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Teacher quality
Principal leadership
Parent involvement
I have been at Lone Tree Elementary for two years with my children. It was much better before and I think it is because of the change in the students as there seems to be more disciplinary issues of late. These disciplinary issues are not resolved promptly and then pose an even bigger problem later on. The principal needs to be tougher and have a no nonsense/no tolerance approach. Although they are dealing with these problems as all of Antioch seems to be changing in character and dealing with increasing crime,etc and this is just a reflection of what Antioch is becoming unfortunately. However,what is the saving grace for this school is the caliber of the many wonderful teachers here.
—Submitted by a parent
This school is a very solid public school that is considered an high achieving school. My daughter entered Lone Tree mid-year from a private school in SF in the first grade and my husband and me both thought the work was by far more rounded and challenging than at private. She is excelling! She has made some very good friends and is happy which means me a lot. I can only speak for 1st -4th grade teachers, but every teacher she had was great. The 4th grade teachers are on it. The principal listens to everyone and responds immediately to concerns. The only issue I have are with students that have a lack of parents present or parents that make excuses for their kids. They seem to be trouble makers but when I complained about some trouble it was taken care of that day by both the teacher and followed up by the principal! We have one more year and I hope it's a good one.
—Submitted by a parent
Lone tree is a great school, and the teachers that my kids had and having are great teacher. My kids are able to learn and improve on their academic!!
—Submitted by a parent
This school was a brand new school when my child first attended. It had a very good potential to be a fantastic school. My child went to this school from second to fifth grade and I felt that he did not learn enough from one of his teachers. The first and second principals of the school were not very friendly. Most of the office staff are rude. They don't acknowledge a lot of parents and not even to the parents who volunteer at the school. Overall, I rate this school a 2 star. I hope that the new principal will make this a better school.
—Submitted by a parent
This is a wonderful school! The teachers are extremely caring, dedicated and trained. The new principal seems personable, capable and she is visible throughout the day, in spite of the fact that there is no VP this year! I was impressed with the after school enrichment program on site and that it was offered at no charge. The school is six years old this year, is clean and still looks brand new. My kids, a first, third and fifth grader, all love school and have learned so much. The standards in academics are high, but as a parent, I like that.
—Submitted by a parent
Lone Tree Elementary is an excellent school. I have been with the school now for 5 years and am very impressed with how dedicated and committed the staff is towards students and families. The administration staff works efficiently and effectively despite low parent-volunteer or involvement assistance. The teacher's balance state demands as well as their own duties as teacher's very well. I often see their team work and am truly impressed with their results. Parents really need to offer more help and I'm sure we'll all see the full five stars in every review as soon as that happens.
—Submitted by a parent
This is our first year at LTE. Unfortuantely I was disappointed with our kids educational experience. My 4th grader's teacher is excellent, she's very professional and very smart. But my son's GATE class is useless. It was sad because Kinder teacher should be very good since its the first year of kids to be learning. I hope they do something about this. The principal is not very accomodating unlike the vice principal and the school secretary.
—Submitted by a parent
Lone Tree has provided a sound educational experience for my children. They love going to school and we have had wonderful teachers who work hard to help our children grow and learn! I wish more parents would become involved in, and support, the PTA. Our PTA works very hard for our kids and teachers. The new principal is working hard to guide, support, and lead. She takes parent input and response seriously and works to make Lone Tree a safe place to learn.
—Submitted by a teacher
I have become increasingly disappointed with LTE. We will not be returning next year because the atmosphere does not promote good learning. Bullying is not takes seriously. This is not a positive environment. We'll be glad to go somewhere else
—Submitted by a parent
My children have attended LTE for 4 years now. I must say that I have been disappointed. Focusing on uniforms should not be of concern, when there are far more issues to deal with. It could be such a nice place for our children to thrive.
—Submitted by a parent
My daughter is in K and I love the school so far. I think the new principal is ok, but it is her 1st year. The PTA needs new members, the old ones are worn out. But The academics are great!
