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Teacher quality
Principal leadership
Parent involvement
I initially came to Yorba Linda because of a transportation issue. I didn't not know anyone and unfortunately I had a hard time making friends. Most of the kids there did not have the same interests as I did. Some of the teachers there have made an effort help me to connect with others. The staff was very nice and encouraging me to pursue a higher education. In addition, I didn't feel like I was challenged intellectually. I would finish all my homework in an hour and I would get 100s on my tests without studying. Most students here don't make an effort to study and learn and many teachers don't encourage improvement. After middle school, I went to Valencia High for the IB program and found that the students from Kraemer were more driven and loved the challenge of a rigorous education. It was difficult for me to keep up with them. In addition, I was able to connect the Kraemer students because we cared about our education and our future careers. All in all, if you want to be intellectually challenged, going to Yorba Linda would be a waste of your time.
My son in in the 8th grade this year and it has been a pleasure to have him in the YLMS. The school has very knowlegable, fun and easy to communicate with teachers. They care and are very understanding and work with parents very well. Their music program is excellent, also they have Honors and GATE programs. Teachers challenge the children to grow and succeed. School has afterschool activities, 3K run, fundraisers and also Boys and Girls Club on campus for afterschool care. We will miss you next year YLMS!!
—Submitted by a parent
My son is in 7th grade at this school and he is flourishing in every way. I cannot be more enthusiastic and positive about everything available at this school in every aspect- Music, Academics, Activities and Student Leadership activities. The principal is amazing. He is there in his 3-pc suit until very late each night and is seen DAILY shaking kids hands, greeting them BY NAME, opening car doors in the mornings, and actually participating in most events from the 3K Run to PTA meetings. I have contact with almost all of my son's teachers and get responses by the end of the day. Also, there are huge strides made to accommodate ALL levels that students are at- from struggling to advanced in all areas of academia. Our scores speak for themselves....
—Submitted by a parent
The teachers are nice enough but it doesn't seem that they know what they are teaching. My daughter was assigned a book to read that was far too mature for her age. When I tried to contact the teacher I could not get a response. Then I couldn't get an answer from the administration and had to go to the district level. I finally had to put in a transfer to another school in the district. At that school their test scores refelected their commitment to the standards and the teachers actually assigned reading from "approved" lists of the district. The sad thing about this school is that they have decent kids but don't seem to help the kids grow. As far as activities, it is basically non-existant.
—Submitted by a parent
I was worried about my daughter attending 6th grade at a middle school, but she seems to have adjusted well. Although she enjoys it, I have my own concerns. I don't think the kids are challenged. There seems to be very little homework and my child is finished quickly. I don't believe in overwhelming kids, but i do believe there is a benefit to 'good' homework, at least until dinner? I do not see any academic challenges for my child and I hope she does not get lazy. When asked about the safety issue (no gates surround the school), the answer I received was nothing short of letting the parents know that it is our responsibility to teach our kids how to handle different situations which arise. All I want was another deterrant to avoid some (not all) 'situations'.
—Submitted by a parent
YLMS has some very good academic programs but I have personally seen students get lost in the shuffle and left behind. If your child isnt a very bright quick study count on spending lots of time outside the classroom teaching them what they didnt absorb during the school day. Many students also end up having to use private tutoring services to work on math and writing skills to pass the required achievment tests. Therein lies a problem. Too much of the curriculum is directed toward 'teaching to the test' rather than emphasizing student learning. In all fairness some of this is due to Federal and CA state standards imposed on the teachers. There is also a lot of social pressure on students to be popular, to have more and do more than other students, particularly in the 7th and 8th grades, which complicates the academic environment.
—Submitted by a parent
The campus is an open campus that needs to be gated for the safety of the students. The campus is also in need of patrolling by a staff member.
—Submitted by a parent
I've been going to YLMS for two years now and I have to say that I'm impressed with how wonderful the staff is to us students! They treat us maturely and give us a say in what happens in our school. I feel really safe here and never feel the normal peer-pressure teens usually go through during this age. Students here are responsible and want to make a difference. The staff at YLMS recognizes our potential and through peep rallies and programs like the Unity Workshop, they show us how we can make a difference in the world around us. Thanks YLMS!
—Submitted by Ruth Ceausu, a student
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.
275 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
277 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.
296 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
241 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.
191 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
313 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.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
45 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.
325 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
311 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 | 83% |
| Females | 84% |
| Males | 83% |
| African American | n/a |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 86% |
| Students with disability | 76% |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| 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) | 82% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 84% |
| All Students | 71% |
| Females | 68% |
| Males | 75% |
| African American | n/a |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 74% |
| Students with disability | 61% |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| 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) | 74% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 70% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | 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 | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 100% |
| All Students | 81% |
| Females | 84% |
| Males | 79% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 83% |
| Students with disability | 54% |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| 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) | 84% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 77% |
| All Students | 75% |
| Females | 68% |
| Males | 81% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 70% |
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 | 64% |
| Females | 70% |
| Males | 60% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| 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 | 59% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 62% |
| All Students | 79% |
| Females | 83% |
| Males | 76% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 81% |
| Students with disability | 44% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 77% |
| All Students | 51% |
| Females | 37% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 57% |
| Students with disability | 23% |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 65% |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| Fluent-English proficient and English only | 100% |
| Gifted and talented | 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 | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 75% |
| Males | 83% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 83% |
| Students with disability | 45% |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | 82% |
| All Students | 92% |
| Females | 89% |
| Males | 96% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 95% |
| Students with disability | 88% |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 95% |
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
Asian
Hispanic or Latino
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 63% | 28% | ||
| Hispanic or Latino | 17% | 49% | ||
| Asian | 13% | 8% | ||
| African American | 3% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 3% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 16% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 83% | 85% | ||
| All other non-English languages | 6% | 1% | ||
| Filipino (Pilipino or Tagalog) | 6% | 1% | ||
| Russian | 6% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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4777 Casa Loma Avenue
Yorba Linda,
CA 92886
Phone: (714) 986-7080
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