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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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.
Great teachers that care and help out in any way they can!
—Submitted by a parent
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????
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
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
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
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
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
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
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
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
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
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
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
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
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.
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.
Grade level
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.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
64 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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
87 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.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
63 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.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
85 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 59% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
77 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 Algebra I was 86% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
116 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 Algebra I was 49% in 2012.
121 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
145 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
152 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
152 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 | 57% |
| Females | 68% |
| Males | 43% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 58% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 74% |
| Males | 60% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 67% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 47% |
| Females | 47% |
| Males | 48% |
| African American | n/a |
| Asian | 68% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 26% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 69% |
| Males | 62% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 48% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 61% |
| Females | 61% |
| Males | 61% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| 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 | 69% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 74% |
| Males | 66% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 61% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 85% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 60% |
| Females | 67% |
| Males | 51% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 33% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 70% |
| Males | 56% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 33% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 63% |
| Males | 69% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 33% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 39% |
| Females | 53% |
| Males | 29% |
| African American | n/a |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 40% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | 11% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 29% |
| Females | 38% |
| Males | 21% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 27% |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | 17% |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 100% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 65% |
| Males | 58% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 24% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 56% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 36% |
| Females | 33% |
| Males | 40% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | 11% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 35% |
| Females | 41% |
| Males | 29% |
| African American | n/a |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 40% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | 21% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 68% |
| Males | 58% |
| African American | n/a |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 20% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 4% |
| Females | 0% |
| Males | 8% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 50% |
| Males | 54% |
| African American | n/a |
| Asian | 54% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 63% |
| Students with disability | 17% |
| Students with no reported disability | 55% |
| English learner | 8% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 66% |
| Males | 70% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 73% |
| Students with disability | 45% |
| Students with no reported disability | 70% |
| English learner | 38% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
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
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
Asian
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 - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 74% | N/A | 54% |
| English language learners 2 | 30% | N/A | 24% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|


Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
11425 Wildflower Road
Arcadia,
CA 91006
Phone: (626) 575-2308
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