GreatSchools Rating
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Lincoln Middle School on Facebook.
Teacher quality
Principal leadership
Parent involvement
I haven't seen anything impressive in the way of educating children at LMS. There is a distinction within grades that uses a "Gem stone" for core division The principal states there is no difference yet it has been three months and the Diamond core has been to a science field trip and is dissecting in the classroom while the Ruby core has depended only on the text for the same unit. This looks similar to the illegal tracking of the 70's. It has been a long first semester for our GATE student that has lost luster for the school. After McKinley Elementary this school is a rude awaking. We have made some classroom changes and look forward to a great ending of our first year.
—Submitted by a parent
YES the school bldg is very depressing-dirty white bldgs. GOT PAINT?The sidewalks and stairs have large dangerous cracks. I lived in Colorado and comparatively the buildings in Santa Monica are extremely outdated. This effects students, teachers, and staff. The greed in this town has reduced most people to living in homes that are substandard just like the schools. Amazing how that works....amazing how much money supports inadequacy.
—Submitted by a parent
My child has always been very intellegent, athletic & gets good grades in school. But she was also shy & slow to warm up to new people. Since her arrival at Lincon MS she has really blossomed! She now plays several instuments, has made some new friends that could turn into life-long-friends & has joined several clubs & team sports.
—Submitted by a parent
If you have a child with special needs, this is not the right school.
—Submitted by a parent
There has been a high turnover of principals in recent years. In my opinion the school is way too strict. As far as the teachers, most were good and responded to my concerns right away, others I had to leave more than one message, and yet still there were times when my call or email was not returned at all. I was happy with this school a couple of years ago, but this last year was not a good one. In my opinion LMS is education for the masses.
—Submitted by a parent
Lincoln Middle School Is a wonderful learning environment for children. Not only are the teachers amazing, the whole staff is as well.
This is an excellent school, with a great focus on the whole child. Academics are stressed, but no one forgets that these students are going through the biggest growth period of their life. Our family has had two very different students receive an excellent education and very ver well prepared for high school. The teachers are some of the best in the country!
—Submitted by a parent
I had a horrible experience at LMS. about a fourth of all the teachers i had were great, the rest were either blah or were really bad. The people there were incredibly segregated and judgemental of one another. the rules were ridiculously strict. the campus looked depressing. every single day i spent there felt the same and i feel like i wasted 3 years of my life going to that terrible school.
—Submitted by a student
We are very pleased with LMS! I am not sure if there would have been a better choice of school for our doughtier than Lincoln. There is a lot of work, yes, but that is precisely the point. She was accepted part time in a CS university, and I strongly belive we owe it all to Lincoln's learning environment and academic program. I would recommend this school to anyone.
—Submitted by a parent
Lincoln has been a great help to my daughter, when she needed help in her math class, the teachers/counselors were there to help even befor I could call. I know that wouldn't have happend in another school district.Thank you lincoln
—Submitted by a parent
The quality of Academic Programs is high, the teachers are knowledgable of individual students and senssitive to their concerns or challenges. There is a counselor for each grade who is accessible and proactive. However, there is little in the way of arts programs available. Expect to have to supplement your child's experiences at nearby places like The Brentwood Art Center or various music and dance schools in the area. Parents are definately involved and contributive to the school. The administration is very approachable with teh overall feeling that there is great care for each and every student's needs.
—Submitted by a parent
It is a good school. Though not as warm and community oriented as other schools in the district.
—Submitted by a parent
Wonderful school, great teachers. Students are challenged in all ways! Kathy Scott, the current principal is amazing!
—Submitted by a teacher
Extremely active Parent Association. Engaging teachers. Rigorous Curriculum. High Quality Music Program.
—Submitted by a parent
Lincoln Middle School is an execellent place in terms of allowing students to take responsibility for their own actions, offering a broad range of subjects (including a great multidisciplinary elective program and early morning music programs), and character to exell toward high school.
