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Teacher quality
Principal leadership
Parent involvement
Our son is in Kindergarten. We are so far very impressed with the parent and Faculty involvement. Principal Resnick really seems to care and put in extraordinary effort. So far, the year is going well, our son is really learning a lot and making very nice friends. Feels more like a private school. A BIG Thanks to all the faculty and involved parents at Round Meadow!
—Submitted by a parent
This year RM has provided my child excellent teachings as well as enhanced her maturity. The teachers are amazing and the new Principal is outstanding!! This is my 12th year at this school, and I have never been disappointed!!
—Submitted by a parent
Our daughter is lucky enough to be in Miss Kuizon's class. She is very motivated and keeps the kids excited about learning. She is one of the new teachers that Round Meadow received through funding from T.H.E. Foundation. Round Meadow is so fortunate to have them helping keep class sizes manageable and getting us such wonderful teachers.
—Submitted by a parent
The school is amazing and the teachers are incredible! The PFA welcomes EVERYONE and needs more members. I have been a parent at Round Meadow for 6 years and 4 more to go. I love contributing to fundraising to continue to support this special school!
—Submitted by a parent
As a member of the PFA for the past 8 years, and a mother of this amazing school, I can say with pride that this is a wonderful place to learn and be part of a family. Additionally, the PFA welcomes EVERYONE who wants to lend a hand and participate. We LOVE anyone who volunteers and appreciate help and attention from ALL parents.
—Submitted by a parent
This is a wonderful school with dedicated parents and teachers. We are a group of diverse and talented people from all walks of life. Our PFA welcomes all parents.
—Submitted by a parent
Bravo to Round Meadow for all the amazing programs our children have. We have things other elementary schools in the district don't have thanks to our hard working, multi-ethnic/racial/religious parent volunteers! My family & I have have enjoyed being a part of so many events planned by all of you. Thanks to everyone involved.
—Submitted by a parent
My daughter has attended Round Meadow for 3 years and really enjoys it. We took a tour of the school before choosing to enroll her as we live in Calabasas and have the option of school of choice. The s administration office is outstanding! These women are happy to assist, answer questions and are so helpful. It stood out after checking out other schools. My daughter's teacher this year has been outstanding!! The principal is hands on and the parent participation is fantastic!!! I volunteer when and where I can. We are all so pleased with Round Meadow and feel very lucky to be a part of such an amazing school!!
—Submitted by a parent
Terrific new principal! Teachers, for the most part, seem caring and invested in the kids. So much parent involvement and lots of creative outlets and functions throughout the year. Pick up situation seems better since they organized the children by grades. My children are very happy here and I have met some terrific parents, too. Every school has it's share of rude and unmannered children. It's not a district thing...it's a family thing.
—Submitted by a parent
I have a first grader and I am extremely happy with the school. The teachers and staff are caring and dedicated. The families are nice and very supportive. I feel very lucky my child gets to come here every day.
—Submitted by a parent
Great school, We just started our 5 year old and she is loving her teacher. Parent involvement is crazy. I see everyone i know working at the school on different days of the week. The computer lab is also great. All new Apple computers. There cant be that many schools that have equal computer labs. Lots of money in this school and it shows. A Class parents who care about their kids. Our kids class is small, but i heard that some of the older grades have more students in the classes. I also read about the bullying reviews. Obviously this is a problem all over the country and i feel sorry for you and your kids and hope it doesn't happen to mine, but a one star rating, come on. The school does seem to have too many kids, they should definitely cut down the number of permits.
—Submitted by a parent
I am a proud parent of Round Meadow Elementary School. I think the principal is an incredible leader at the school. I feel so blessed to have my kids here. The teachers are dedicated and they care a great deal about helping each child reach their best academically, emotionally and socially. While reading the other responses, I'm saddened to think that people would rather complain on a website rather than get involved and try to make the school even better. It's almost embarrassing. There is no other school that I would want my kids to go.
—Submitted by a parent
HERE are the EXACT STATS: 18% for inter-district permits. And then there are another 17% school-of-choice permits...meaning they are people who live in LVUSD but chose to attend our school over their home school...that's how awesome we are! :)
—Submitted by a teacher
Round Meadow is the closest thing to a private school that any child in the area is going to get. The teachers are amazing, the principal cares SO much about what happens, the rest of the staff is very supportive and the PFA contibutes a great deal to what makes Round Meadow a truly wonderful school. Yes, the traffic is bad - but it is what it is and that is about the only negative word that I think one could ever utter about this school.
—Submitted by a parent
I have two children at this school and have been sorely disappointed in the lack of attention and consideration that my older child has received, and in fact, has fallen through the cracks. The teacher from last year was impatient, and lacked compassion for behavioral issues other than ones that fall on the autism spectrum (and therefore in special ed with aides). My younger child soars through and doesn't require much "extra" attention, so no issues to speak of. There is a new principal this year, that seems to be a HUGE improvement. Bullying is definitely a problem, with little to no input from staff on the inside. There are many children/families that permit into the district which makes many wonder why they are paying a premium for their homes inside LVUSD/Round Meadow.
This school is excellent. Caring teachers and an outstanding knowledge of what it means to educate and nurture. I read about the bullying, which I do think can happen everywhere. Overall, the parents are very involved and are great parents. This leads to very few children who have bad manners and attempt to bring down a solid school's reputation!!
—Submitted by a parent
The last few years at the school has left what to be desired in terms of the roughness of the children. There has been quite a bit of bullying going on and unfortunately there has not been a strong enough principal figure to handle this situation. We can only hope that the new principal coming in will have a better command of this awful situation.
—Submitted by a parent
This school is not the best school in California. The students are bullies, using "bad word" to hurt other students!!!
Outstanding school with incredible parent involvement. Mr Spence runs a tight ship and is very open, transparent, and communicative. Best of all, it is apparent just how much he adores all of the kids!
—Submitted by a parent
I attend this school and I say it is the best. There is no roughness on the playground and I know. Occasionally there is some falling, and everyone goes to the nurse once in awhile, but Round Meadow is a wonderful school. The staff is great and Mr.Spence is amazing. I love this school and you should too.
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.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
105 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.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
83 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.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
102 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.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
103 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 | 80% |
| Females | 89% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 81% |
| Students with disability | 67% |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| 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) | 73% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 87% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | 67% |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| 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) | 73% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 82% |
| Females | 92% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 97% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 95% |
| 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 | 83% |
| Females | 90% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 82% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 80% |
| 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 | 89% |
| Females | 93% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 71% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 87% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 84% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 94% |
| 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
White (not Hispanic)
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Non-economically disadvantaged
Students with disability
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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 | ||
|---|---|---|---|---|
| White | 75% | 28% | ||
| Multiple or No Response | 10% | 3% | ||
| Asian | 6% | 8% | ||
| Hispanic or Latino | 5% | 49% | ||
| African American | 4% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Filipino | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 5% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 3% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 57% | 85% | ||
| Russian | 17% | 0% | ||
| Farsi (Persian) | 13% | 0% | ||
| All other non-English languages | 4% | 1% | ||
| Hebrew | 4% | 0% | ||
| Korean | 4% | 1% |
| 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 | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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| Students typically attend these schools after graduating | A.E. Wright Middle School A.C. Stelle Middle School |
5151 Round Meadow Rd.
Calabasas,
CA 91302
Website: Click here
Phone: (818) 883-6750
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