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GreatSchools Rating

Erle Stanley Gardner Middle School

Public | 6-8 | 1000 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
No new ratings
2010:
No new ratings

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18 reviews of this school


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Posted November 29, 2012

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.


Posted August 4, 2009

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


Posted August 4, 2009

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


Posted April 2, 2009

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


Posted January 8, 2009

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


Posted August 15, 2008

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


Posted February 17, 2008

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


Posted January 6, 2008

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


Posted January 6, 2008

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


Posted September 22, 2007

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


Posted September 5, 2007

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


Posted August 11, 2007

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


Posted March 20, 2007

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


Posted February 8, 2007

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


Posted August 16, 2006

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


Posted May 11, 2006

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


Posted March 28, 2006

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


Posted May 6, 2005

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.

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 2012.

This school's
API score

882

Change from
2011 to 2012

+21

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

9 / 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 met all student subgroup API targets for 2012

This school's
API score

882

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
2011 to 2012

+21

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. 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
(2011)

9 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

9 / 10

API Similar Schools Rank (2011)
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 59% in 2012.

316 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
80%

2010

 
 
77%

2009

 
 
77%
Math

The state average for Math was 55% in 2012.

322 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
82%

2010

 
 
80%

2009

 
 
65%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 86% in 2012.

48 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
84%

2010

 
 
68%

2009

 
 
84%
English Language Arts

The state average for English Language Arts was 62% in 2012.

319 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
82%

2010

 
 
74%

2009

 
 
72%
Math

The state average for Math was 52% in 2012.

269 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
66%

2010

 
 
51%

2009

 
 
45%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 49% in 2012.

168 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
46%

2010

 
 
37%

2009

 
 
47%
English Language Arts

The state average for English Language Arts was 59% in 2012.

336 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
80%

2010

 
 
76%

2009

 
 
73%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

163 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
43%

2010

 
 
42%

2009

 
 
31%
Geometry

The state average for Geometry was 87% in 2012.

28 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
90%

2010

 
 
91%

2009

 
 
75%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

362 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
65%

2010

 
 
59%

2009

 
 
59%
Science

The state average for Science was 66% in 2012.

333 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
84%

2010

 
 
72%

2009

 
 
74%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students82%
Females84%
Males79%
African Americann/a
Asiann/a
Filipino81%
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged72%
Non-economically disadvantaged84%
Students with disability45%
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate66%
Parent education - some college (includes AA degree)76%
Parent education - college graduate86%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students77%
Females73%
Males81%
African Americann/a
Asiann/a
Filipino78%
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged66%
Non-economically disadvantaged80%
Students with disability35%
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)72%
Parent education - college graduate80%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students85%
Females81%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)79%
Economically disadvantagedn/a
Non-economically disadvantaged84%
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)83%
Parent education - college graduate84%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students86%
Females89%
Males82%
African American94%
Asian88%
Filipino90%
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged75%
Non-economically disadvantaged88%
Students with disability54%
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate72%
Parent education - some college (includes AA degree)84%
Parent education - college graduate90%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students67%
Females64%
Males69%
African American60%
Asiann/a
Filipino80%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged66%
Non-economically disadvantaged67%
Students with disability25%
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)63%
Parent education - college graduate74%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students73%
Females70%
Males76%
African Americann/a
Asiann/a
Filipino71%
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged75%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)70%
Parent education - college graduate73%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

English Language Arts

All Students85%
Females87%
Males85%
African American67%
Asiann/a
Filipino91%
Hispanic or Latino81%
American Indian or Alaska Native73%
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged72%
Non-economically disadvantaged88%
Students with disability50%
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate84%
Parent education - some college (includes AA degree)80%
Parent education - college graduate91%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students49%
Females51%
Males46%
African Americann/a
Asiann/a
Filipino57%
Hispanic or Latino47%
American Indian or Alaska Native27%
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged43%
Non-economically disadvantaged51%
Students with disability16%
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)47%
Parent education - college graduate55%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

Geometry

All Students89%
Females80%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)89%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with no reported disability89%
Fluent-English proficient and English only89%
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 graduaten/a
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students70%
Females69%
Males72%
African American62%
Asian64%
Filipino76%
Hispanic or Latino62%
American Indian or Alaska Native50%
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged53%
Non-economically disadvantaged74%
Students with disability24%
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)60%
Parent education - college graduate77%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Science

All Students88%
Females84%
Males91%
African American75%
Asiann/a
Filipino91%
Hispanic or Latino83%
American Indian or Alaska Native64%
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged75%
Non-economically disadvantaged90%
Students with disability59%
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate80%
Parent education - some college (includes AA degree)85%
Parent education - college graduate91%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 16%N/A24%
Students eligible for free or reduced-price lunch program 211%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 10N/A11
Average years teaching 14N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

45125 Via Del Coronado
Temecula, CA 92592
Phone: (951) 699-0080

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