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Teacher quality
Principal leadership
Parent involvement
My daughter has flourished at Lum. All three of her teachers, as well as music and media center teachers, have challenged my daughter academically, as well as create an atmosphere that makes her want to go to school. She has made tremendous strides in her academics, scoring proficient or advanced across the board, as well as develop into a strong individual. I could not have asked for a better experience than I have had at Lum. I always feel welcome and have felt that all the teachers as well as the principal have been open to communication.
—Submitted by a parent
We've been at Lum since 2009 and have been extremely happy. It's a wonderful community, very diverse, caring and involved. There are so many fun school activities, such as Fall Family Festival, afterschool enrichment classes, Multi-cultural night, and alot of other PTA sponsored programs. All of my children's teachers are/have been great and even better than great. And having met or heard of the other Lum teachers from other parents, we're looking forward to upper grades. I really like our principal. She is out there with the kids, knows everyone's names, is so friendly and accessible but is very serious about keeping kids on track if need be. My son will start K this fall and I have every confidence in Lum. Best of all, my children like going to school and have made some great friends there.
—Submitted by a parent
Lum was a very great school to go to. Ms. Tomine was a great 3rd grade teacher! Too bad she retired. Ms. Holmes was a great teacher to work with in 4th grade and Ms. Finch was very nice to be with for 5th grade. Graduating from 5th grade was a very sad moment. Lum students and staff are part of a big family. I hope the students their will have the same expierence like I did. #LumBearForever!
I loved this school from the beginning. Ms. Finch is strict but very caring and gives us enough homework to do! Everything there is fantastic, I can't find a better school than this one! There's a great club that helps the environment called "Garbage Club" and I can't say it isn't bad. I hope the kids that will go to Lum will have the same experience as I did in all my years!
My son went to both Kindergarten and 1st grade at Lum school. I am very dissatisfied with the principal that is currently there, I went to Lum back in 80s and had a great experience. The only thing great I can say about Lum is their 1st grade teacher Ms Ratto. She truely helped my son get through his 1st grade year without any problems. We moved out of Alameda after his 1st grade year and it couldn't have been a better choice for us.
—Submitted by a parent
By what measure is the parent who claims that 'Lum is not very diverse' judging this school? The 2009 data clearly states that Lum is 34% white, and has a higher percentage of African American, Asian, Filipino and Pacific Islander students than the state averages. That's just uninformed. The fact is that my very favorite thing about Lum school is the high diversity index. Lum is not the highest-performing school in the city, but it has so far been a good place for our daughter. She doesn't need the rest of the school to perform at the highest level in order for her to achieve. Our son will start there next year.
—Submitted by a parent
My 2 kids, 1st and 3rd grades, love going to school at Lum. We have had wonderful teachers and really positive experiences. I feel that the teachers, staff and principal are constantly going above and beyond to ensure the children at this school feel safe and welcomed. The PTA is really committed to doing everything they can to keep the many programs going and involving the families in many social activities. Lum is extremely diverse and community-oriented. We are blessed to be a part of such a wonderful school.
—Submitted by a parent
I am a parent of a 1st grader at Lum Elementary. I love it there and so does my son. His teachers have been fantastic and academics are top priority. The school is very diverse. Look at the school ethnic statistics and see the vast array of ethnicities in the school population. In my son's class alone (20 students), 11 students speak another language at home ranging from Farsi to Vietnamese to Russian. Lum has an active PTA and Principle Lyons has always been accessible to me. The school could use more yard duty personnel.
—Submitted by a parent
I am extremely unsatisfied with Lum. As a teenager I attended Alameda schools and found them to be outstanding. I grew both socially and educationally- so naturally I felt it best to enroll my son in an Alameda school. Unfortunately Lum is not very diverse and the teachers seem to have a hard time connecting with children of color. The yard is not well supervised so there are often fights/arguments between the children that go unsolved. On several occassions Principal Lyons has handled situations improperly, and the teachers my child had often put him in groups with other children that were below grade level or had behavioral problems (also children of color). I wish Lum would let go of their 1950's mentality and encourage the children and teachers to be more accepting of others differences.
—Submitted by a parent
I love this school. I have 2 children who go there. 1 is in K and the other in 1st grade. The PTA is 40+ strong, and a nice mixture of moms, dads and caretakers. The teachers & principal are wonderful--dedicated, experienced, and our children's best allies. Communication is great between parents and educators. It's a wonderful school with a balanced mix of ethnicies and income. It is the best, down to earth, open and wonderful school on the island! We could not have asked for a better school. We love LUM!!
