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Teacher quality
Principal leadership
Parent involvement
It isn't that bad of a school! People spread rumors, but really, if you try, you will succeed. If you do not, you will think it's the school, and not you!... The school has excellent science, math and musical programs.
After two years at JAMS, we are moving our child to private school. 6th grade was OK, keeping in mind your child cannot learn to write in a class of 34 kids, some of whom have discipline problems. The teacher has no time for the personal attention required to learn to write. Last year half of 7th grade (each year is divided with two sets of teachers) had no regular English teacher for half of the year, and it took the school that long to fire the problem teacher. English class was babysat by a parade of subs. Next, they lost the social studies teacher and their brilliant math teacher. Both of these were replaced with permanent subs, but not great ones. The science teacher was there all year, and although he was all worksheets all the time, he comes out as a hero. Public schools are having a really hard time these days, caught between the teachers unions and the state budget cuts. Its not that JAMS is worse than the alternatives (Lincoln, Paul Revere, Emerson). Its a really tough time to be in public middle school.
—Submitted by a parent
Since the new principal and the plans for upgrading JAMS, I have been pleased with my daughter's first year. Now, I will have two children attending this coming year. The school has have various activities to be involved with and support for the students. Plus, the Boys and Girls Club right on the edge of campus, is a blessing!
—Submitted by a parent
I have two children at JAMS and I have been very impressed with the school. The science department is outstanding, our new principal is bringing compassion and vision to our campus (as well as high expectations for students AND staff), discipline is fair, parent commitment is growing. All good for these in between years! And, the kids are being prepared for high school. If anything, I have been consistently impressed with the quality of this school.
—Submitted by a parent
We've been consistently disappointed with JAMS. JAMS doesn't offer much for advanced students. Little to no 'differentiation' happens in classrooms. There have been a handful of dedicated teachers, especially in Music and Math, but many are just dialing it in. Ask around--most parents and kids know who's who. Also, make sure you read the students' comments at 'Rate My Teacher'.
—Submitted by a parent
This has been a great school for my son. He was mainstreamed in almost every class. With the support of the teachers he blossomed. He loves that school and loves the teachers.
—Submitted by a parent
From my experience, at John Adams Middle School in Santa Monica, I think that I would give the school 2 out of 5 stars. Even now when I visit John Adams, I think that the level of desiplin is very very low. One of the main rules at the school is not to curse. And yet, as soon as I step on campus, I hear kids swearing and threating other kids. I have even seen teachers right by them and not do anything. Even when the teachers do hear them, there is no consequence. I think they should fix this, because they are helping to raise our kids and by not saying anything about the bad things they are doing helps shape how they are to become. Which means shaping them into a person, we as parents, do not want.
My son had a great experience at JAMS. The quality of opportunity -- for those who want to reach -- is amazing. The science magnet teachers he had were terrific -- and their curriculum enabled my son to achieve near-perfect scores on the state testing in science! The instrumental music program is beyond compare because of the respectful, talented, and amazing leadership of Ms. Woo and her dedicated staff. Plus, Russ's after-school jazz band is just wonderful! The opportunity for math-oriented students to take geometry is fabulous as well. The only academic concern my son had was that the school didn't offer something more targeted in humanities/english for bright, motivated students... but I understand that's now in process. JAMS has much to offer its motivated students, and both the administration and teachers seemed to do their job very well. My son reached for opportunity, and the school had it for him.
—Submitted by a parent
I love my school because its very diverse in its teachings and its students. the teachers are all incredible and the priciple has turned this schol around in the last couple of years. the test scores are high but the moral of the school is even higher.....and thats what counts!
—Submitted by a parent
My son was not in this district and I kept in at JAMS for 3 years due to the nurturing,kind support that he received. The Principal,teachers, and liasons do all they can to help a child succeed. Hats off to those who still care about the welfare of a child ! Thank you ! Robin and Priest
—Submitted by a parent
As a student i think that JAMS is an awesome school. I mean this both learning wise and activity wise. I am currently and 8th grader here. I graduate as the class of 2009!!!! We have great teachers and students. Most if not all the teachers are really good at their job and you learn alot i mean it trust me. JAMS has a great Music program the best in the entire SMMUSD. They have an awesome Science Magnet Program. If you are in science Magnet then you take field trips to Yosemite in 7th and to Astro Camp in 8th, which os located in Idylwild, CA. Bottom line is this school is great and you and your child will love it!!!!!!
—Submitted by a student
John adams is a great school. Even though they are pretty strict they have a lot of fun activities like yosemite, I myself went and had an incredible time and it was beauitful. I actually had horrible math grades in Elementary school and amazed to say that i actually have WAY better gardes in this school. This is my last year at JAMS and Im going to miss it. I would recommend this school to any parent.
—Submitted by a student
This School is great for all grades. My kids couldn't wait to get their own lockers and they did in 6th, 7th and 8th grade they go their own locker. And for the kids that love to play Basketball JAMS is also great for that because JAMS Basketball team has won the championship 3 times in a row the last three years. And it is also great for African American students who want to learn and have fun. And teacher will always email you if something is wrong. And you can always check your children s on the website. But best of all the Teacher care about your children s they treat them like they are their own. So if you are a parents looking for a Middle School John Adams is right for you!
