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GreatSchools Rating

Pinetree Community Elementary School

Public | K-6

 
 

Living in Canyon Country

Situated in a suburban neighborhood. The median home value is $294,500. The average monthly rent for a 2 bedroom apartment is $1,950.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted June 4, 2014

I have only positive things to say about Pinetree! The Principal is caring and dedicated and the teaching staff is off the charts. Our PTA is amazing, and funds music, drama and art classes school wide. I would compare the education that our kids get at Pinetree with any private school.
—Submitted by a parent


Posted May 12, 2014

My son has been going here since kindergarten. I was looking forward to him having the same teacher that now teaches 6th grade. I am very involved in PTA when it comes to the Book Fair. The teachers are off the chart when it comes to caring.The Principal is my favorite leader. She gives it her all. I have high expectations for my son and Pinetree has met those. The next elementary school where he starts 4th grade this summer in San Diego(Powey) have big shoes to fill. I chose them carefully ,too. I'll miss this school and all the friends I've met along the way.
—Submitted by a parent


Posted March 2, 2012

My son has been attending PInetree for almost 3 years; he is in 2nd grade. While we got off to a bumpy start with the K teacher (our son is always one of the youngest in his classes; he was 4 when he started K), the principal addressed our concerns and oddly that teacher was not there the following year. Nevertheless, all of the teachers and parents that I have met are fantastic. With the ever increasing demands on education, I feel the teachers do an outstanding job keeping the kids on track. I hope it continues through 6th grade!
—Submitted by a parent


Posted September 8, 2011

My son started shcool here this year and while he had extremely high separation anxiety, I felt the teacher and principal were completely lacking in understanding and feelings. When I FINALLY (took 2 days) got a hold of the Principal about his anxiety, she told me that maybe I can come and eat lunch with him. This was her only suggestion. I explained to her that I tried to speak with his teacher but was brushed aside and told in an extremely gruff way that my son has separation anxiety, "because you never left him and he doesnt know how to cut, etc."Her response was rude and unfeeling. My son is super smart so i dont know what that response was all about, except that she may be a frustrated K teacher. I volunteered in the class for a day to help with a project. The teacher complained about the children to me, a parent. Red Flag! The children cried more and more everyday, not less. The classroom is 25! No helper on many days.The Principal had nothing to say when I brought all of these problems to her attention. The room is like a dungeon and not a happy, fun environment at all! My son is now attending Monticello Preparatory and loves it so much! No tears!!
—Submitted by a parent


Posted April 22, 2011

I love this School my son is in second grade and he is very happy to go. We were thinking on moving but I don't want to move hiom he have learn so much. The only thing i wish is that that teachers will get more opinions when it comes to desicion making. The PTA is amazing and parents are there to help a lot but i wish We can do more. Pinetree is the best. Smiles are great gifts to give.
—Submitted by a parent


Posted March 22, 2011

My children have been attending Pinetree for 4 years and I believe the school has been excellent, starting with the teachers, office staff, cafeteria staff and not to mention our wonderful PTA! But.....the principal is not up to par by my standards. This is her second school year and I feel she has yet to make a connection with her students, teachers and parents. I am sure she is well educated and has enough credentials but I think she should take her expertise to a high school or college, because in elementary, the children need someone more in tune with their needs.
—Submitted by a parent


Posted December 3, 2010

Pinetree is a great school. Our oldest son attended Pintree from 1997-2000 and had wonderful educational and social experiences. Now our 7 year old son is in the 2nd grade and loves his teacher, Mrs.Nystrom. She is firm and structured while at the same time she provides the warmth, creativity, and enthusiasm needed to keep students motivated. Our son also had a wonderful experience in the 1st grade with his teachers Mrs. Freeman and Mrs. Susser. They are marvelously cheerful and energetic and gave him a great foundation to begin his elementary education. Ms. D'Anna has been a great addition to Pinetree as our Principal. Ms. D'Anna, and all the administrative and office staff, are very approachable and personable and always makes us feel welcome. Although we are not currently in the PTA, we offer our tremendous thanks to all the parents who are a crucial part of Pinetree's continued success. Go Pioneers!!
—Submitted by a parent