—Submitted by Jennifer, a parent
Cuts in PE, Music, computers not only have taken a toll on the students but teachers as well. It lessens their prep periods and puts more pressure on them to add additional time to their classroom. Out of the 3 years our child has been at the school we have had 2 excellent teachers. The need for administrative staff is reflected on disorderly children being allowed to stay in the classromm and disrupt the rest of the students. Overcrowded and with Antioch's need to bring every needy household under their fold they have made a school located in a high priced real estate area comperable to a school in a low income area. Very disappointed by the Antioch School District and Antioch as a whole.
—Submitted by a parent
Great school except that there is no music program or languare available.
—Submitted by a parent
Lone Tree Elementary offers quality Aacademic in all aspects of learning. The staff is very informed and take pride in your child. I would recommend this school.
—Submitted by a parent
I have interacted with a wide variety of teachers and administrators at this school, and without fail they have been cooperative, caring, and genuinely interested in the welfare and learning of their students. My son's teacher was extremely knowledgable in all curricular areas, and even provided him with alternative avenues to extend his learning at home. We have had no problem contacting his teacher at school, and were thrilled when he took on extra responsibilities without needing our direction. His reading and writing have greatly improved in the two years he has been attending Lone Tree. I would highly recommend this school to any interested parents. We really value to diversity of the student body, and welcome the exposure to a wide variety of ideas and background experiences. I am able to walk my son to school, and pick him up, with no problem. We are very happy here. Thank you.
—Submitted by a parent
Overcrowded and understaffed best describes Lone Tree Elementary, a brand new facility built with local Mello Roos taxes. Class size exceeds 30+, and teachers are forced to focus on the most challenged students at the expense of gifted and even average learners. 1-4 statewide scale is ridiculous, resulting in 2/3 or more of class receiving 'academic honors' each trimester. Better students are leaving in droves for other communities or private education. Recently cut computers, music, language and PE classes to make up for 'deficit', yet school is overcrowded, teachers pay/benefits rank 2nd in County.
—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.
127 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
127 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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
121 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.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
109 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.
134 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
136 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
134 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 | 56% |
| Females | 58% |
| Males | 54% |
| African American | 47% |
| Asian | 82% |
| Filipino | 71% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 68% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 59% |
| All Students | 61% |
| Females | 60% |
| Males | 62% |
| African American | 51% |
| Asian | 91% |
| Filipino | 79% |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 76% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 46% |
| 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
| All Students | 45% |
| Females | 47% |
| Males | 42% |
| African American | 38% |
| Asian | 54% |
| Filipino | 71% |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | 24% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 39% |
| All Students | 66% |
| Females | 67% |
| Males | 66% |
| African American | 58% |
| Asian | 62% |
| Filipino | 79% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 52% |
| 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 | 67% |
| 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 | 56% |
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 | 78% |
| Females | 81% |
| Males | 74% |
| African American | 68% |
| Asian | 85% |
| Filipino | 94% |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 71% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 74% |
| All Students | 80% |
| Females | 85% |
| Males | 75% |
| African American | 76% |
| Asian | 69% |
| Filipino | 94% |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 82% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 67% |
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 | 53% |
| Females | 61% |
| Males | 47% |
| African American | 30% |
| Asian | 57% |
| Filipino | 83% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 37% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 43% |
| All Students | 54% |
| Females | 53% |
| Males | 55% |
| African American | 38% |
| Asian | 64% |
| Filipino | 75% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 67% |
| Students with disability | 50% |
| Students with no reported disability | 55% |
| English learner | 43% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 55% |
| All Students | 44% |
| Females | 46% |
| Males | 43% |
| African American | 35% |
| Asian | 43% |
| Filipino | 67% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | 20% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 53% |
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
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
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 - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 28% | 51% | ||
| Black | 24% | 7% | ||
| Asian | 23% | 11% | ||
| White | 15% | 27% | ||
| Two or more races | 9% | 3% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 53% | N/A | 54% |
| English language learners 2 | 22% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 68% | 85% | ||
| Vietnamese | 7% | 2% | ||
| All other non-English languages | 6% | 1% | ||
| Farsi (Persian) | 4% | 0% | ||
| Arabic | 3% | 1% | ||
| Cantonese | 3% | 2% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| German | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Portuguese | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Russian | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 6% | N/A | 2% |


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1931 Mokelumne Drive
Antioch,
CA 94531
Website: Click here
Phone: (925) 706-8733
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