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GreatSchools Rating

Carleton P. Lightfoot Elementary School

Public | K-5

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 3 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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16 reviews of this school


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Posted July 31, 2014

Terry Embleton was one of the best administrators I've had the pleasure to work with as a teacher & as a parent. He was exceptionally skilled at balancing the sharing of enough of his own personal being while maintaining the distance required for him to make well informed, sound, appropriate administrative decisions, which made for the best work environment I experienced in any school. His exceptional leadership granted him the most deserved promotions. I hope he has continued to receive teacher staff and district personnel support.
—Submitted by a parent


Posted October 1, 2013

This is an amazing school with fantastic teachers, students, and parents. It is a safe, happy campus with LOTS of learning going on! If your child goes to school here, don't take it for granted!


Posted May 29, 2013

I wish I could give this school 5 stars, but my daughter had a horrible 4th grade experience. She had a teacher that used bullying tactics on the children. She also lacked compassion, organization and had zero communication skills. We tried all year to make things right with her, only to be greeted by an uninterested, "whatever" attitude. She intimidated her students and nearly broke my daughter's self esteem down. I have spoken to 2 other parents who have all shared my opinion on her. The principal said she'd talk to her or we can file a formal complaint with the district. This was really disheartening because we absolutely enjoyed our Kindergartners teacher Mrs. Henry. She was fair and always kept us parents in the loop of everything going on in the classroom. She is the reason why we are giving this school another chance. We are just hoping that my 4th grader just happened to have had the worst teacher in the school. I guess time will tell.
—Submitted by a parent


Posted March 17, 2013

My daughter went to this school from K-1st I was very dissapointed in the way my daughters 2 teacher had very negative attitude towards my daughter and me as parent. The principal only focuses on her staff and the parents are on the PTO. I was very glad to move my daughter to sister school.
—Submitted by a parent


Posted June 15, 2012

After 10 years,I have seen CPL be more and more of a place that just does the bare minimum.The API score of 5 for similar schools is a result of that lack of passion.Only a few AWESOME teachers have the passion and really care about the kids and their families.We have been blessed to have those teachers but others have had awful experiences with teachers that are condescending,they yell etc.The school as a whole is lacking an enriching,nurturing and enthuusiastic environment starting at the top (principal).Parents throughout our school feel the principal is not approachable and hardly cares.Without that leadership many of the teachers have become complacent.This missing passion is evident by all of the "extras" not offered at CPL but other schools do.Choir(kids perform at baseball/.hockey games),"Reflections","Odyssey of The Mind",mathe bee,homework club,before school enrichment like spanish or reading classes or recess time,student counsel,etc.These experiences help make kids well rounded,build their confidence and assure their happiness as well! We have amazing kids and parents at this school but big changes need to happen from the top in order for CPL to reach it's potential!
—Submitted by a parent


Posted April 6, 2011

I have 2 kids at Lightfoot (4 years now) and it is an excellent school! The teachers are great and the curriculum is very challenging. There are also a lot of fun school activities for the student body and their families. The E3 foundation for education has started doing fun educational activities after school on Mondays ranging in painting classes to scrabble and chess. I love this school and the feeling of community here.
—Submitted by a parent


Posted April 27, 2010

Carleton P. Lightfoot elementary school is a successful school because it has extremely dedicated faculty and staff. The school is very student and community-focused. The emotional climate of the school is very warm, positive and encouraging, and as a result, it has great parent support. I feel confident that my kids are getting a great education at Lightfoot, and maybe even more importantly, they are developing a lifelong love for learning!
—Submitted by a parent


Posted September 6, 2008

CPL is a very good school with a lot of potential. Most teachers performece is avobe average, however there are some who really need help and unfortunatly our children end up paying the price for it. Hence we went from being #1 to #5 very close to #6. I am definatly concern about our childrens future at CPL.
—Submitted by a parent


Posted October 1, 2007

Very good school, excellent teachers.
—Submitted by a parent


Posted April 20, 2006

I have 3 kids attending this school and have mixed feelings. They are very focused on obtaining good test results as well as the AR program, almost to the kids detriment. However, when they have had troubles, the teachers have been very helpful in finding solutions. We have had some great teachers and some not so great. I am not aware of much in the way of music, art, or sports, although the city has many of these available which makes it up some.
—Submitted by a parent


