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GreatSchools Rating

James L. Day Middle School

Public | 6-8

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 1 rating

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19 reviews of this school


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Posted August 1, 2013

My School is James L. Day Middle School in Temecula, CA. DMS has the best Principle and Staff. They really are there for the students and parents. They have one of the best coral programs anywhere. The some of the teachers have been there since the school openned they dont want to teach anywhere else. I'm proud to be member of the DMS family.


Posted January 26, 2012

The best school on this earth! i was basically the king of this school with my friends. I was 100% happy at this place. If you go here your the luckiest person on earth.


Posted April 19, 2011

Great teachers, great principal (NOT vice, she's so rude), and my fellow students are ... pretty disprespectful and rude and full of themselves. I see quite a bit of bullying and TONS of jerks. I still love this school though and I'm glad that I attend DMS.


Posted December 11, 2010

This site wont let me post my DMS experience, so let me sum it up in a nut shell. The school it's self: AWESOME Teachers: AWESOME Office staff: So-so kind of stuck up Counselor: AWESOME Vice Principal: A HORRIBLE MESS, does not know how to handle bullying. Could have possibly been a bully herself growing up, so no wonder!
—Submitted by a parent


Posted January 12, 2010

well.... this is my first yr at Day Middle and i could not stand it my 1st couple months or so. The teachers are absolutly great! But the kids on the other hand are posers. They try to be someone they're not. you know some ppl may be cool w/ that, but to be honest, i can care less.... but its they way they treat & jugde ppl. I dress punk so the ppl there just asume that I'm a mean person. But over all i give this school like a B. The princibles are nut-cases, the teachers are amazingly careful and great, and the kids.... well, there just finding themselves... this is an alright school!
—Submitted by a student


Posted August 9, 2009

All three of my students have attended Day and it has been a great experience. There are some outstanding teachers, such as Mrs Ortwein in 6th grade who are fantastic teachers. They certainly prepare students for high school
—Submitted by a parent


Posted March 14, 2009

Ok were do i start....this is such a cool school. I am almost finishing my first year there and the teachers are great. It's nice to know you have teacher who are also your friends. Mrs. Love af Mr. Cooke do really care abou are school. We even have the club 'O Ambassadors' a club that Oprah has made for schools all over the country to help. Sn't Patricks day is comming and i can't wait what teacher is going to be a Leprachan!
—Submitted by a student


Posted July 22, 2008

I've been to this school for the past 3 years,and I can truely say that this is an awesome school.The people there are very friendly,and the teachers are helpful,depending on their attitude and strict level.I recommend anyone in the Temecula area to come to this school.It's clean,with easy,safe,and disciplined rules to follow.It's no wonder it was named as A Distinguished School.
—Submitted by a student


Posted June 11, 2008

i love this school im in dms 6th grader they try to help you as much as you can. they're really nice. the kids are great i give it 2 thumbs up! yeah :)
—Submitted by a student


Posted June 4, 2008

to tough on the kids but they have a good testing scores!!


Posted January 16, 2008

i personally believe that james l. day middle school is very organized, and vry supportive of its students. i personally enjoy my school life at this school. they have made 7th grade so much easier for me. and i thank them for that:) mr.cooke our principal, is very helpful & listens to all of your concerns:) well as you can see i am a student. and i used to no like school that much. but now... i just cant wait for the next day:) i
—Submitted by a student


Posted January 6, 2008

This was an excellent school I reccomend this for your children!! Its clean and organized the kids are friendly, the teachers are creative and provide a great learning expericience. This school has one the Distungished School Award.
—Submitted by a parent


Posted December 27, 2007

This has been the best school so far for me, and for sure I know. With inspiring teachers who want everyone to reach their goal, this is an amazing experiance. kids who do not want to do any work and goof off will soon get off that habit because there is no slacking at dms. 7th grade has been much easier than I thought it would be. even though some of the kids can get annoying, there is some kids that take you for who you are. thank you for reading and really, dont beleive the site, believe me, the one who experiances the dms challenge.
—Submitted by a student


Posted March 8, 2007

Coming from Poway school district I have found Temecula schools are a year behind, both my kids got bored and found themselves repeating things in classes they had already done the year before. The GATE program needs to be more interesting and engaging for its select members.
—Submitted by a parent


Posted March 8, 2007

I have one student in DMS and I have good communications with teachers (its call parent involment)If I have a problem they try to solve it in a timely manner. The only thing I don't jump up and down is the great peer presuree this kids go throu everyday. I am a 100% uniform supporter since it seem kids go to a fashion competition school instead of going to a regular school. Parents should be on top of this issue and stop thinking that kids can find their own way to survive this dramatic school age!
—Submitted by a parent


Posted March 6, 2007

Dms is not that great, I am a student here and it is boring. I must say the greatest teacher is MRS. Hanson. Shes an awsome teacher. I dont mean just like a cool person she is an accual good teacher! I have never learned that well untill I was in her class.
—Submitted by a parent


Posted June 25, 2006

I have 2 children who both attend DMS and I am extremely disappointed in the way that they were treated differently. My 1st child excels at everything and was treated great. My 2d child has to work harder at everything and was looked down on and ignored by all of his teachers. He was allowed to fail instead of someone stepping up to help him suceed. It seems to me as though the teachers didn't care to take the time to help him and gave him an attitude of 'I don't have time to help you' If you have a child who takes a bit more attention to learn, DMS is not the school for him or her!
—Submitted by a parent


Posted March 30, 2005

This is an excellent school offering a variety of opportunities. My son enjoyed it very much!
—Submitted by a parent


Posted February 28, 2005

We feel that Day Middle School is very supportive of students and their parents. Their administration is very involved with the day to day activities and incidents that occur with their students. They handle issues discretly and handle them immediately. Academically, this school has the classes available to the students depending on our state budget at the time. They take great care in exposing the kids to other interests. Their elective courses offered expose the students to some great things because of the quality of their teachers. The PTA is very involved in 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.