—Submitted by a parent
An excellent middle school, with a very committed principal and similarly committed teaching staff. A large campus w/ 3 gyms, a rock climbing wall, and daily PE periods. Very involved PTSA.
—Submitted by a parent
The academic programs were wonderful. My child did band and exploratory block and he loved them both. Finally any parent who wants to be involved could.
—Submitted by a parent
Excellent teachers! For middle school in the Westside area, Lincoln Middle School is one of the best there is.
—Submitted by a parent
An excellent middle school - careful both to impress individual responsibility and accountability while providing the support and resources to enable students to transition between elementary and high school. We have been very happy with our child's experience at this school.
—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 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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 English Language Arts was 59% in 2012.
317 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
320 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.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
342 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
307 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.
212 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
337 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.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
30 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.
349 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
338 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 |
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 | 88% |
| Females | 92% |
| Males | 84% |
| African American | 83% |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 91% |
| Students with disability | 59% |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 82% |
| All Students | 71% |
| Females | 71% |
| Males | 70% |
| African American | 42% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| 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 | 40% |
| Non-economically disadvantaged | 77% |
| Students with disability | 28% |
| Students with no reported disability | 74% |
| English learner | 17% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 56% |
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 | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| 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 | 100% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 84% |
| Males | 83% |
| African American | 85% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| 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 | 60% |
| Non-economically disadvantaged | 88% |
| Students with disability | 62% |
| Students with no reported disability | 84% |
| English learner | 41% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 70% |
| All Students | 71% |
| Females | 66% |
| Males | 77% |
| African American | 46% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| 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 | 48% |
| Non-economically disadvantaged | 76% |
| Students with disability | 64% |
| Students with no reported disability | 72% |
| English learner | 40% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 56% |
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 | 74% |
| Females | 74% |
| Males | 75% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| 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) | 67% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 59% |
| All Students | 81% |
| Females | 85% |
| Males | 78% |
| African American | 67% |
| Asian | 96% |
| Filipino | n/a |
| 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) | 85% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 84% |
| Students with disability | 40% |
| Students with no reported disability | 83% |
| English learner | 67% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 58% |
| All Students | 28% |
| Females | 29% |
| Males | 27% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 37% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 32% |
| Students with disability | 19% |
| Students with no reported disability | 31% |
| English learner | n/a |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | 35% |
| Parent education - declined to state | 19% |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| Fluent-English proficient and English only | 100% |
| 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 | 78% |
| Females | 75% |
| Males | 80% |
| African American | 37% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| 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 | 46% |
| Non-economically disadvantaged | 84% |
| Students with disability | 26% |
| Students with no reported disability | 82% |
| English learner | 53% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 49% |
| All Students | 83% |
| Females | 83% |
| Males | 83% |
| African American | 60% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| 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 | 52% |
| Non-economically disadvantaged | 89% |
| Students with disability | 44% |
| Students with no reported disability | 85% |
| English learner | 67% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 63% |
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 - 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 | 61% | 28% | ||
| Hispanic or Latino | 18% | 49% | ||
| Asian | 10% | 8% | ||
| African American | 6% | 7% | ||
| Pacific Islander | 3% | 1% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Filipino | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 7% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 18% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 57% | 85% | ||
| All other non-English languages | 16% | 1% | ||
| Farsi (Persian) | 11% | 0% | ||
| Korean | 4% | 1% | ||
| Hebrew | 2% | 0% | ||
| Italian | 2% | 0% | ||
| Cantonese | 1% | 2% | ||
| French | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Russian | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
Tips for understanding school culture
Visit
1501 California Avenue
Santa Monica,
CA 90403
Phone: (310) 393-9227
To start a new list, click OK. Otherwise click Cancel.
Light House School
Santa Monica, CA
New Roads Middle Schools
Santa Monica, CA
St. Monica Catholic Elementary School
Santa Monica, CA
St. Anne Elementary School
Santa Monica, CA
Crossroads School for Arts and Sciences
Santa Monica, CA
British American School - La
Santa Monica, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Lincoln Middle School on Facebook.
Welcome to GreatSchools!
For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!

