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GreatSchools Rating

Lyle S. Briggs Fundamental School

Public | K-8

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 1 rating
2012:
Based on 3 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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51 reviews of this school


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Posted June 6, 2014

Great teachers!!! Never had any problems. Everyone is always nice and willing to help. So glad my daughter got into this school, she progressed so well this year. Looking forward to the coming years. Principal and Vice principal did a great job!
—Submitted by a parent


Posted June 5, 2014

Ladies in the office need to start by being welcoming , friendly and at least smile with a good morning or good afternoon. They are EXTREMELY rude and very snobby, not only to us parents also rude to students. It's amazing how Briggs office staff still have they're positions dealing with parents , all the parents I have spoke to complain of Briggs office staff . I would love to rate the school with 5 stars , unable to due to office staffing. Teachers are doing a great job, principal did a great job being his first year and vice principal did a great job as well. Love the school great curriculum !! Love the excessive homework , keeps students working hard.
—Submitted by a parent


Posted August 5, 2013

Briggs Fundamental is a GREAT School!! I have had four kids that went to Briggs and now two are in High School and two are in Collage I have to say Briggs has helped my kids with good study habits, dress professionally Love the dress code! To this day my kids miss Briggs School! Great Teachers! Great Parents! Thank you Briggs!!!!
—Submitted by a parent


Posted July 1, 2012

*be. (corrected word in my previous post) for kindergarten class with Mrs Hamblin's and kindergarten program.
—Submitted by a parent


Posted April 26, 2012

I went to this school from kindergarten all to 7th grade. I couldn't be more satisfied with most of every aspect of my experience here.


Posted January 25, 2012

I am very happy with this school. Briggs is great! They are in fact strict in different areas, but it is worth it. They have a great academic environment and all the staff is friendly and helpful. My child has been at this school for two years, he loves it. I would recommend this school 100%
—Submitted by a parent


Posted June 13, 2011

I had two children that attended Briggs. The elementary far exceeds the junior high. Many of the teachers in junior high have their "favorite students" and it is very apparent who they are. The AVID program has ruined the educational atmosphere for all the students. AVID has created a elite group of students, that adminstration and teachers focus on. If your child is not in AVID, they will be forgotten. I wished I would have moved my children when they reached junior high.
—Submitted by a parent


Posted January 8, 2011

this school i like it but it can be better. First of all one of the teacher's in seventh grade yelled at my child for not having a pencil he got a detention for being unprepared he was sick the last couple of day's. Lunch line's are too long and my son comes home hungry and too tired to do his homework. its still a great school but they have a couple of problem's to fix.
—Submitted by a parent


Posted January 8, 2011

Very disappointing as a school. They changed the whole school we don't have color guard, basket ball team's club's or anything they lied saying that they would. Its a shame the Lady's in the office are rude, the principal and vice principal don't even try to help. kid's aren't allowed to sit with other kid's Lunch line's are too long. Lunch is the same thing: grilled cheese or a burrito. A particular teacher is very racist. Ever since they got new principal and vice principal they have been very Rude and very not understanding.
—Submitted by a parent


Posted April 27, 2010

I'm not happy with the teachers at Briggs. This school is not a good place for children that struggle with school. My child struggles and is punished by her teacher instead of helped. Very disappointed.
—Submitted by a parent


Posted November 18, 2009

Excellent school. Great Teachers and Principal. Very active parent group. Overall, I am very pleased with the education my children receive at Briggs. I have one child in High School, and one still at Briggs. I have been here a long time, and I'm so happy with my choice to put my kids in Briggs. Also, I think the office staff is the best and not intimidating at all!!
—Submitted by a parent


Posted October 27, 2009

I am pleased with the education my two boys are receiving.
—Submitted by a parent


