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Rio Hondo Elementary School

Public | K-8 | 908 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 3 ratings
2010:
Based on 3 ratings

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23 reviews of this school


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Posted March 8, 2013

I currently have two children attending this school..and volunteer to help both classes.I understand how we all need to work but we parents need to support the teachers anyway we can.It is a very important year to raise the benchmarks and Raise our awareness of what's happening with our kids.I help and everyone can do a little something makes a big difference for the staff.I like this school and the wonderful community we are a part of.
—Submitted by a parent


Posted December 15, 2011

I am an 8th grader currently attending Rio Hondo. I think this school is a great school to go to because all the teachers are dedicated in having the students learn. I have only been going to this school for two years and it's such a great atmosphere to be in!(: The teachers are wonderful to be around. Their teaching skills are great! All the 8th grade teachers are cool(: Including Ms.Brown, Mrs.De Leon & Mrs.Joseph. This school is just phenomenal! The P.E. staff is incredible...they push you to do good on your mile and on homework thats given to you. Also, the AVID program is great! It is very helpful...many kids don't like it but it will help in the long run(: ALot. so yeah its a very good school to go to &7 I will miss it when i do leave to High School next year(:<3


Posted December 7, 2011

Nice and clean. The teachers are very dedicated and respectful. I have a very hectic schedule and sometimes I have to leave my child on School premises over an hour before his class start. The lunch lady take good care of him and it really gives me piece of mind to know that they make my life and my child live easier. They know every student's name and every adult that drops off or pick up the child. I am so glad I have this school in my community.
—Submitted by a parent


Posted September 17, 2011

I am a grandparent of 2 Rio Hondo students and 1 that will graduate from Arroyo this year. Their mother went to these schools also. I have always been very happy with this school. I realize that it may have gone downhill a little lately, but with a new principal this year I have high hopes for recovery of the status that we had prior to this. We all need to support and work with the teachers and administrators that are trying to do the best for OUR students. With co-operation we shall prevail.
—Submitted by a parent


Posted November 7, 2010

I am an 8th grade student currently attending Rio Hondo! :D I've been here since kindergarten and every teacher I had were just so awesome! This is a really safe place and the teachers really care about the students. We may not have a strict dress code but its not like we dress up like freaks or anything. The campus is also really prettyful. The P.E education is outstanding. We also one of the first schools in the district to have AVID. Builders Club is also another wonderful um, club we have. Im in it and we do alot of things that help the school and community (beach cleanup, campus cleanup, car wash, donations,) I was reading all the horrible comments posted on 2004 and i say Rio Hondo has changed alot..into a really good school. My sister is also attending Rio Hondo in 4th grade and she loves the school.


Posted April 26, 2010

Great teachers that care and help out in any way they can!
—Submitted by a parent


Posted March 5, 2010

My nephew & Niece attends this school. At t he beginning of this school year all students where sent home with a letter from the school advising that they have not meet the academics scores for 2 years in row. The letter was giving the parents a chance to send there kids to another surrounding school in the area and they would provide transportation for those parents who elected to do this. I was extremely sadden to hear that this was happening at this school. With this current status of this school the principal/staff should be sending updates to the parents advising them of what changes they are making to bring up the academics scores of the students. The programs have had in place for 2 years now are not working. I would like to know what changes have been implemented to increase scores and ensure a good education????


Posted February 7, 2010

My daughter is in Ms. Contresceri - Ryan's 3rd grade class. I have seen so much progress in her. When my daughter starts to lack proess, I am notified. I love the way Ms. Contresceri handles the children. My daughter tells me she wants to be just like her teacher when she grows up. As far as the rest of the school staff, they're awesome. I love the dances and fund raising events. Moving here from another school district, I am very impressed with Rio Hondo Elementry and happy this is the school both of my children will attend until High School. Thank you,
—Submitted by a parent


Posted December 21, 2009

I am currently attending 7th grade at rio hondo.This school is really wonderful.The teachers are helpful,the students are focused,and the school itself is doing better than it was in the past.The only thing i disagree with,not just because i am a student but because i truly feel this way,is the discipline.They are too strict.If we are caught chewing gum,we recieve detention.Harsh!well i love this school and the people in it.It's great.
—Submitted by a student