—Submitted by a parent
My son finished his first year at Lum. The teachers have been so wonderful in helping him settle in to a new school. The staff have been excellent in thier communication with parents. I see the teachers providing an enviorment where ALL children's learning needs are met. Lum teachers are truely committed to your child's success. My son has a solid foundation thanks to his teacher this year. The parent involvement is also very strong. Although it is one of the larger schools in town, it still has a close knit feeling.
—Submitted by a parent
My family has been involved with our 2 kids at Lum going on our 5th year, as my daughter goes into 5th and my son goes into 2nd grade. Our teachers, thus far, have been first rate educators, warm and wonderful people. The help I have received from all 4 of my daughter's teachers as we have moved towards a final diagnosis of ADHD is so very appreciated. Thanks to them she loves school and is thriving academically despite her struggles. As I working mom, I find being heavily involved in the PTA has been the best advantage for my kids in their school experience. I can not stress how important parent involvement is to our kids and Lum school has a terrific group of parents dedicated to making Lum one of the best schools in Alameda. Lori Keep, Lum parent
—Submitted by a parent
I love the parent involvement at the school and the small community feeling!
—Submitted by a parent
Great program. So far, my son has completed Kindergarten, but I am very impressed with the teaching, curriculum, and overall quality that Lum has to offer. My goal is to see both of my kids through 5th Grade at Lum. My son can't wait to start 1st Grade!
—Submitted by William White, a parent
Fathers not encouraged to participate. Poor leadership: minimal interaction with parents. Quality of education: low-minimal daily homework. Teachers:some good, some poor.
—Submitted by a parent
I have 2 foster children and I enrolled them with the help of the staff within hours. The staff was wonderful with the kids and I don't think we could have made it through the year without them. The saying is, 'It takes a village to raise a child'. In this case it is true because without the teachers at the school the last year wouldn't have been possible. The kids are excited about going back to school and I'm also looking forward to another year to watch these kids grow and blossom. Thanks Lum!
—Submitted by a parent
My daughter went to this school through third grade and it was such a great experience for her. From the teachers, to the students, to the parents, everyone was great and involved. She learned a lot and has taken that with her into the upper grades.
—Submitted by a parent
My son went from 2nd to 5th grade at Lum and had wonderful teachers the entire time. The office staff were particulaly warm and helpful and my son felt comfortable approaching them when he had problems.
—Submitted by a parent
The teachers and PTA groups are very involved in the students' growth. They pride themselves on their consistently improving scores in the statewide testing. Great place to grow and learn.
—Submitted by Chris, 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 58% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
68 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 English Language Arts was 48% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
98 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 English Language Arts was 67% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
77 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 English Language Arts was 63% in 2012.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
59 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 | 72% |
| Females | 69% |
| Males | 74% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 76% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 69% |
| Males | 82% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 70% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 64% |
| Females | 70% |
| Males | 56% |
| African American | n/a |
| Asian | 77% |
| Filipino | 45% |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 54% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 90% |
| Males | 94% |
| African American | n/a |
| Asian | 94% |
| Filipino | 100% |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | 89% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 87% |
| Females | 89% |
| Males | 84% |
| African American | n/a |
| Asian | 94% |
| Filipino | 91% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 79% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 90% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 89% |
| Males | 83% |
| African American | n/a |
| Asian | 88% |
| Filipino | 82% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 78% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 83% |
| Females | 86% |
| Males | 80% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 56% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 73% |
| Males | 78% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 72% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 68% |
| Males | 73% |
| African American | n/a |
| Asian | 72% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 44% |
| Fluent-English proficient and English only | 83% |
| 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) | 85% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| 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 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
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 | 34% | 28% | ||
| Asian | 32% | 8% | ||
| Filipino | 11% | 3% | ||
| African American | 9% | 7% | ||
| Hispanic or Latino | 8% | 49% | ||
| Multiple or No Response | 3% | 3% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 35% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 27% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Cantonese | 23% | 2% | ||
| Vietnamese | 15% | 2% | ||
| Spanish | 14% | 85% | ||
| Farsi (Persian) | 9% | 0% | ||
| Filipino (Pilipino or Tagalog) | 9% | 1% | ||
| All other non-English languages | 5% | 1% | ||
| Korean | 5% | 1% | ||
| Mandarin (Putonghua) | 4% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 4% | 0% | ||
| Arabic | 3% | 1% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| Portuguese | 2% | 0% | ||
| Tigrinya | 2% | 0% | ||
| Chaozhou (Chiuchow) | 1% | 0% | ||
| French | 1% | 0% | ||
| German | 1% | 0% | ||
| Hungarian | 1% | 0% | ||
| Pashto | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 17 | N/A | 11 |
| Average years teaching | 17 | 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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1801 Sandcreek Way
Alameda,
CA 94501
Website: Click here
Phone: (510) 748-4009
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