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Teacher quality
Principal leadership
Parent involvement
CongratulationS for the 2012 API success! Principle, Great job! Teachers, Great Jobs! Students and parents, keep going! This great school made such great progress in last two or three years! We have checked the details of the school API report, we can see that among the groups score, the Asian is 983, White are 927, it so incredible! As we can see the other large group hispanic and Latin are 752. We are wondering if we can do something about this sub group of students? To ask their parents friends to help them to catch up with the the upper groups? It only took three year come today's 865 from 763 for the whole school. So, Hispanic and Latino students can also make this happen in the next two or three years. please, please just do it, students and parents, teachers and principle!
—Submitted by a parent
Fantastic school. Great campus, friendly environment, INCREDIBLY dedicated teachers, plenty of extracurriculars and ways to succeed, great academic programs, and overall the best way to prepare for high school.
My son graduated from MMS two years back and he had a good experience. The teachers are very dedicated and experienced. There is good discipline, and a strict dress code is enforced. The classes are challenging and there is a lot of homework. Students and parent can sign up for SchoolLoop to receive an email daily regarding weekly homework assignments, upcoming tests and current grades. This really helps students stay on top of assignments and tests, and parents can get a good idea of what their child is studying in class. There are wonderful electives for students to choose from, such as debate and dialogue, and theater arts.
—Submitted by a parent
I currently have two children enrolled at MMS, in 6th and 8th grade. MMS makes every effort to give each student the opportunity to succeed. Each child is tracked, intervention occurs quickly to head off any problems, and if they show signs of readiness, are moved ahead as quickly as they can handle. This is one of the many reasons they MMS has been recognized nationally. I feel very confident my children will be prepared for whatever High School brings.
—Submitted by a parent
MMS is horrible for special ed students. My son is high-functioning autistic and did well at Payne and Country Lane Elementary. Since he started at MMS he has been ruthlessly bullied by a band of kids who are also in the special ed program. I believe they are there not for learning disabilities but behavioral issues. Despite emails, calls and meetings with school administration, the bulling has continued including verbal abuse, stealing his backpack, pulling his shorts down in PE class, and other incidents. The school seems unwilling to expel these kids. My son is in a math class at the end of the day with these kids where the teacher has no control over them. There is no learning that goes on in the hour and a half long class, since the teacher constantly has to discipline the disruptive students. He informed me that he has reported these kids to the office but the problem still occurs. I am taking my son and moving him to EDS. This school has no support for special ed kids, and in my opinion is a toxic environment for them to be in.
—Submitted by a parent
Any school can have good kids and not that good kids. I think the API speaks a lot of a school 's overall performance. If you look at the school performance by supgroup statics from this site. You will get more idea of how majority students doing in this school . From the lastest API report , I saw one subgroup have average 960 score. Is it amazing ? Kids can be execellent in moreland middle. My kids told me they love the teachers in moreland. -- Parent
—Submitted by a parent
Clearly some kids can do well at any school, but this school had more negatives than positives for our family. We had to pull our child out half way through his 7th grade year due to teachers that were teaching classes they hadn't taught in 20 years, lack of classroom control and the inability to communicate the expectations for the class. My child always tests in the high 90 percentile after his excellent teaching at our local Country Lane Elementary School, but for some reason was getting Fs, Ds and C's from this school. We met with prinicipal, teachers and emailed back and forth about issues, but just never received any adequate help. We are sad that our tax dollars are no longer really going toward educating our kids. We have 4 kids and had to move each one of them out of the school district into Private school during the middle school years.
—Submitted by a parent
This school has fantastic, caring teachers and a great campus; the after-school programs and classes are terrific. The atmosphere is friendly and the leadership great. I would recommend this school to everyone in the area.
MMS is a terrific school with adiverse student population. Because of the diversity - both economic and ethnic - there are lots of opportunities for students to learn. Of my four children, two have graduated from MMS to go on to private high schools where they tested into honors classes in math, science and english. They were very well prepared for a college prep high school experience.
—Submitted by a parent
Moreland Middle School has provided my daughter with the utmost care, and she flourishes in all of her classes, thanks to the administration being to concrete and concise with their teaching.
—Submitted by a parent
My daughter, now in the 7th grade, has flourished at MMS. The curriculum is very challenging, there are a number of interesting electives from which to choose, the sports program is great and the staff is responsive, fun and focused on their job - teaching! MMS has a diverse student body, which I feel prepares our children for the real world. We have had a positive experience at MMS!
—Submitted by a parent
We love the pre-school program. Ms. Suzie is the best! She is positive and encouraging and the kids love her. She is teaching them that school and learning is fun! I couldn't have asked for a better experience for my kids.
