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Teacher quality
Principal leadership
Parent involvement
I am very disappointed with the school. I transferred my son from another school district. My son was transferred match classes without anyone in the family knowing. The principal then just said it was a mishandling on the staff part and she will talk to them. A week later, they wouldn't let my son into school because he vomitted in the morning. The school and the district would rather have a child miss a day of school then teach them to be tough and strong. The very same incident shed the light on the staff at the school. The staff including the counselor was slow and poor at handeling the situation. The school has made decision about my child without my approval and informed me afterward.
I love GMS. It is a great school. The teachers there help the kids like me to choose better choices and they also make learning fun in everyway. Even my worst subject, which I don't like very much, was fun.
—Submitted by a student
I love GMS it is a great school. Except for the staff. They aren't too great. The only real people and teachers that are great there are Mr. Flesuras, the principal, Mr. Appel, a teacher, Mr. Matthews, a teacher, Mrs. Onstott, teacher, and Mr. Portis and Mr. Stroud. Both of them are P. E. teachers
—Submitted by a student
I am now a sophomore at Great Oak, but 2 years ago I attended GMS. The school was fairly safe, but many teachers displayed favoritism, and the administrative staff was awful (particularly the vice principal). The only teachers I ever really felt inspired by were Mrs. Nuoffer, Mrs. Dominguez (no longer teaching), and Mr. Matthews. Other than that... I could take it or leave it.
—Submitted by a student
The teachers at GMS are great. I have emailed my daughters teachers over the weekends, and at night, and I usually get an email response in a matter of hours not days, as with Redhawk ES. Some teachers have a great vision of using technology in their classrooms. It has really opened my daughters eyes to the many realms of education. For the first time ever, she looks forward to going to school. I look forward to her remaining years at Gardner, I hope her 7th and 8th grade teachers are just as great.
—Submitted by a parent
I have been very happy with Gardner Middle School. After a miserable experience with Vail Ranch Middle School, I moved my kids to GMS and am so glad that I did. Vail Ranch had some very nice teachers, but the front office staff and especially the assistant principal were exceptionally rude. They treated the children and parents like thorns in their sides with a 'them against us' attitude. At GMS, the teachers and administration are very helpful and friendly. The counselor assigned to my kids is one of the nicest people I've met and a great resource. The health clerk is very kind, also. Every school will have some personality differences between teachers and kids or issues with some kids behaving badly, but I feel Gardner treats any issues very seriously and with fairness.
—Submitted by a parent
Many teachers have moved to middle school from elementary schools and do not seem to be able to teach the students up to the California standards. The counselors and principal are focused on a few general problems and seem to have forgotten they are there for ALL students, not just the ones who cause problems.
—Submitted by a parent
This is the worst school ever. The assistant principal is the worst I've ever delt with. SHe assumes all kids are 'bad' and rules like a warden in a prison. I took my son out of there this year and he is so much happier and doing much better. Students who have a parent as a teacher at the same school shouldn't be allowed to have them in their class. If you are white - forget it. No one at this school will listen to you. Too much favortism going on!
—Submitted by a parent
I'm very upset with the teachers, not only do they ignore my e-mails during my hospitalzation, they did not give me any make-up work. It's no wonder why I'm failing 8th grade. Please do not look at this review as offensive, But the communinty is very low class, and lots of gangs go to this partiular school. I'm now in the process to get homeschool to get myself out of this quicksand. Please consiiter this review and look at other schools.
—Submitted by a student
We came from San Diego. After reading the neg. comments, I was concerned to have my daughter attend. She has been there since August 20th, 2007 and has done very well. I am not sure what happened to the other parents in 2005 and 2006 but I am sorry for their experiences. Maybe since the was new, they were still working out the bugs. I think the teachers and administration staff is nice and friendly.
—Submitted by Rebecca, a parent
My son came from a private school and is loving GMS. It is exciting to see that they have a wonderful music dept when so many other school have eliminated music. For a newer school, there is a friendly atmosphere when I visit the school. I always feels that the administration keeps me informed of school activities as well as my son's work. I think that more parents should come and help out at school and they too will see that what a great school we have at GMS. I want to also mention Mr Simmons, who really inspired my son. He is truly an awesome and dedicated teacher.