Posted May 21, 2007

As the outgoing president of Rio Hondo PTA, I want to thank all the teachers, staff, parents,PTA Board, and mostly the children for making Rio Hondo such a great school! This year's activities were spectacular and PTA was able to assist in many of the following: Kindergarten Orientation, Back-to-School Book Fair, Halloween bake sale, Catalog Fundraiser, Membership drive, Primary grades Thanksgiving Feast, Christmas Concert, Family Fun Night, Founder's Day, Dr. Seuss Night, Family Fitness Night, Open House Book Fair, and look forward to upcoming events such as Concert in the Park, Beach trip, Medieval Times, Disneyland trip, Knott's Berry Farm trip, and 8th grade Promotion Scholarships. In addition to participating, PTA was also able to donate funds for playground equipment, field trips, basketball back boards, and tee-shirts for several clubs. The parent support is outstanding. Good job Rio Hondo and I wish you all success in the years to come.
—Submitted by a parent


Posted May 21, 2007

I personal think Rio Hondo is a great school. The teachers are very dedicated to their school and students. There is tremendous parent involvement with tons of activities at the school. I do feel they need to incorporate more afterschool sports..i.e. basketball, football, volleyball..etc. they do offer track and other campus organizations, however contious sports would help them as they bridge into high school sports for those kids that are sports oriented...but other than that I like the school.
—Submitted by a parent


Posted March 27, 2007

I am astonished to see the bad reviews. My child is a student at Rio Hondo School. The teachers are the BEST! They are truly dedicated to teaching our future and whole-hearted care about the children. I am a product of the El Monte City School District and would not have my child anywhere else. Compared to other schools in the district, Rio Hondo is on top! I must honestly admit that I am less-than-impressed with the PTA, lack of parental involvement and extracurricular activities. An afterschool sports program is desperately needed and may help in boosting school pride. Overall, I think the teaching staff and children at Rio Hondo are exceptional.
—Submitted by a parent


Posted January 31, 2007

A former student,now parent,it saddens me to read all these complaints.If there is a problem then fix it.Personally,I have interacted on a regular basis with all the staff at Rio Hondo. They try to do there part. Its the parents who need to start doing their part.Its a team effort people.We have to practice what we teach our children.There is always room for improvement.
—Submitted by a parent


Posted September 28, 2006

I disagree with alot of things at this school. A planner is to wrte homework in only...Not to write what you did for the day as well. I believe that is what a journal is for.
—Submitted by a parent


Posted January 11, 2006

I have to question why the funds are spent the way they are. The kids are in desparate need of more playground equipment. The money needs to be spent on more important things like computers, playground equipment, etc. Also, I can't stand how the first through third grades have split 'reading times'. This is very annoying when you have children in different grade levels, and you have to wait around for an hour until your other child lets out. There is no reason to do this!
—Submitted by a parent


Posted August 15, 2005

It appears that the school needs more discipline. Dress code is very lacking in enforcment, and some student behavior is not proactively addressed. Many students are distracted socially from their fundamental work, due to social ills by some of the students.
—Submitted by a parent


Posted August 5, 2005

This school needs a lot of help and support. I would not recommend this scchool to anyone that is thinking about going here. I served my time and now regret it.
—Submitted by a former student


Posted August 12, 2004

Someone needs to step up and do something with this school. I have two children who attend Rio Hondo. I find that there really is no extracurricular activities for these children. The parent involvement is horrible. When we do have things such as skating parties we are notified the day before or the day of. Many parents dont even know these occur due to the lack of planning on the school. We need to get a jump on things and start thinking of these children. What can we do this year to make it a productive yet fun year to be a Rio Hondo student?
—Submitted by a parent


Posted May 22, 2004

I'm currently a student in this school and find it ok. There can be much more done to improve it. The switching of principles has drastically changed our school. It impacted many fellow students here. Although this is my last year here at Rio Hondo, I find that it was a great experience.
—Submitted by a student


Posted May 3, 2004

I am currenntly a student at this school right now. To me, this school is okay. It may not be that great when compared to other schools nearby, but that's probably because I compare it to the higher grade schools of the Arcadia District nearby such as First Ave., Foothills, Dana, and even Oak from the Temple City School District. Personally, even though it may not stand a chance against those schools, it is probably one of the best in the El Monte School District. The teachers are great, and the ratio of homework and classwork is just about right. Maybe if it had a higher API score and things like that, it can become as good as the schools in Arcadia and Temple City. Overall, it's a great school but can be better with some more improvements.
—Submitted by a student


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

805

Change from
2011 to 2012

+11

API Statewide Rank
(2011)

5 / 10

API Similar Schools Rank (2011)

6 / 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

805

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

+11

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)

5 / 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)

6 / 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.

64 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
59%

2010

 
 
61%

2009

 
 
55%
Math

The state average for Math was 64% in 2012.

64 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
69%

2010

 
 
58%

2009

 
 
69%
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.

