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Teacher quality
Principal leadership
Parent involvement
I currently go to WMS as a 7th grader and so far, most of the teachers,counselors,and the principal is really nice. The school only has 1 class where you are like 1 year ahead, as far as i know. I love their contests, events,and prizes. They got great teachers. Most of them push you to do your work and it really helps.
—Submitted by a parent
I'm am so glad my child is at Westborough. He is having a great experience at this school. Have not heard a thing about bullying or any other sort of problem. The principal is great as are the teachers I've encountered thus far.
—Submitted by a parent
Westborough is probably the best middle school in the district but not the best school out there. The students aren't at all very nice and there are cliques everywhere. None of the students really excel and some of the classes are way too easy. And, the rules are super strict. They have cameras around the school because they don't trust the students.
—Submitted by a student
Westoborough is by far the best Middle school in the city of South San Francisco. All three of my children have attended this school and love it so much! It is safe, kids are friendly, the principal and the teachers are great and go beyond their duties. Especially Mr. Grant, who wonderfully supports the children in need. I totally recommend this school. Thank you
—Submitted by a parent
i am a student here, AND I LOVE THIS SCHOOL !!! the teachers are great,kids are nice, and you can get great rewards for getting good grades!!! I COULD NEVER ASK FOR A BETTER LEARNING ENVIRONMENT OR SCHOOL !!! i hope you like it (for yourself or for your children :))
—Submitted by a student
I think the school is safe, but it does not really challenge higher level students. I think they simply teach to tests--and don't really engage students and foster a love of learning. Most assignments seem simplistic and rote. I son is not motivated to simply take a bunch of tests. Some of the teachers are really great; I guess they have their hands tied by the District Office which must be dictating the need to teach to tests.
—Submitted by a parent
I am currently a student at westborough, and I totally love this school. It rocks! It got clubs, and stuff. I'm a cheerleader. And, they have student stores, gym, anything you would ever want in a great middle school.
—Submitted by a student
I am currently a student of Westborough. Please excuse any grammar mistakes I may make due to the fact that I am typing really fast. I love Westborough this is my third year and I will surely miss it. This school is very friendly and the teachers really care. They will spend all of there spare time if you are in need of assistance. Mr. Grant is a great help to all students. The greatest fact about my school is that they have extra help which goes beyond paid hours. I hope that in the future my school will be the same so others can get the education I did. Our school just got new textbooks, Smartboards ( High technology touch screen boards), and will be putting in a Geometry class next year. I hope this betters your son/daughters life.
—Submitted by a student
I currently go to westborough and i have one the TOP grades in Social Studies,Science,and P.E. The teachers are real supportive. Yes, and i know of the 'thuggish' problem overthere. One word: WANNABES! They just want to be cool and 'fit' in. I prefer to stand out because i know of the trouble that would happen if your child gets engaged in this kind of what i call stupidity.
—Submitted by a student
My girls went from a very EXPENSIVE private school to Westborough...and we are COLLEGE BOUND! It was the best decision that we could have made and we are greatful for the dedication and the careing help that we received. GO WILDCATS!
—Submitted by a parent
I think Westborough is a terrific school. The principal, Beth is terrific. The staff and teachers are terrific. I can only think of two teachers i don't like. Most of the kids are terrific. The only negative comment I have is that there is definitely a 'thugish' element that is there now (with my third child) that wasn't there with my first child. But that is still a very small segment of the student population. And just to be clear, 'thugish' is not racist shorthand...one of the things we love about Westborough is its' wonderfully diverse student population. In response to the last review, I politely disagree but feel I have to point out that whoever wrote the review doesn't know to add an apostrophe to make the word 'childs' possessive, so that might help explain his/her child's poor grades. Westborough does have some demanding teachers.
—Submitted by a parent
Westborough is awful. My child went there and he went from Straight A's to Straght F's. The teachers dont support my childs needs and the kids there are mainly bullying. I feel unsafe that my child goes to this horrible school.
—Submitted by a parent
Being a former student of Westborough, and a recently promoted one at that, I know the benefits of going to this school. The administrative staff is prompt with responses, and teachers make sure their students are getting what they need to achieve academic success. I feel students and teachers at Westborough can easily connect, thus making it even easier for the students to learn what is needed. The WEB, Peer Tutor, and Big Brother/Sister programs are great for helping new and attention-needing students, as well.
—Submitted by a student
WMS is an excellent school thanks to the leadship of Beth Orofino. She really cares about the school and the students. She knows all 700 plus students. I went to WMS myself and I am happy my son is there now. The teachers are good.
—Submitted by a parent
I feel that so many programs are being cut. Not many students have regular access to computer classes, wood and metal shop and art classes.
