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GreatSchools Rating

Iron Horse Middle School

Public | 6-8 | 944 students

 

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Last modified
Community Rating

5 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
No new ratings

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13 reviews of this school


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Posted September 15, 2013

Iron Horse is a wonderful school. The teachers cover the course materials in a very interactive way. They also make learning fun. The school is very welcoming and develops the kids into critical thinkers and prepares them for college and life in the future.
—Submitted by a parent


Posted August 1, 2013

The teachers are awesome and make tremendous contribution to the futures success of their students in high school and beyond.


Posted August 21, 2009

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


Posted May 21, 2009

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


Posted September 3, 2008

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


Posted August 14, 2007

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


Posted August 19, 2005

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


Posted April 28, 2005

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


Posted February 25, 2005

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


Posted February 5, 2005

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


Posted November 9, 2004

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 a parent


Posted October 27, 2004

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


Posted March 1, 2004

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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

920

Change from
2012 to 2013

-17

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

7 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

920

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-17

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

7 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 60% in 2013.

323 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
84%

2011

 
 
79%

2010

 
 
86%
Math

The state average for Math was 55% in 2013.

325 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
80%

2011

 
 
77%

2010

 
 
86%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

16 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%
English Language Arts

The state average for English Language Arts was 60% in 2013.

325 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
87%

2011

 
 
87%

2010

 
 
87%
Math

The state average for Math was 52% in 2013.

304 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
78%

2011

 
 
83%

2010

 
 
87%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

240 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
96%

2011

 
 
95%

2010

 
 
91%
English Language Arts

The state average for English Language Arts was 57% in 2013.

345 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
85%

2011

 
 
87%

2010

 
 
78%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

96 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
57%

2011

 
 
56%

2010

 
 
61%
Geometry

The state average for Geometry was 85% in 2013.

17 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

355 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
86%

2011

 
 
86%

2010

 
 
83%
Science

The state average for Science was 67% in 2013.

350 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
88%

2011

 
 
92%

2010

 
 
87%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students85%
Females88%
Males82%
African American64%
Asian94%
Filipino88%
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged79%
Non-economically disadvantaged86%
Students with disability17%
Students with no reported disability88%
English learner58%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate86%
Parent education - graduate school/post graduate89%
Parent education - declined to state89%

Math

All Students78%
Females75%
Males82%
African American45%
Asian89%
Filipino71%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged53%
Non-economically disadvantaged80%
Students with disability36%
Students with no reported disability80%
English learner42%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)56%
Parent education - college graduate79%
Parent education - graduate school/post graduate84%
Parent education - declined to state74%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students94%
Femalesn/a
Malesn/a
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students79%
Females83%
Males75%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged59%
Non-economically disadvantaged80%
Students with disability20%
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate76%
Parent education - graduate school/post graduate87%
Parent education - declined to state86%

Math

All Students82%
Females82%
Males82%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged67%
Non-economically disadvantaged83%
Students with disability29%
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)68%
Parent education - college graduate80%
Parent education - graduate school/post graduate90%
Parent education - declined to state86%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students91%
Females91%
Males91%
African Americann/a
Asian95%
Filipino80%
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)86%
Parent education - college graduate89%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

English Language Arts

All Students79%
Females83%
Males75%
African Americann/a
Asian86%
Filipino82%
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged55%
Non-economically disadvantaged81%
Students with disability26%
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)47%
Parent education - college graduate81%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students42%
Females45%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged40%
Non-economically disadvantaged42%
Students with disability27%
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)38%
Parent education - college graduate47%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

Geometry

All Students100%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students79%
Females80%
Males78%
African Americann/a
Asian87%
Filipino76%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged59%
Non-economically disadvantaged80%
Students with disability31%
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)63%
Parent education - college graduate78%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Science

All Students84%
Females83%
Males85%
African Americann/a
Asian92%
Filipino82%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged65%
Non-economically disadvantaged85%
Students with disability52%
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)69%
Parent education - college graduate84%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 50% 27%
Asian 25% 11%
Hispanic 11% 51%
Two or more races 11% 3%
Black 3% 7%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 6%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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School basics

School Leader's name
  • Michelle Cooper
Fax number
  • (925) 824-2830

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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12601 Alcosta Boulevard
San Ramon, CA 94583
Website: Click here
Phone: (925) 824-2820

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