Posted January 4, 2006

Top elementary school in the Etiwanda school district. Every one is really involved from the teachers to the office personnel.
—Submitted by a parent


Posted May 8, 2004

I love this school because it provides much challenge work for students. Especially, the principal is so organized, aggressive to participate with all students' programs. My child likes his teacher because Mr. Yasuda is so wonderful. The principal and Mr. Yasuda are strict. We can tell from their hair style. Students need their help to grow well for education. Hopefully, he can stay this school up to 5th grade and enjoy his student life. Thank you very much to the principal and all teachers. CINDY CHANG
—Submitted by a parent


Posted April 25, 2004

CP Lightfoot does have higt score & they work very hard in achieving them. The school has great parent support. The district in lacking in the special education program. The district will not support the struggling student. If you child is self motivated & can score well on test then this is the school for him/her. Have the teachers are great @ their job while the other half is lacking skill & in discipline.
—Submitted by a parent


Posted October 11, 2003

I am impressed with the information I read about your school. I am the grandmother of a first grader at Lightfoot. Keep up the good work!
—Submitted by a parent


Posted August 24, 2003

This school would be muh better if the parents ould keep their noses out of school business and let Mr. Embleton run the school and the teacher teach the students!
—Submitted by a parent


Posted June 19, 2003

I have been very impressed with how Lightfoot runs as a school. Mr. Embelton is a wonderful principal who spends time with the children. He and Mrs. Marlin truly care about the children and about a quality education. I have been equally impressed with the teachers at Lightfoot. They are qualified teachers who know how to teach.


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 2013.

This school's
API score

895

Change from
2012 to 2013

-5

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

4 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

895

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
2012 to 2013

-5

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. 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
(2012)

9 / 10

API Statewide Rank (2012)
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 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

4 / 10

API Similar Schools Rank (2012)
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 56% in 2013.

91 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
77%

2011

 
 
80%

2010

 
 
80%
Math

The state average for Math was 65% in 2013.

91 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
77%

2011

 
 
82%

2010

 
 
74%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

106 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
69%

2011

 
 
71%

2010

 
 
53%
Math

The state average for Math was 66% in 2013.

108 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
84%

2011

 
 
84%

2010

 
 
73%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

103 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
85%

2011

 
 
84%

2010

 
 
87%
Math

The state average for Math was 72% in 2013.

103 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
81%

2011

 
 
81%

2010

 
 
84%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

104 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
79%

2011

 
 
87%

2010

 
 
76%
Math

The state average for Math was 65% in 2013.

105 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
85%

2011

 
 
89%

2010

 
 
76%
Science

The state average for Science was 57% in 2013.

105 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
85%

2011

 
 
87%

2010

 
 
70%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students69%
Females69%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged64%
Not economically disadvantaged71%
Students with disability36%
Students with no reported disability75%
English learner64%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)60%
Parent education - college graduate76%
Parent education - graduate school/post graduate74%
Parent education - declined to staten/a

Math

All Students78%
Females76%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged73%
Not economically disadvantaged80%
Students with disability57%
Students with no reported disability82%
English learner82%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
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 graduate82%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students60%
Females62%
Males59%
African Americann/a
Asian63%
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged50%
Not economically disadvantaged64%
Students with disability28%
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)49%
Parent education - college graduate71%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

Math

All Students76%
Females77%
Males75%
African Americann/a
Asian74%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged68%
Not economically disadvantaged79%
Students with disability65%
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)69%
Parent education - college graduate79%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students79%
Females74%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged63%
Not economically disadvantaged83%
Students with disability42%
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)65%
Parent education - college graduate89%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students82%
Females82%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged75%
Not economically disadvantaged84%
Students with disability75%
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 graduaten/a
Parent education - some college (includes AA degree)74%
Parent education - college graduate94%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students84%
Females83%
Males84%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged79%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)77%
Parent education - college graduate97%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Math

All Students89%
Females80%
Males98%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged85%
Not economically disadvantaged89%
Students with disabilityn/a
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 graduaten/a
Parent education - some college (includes AA degree)83%
Parent education - college graduate97%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Science

All Students84%
Females84%
Males86%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged74%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)77%
Parent education - college graduate91%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 37%
White 35%
Asian 11%
Black 6%
Two or more races 5%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 27%N/AN/A
English language learners 9%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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6989 Kenyon Way
Alta Loma, CA 91701
Website: Click here
Phone: (909) 989-6120

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