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Teacher quality
Principal leadership
Parent involvement
I attend this school and it most definitely a great place to go to if you live in the San Ramon Valley District
My son attended school here the 2nd and 3rd year after it opened. He was in 6th grade and had full support for his special needs. However, the support he needed was taken away the following year and in addition the school lost its strong supportive vice principal and guidance counselor. I was informed that due to his good grades the previous year, he no longer needed his 504 plan to accommodate his special needs. Without this support his grades drastically slipped and his self esteem plummeted. We transferred him to Venture the following year. He has received full accommodations and support which has allowed him to become a self confident and and independent academically successful student. I hope the school has improved in this area and would loved to read comments from parents who have children with special needs attending WRMS. My ratings reflect my sons 7th grade year..
—Submitted by a parent
This is an awesome school. My daughter is white and she graduated this year. We are grateful for the student body diversity, the caliber of teachers, PTSA/parent involvement, rich set of electives, administration, facilities and extra-curricular activities including community service. This school offers some of the best high school/college prep in the bay area. It is simply an outstanding school.
—Submitted by a parent
This a great school. And I disagree with "our race is white and unfortunately there are almost no white students in Windemere". This school has 20% white students. We are Asian. But my daughter has friends from different races. They all play together with no problem. Does this parent mean only when white is majority, he/she will be happy? With this kind of attitude, how could his/her kids be happy in school? This is Bay Area, unfortunately, there are lots of Asian, Black here. We all love here and we all love the school and all the students in the school.
—Submitted by a parent
I have two kids in the school and I can't be happier with their experience. Beside strong academic performances, it is also safe, and has a lot of extracurriculum activities. It has excellent music bands of all levels. If you want your kids challenged and aiming high, it is a perfect choice, whichever your race is. My kids have friends from various cultural backgrounds. They all seem pretty happy. Of course it is not a perfect world. Petty theft, for example, happens just like anywhere else.
—Submitted by a parent
An exceptional middle school where the kids are challenged and feel safe on campus. The teachers and staff care about the overall well-being of each student. WRMS is an excellent middle school!
—Submitted by a parent
This school has great education but my kid doesn't fit well...our race is white and unfortunately there are almost no white students in Windemere. Most students are Indian and Asian. So if you are white, you are a total minority here. I think diversity is great as long as you don't feel a minority...
—Submitted by a parent
WRMS is an awesome school. Look at the diversity of its student population !. Stellar academics, lots of extra-curricular activities & sports . Advanced math classes are offered to those who want to be challenged. My eighth grader loves her school & teachers. I would highly recommend this school to any parent who may have a middle-school aged kid. My daughter has never complained about any bullying nor has witnesssed any fights at school.She has always felt quite safe at school and its excellent learning environment.
—Submitted by a parent
Fantastic school! Has the highest API score of any middle school in the district. The school recently was recognized as a California distinguished school, one of only 260 out of over 2400 elementary, middle and high schools in the State. The the faculty is great and the Principal Mr. Bolin is dynamic and resourceful. Overall a wonderful place to have your kid go to middle school
—Submitted by a parent
I love this school! It's the best school ever! The staff is great and the students are too! :)
—Submitted by a student
This is a good school overall, but recent events have me worried. There are kids who have been going around bullying and the administrators refuse to deal with it. It almost seems they are afraid to deal with the bullies. This does not bode well for later on when the group hits the high school.
—Submitted by a parent
Qualified and definitely proficient teachers. My son loves his 8th grade year here. The school itself is new and hence very, very clean. The education provided is superior. Very high output (via test results).
—Submitted by a parent
WRMS is simply awesome! Great choice of electives and hardworking and involved teachers. Academically challenging classes. To top it all up, a NEW and CLEAN facility. Love the school!
—Submitted by a student
Great school. My kid loves it. Great facility, good, solid education. Nice electives, and an advanced band program.
—Submitted by a parent
Honestly, the school is diverse. It has many types of ethnicities, but not a lot of those types. A majority of the school is asian, caucasian, and other. Some of the teachers are amazing, but you don't walk around the campus and hear constant praising for them. But overall, its a good school. Its clean =)
—Submitted by a parent
This is an excellent school. My son likes his teachers because of the fun of learning from them. Both the facilities and classes are excellent.