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

857

Change from
2012 to 2013

-2

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

8 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

857

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

-2

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 2012 and Spring 2013. 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)

8 / 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)

8 / 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.

270 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
73%

2011

 
 
70%

2010

 
 
75%
Math

The state average for Math was 55% in 2013.

273 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
57%

2011

 
 
59%

2010

 
 
64%
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.

31 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
95%

2011

 
 
100%

2010

 
 
100%
English Language Arts

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

294 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
75%

2011

 
 
73%

2010

 
 
73%
Math

The state average for Math was 52% in 2013.

259 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
50%

2011

 
 
51%

2010

 
 
55%
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.

233 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
51%

2011

 
 
43%

2010

 
 
41%
English Language Arts

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

294 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
80%

2011

 
 
76%

2010

 
 
77%
General Mathematics (Grades 6 & 7 Standards)

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

37 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
7%

2011

 
 
4%

2010

 
 
6%
Geometry

The state average for Geometry was 85% in 2013.

34 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
100%

2011

 
 
93%

2010

 
 
96%
History - Social Science Grade 8 Cumulative

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

312 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
65%

2011

 
 
65%

2010

 
 
66%
Science

The state average for Science was 67% in 2013.

294 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
79%

2011

 
 
79%

2010

 
 
75%
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 Students77%
Females84%
Males69%
African Americann/a
Asian67%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged68%
Not economically disadvantaged81%
Students with disability27%
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate71%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)77%
Parent education - college graduate80%
Parent education - graduate school/post graduate94%
Parent education - declined to state55%

Math

All Students60%
Females61%
Males60%
African Americann/a
Asian60%
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)66%
Economically disadvantaged55%
Not economically disadvantaged64%
Students with disability33%
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate47%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)54%
Parent education - college graduate70%
Parent education - graduate school/post graduate81%
Parent education - declined to state45%
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 Students96%
Femalesn/a
Males95%
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)100%
Economically disadvantagedn/a
Not economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
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)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students72%
Females73%
Males70%
African American46%
Asiann/a
Filipino87%
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged66%
Not economically disadvantaged74%
Students with disability35%
Students with no reported disability74%
English learner40%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate62%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)70%
Parent education - college graduate78%
Parent education - graduate school/post graduate85%
Parent education - declined to state62%

Math

All Students52%
Females54%
Males51%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged47%
Not economically disadvantaged55%
Students with disability19%
Students with no reported disability55%
English learner20%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate31%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)52%
Parent education - college graduate58%
Parent education - graduate school/post graduate61%
Parent education - declined to state50%
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 Students45%
Females44%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged39%
Not economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate27%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)42%
Parent education - college graduate45%
Parent education - graduate school/post graduate60%
Parent education - declined to state33%

English Language Arts

All Students71%
Females74%
Males67%
African Americann/a
Asian83%
Filipino87%
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged57%
Not economically disadvantaged77%
Students with disability13%
Students with no reported disability74%
English learner19%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate31%
Parent education - high school graduate73%
Parent education - some college (includes AA degree)66%
Parent education - college graduate82%
Parent education - graduate school/post graduate76%
Parent education - declined to state53%

General Mathematics (Grades 6 & 7 Standards)

All Students3%
Females0%
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged4%
Not economically disadvantaged0%
Students with disability0%
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only4%
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)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students91%
Females86%
Males100%
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)100%
Economically disadvantagedn/a
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
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)100%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students70%
Females64%
Males76%
African Americann/a
Asian100%
Filipino80%
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged58%
Not economically disadvantaged76%
Students with disability12%
Students with no reported disability77%
English learner32%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate41%
Parent education - high school graduate70%
Parent education - some college (includes AA degree)67%
Parent education - college graduate77%
Parent education - graduate school/post graduate84%
Parent education - declined to state50%

Science

All Students82%
Females78%
Males88%
African Americann/a
Asian92%
Filipino87%
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged71%
Not economically disadvantaged88%
Students with disability33%
Students with no reported disability85%
English learner38%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate62%
Parent education - high school graduate80%
Parent education - some college (includes AA degree)83%
Parent education - college graduate87%
Parent education - graduate school/post graduate86%
Parent education - declined to state60%
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
Hispanic 38%
White 38%
Two or more races 7%
Asian 4%
Black 4%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 31%N/AN/A
English language learners 6%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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40775 Camino Campos Verdes
Temecula, CA 92591
Phone: (951) 699-8138

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