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Teacher quality
Principal leadership
Parent involvement
I came to Alpine for the schools, that was 35 years ago. I had heard that Alpine had great schools and moved there. All three on my children went to school in Alpine. One has his own law firm, one works for a doctor, and one became a teacher. I would reccomend Alpine Elementary and Joan McQueen to everyone. Thank you Alpine Teachers!!!!
—Submitted by a parent
There are many wonderful and decicated teachers but a few who tired and could retire or update. Recent principal leadership has been lacking but may improve with the new assignment. I would like to see and improvement in spirit based on challenge to increase student success.
—Submitted by a parent
My daughters just finished 2nd and 3rd grade at AES this year. So far, we have had excellent teachers who have challenged them when appropriate and gave them support when needed. AES had a new principal this year, he is great at connecting with the kids and can be seen before and after school as well as at lunch and recess talking to parents and students. I feel the principal is very approachable and willing to discuss any issues a parent might have. The office staff is amazing! The 2 school secretaries know every child, most of the parents and keep the school running smoothly. I feel confident that I could walk into the office at any time of the day and ask where my child is and they will know where their class is and what they are doing. Although we live very close to AES, we are zoned to go to one of the other Alpine schools. We decided to transfer our kids into AES because of the down to earth feeling the school carries, and feel very good about our decision and will not think twice about transferring our younger kids into AES as well
—Submitted by a parent
My children have been to 2 other schools before Alpine Elementary. This by far is the best school they have attended. The staff is excellent! Outstanding teachers and all of my children are eager to learn.
—Submitted by a parent
This school has high parent involvement, great teachers, and a safe campus. My only criticism would be lack of early intervention for my child who did not get an IEP until 6th grade - although I mainly fault the district for this deficit. On the positive side, the teachers were fabulous and went the extra mile to ensure success. Love AES, and have even transferred out of the 'new, high income-area school' to stay where the kids act like kids and parent involvement is truly about the kids and not the 'parent clique'. Recommend it highly.
—Submitted by a parent
We are super happy with AES. I had my child at another school in this district where there was a lot of bullying going on and it seemed like the administration was not doing anything about it. I moved my child over to Alpine Elementary and right away my child excelled. They have terrific teachers, and a wonderful office staff. The programs that they bring in are great and the field trip opportunities are awesome! We never had that at the other school in this district. I only wish that my child started from first grade at this school and not the other one.
—Submitted by a parent
The staff truly cares about the well being of our children. I've had children go through the private school system and now through AES and I'm comforted in knowing my child is getting a good education and they are safe while at school. It's a close knit group (principal, teachers, support staff & parents) who all understand the importance of providing a positive learning environment for our children. Thank You
—Submitted by a parent
My children have enjoyed AES one of them is still currently enrolled and the other has moved on to JR. High. I have loved all the teachers except for one, and it's because she had her favorites and if your child was not a high achiever she didn't have the time for him or her. But other than that it has been a wonderful school! Mrs. Dietreck WE LOVE YOU! She is the best teacher out there and mad a huge impact on our lives!
—Submitted by a parent
I have a child with diagnosed ADD and possible high-functioning Autism and he had a horrible time at AES. Most of the other boys in the school picked on him on every day to which the staff was very uncaring, and most of his teachers just did not want to deal with him. He is extremely intelligent and he would get easily bored in the classroom and was considered to be disruptive. One of his teachers suggested we put him on medication and we did thinking it would improve his situation. We tried several types and they all ended up making him sick and depressed. We finally moved him to the wonderful Home Schooling Program where he gets appropriate, challenging work (not just the time-wasting busy work he was getting at AES) and he is excelling naturally and is happy and feels valued for the wonderful, caring person that he is.
—Submitted by a parent
Over all satisfied with Alpine Elementary. Would like to see music and sports encouraged. Have been very happy with teachers and parent involvement is great. My chief complaint is the traffic flow problem when dropping off students and picking them up. I worry that a child will be injured as the procedure is very dangerous with cars and buses waiting to get into the parking pickup area, and blocking traffic along Alpine Blvd. The buses need to load in a different location so the cars can have more room up top to pickup the students. You could get at least 3 cars at one time picking up their children instead of children running all over and into the streets. The buses could load at the lower parking area, and it would be safer for all. Please consider a change for our children's safety and ease for parents who pick up students.
—Submitted by a parent
The school is not much to look at but the quality of the teachers and staff has been excellent. The Gate program used to be very weak, but has improved the last few years. As with most schools in CA it lacks music, weak in art and athletics.
—Submitted by a parent
This is an excellent school. All of my children have attended AES and have gone on to the middle school prepared. The principal is easy to talk to and is available to work with you and your child through anything. The teachers are the best too! They worked hard to make sure my children were prepared for the next grade level.
—Submitted by a parent
This school has become our family's home away from home. We just entered our third child into AES...and even though we moved into another grade school's district...we chose to keep our kids here. Our children are all high achievers, and the teachers at AES have all been very helpful in keeping them challenged. We have made a lot of friends here, and everyone we know has the same praise for this school district!
—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 58% in 2012.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
67 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.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
69 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.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
83 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.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
80 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 | 78% |
| Females | 85% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| 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) | 78% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 76% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| 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) | 82% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 94% |
| 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 | 65% |
| Females | 62% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 68% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 81% |
| 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 | 66% |
| Females | 74% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 33% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 67% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 33% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 88% |
| 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 | 66% |
| Females | 68% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 69% |
| All Students | 52% |
| Females | 47% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| 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 | 43% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 54% |
| All Students | 58% |
| Females | 53% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 62% |
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
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 - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 65% | 28% | ||
| Hispanic or Latino | 16% | 49% | ||
| Multiple or No Response | 9% | 3% | ||
| American Indian or Alaska Native | 7% | 1% | ||
| African American | 1% | 7% | ||
| Asian | 1% | 8% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 8% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 27% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 92% | 85% | ||
| French | 4% | 0% | ||
| Russian | 4% | 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 | 14 | 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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1850 Alpine Boulevard
Alpine,
CA 91901
Website: Click here
Phone: (619) 445-2625
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