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Teacher quality
Principal leadership
Parent involvement
My daugter is part of the dual Spanish emersion program at this school and it really is amazing. The dual emersion program gives these students such an excellent opportunity to be bilingual at such a young age. The teachers are excellent and give their students valuable and challenging school work. I just love how involved the principle is and everyday I feel like she is among the students as a guide and role model. Im so happy we got to be part of this great school.
—Submitted by a parent
One has only the read the plethora of comments here by former students to see just how bad this school is. Look at all of their grammatical errors. I am a lifelong resident of Azusa. I have watched as the schools went down the drain from the 1980s on.
my first grader is bored in class has a 3 grade reading lvl teacher does not care gave me more stuff for him to do at home gave him avg report but told me he is above avg and has him help other kids in class went to Principal when i could finallly find her a she gave me place on the internet for at home they dont care teacher cares more about art then math and history
—Submitted by a parent
Victor Hodge is one of the best of best schools in the district.With an API score of 834 the teachers here care and help you prepare for grades above and the most famous test,CST.This school is a champion with several track champhion ships.Making it good in sports and in academic. I know personally. Because, I've been their five years and moving to 6 th. Having some of the best memories there.You meet the best teachers there:Mr.Murphy-4th grade teacher and Mr.Miranda. -my 5 th grade teacher.They are very good people. Also great role models.
Great school! Strong academics, great staff, friendly principal! You can't go wrong with this school! You child will get a wonderfully fun education! Great test scores too.
—Submitted by a parent
Victor Hodge is the #1 elementary school in Azusa! With an API of 834, Hodge school continues to make great academic strides year after year. Under the direction of Principal Christiane Garcia-Ayoub, Hodge has taken a turn for success. But she is not alone. Our students are blessed with extremely dedicated teachers who believe in them and help them take their education seriously. In addition to academic excellence, Hodge is a fun school. Yes, we have fun! Our PTA organizes many special events throughout the year that gives students and their parents opportunities to hang together and get to know each other in a relaxed environment. Last but not least, our school has made history with their cheerleading squad. The Hodge Cheerleaders have represented our school in many community-based events such as Azusa Golden Days Parade, Monrovia Christmas parade, our school family nights, our school funraising eat-out nights and most recently at MLK Jr. celebration at city hall where they received an award for their participation. Did I mention we're the #1 school in Azusa?!
—Submitted by a parent
I absolutely loved this school!! Many programs to be involved in and they really emphasize getting a higher CST score every year which is very cool!! They have great sports program and after school program!! The principle is very hands on and veryyy friendly !! Love ya mrs.garcia, -2010 prez clarissa
im 18 years old and i can proudly say im an ex cougar student. i was the first preschool class with mrs miranda:) and went their my whole elementary years. i have three sisters who have also attended hodge and 1 is still attending. overall i can say its the best school around
I LOVE this school, I have lived in the area the majority of my life my children grew up in the city, my eldest child had a hard time with reading and math but the teachers at Hodge all came together and helped her and now she is advancing in both subjects their after school program is awesome the teachers at this school are amazing I couldn't thank them enough for the time they invested in my child, I couldn't be more grateful!!
—Submitted by a parent
Victor Hodge was my favorite out of all the schools i attended it help me academically and socially. I went there for 1st and 2nd grade and I am now attending West Covina High as a freshman.
Eventhough this school is higher than other schools in this district, it still has a way to go. Differentiated instruction is not well done, as most teachers seem to teach to the 'average student' level. That is understandable. More advanced students will likely get bored by the regular curriculum. Updates on my child's progress has not been very frequent. It would be nice to get a progress report once a month at least on how my kid is doing in all the standards. The new principal does not seem to demand a lot from teachers as I see a few teacher running late often. The school does seem safe, but teachers need to be on duty supervising as opposed to just chatting and mingling.
—Submitted by a parent
I really enjoy all the support the teachers and staff give our children as well as the parents. They make our children's academics apriority the principal has made vitor hodge a school wich now meets all state criteria my child went from below basic to now being proficient she has achieved this in only two years and now is also in honor roll they also have a great preeschool program this teacher was nomminated teacher of the year we also have great parents here we have more pta members than our whole district combined.Go cougars.
—Submitted by maribel ruiz, a parent
Wonderful schoool with a hands-on principal. Parents are involved with children's activities and the children benefit from it. Overall, the teachers are dedicated to helping out the children. Abundance of teacher's aid from local Christian university which is a plus.
—Submitted by a parent
I have 2 children who have attended this school and they only had 1 difficult teacher. All the other teachers have been fantastic. The sad thing is that the kids that speak only spanish bring the test scores down and it reflects poorly on the school.
—Submitted by a parent
This school is very strong in providing opportunities to lower income and ESL students and is very family-oriented. The staff provides a sense of 'Our rules are strictly enforced; we are one big family and we care about the education and development of the students' attitude.
—Submitted by M. Reaves, a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
112 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.
90 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.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
100 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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
90 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 | 67% |
| Females | 73% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 83% |
| Students with disability | 20% |
| Students with no reported disability | 74% |
| English learner | 47% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 73% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 90% |
| Students with disability | 27% |
| Students with no reported disability | 82% |
| English learner | 56% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 62% |
| Females | 68% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 50% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 82% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 76% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 88% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 79% |
| 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 | 80% |
| Females | 84% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 47% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 80% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 55% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 83% |
| 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 | 72% |
| Females | 77% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 36% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 71% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 58% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 56% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | 23% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 55% |
| 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 |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 79% | 49% | ||
| White | 12% | 28% | ||
| Filipino | 4% | 3% | ||
| African American | 2% | 7% | ||
| Asian | 2% | 8% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 29% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 63% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 94% | 85% | ||
| Arabic | 1% | 1% | ||
| Armenian | 1% | 1% | ||
| Cantonese | 1% | 2% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Urdu | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| Before school or after school care / program onsite |
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| School Leader's name |
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| Fax number |
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700 West 11th Street
Azusa,
CA 91702
Website: Click here
Phone: (626) 815-4800
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