—Submitted by a former student
Westborough Middle School in my opinion has high level of academic programs. I have 2 children who attend this scool for 2005-2006 and both have challenging academic programs. Access to information regarding child's status in class (homeworks; tests; etc.) via web is extremely beneficial. Teachers are consistent in their ability to inform parents. My daughter is in basketball team and I have noticed that there is much support from the school regarding these activities. Parents attendance at these activities are extremely high. Consistent programs in the schools safety are constantly implemented. Extra curricular activities for students are awarded via points basis and are given awards at the end of the school year once milestones are achieved. Overall, my children seem to enjoy going to this school very much and also enjoy being a non-uniform school.
—Submitted by a parent
WMS is a great middle school. Ms. Orofino and Ms.Cummings are a wonderful, caring team! I wish more parents were involved!
—Submitted by a parent
Westborough is a great school to go to. They run a great program. The teachers are very polite and cool.
—Submitted by a former student
I have learned a lot from this school. And I am truly proud to have had the honor fo going to Westborough.
—Submitted by Jaymie Payuran, a student
This is a school that truly cares about each and every student who walks through the doors each morning!
—Submitted by a staff
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.
213 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
220 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.
53 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
230 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
176 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.
151 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
201 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.
37 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.
212 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
200 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 | 67% |
| Females | 65% |
| Males | 68% |
| African American | n/a |
| Asian | 73% |
| Filipino | 71% |
| 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) | 68% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 75% |
| Students with disability | 50% |
| Students with no reported disability | 68% |
| English learner | 44% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 53% |
| Males | 58% |
| African American | n/a |
| Asian | 84% |
| Filipino | 57% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 63% |
| Students with disability | 19% |
| Students with no reported disability | 59% |
| English learner | 37% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 65% |
| 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 | 98% |
| Females | 100% |
| Males | 95% |
| African American | n/a |
| Asian | 100% |
| Filipino | 95% |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 98% |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| 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 | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 85% |
| Males | 74% |
| African American | n/a |
| Asian | 89% |
| Filipino | 82% |
| 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) | 75% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 83% |
| Students with disability | 47% |
| Students with no reported disability | 83% |
| English learner | 40% |
| Fluent-English proficient and English only | 84% |
| 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) | 79% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 57% |
| Males | 59% |
| African American | n/a |
| Asian | 88% |
| Filipino | 60% |
| Hispanic or Latino | 38% |
| 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 | 43% |
| Non-economically disadvantaged | 64% |
| Students with disability | 33% |
| Students with no reported disability | 60% |
| English learner | 26% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 72% |
| 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 | 61% |
| Females | 65% |
| Males | 58% |
| African American | n/a |
| Asian | 67% |
| Filipino | 68% |
| 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) | 71% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 69% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 68% |
| Males | 67% |
| African American | n/a |
| Asian | 88% |
| Filipino | 80% |
| 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) | 78% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 73% |
| Students with disability | 19% |
| Students with no reported disability | 72% |
| English learner | 29% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 66% |
| Parent education - declined to state | n/a |
| All Students | 8% |
| Females | 6% |
| Males | 10% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 14% |
| Students with disability | 9% |
| Students with no reported disability | 7% |
| English learner | 0% |
| Fluent-English proficient and English only | 12% |
| 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) | 8% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | n/a |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | 73% |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with no reported disability | 88% |
| Fluent-English proficient and English only | 88% |
| Gifted and talented | 94% |
| 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 | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 66% |
| Males | 67% |
| African American | 36% |
| Asian | 84% |
| Filipino | 75% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 71% |
| Students with disability | 21% |
| Students with no reported disability | 73% |
| English learner | 25% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 66% |
| Males | 72% |
| African American | n/a |
| Asian | 88% |
| Filipino | 80% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 73% |
| Students with disability | 38% |
| Students with no reported disability | 72% |
| English learner | 56% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 83% |
| 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
English learner
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Filipino | 48% | 3% | ||
| Hispanic or Latino | 17% | 49% | ||
| Asian | 14% | 8% | ||
| White | 12% | 28% | ||
| African American | 5% | 7% | ||
| Pacific Islander | 3% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 28% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Filipino (Pilipino or Tagalog) | 37% | 1% | ||
| Spanish | 37% | 85% | ||
| Arabic | 10% | 1% | ||
| Cantonese | 5% | 2% | ||
| Portuguese | 4% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Hindi | 1% | 0% | ||
| Ilocano | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Samoan | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 89% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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2570 Westborough Boulevard
South San Francisco,
CA 94080
Website: Click here
Phone: (650) 877-8848
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