—Submitted by a parent
Overall, this school is doing OK for a start-up school. It has the best use of website and email to communite with parents - (Schoolloop is great!). The school leadership and teacher quality can use some improvement, however. It seems some teachers are young and inexperience about dealing with students. When confronted, they seem to be defensive about it. They don't give enough attention to details of each case, and just give 'lip service' answers to get through. The academic quality can improve as welll - it seems lack of standard from techer to teacher.
—Submitted by a parent
Overall, this school has been great. However, there is certainly a communication gap among student, teachers, and principal. Some of the teachers do not have the skills to deal with such a diverse population. However, other teachers are excellent and could not relate better. I think in a couple of years this will be a school that has set itself apart from the rest.
—Submitted by a parent
Overall, this is a great school. The administration and teachers all try hard to make the experience work for the kids. They have a diverse community (look at the ethnic mix) and provide lots of clubs, music, sports and extra activities. The school has only been around for 2 years and like any start-up there were hiccups. For the most part, lots of those glitches have been worked through. I never had issues with Schoolnotes or Parent Connect and always knew what my son's progress, homework or happening was. They make effective use of the website and email to communicate. They have some really great teachers who really care about the kids and are very enthusiastic. Some of the veterans are mentoring the newer ones. The newer teachers can use some help on the patience side but overall...they are energetic and enthusiastic bunch.
—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.
396 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
396 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.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
308 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
271 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.
257 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
325 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.
44 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
25 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.
326 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
326 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 | 92% |
| Females | 94% |
| Males | 90% |
| African American | n/a |
| Asian | 97% |
| Filipino | 79% |
| 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) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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) | 73% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 90% |
| Males | 91% |
| African American | n/a |
| Asian | 96% |
| Filipino | 71% |
| Hispanic or Latino | 47% |
| 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 | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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) | 67% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 97% |
| 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 | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| 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 | n/a |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 97% |
| Males | 92% |
| African American | n/a |
| Asian | 97% |
| Filipino | 83% |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| 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) | 79% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 100% |
| All Students | 90% |
| Females | 93% |
| Males | 87% |
| African American | n/a |
| Asian | 96% |
| Filipino | 83% |
| Hispanic or Latino | 71% |
| 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 | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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) | 85% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 94% |
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 | 98% |
| Males | 95% |
| African American | n/a |
| Asian | 97% |
| Filipino | 95% |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| 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 | 98% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 96% |
| All Students | 92% |
| Females | 92% |
| Males | 92% |
| African American | n/a |
| Asian | 93% |
| Filipino | 95% |
| Hispanic or Latino | 86% |
| 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 | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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) | 87% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 86% |
| All Students | 64% |
| Females | 62% |
| Males | 67% |
| African American | n/a |
| Asian | 71% |
| 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) | 64% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| 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 | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| Fluent-English proficient and English only | 100% |
| 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 | n/a |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 86% |
| Males | 94% |
| African American | n/a |
| Asian | 92% |
| Filipino | 85% |
| 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) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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) | 73% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 83% |
| All Students | 96% |
| Females | 94% |
| Males | 97% |
| African American | n/a |
| Asian | 96% |
| Filipino | 100% |
| Hispanic or Latino | 100% |
| 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 | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| 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) | 87% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 99% |
| 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
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
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
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 | ||
|---|---|---|---|---|
| Asian | 71% | 11% | ||
| White | 13% | 27% | ||
| Hispanic | 6% | 51% | ||
| Two or more races | 6% | 3% | ||
| Black | 3% | 7% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 5% | N/A | 54% |
| English language learners 2 | 2% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 38% | 1% | ||
| Spanish | 29% | 85% | ||
| Mandarin (Putonghua) | 10% | 1% | ||
| All other non-English languages | 5% | 1% | ||
| Farsi (Persian) | 5% | 0% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| Hindi | 5% | 0% | ||
| Russian | 5% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 30 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 4 | N/A | 11 |
| Average years teaching | 7 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 93% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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| Students typically come from these schools | Live Oak Elementary Quail Run Elementary Hidden Hills Elementary |
| Students typically attend these schools after graduating | Dougherty Valley High School |
11611 East Branch Parkway
San Ramon,
CA 94582
Website: Click here
Phone: (925) 479-7400
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