Posted November 24, 2010

I whole heartedly dis-agree with the last post. Pinetree has had many principals in the past few years and this new one is the best! She is dedicated to the students, teachers and supports the PTA. I am so happy that my children attend this amazing school and I am grateful for the hard work and dedication of the administration and teachers.
—Submitted by a parent


Posted October 25, 2010

My child started school there this year and so far so good! The only thing that has made me upset and feel very uncomfortable, is that everytime I have walked by the principal and even made eye contact with her, not once has she smiled or said hello! She comes off as if she thinks she's better than you! I hope she reads this & next time I see her I get atleast a smile!!! Now you know why I gave the school a 4star!
—Submitted by a parent


Posted April 24, 2010

My granddaughter attends Pinetree so I frequently am on school grounds during the times when I might pick up her after school or attending the many student/family activities presented at the school. Watching her teachers, the other school officials and the other students interact with each other, I can see lots of open communication and the results of positive connections and constant encouragement. After having raised two children of my own and now spending quality time with my grandchildren, I perceive Pinetree to be one of the best schools available in the Santa Clarita Valley.


Posted July 13, 2009

Great school!!! I was a llittle hesitant to send my daughter to this school. The community, teacher and parent interaction makes this an outstanding school for children. I must say Mrs. Lacross is 1 out of a million. Excellent teaching strategies. The only negative thing at this school is the veteran office staff. They really need to do some work and assist the parents.
—Submitted by a parent


Posted June 7, 2009

Amazing great school.. great staff , safe , and full of energy
—Submitted by a parent


Posted September 1, 2005

My 2 boys have been going to this school since kindergarten and they are now in 4th & 5th grade. They are very open and communicate always with the parents. We have recently received a new principal which I haven't had the opportunity to meet but has come very recommended. Teachers here will do everything in the power to help your child learn in areas that they may be having difficulty.
—Submitted by a parent


Posted August 19, 2005

Our family moved to the area two years ago. This was our first public school experience and we have had a marvelous experience. Teachers are caring, PTA is strong and the students are held to high standards. This year PTA has stepped up again to assist with enrichment activities which have been slashed by the CA budget.
—Submitted by a parent


Posted February 13, 2005

We are very satisfied with the high level of quality education both of my children have received while attending Pinetree Elementary. The parents who are involved with the school and their chilren's education are wonderful, and it shows, but there is room for improvement. The availability of Band, Chess Club, and a school play are nice amenities. Accessability to the school facilities for Sports and Scouts is wonderful. From the Principal, the Office Staff, the Teachers, to the Custodians, Pinetree Elementary is exactly what I wanted for my children's eduction.
—Submitted by a parent


Posted November 20, 2004

Pinetree Elementary is a school that cares about its students. Teachers, administrators, and staff are highly committed to their jobs. One of the biggest indicators of the great culture in this school is that students look forward to attending. Even though they are bound by state requirements, they always try to surpass the basic standards and elevate them to a higher status. I am particularly impressed by the PTA which is highly involved in the well being of the children. They make sure that the kids have what they need, even if the school budget does not allow it. For example, because of the PTA, the school has been able to provide students with computer labs, extra curricular activities such as a music program, and physical education classes. The curriculum is tight, but is individualized according to the needs of every student.
—Submitted by a parent


Posted May 29, 2004

Our daughter is graduating this year from Pinetree after attending grades k - 6th. I read the reviews on the blue track problems & was very surprised to hear of any problems. We have been extremely happy with all 7 teachers she has had, along with the 4 teachers that our 3rd grader has had. I do help out in both of their classes and have requested certain teachers throughout the years, as I have gotten to know them and their personalities. The key is staying involved w/ your child and the staff at their school. I do find that it is usually the same handful of parents that stay involved throughout the duration of their child's elementary years, and it is those parents, that seem to know exactly where their child is, academic wise, in comparison to the children where there is no involvement with the parents. Stay involved!
—Submitted by a parent