—Submitted by a parent
I've been a parent at John Adams for the last six years and have been very impressed with the work of the school leadership and staff. I found John Adams (JAMS) to be a solid, diverse middle school with some exceptional programs. The science magnet program is rigorous and hands-on. The Spanish Immersion program is a jewel with very talented and dedicated teachers. And the music program is better than most high schools could hope for. Teachers and administrators also make consistent and creative attempts to close achievement gaps and put all children on the road toward college. As in any school, there is variety in the staff, but overall the faculty is strong and the school leadership is committed to growth and excellence. There were lots of people at JAMS who went the extra mile for my children and who will be long be remembered.
—Submitted by a parent
The principal and the vice principal are very detached from kids they say they know what's going on but do not. All the people working in the office are very good. But the teachers are hit and miss. The P.E. Dept. Is good and the best dept. Is the music they get a++ if your kids end up going to john adams you need to keep tabs on them the leadership is so bad that any thing can go wrong in this unhealthy environment.
—Submitted by a parent
My daughter is in the sixth grade at JAMS. I do not recommend this school to parents of children in Special Education. I feel that this school could be much better if the financial resources that are available were implemented. I am however impressed by the music program. This is the only thing that impresses me about this school.
—Submitted by Debra Shepherd, a parent
I went to this school for the first 2 weeks but then dropped out to be with my friends at Paul Revere. I honestly don;t know why. I loved John Adams, it was so fun and the teachers were absolutely excekllent and I strongly reccomend this school. Small class size, great teachers, and overall excellence. I am in 6th grade and made a big mistake switching. But JAMS is just great.
—Submitted by a former student
I moved to the Santa Monica school district because they are known to be excellent schools. My child is not making the same kind of academic progress that she made in our prior home of Arlington, Virginia, and the teachers don't seem to have the same interest in the students. There seems to be a general apathy between the students and the teachers, but overall, the school appears to be better than the options in Los Angeles.
—Submitted by a parent
The school is good overall. The teachers are dedicated in the progress of your child. They have a really good website. You can check your childs grades and assignments. Very informative.
—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.
315 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
312 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.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
318 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
284 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.
186 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
361 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.
166 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
24 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.
379 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
357 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 | 70% |
| Females | 75% |
| Males | 66% |
| African American | 62% |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| 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 | 57% |
| Non-economically disadvantaged | 79% |
| Students with disability | 26% |
| Students with no reported disability | 74% |
| English learner | 27% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 69% |
| All Students | 52% |
| Females | 47% |
| Males | 57% |
| African American | 42% |
| Asian | 83% |
| 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) | 73% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 65% |
| Students with disability | 25% |
| Students with no reported disability | 54% |
| English learner | 9% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 39% |
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 | 92% |
| Females | 91% |
| Males | 92% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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 | 100% |
| Parent education - declined to state | 82% |
| All Students | 68% |
| Females | 75% |
| Males | 62% |
| African American | 56% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| 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 | 51% |
| Non-economically disadvantaged | 80% |
| Students with disability | 20% |
| Students with no reported disability | 71% |
| English learner | 8% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 66% |
| All Students | 54% |
| Females | 52% |
| Males | 56% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 68% |
| Students with disability | 14% |
| Students with no reported disability | 57% |
| English learner | 4% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 53% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 67% |
| Females | 64% |
| Males | 70% |
| African American | 63% |
| Asian | n/a |
| 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) | 79% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 61% |
| All Students | 59% |
| Females | 55% |
| Males | 61% |
| African American | 37% |
| Asian | n/a |
| Filipino | n/a |
| 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) | 82% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 74% |
| Students with disability | 21% |
| Students with no reported disability | 62% |
| English learner | 6% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 51% |
| All Students | 27% |
| Females | 23% |
| Males | 29% |
| African American | 23% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 34% |
| Students with disability | 17% |
| Students with no reported disability | 30% |
| English learner | 27% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | 8% |
| Parent education - declined to state | 30% |
| All Students | 96% |
| Females | n/a |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with no reported disability | 96% |
| Fluent-English proficient and English only | 96% |
| 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 | 100% |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 49% |
| Males | 63% |
| African American | 46% |
| Asian | 45% |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| 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 | 38% |
| Non-economically disadvantaged | 74% |
| Students with disability | 21% |
| Students with no reported disability | 62% |
| English learner | 13% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 53% |
| All Students | 69% |
| Females | 61% |
| Males | 75% |
| African American | 66% |
| Asian | n/a |
| 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) | 89% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 83% |
| Students with disability | 37% |
| Students with no reported disability | 72% |
| English learner | 36% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 69% |
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
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
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 or Latino | 50% | 49% | ||
| White | 33% | 28% | ||
| African American | 10% | 7% | ||
| Asian | 2% | 8% | ||
| Multiple or No Response | 2% | 3% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 16% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 46% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 90% | 85% | ||
| Arabic | 2% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| French | 1% | 0% | ||
| Hebrew | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Portuguese | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 17 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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2425 16th Street
Santa Monica,
CA 90405
Phone: (310) 452-2326
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