
| Males | 66% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 8% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 59% |
| All Students | 58% |
| Females | 56% |
| Males | 60% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 64% |
| Students with disability | 20% |
| Students with no reported disability | 61% |
| English learner | 17% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 53% |
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 | 90% |
| Females | 86% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 71% |
| Males | 60% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| 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 | 62% |
| Non-economically disadvantaged | 67% |
| Students with disability | 38% |
| Students with no reported disability | 67% |
| English learner | 8% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 46% |
| All Students | 46% |
| Females | 45% |
| Males | 48% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 50% |
| Students with disability | 33% |
| Students with no reported disability | 48% |
| English learner | 17% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 50% |
| 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 | 60% |
| Females | 69% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 86% |
| Males | 65% |
| African American | n/a |
| Asian | 79% |
| Filipino | 100% |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 81% |
| Students with disability | 27% |
| Students with no reported disability | 78% |
| English learner | 0% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 53% |
| All Students | 33% |
| Females | 34% |
| Males | 32% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 39% |
| Students with disability | 14% |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 84% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with no reported disability | 87% |
| Fluent-English proficient and English only | 87% |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 80% |
| Males | 71% |
| African American | n/a |
| Asian | 93% |
| Filipino | 100% |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 78% |
| Students with disability | 20% |
| Students with no reported disability | 80% |
| English learner | 33% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 56% |
| All Students | 89% |
| Females | 90% |
| Males | 87% |
| African American | n/a |
| Asian | 93% |
| Filipino | 100% |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 92% |
| Students with disability | 45% |
| Students with no reported disability | 91% |
| English learner | 73% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 71% |
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
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 - 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 | ||
|---|---|---|---|---|
| White | 37% | 28% | ||
| Hispanic or Latino | 32% | 49% | ||
| Multiple or No Response | 21% | 3% | ||
| Asian | 4% | 8% | ||
| African American | 3% | 7% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 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 | 25% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 50% | 85% | ||
| Filipino (Pilipino or Tagalog) | 14% | 1% | ||
| Arabic | 12% | 1% | ||
| All other non-English languages | 7% | 1% | ||
| Korean | 5% | 1% | ||
| Mandarin (Putonghua) | 5% | 1% | ||
| Armenian | 2% | 1% | ||
| Russian | 2% | 0% | ||
| Vietnamese | 2% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 30 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 17 | 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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700 South Lone Hill
San Dimas,
CA 91773
Phone: (909) 971-8270
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