Posted May 4, 2004

I agree that Pinetree is a wonderful school and my child is doing great. I have however heard about the Blue Track 2nd grade problems and know many parents who have brought this to the principals attention with no results and no action being taken. If we go to a one track system in July this will be a concern to me if my child gets assigned to either of these teachers. Maybe making a public statement here will make the principal aware of how far the bad word about these teachers is spreading. I will put my child in a private school before I let them be put in either of the current blue track teachers class.
—Submitted by a parent


Posted April 6, 2004

PT is an excellent school. The teachers and the prinicipal are dedicated to the children. It really is a community school. The school is active in the community. The parents have a strong voice and move swiftly to resolve issues.
—Submitted by a parent


Posted February 23, 2004

Overall Pinetree is a very good school. One problem that does exist unfortunately is the Teachers in blue track. In many peoples opinion one is incompetent the other is burned out. These issues have been brought to the principle's attention but have been ignored. After speaking with many parents the general consensus is just get through it because there are much better teachers on the horizon.
—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

876

Change from
2012 to 2013

+25

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

876

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

+25

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 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

7 / 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)

4 / 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.

76 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
67%

2011

 
 
69%

2010

 
 
68%
Math

The state average for Math was 65% in 2013.

76 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
64%

2011

 
 
71%

2010

 
 
66%
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.

69 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
61%

2011

 
 
41%

2010

 
 
46%
Math

The state average for Math was 66% in 2013.

69 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
80%

2011

 
 
64%

2010

 
 
74%
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.

108 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
61%

2011

 
 
60%

2010

 
 
76%
Math

The state average for Math was 72% in 2013.

109 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
72%

2011

 
 
53%

2010

 
 
70%
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.

88 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
72%

2011

 
 
76%

2010

 
 
70%
Math

The state average for Math was 65% in 2013.

88 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
77%

2011

 
 
83%

2010

 
 
61%
Science

The state average for Science was 57% in 2013.

89 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
81%

2011

 
 
86%

2010

 
 
82%
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.

77 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
75%

2011

 
 
70%

2010

 
 
65%
Math

The state average for Math was 55% in 2013.

80 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
76%

2011

 
 
53%

2010

 
 
54%
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 Students73%
Females73%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged56%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)80%
Parent education - college graduate67%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Math

All Students75%
Females78%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged64%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)72%
Parent education - college graduate83%
Parent education - graduate school/post graduate69%
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 Students55%
Females58%
Males52%
African Americann/a
Asiann/a
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)63%
Economically disadvantaged38%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability57%
English learner27%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)56%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students81%
Females84%
Males77%
African Americann/a
Asiann/a
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)81%
Economically disadvantaged75%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate88%
Parent education - some college (includes AA degree)81%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students89%
Females89%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged84%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate85%
Parent education - some college (includes AA degree)97%
Parent education - college graduate83%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students87%
Females89%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged84%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate88%
Parent education - some college (includes AA degree)97%
Parent education - college graduate75%
Parent education - graduate school/post graduate83%
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 Students58%
Females60%
Males55%
African Americann/a
Asiann/a
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)62%
Economically disadvantaged50%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)59%
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students75%
Females74%
Males76%
African Americann/a
Asiann/a
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)79%
Economically disadvantaged76%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)77%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students68%
Females66%
Males69%
African Americann/a
Asiann/a
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)73%
Economically disadvantaged43%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate52%
Parent education - some college (includes AA degree)68%
Parent education - college graduate85%
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 Students78%
Females81%
Males74%
African Americann/a
Asiann/a
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)75%
Economically disadvantaged74%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)79%
Parent education - college graduate91%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Math

All Students70%
Females66%
Males75%
African Americann/a
Asiann/a
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)63%
Economically disadvantaged61%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)54%
Parent education - college graduate82%
Parent education - graduate school/post graduate100%
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 State average
White 67% 26%
Hispanic 18% 52%
Black 6% 6%
Two or more races 5% 3%
Asian or Asian/Pacific Islander 4% 11%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 29%N/A55%
Source: NCES, 2011-2012

Teacher experience

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

This school has not yet provided program information.


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29156 Lotusgarden Drive
Canyon Country, CA 91387
Website: Click here
Phone: (661) 298-2280

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