87 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
46%

2010

 
 
51%

2009

 
 
32%
Math

The state average for Math was 69% in 2012.

87 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
73%

2010

 
 
59%

2009

 
 
57%
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.

62 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
69%

2010

 
 
46%

2009

 
 
52%
Math

The state average for Math was 71% in 2012.

63 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
78%

2010

 
 
60%

2009

 
 
63%
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.

85 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
50%

2010

 
 
41%

2009

 
 
47%
Math

The state average for Math was 65% in 2012.

85 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
57%

2010

 
 
40%

2009

 
 
43%
Science

The state average for Science was 60% in 2012.

85 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
35%

2010

 
 
40%

2009

 
 
36%
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 59% in 2012.

76 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
43%

2010

 
 
48%

2009

 
 
51%
Math

The state average for Math was 55% in 2012.

77 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
34%

2010

 
 
36%

2009

 
 
48%
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

Algebra I

The state average for Algebra I was 86% in 2012.

12 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2012.

128 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
62%

2010

 
 
64%

2009

 
 
52%
Math

The state average for Math was 52% in 2012.

116 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
45%

2010

 
 
46%

2009

 
 
42%
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

Algebra I

The state average for Algebra I was 49% in 2012.

121 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
30%

2010

 
 
26%

2009

 
 
15%
English Language Arts

The state average for English Language Arts was 59% in 2012.

145 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
66%

2010

 
 
56%

2009

 
 
48%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

24 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

152 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
54%

2010

 
 
46%

2009

 
 
29%
Science

The state average for Science was 66% in 2012.

152 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
63%

2010

 
 
55%

2009

 
 
50%
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 Students57%
Females68%
Males43%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability54%
English learner58%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate41%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students67%
Females74%
Males60%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged63%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability66%
English learner67%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)73%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 Students47%
Females47%
Males48%
African Americann/a
Asian68%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged44%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability49%
English learner26%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)52%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students66%
Females69%
Males62%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged60%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability68%
English learner48%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)78%
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 Students61%
Females61%
Males61%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged54%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability63%
English learner52%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate69%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)58%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students69%
Females74%
Males66%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged65%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability71%
English learner61%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate85%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)68%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 Students60%
Females67%
Males51%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged52%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability62%
English learner33%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate38%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)73%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students63%
Females70%
Males56%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged59%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability64%
English learner33%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate44%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)77%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students66%
Females63%
Males69%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged62%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability68%
English learner33%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate38%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)73%
Parent education - college graduate87%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 Students39%
Females53%
Males29%
African Americann/a
Asian58%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability40%
English learner11%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate39%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)27%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students29%
Females38%
Males21%
African Americann/a
Asian67%
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability29%
English learner17%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate26%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)23%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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

Algebra I

All Students100%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students62%
Females65%
Males58%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged57%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability64%
English learner24%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate56%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)72%
Parent education - college graduate68%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students36%
Females33%
Males40%
African Americann/a
Asian71%
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged30%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability37%
English learner11%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)35%
Parent education - college graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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

Algebra I

All Students35%
Females41%
Males29%
African Americann/a
Asian58%
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)25%
Economically disadvantaged33%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability36%
English learner21%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate16%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)32%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students63%
Females68%
Males58%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged59%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability63%
English learner20%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate46%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)66%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students4%
Females0%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability4%
English learnern/a
Fluent-English proficient and English only0%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students52%
Females50%
Males54%
African Americann/a
Asian54%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged48%
Non-economically disadvantaged63%
Students with disability17%
Students with no reported disability55%
English learner8%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate34%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)64%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students68%
Females66%
Males70%
African Americann/a
Asian81%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged66%
Non-economically disadvantaged73%
Students with disability45%
Students with no reported disability70%
English learner38%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate54%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)67%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 67% 51%
Asian 22% 11%
White 9% 27%
Black 1% 7%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Two or more races 0% 3%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 174%N/A54%
English language learners 230%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Spanish 78% 85%
Vietnamese 9% 2%
Cantonese 6% 2%
Hindi 2% 0%
Mandarin (Putonghua) 2% 1%
All other non-English languages 1% 1%
Indonesian 1% 0%
Burmese 0% 0%
Filipino (Pilipino or Tagalog) 0% 1%
Japanese 0% 0%
Punjabi 0% 1%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 15N/A11
Average years teaching 15N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • Lance Lawson
Fax number
  • (626) 443-3508

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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11425 Wildflower Road
Arcadia, CA 91006
Phone: (626) 575-2308

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