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GreatSchools Rating

Lone Tree Elementary School

Public | K-5 | 751 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
No new ratings
2011:
Based on 2 ratings
2010:
No new ratings

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17 reviews of this school


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Posted August 17, 2011

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


Posted July 14, 2011

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


Posted September 16, 2009

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


Posted July 19, 2009

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


Posted October 11, 2008

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


Posted February 29, 2008

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


Posted June 27, 2007

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


Posted May 17, 2007

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


Posted February 9, 2007

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


Posted February 6, 2007

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


Posted December 28, 2006

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


Posted January 30, 2006

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


Posted October 29, 2005

Great school, great staff, great kids
—Submitted by a parent


Posted October 7, 2005

Great school except that there is no music program or languare available.
—Submitted by a parent


Posted September 8, 2005

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


Posted March 8, 2005

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


Posted July 22, 2004

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.

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 2012.

This school's
API score

822

Change from
2011 to 2012

+4

API Statewide Rank
(2011)

6 / 10

API Similar Schools Rank (2011)

7 / 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 met all student subgroup API targets for 2012

This school's
API score

822

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
2011 to 2012

+4

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. 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
(2011)

6 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

7 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

127 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
58%

2010

 
 
58%

2009

 
 
54%
Math

The state average for Math was 64% in 2012.

127 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
63%

2010

 
 
57%

2009

 
 
55%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

119 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
45%

2010

 
 
43%

2009

 
 
43%
Math

The state average for Math was 69% in 2012.

121 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
64%

2010

 
 
71%

2009

 
 
68%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

107 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
66%

2010

 
 
66%

2009

 
 
55%
Math

The state average for Math was 71% in 2012.

109 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
79%

2010

 
 
64%

2009

 
 
56%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

134 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
55%

2010

 
 
54%

2009

 
 
47%
Math

The state average for Math was 65% in 2012.

136 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
48%

2010

 
 
51%

2009

 
 
43%
Science

The state average for Science was 60% in 2012.

134 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
45%

2010

 
 
42%

2009

 
 
41%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students56%
Females58%
Males54%
African American47%
Asian82%
Filipino71%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged45%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability57%
English learner68%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)61%
Parent education - college graduate31%
Parent education - graduate school/post graduaten/a
Parent education - declined to state59%

Math

All Students61%
Females60%
Males62%
African American51%
Asian91%
Filipino79%
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged51%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability62%
English learner76%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)70%
Parent education - college graduate46%
Parent education - graduate school/post graduaten/a
Parent education - declined to state62%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students45%
Females47%
Males42%
African American38%
Asian54%
Filipino71%
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged33%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability46%
English learner24%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate35%
Parent education - some college (includes AA degree)45%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%

Math

All Students66%
Females67%
Males66%
African American58%
Asian62%
Filipino79%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged55%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability67%
English learner52%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)70%
Parent education - college graduate78%
Parent education - graduate school/post graduaten/a
Parent education - declined to state56%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students78%
Females81%
Males74%
African American68%
Asian85%
Filipino94%
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged74%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability78%
English learner71%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)84%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to state74%

Math

All Students80%
Females85%
Males75%
African American76%
Asian69%
Filipino94%
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged75%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability81%
English learner82%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)87%
Parent education - college graduate84%
Parent education - graduate school/post graduaten/a
Parent education - declined to state67%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students53%
Females61%
Males47%
African American30%
Asian57%
Filipino83%
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)83%
Economically disadvantaged38%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability52%
English learner37%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)50%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to state43%

Math

All Students54%
Females53%
Males55%
African American38%
Asian64%
Filipino75%
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)70%
Economically disadvantaged46%
Non-economically disadvantaged67%
Students with disability50%
Students with no reported disability55%
English learner43%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)39%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to state55%

Science

All Students44%
Females46%
Males43%
African American35%
Asian43%
Filipino67%
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)78%
Economically disadvantaged32%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability42%
English learner20%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)39%
Parent education - college graduate57%
Parent education - graduate school/post graduaten/a
Parent education - declined to state53%
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 27% 49%
African American 26% 7%
White 16% 28%
Filipino 11% 3%
Multiple or No Response 10% 3%
Asian 9% 8%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 122%N/A24%
Students eligible for free or reduced-price lunch program 244%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 11N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 6%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

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

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