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Rio Hondo Elementary School

Public | K-8

 

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Living in Arcadia

Situated in an urban neighborhood. The median home value is $725,000. The average monthly rent for a 2 bedroom apartment is $1,590.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 3 ratings
2012:
No new ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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27 reviews of this school


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Posted June 10, 2014

My son has been going here since 4th grade. A lot of bullys but I know how to handle that problem. Great principal he has helped my son a lot of times. Teachers are OK some are caring but some are inpatient. He will be attending 6 grade in September. He tells me many times this school has been the best one he ever attended. Which is a miracle to me. We often moved a lot due to my job but I'm trying hard for us to stay here until he finishes the 8th grade.
—Submitted by a parent


Posted February 9, 2014

No Honor Classes! The Pre-Algebra Teacher Is Not Serious And Is Taking Everything As A Joke! Many Don't Follow The Uniform Policy But Only Some Get In Trouble. The Vice Principal Acts Like They Are The Main School Runner , The Principal Is Great But The Vice Principal Isn't . They Have A Little Cafeteria And Try To Fit 7&8 Together All Classes! Some of the teachers have attitude , if they are going to yell and act miserable then do not attend a job with children ! You do need patience we all know that! the kids should be able to change for p.e not go to there classes sweaty and smelly! This school needs help !


Posted December 6, 2013

I attended this school and it looks like the quality has gone down since I was there.
—Submitted by a parent


Posted June 23, 2013

Im a former student and it sadness me that when my kids were of age to attend this school that it has completely changed. The fact that my son can complete his homework on the way home every day shows that the students are not given approriate homework. This school is a program improvemeet school for the past 3 years. My kids will not be attending this school next year, horriable school stay away. Huge bully problem that the principal does nothing to fix the problem.
—Submitted by a parent


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


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

806

Change from
2012 to 2013

-2

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

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 did not meet all student subgroup API targets for 2013

This school's
API score

806

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-2

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

5 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

7 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

78 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
57%

2011

 
 
59%

2010

 
 
61%
Math

The state average for Math was 65% in 2013.

78 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
67%

2011

 
 
69%

2010

 
 
58%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

64 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
47%

2011

 
 
46%

2010

 
 
51%
Math

The state average for Math was 66% in 2013.

64 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
66%

2011

 
 
73%

2010

 
 
59%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

83 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
61%

2011

 
 
69%

2010

 
 
46%
Math

The state average for Math was 72% in 2013.

83 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
69%

2011

 
 
78%

2010

 
 
60%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

68 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
60%

2011

 
 
50%

2010

 
 
41%
Math

The state average for Math was 65% in 2013.

68 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
63%

2011

 
 
57%

2010

 
 
40%
Science

The state average for Science was 57% in 2013.

68 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
66%

2011

 
 
35%

2010

 
 
40%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

89 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
39%

2011

 
 
43%

2010

 
 
48%
Math

The state average for Math was 55% in 2013.

89 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
29%

2011

 
 
34%

2010

 
 
36%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

31 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
100%

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

129 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
62%

2011

 
 
62%

2010

 
 
64%
Math

The state average for Math was 52% in 2013.

98 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
36%

2011

 
 
45%

2010

 
 
46%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

74 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
35%

2011

 
 
30%

2010

 
 
26%
English Language Arts

The state average for English Language Arts was 57% in 2013.

117 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
63%

2011

 
 
66%

2010

 
 
56%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

22 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
4%

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

17 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

121 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
52%

2011

 
 
54%

2010

 
 
46%
Science

The state average for Science was 67% in 2013.

121 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
68%

2011

 
 
63%

2010

 
 
55%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students64%
Females75%
Males53%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged60%
Non-economically disadvantaged75%
Students with disability55%
Students with no reported disability66%
English learner66%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate41%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)55%
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students70%
Females78%
Males63%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged66%
Non-economically disadvantaged85%
Students with disability45%
Students with no reported disability75%
English learner68%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate41%
Parent education - high school graduate81%
Parent education - some college (includes AA degree)68%
Parent education - college graduate94%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students47%
Females61%
Males36%
African Americann/a
Asian62%
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability45%
English learner29%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)53%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students69%
Females75%
Males64%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged65%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability67%
English learner64%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate59%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)65%
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 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students64%
Females66%
Males62%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged57%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability66%
English learner29%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)78%
Parent education - college graduate94%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students77%
Females80%
Males74%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged74%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability79%
English learner52%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate64%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)91%
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students48%
Females41%
Males56%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability48%
English learner16%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)43%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students55%
Females44%
Males67%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability57%
English learner42%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate64%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)43%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students58%
Females47%
Males67%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability56%
English learner47%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate79%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)43%
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 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students65%
Females69%
Males61%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged60%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability67%
English learner13%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)67%
Parent education - college graduate76%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students65%
Females70%
Males60%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged62%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability66%
English learner19%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate44%
Parent education - high school graduate68%
Parent education - some college (includes AA degree)67%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Students65%
Females72%
Males54%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
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 Students58%
Females68%
Males48%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged55%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability59%
English learner33%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate55%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)64%
Parent education - college graduate57%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students40%
Females36%
Males43%
African Americann/a
Asian71%
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged37%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability40%
English learner13%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate35%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)38%
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 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Students37%
Females32%
Males42%
African Americann/a
Asian59%
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)13%
Parent education - college graduate25%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students66%
Females66%
Males65%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged61%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability66%
English learner17%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate64%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)72%
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Females0%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
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 Students95%
Femalesn/a
Malesn/a
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only94%
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

History - Social Science Grade 8 Cumulative

All Students57%
Females55%
Males59%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged48%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability60%
English learner7%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate55%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)64%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students61%
Females57%
Males68%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged55%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability65%
English learner21%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate59%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)60%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
Hispanic 69%
Asian 20%
White 8%
Black 1%
American Indian/Alaska Native 0%
Two or more races 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 81%N/AN/A
English language learners 33%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

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School basics

School Leader's name
  • Joella Richenberger
Fax number
  • (626) 443-3508

Resources

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

Apply

To learn more about enrolling, please call the school.
 

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.

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

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