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Teacher quality
Principal leadership
Parent involvement
Iron Horse is an awesome place to go to to make friends and learn. We have after-school math lessons and sports. The schedule is very organized. I'm lucky to be in a school like this. Go Iron Horse Jaguars!!!
—Submitted by a student
IHMS has been a fantastic and overall positive experience for my 6th grade son. The support and genuine caring attitude of the teachers, staff, and parents culminate to make this school the best middle school in the district. Besides the academic excellency exhibited and taught by highly-skilled educators, even the students here seem to recognize and appreciate the high standards this school upholds. Well done! I am more than confident that IHMS is giving my son the finest educational experience. The campus is clean, safe, and well-supervised. While other middle schools in the district are great, this school is off-the-charts exceptional in comparison. We look forward to the next two years at IHMS.
—Submitted by a parent
IHMS is a fantastic school. It is academically superior (National Blue Ribbon winner), and its staff is approachable, responsive, and caring. My family is lucky to belong to this community.
—Submitted by a parent
Ironhorse Middle School is a great learning facility for educating the young minds of tommorrow. My daughter absolutely loves attending school at IHMS.
—Submitted by a parent
IHMS is a fantastic school. My daughter started here after spending her first 6 years of education in a private school setting. At first I was worried that the size of the school would distract her but instead she was re-energized by all the new opportunities she had. She became a Super Jaguar, joined honor society and loved most of her teachers. She really loves this school and will miss it next year when she goes to High School. I love this school because every time I have tried to talk to one of her teachers, I get an immediate response. They meet with me on short notice and I feel we are really working together to give my daughter the best education possible.
—Submitted by a parent
My daughter attends Iron Horse Middle School and there are many positive attributes as well as some things she & I do not like. Acedemically, this school is superior - the teachers are accessible, and eager to work with both students and parents to reach a goal of acedemic success. However, my daughter is mixed race (black & white) and is perceived as 'black'. The ethnicity of Iron Horse has been difficult for her because she is SO in the minority. We are considering placing her in a different, more ethnically diverse school next year. The other concern is the economic status of most families in San Ramon. We live in a very nice apartment, but my daughter feels 'poor' because most families live in million dollar homes and drive fancy cars.
—Submitted by a parent
The quality of academic progams in Iron Horse are diversified. The teachers of these programs are friendly and are determined to teach my child about the subject. There is symphonic and jazz band, choir, art, basketball, football, track, and much more. Parents can be involved as much as they want because a lot happens within the school.
—Submitted by a student
We found Iron Horse to be a well-managed school. Class size is good and parent involvement is encouraged and received. The campus is relatively new and is in good condition. Course offerings are robust and we particularly enjoyed the drama club activites. The surrounding neighborhood is relatively quiet and parking is adequate. All in all, we found Iron Horse to be a great school experience, educationally and socially, for both of our daughters.
—Submitted by a parent
An excellent school, with a progressive and professional staff who really 'know' and care for the children. The Special Ed staff are also exceptional and the Principal, Mr. Hoy is approachable to every child.
—Submitted by C Duggan, a parent
Excellent administration, staff, parent and local community support. Excellent academic standards. School culture promotes the best in all students. Positive, happy and safe environment.
—Submitted by a parent
Very well-managed school; teacher quality is extremely high, academic standards high. Leadership is efficient and caring; principal and vice-principal have a personal relationship with the students and are very responsive to parent calls. Students seem well-adjusted and motivated. Parent involvement is very good. Extra-curricular activities are very good. The only negative issues are fairly minor: Music program lacks an orchestra and yearly instructional schedule seems to include too many minimum days due to conference weeks.
—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.
304 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
302 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.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
337 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
325 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.
199 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
301 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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
17 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.
309 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
301 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 | 84% |
| Females | 85% |
| Males | 84% |
| African American | n/a |
| Asian | 96% |
| Filipino | 92% |
| Hispanic or Latino | 66% |
| 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 | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | 24% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| 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) | 65% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 81% |
| All Students | 80% |
| Females | 80% |
| Males | 80% |
| African American | n/a |
| Asian | 93% |
| Filipino | 100% |
| 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) | 77% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 81% |
| Students with disability | 47% |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| 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) | 59% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 90% |
| 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
| All Students | 100% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 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 | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 90% |
| Males | 83% |
| African American | n/a |
| Asian | 91% |
| Filipino | 100% |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 88% |
| Students with disability | 40% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 78% |
| Males | 79% |
| African American | n/a |
| Asian | 90% |
| Filipino | 84% |
| 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) | 82% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 79% |
| Students with disability | 41% |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 90% |
| 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 | 96% |
| Females | 97% |
| Males | 95% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| 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) | 95% |
| 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 | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 89% |
| Males | 82% |
| African American | 64% |
| Asian | 87% |
| 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) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 56% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 58% |
| Students with disability | 20% |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | n/a |
| All Students | 100% |
| Females | n/a |
| 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 | 86% |
| Females | 88% |
| Males | 84% |
| African American | 64% |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | 29% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 88% |
| Males | 88% |
| African American | 55% |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 91% |
| 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
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 | 58% | 28% | ||
| Asian | 23% | 8% | ||
| Hispanic or Latino | 7% | 49% | ||
| Multiple or No Response | 5% | 3% | ||
| African American | 3% | 7% | ||
| Filipino | 3% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 2% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 3% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 25% | 1% | ||
| Filipino (Pilipino or Tagalog) | 15% | 1% | ||
| Spanish | 15% | 85% | ||
| Cantonese | 10% | 2% | ||
| All other non-English languages | 5% | 1% | ||
| Farsi (Persian) | 5% | 0% | ||
| Gujarati | 5% | 0% | ||
| Hebrew | 5% | 0% | ||
| Indonesian | 5% | 0% | ||
| Mandarin (Putonghua) | 5% | 1% | ||
| Thai | 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 | 8 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 91% | N/A | 96% |
| Emergency credential or waiver | 5% | N/A | 2% |
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12601 Alcosta Boulevard
San Ramon,
CA 94583
Website: Click here
Phone: (925) 824-2820
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