—Submitted by a parent
I'm now a sophmore at GOHS but one thing I have to say to all parents is that GMS is the best school I have ever been to. I learn so much. I love my teachers especially Mr.Matthews. He was an amazing teacher. He always push us students to try our best. I got 4.0 GPA. I was part of the video production. That helped me out so much because my freshman year was not hard. Rather easy. Cuz i knew how hard I need to work to be the best.My teacher helped me out when I needed it. The principle is out of the world. He cares about each an everyone of the student. Thanks GMS. I love that school. So I recommend the school to the students that would like [to] be outstanding
—Submitted by a student
This school is the worst that any of my children have attended. There is little for the students and it shows in their attitude towards the administration. The morale of the students overall is extremely low and leadership is the cause. I have thought about transferring my children out, although it would become a grave inconvenience for us as parents. It is a shame that the district allows this administration of this school to continue as it is.
—Submitted by a parent
My child came from another state with a much higher rating. My expetations for a Ca school was very low. I was suprised how well the school did academicly. There is not one area that we didn't like. My child did band, sports and had an IEP. He thrived in all areas! GReat School!
—Submitted by a parent
I am a student at this school and I think we have a good atmosphere. It is true, sadly, that there are bad drivers 'darting in and out' but some schools are like that. Thats the city we live in, people! We have a Peer Buddy program for special needs kids where regular kids use one class period each day to participate in helping the kids. We have activities such as dance, volleyball club, golf club, track & field, whiffle ball. If you have enough people you may create your own club. We are a good school, good people, good staff/teachers. You will be fine going to this school. If I, a student at this school, enjoys going to school each day at GMS- your child should too!
—Submitted by a student
This school is not that great. There are no extraurricular activities except for sports and there is no parent involvement. The acedemic programs are very unorganized.
—Submitted by kelly clarkson, a student
If you have a special needs child please consider another school. You will do fine if you have a completly average child that will not stand out.
—Submitted by a parent
I personally think this school does not have their school in order. This is one of the most impersonal schools we have ever attended.It has a very cold atmosphere and not friendly. There is no teacher/parent association whatsoever. Very dissappointed in this school. There are no activities to motivate the students morale. Maybe they should look into a more friendly atmosphere to make their school more enjoyable. They also need some parking lot supervision. Parents drive all over darting in and out to pick up their children at both times of the day. Teachers are always impatient and it makes for a dull learning environment as opposed to a fun place to learn. Maybe they should ask the students what they feel about their school! i bet they would be surprised!
—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.
316 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
322 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.
48 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
319 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
269 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.
168 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
336 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.
163 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
28 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.
362 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
333 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 | 82% |
| Females | 84% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | 81% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 84% |
| Students with disability | 45% |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 73% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | 78% |
| Hispanic or Latino | 70% |
| 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 | 66% |
| Non-economically disadvantaged | 80% |
| Students with disability | 35% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 90% |
| 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 | 85% |
| Females | 81% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| 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) | 83% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 89% |
| Males | 82% |
| African American | 94% |
| Asian | 88% |
| Filipino | 90% |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 88% |
| Students with disability | 54% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 64% |
| Males | 69% |
| African American | 60% |
| Asian | n/a |
| Filipino | 80% |
| 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) | 73% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 67% |
| Students with disability | 25% |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 73% |
| 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 | 73% |
| Females | 70% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | 71% |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 87% |
| Males | 85% |
| African American | 67% |
| Asian | n/a |
| Filipino | 91% |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | 73% |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 88% |
| Students with disability | 50% |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 84% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 51% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | 57% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | 27% |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 51% |
| Students with disability | 16% |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 80% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with no reported disability | 89% |
| Fluent-English proficient and English only | 89% |
| Gifted and talented | 100% |
| 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 | 70% |
| Females | 69% |
| Males | 72% |
| African American | 62% |
| Asian | 64% |
| Filipino | 76% |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | 50% |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 74% |
| Students with disability | 24% |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 84% |
| Males | 91% |
| African American | 75% |
| Asian | n/a |
| Filipino | 91% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | 64% |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 90% |
| Students with disability | 59% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 94% |
| 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
American Indian or Alaska Native
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
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 | ||
|---|---|---|---|---|
| White | 45% | 28% | ||
| Hispanic or Latino | 19% | 49% | ||
| Multiple or No Response | 17% | 3% | ||
| Filipino | 7% | 3% | ||
| African American | 4% | 7% | ||
| Asian | 4% | 8% | ||
| American Indian or Alaska Native | 3% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 11% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 67% | 85% | ||
| Filipino (Pilipino or Tagalog) | 10% | 1% | ||
| Lao | 4% | 0% | ||
| Punjabi | 4% | 1% | ||
| Korean | 3% | 1% | ||
| Vietnamese | 3% | 2% | ||
| All other non-English languages | 1% | 1% | ||
| French | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Taiwanese | 1% | 0% | ||
| Thai | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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45125 Via Del Coronado
Temecula,
CA 92592
Phone: (951) 699-0080
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