—Submitted by a parent
MMS is fantastic and has very caring teachers and staff. My kids have made so many friends, and consider some to be life-long. All three of my kids have been kept challenged by Moreland schools, testing into high school honors courses in geometry, English, and biology. While many go on to well-respected Westmont and Prospect, many also go on to schools like St. Francis, Bellarmine, Presentation, Mitty, and Notre Dame. It is the perfect school for parents who want a well-rounded education taught by enthusiastic teachers. There have been a few stand-outs, especially Brian Conroy and Steve Lewis. We've never been unhappy with any teacher, and have found them all to be positive influences. Everyone is supportive. Parents want to volunteer, because it is such a pleasant place. Even the office staff is friendly!
—Submitted by a parent
this school is not a pretty bad school. i go here and its been the best time of my life. the teachers and staff are wonderful. its a pretty safe environment:]
—Submitted by a student
This school very well organized. They provide a great program. Many students deserve to go to this school, but I think many of the students there can improve. I like the school, but the students can work harder. The school that I teach at is way better.
—Submitted by a teacher
I love this school. My son thrived in this school. He is a gifted student and this school really provided the educational support needed to challenge him. The 6th grade math and science program was excellent. The language and arts was great and the teachers were very supportive. Now in 7th grade he is doing excellent with language- arts program. His grades are improved and he is challenged on daily basis.
—Submitted by a parent
I have mix feelings about this school. I had an unpleasant experience with the Dean s attitude and concerns about his quality as a staff. I felt I had to protect my son from the staff throughout the school year but my son overcame the situation and had a great year. The 6th grade language arts core program was excellent and the teachers were great.
—Submitted by a parent
We moved our son in the 7th grade here as They have a fantastic elective program that includes Performing Arts and Wood Shop. Mr. Conroy, Mr. Spag, make school wonderful. He is thrilled with his accelerated Math program and his core teacher.
—Submitted by a parent
Unfortunetly, I found this school very low in state standards. Because many kids need extra help, teachers focused their attention on the kids who needed help instead of all their students. It's not bad or anything, but I feel people should be noticed.
—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.
311 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
316 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.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
280 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
195 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.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
294 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.
163 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
53 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.
318 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
295 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 | 79% |
| Females | 82% |
| Males | 75% |
| African American | 73% |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 39% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 60% |
| All Students | 73% |
| Females | 76% |
| Males | 71% |
| African American | 33% |
| Asian | 96% |
| 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) | 80% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 83% |
| Students with disability | 36% |
| Students with no reported disability | 75% |
| English learner | 42% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 47% |
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 | 94% |
| Females | 97% |
| Males | 92% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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 | 91% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 81% |
| Males | 79% |
| African American | 75% |
| Asian | 89% |
| 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) | 93% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 28% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 54% |
| Males | 60% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| 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 | 43% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 24% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 81% |
| Females | 82% |
| Males | 79% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 74% |
| Males | 68% |
| African American | 36% |
| Asian | 92% |
| Filipino | 82% |
| 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) | 87% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 9% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 48% |
| Males | 40% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 49% |
| Students with disability | 15% |
| Students with no reported disability | 50% |
| English learner | 14% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 95% |
| Males | 94% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with no reported disability | 94% |
| Fluent-English proficient and English only | 94% |
| 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 | 95% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 54% |
| Males | 66% |
| African American | 40% |
| Asian | 94% |
| Filipino | 64% |
| Hispanic or Latino | 34% |
| 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 | 32% |
| Non-economically disadvantaged | 80% |
| Students with disability | 19% |
| Students with no reported disability | 64% |
| English learner | 2% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 72% |
| Males | 83% |
| African American | 57% |
| Asian | 96% |
| Filipino | 73% |
| Hispanic or Latino | 63% |
| 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 | 61% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 15% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 37% | 51% | ||
| White | 30% | 27% | ||
| Asian | 21% | 11% | ||
| Two or more races | 7% | 3% | ||
| Black | 3% | 7% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 38% | N/A | 54% |
| English language learners 2 | 15% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 74% | 85% | ||
| Mandarin (Putonghua) | 5% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 4% | 0% | ||
| Vietnamese | 4% | 2% | ||
| All other non-English languages | 3% | 1% | ||
| Korean | 2% | 1% | ||
| Arabic | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| German | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Tigrinya | 1% | 0% | ||
| Ukrainian | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 5% | N/A | 2% |
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4600 Student Lane
San Jose,
CA 95130
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Phone: (408) 875-3300
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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.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!
Thanks! We just sent you an email – please click on the link in the email to post your answers.