Posted October 24, 2009

In comparison to other schools in this area, Briggs is one of the best choices out here. We have a great principal with a successful proven record and makes himself visible to all the kids (which they enjoy). Our PFA is also very active and work so hard to make sure this school has as much as possible for our kids! No School is perfect and that is where we as parents need to stay involved to help make it a more positive experience for our kids.
—Submitted by a parent


Posted June 2, 2009

This school is a bad choice for our kids.Some of the teachers' and staff are mean and way to strict for our kids.The only good person there is Mr. Harrel.He is the nicest principal I've have ever met. He is the only one that listens to our kids. i would recommend of putting your child in Canyon Hills or Ramona. But briggs is a 5 or 6 out of 10.
—Submitted by a parent


Posted March 31, 2009

Good School, Most Teachers are good although some like to intimidate our kids & embarrass them. Which I do not agree with at all. Most of the office staff are very rude & also like to intimidate our children. Not very Professional, Friendly, & they do not make you feel very welcome. The NEW PRINCIPAL MR. HAROLD is AWESOME!!!! Mr. Harold is EXCELLENT with the Kids, he listens to what they have to say, & kids feel comfortable talking with him. Not a lot of field trips, JR. High does not have drill team & very few elective classes. Everything is taught very quickly, I don't feel sufficent time is allowed for kids to grasp what they have learned. I guess this may be common with all schools.
—Submitted by a parent


Posted December 4, 2008

I think this is a great school,teachers keep you well informed.
—Submitted by a parent


Posted May 27, 2008

It is hard to beat a school like Briggs where the parents are involved, the teachers are excellent and caring, and the leadership is proactive and forward thinking. Two of our three children have graduated from Briggs and the third is about to finish sixth grade. There is a marked difference of Cchildren from Briggs compared to other students entering high school. They are much better prepared, disciplined, and capable acedemically and socially. We thank God our children were able to attend Briggs
—Submitted by a parent


Posted March 28, 2008

I am very pleased with our choice as having Briggs as our school! No school is perfect and we didn't expect Briggs to be either, but to see our children excel and at the same time like their teachers and enjoy school just reiterates that this is where they belong! The dress code seems to be slacking off while the motto is supposed to be Dress For Success. I wouldn't mind seeing that more enforced. We do wish there were more extracurricular activities at the Junior High level, like clubs, drill team, and even a marching band, but it is nice that we do have choir at the 5th grade level and band for 5th and up, not to mention track for all grades. All in all, we're very pleased with the education our children are receiving and are looking forward to the rest of our kids' Briggs career.
—Submitted by a parent


Posted September 7, 2007

I have two children enrolled at Briggs. This has been a great school for my kids to learn at, the vice-principal has been great. Some of the teachers leave a lot to be desired, but we as parents need to be involved with our children, a lot of the parents at this school are very involved. I am very please with the education my children have received here and would recommend this school to any family that would be understanding of the strict dress code and homework policy. I'm looking forward to many more years of great education for my children.
—Submitted by a parent


Posted September 4, 2007

I have my children go to Briggs Fundamental School, 1st, 6th and an 8th grader. They are challenged with the school curriculum, the teachers and administraiton are well qualified. The older students shows character by supporting the younger 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

838

Change from
2012 to 2013

-15

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

838

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

-15

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)

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.

90 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
67%

2011

 
 
71%

2010

 
 
69%
Math

The state average for Math was 65% in 2013.

90 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
89%

2011

 
 
89%

2010

 
 
89%
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.

92 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
57%

2011

 
 
36%

2010

 
 
51%
Math

The state average for Math was 66% in 2013.

92 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
73%

2011

 
 
87%

2010

 
 
76%
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.

87 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
87%

2011

 
 
73%

2010

 
 
59%
Math

The state average for Math was 72% in 2013.

89 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
89%

2011

 
 
82%

2010

 
 
67%
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.

91 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
74%

2011

 
 
57%

2010

 
 
62%
Math

The state average for Math was 65% in 2013.

92 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
84%

2011

 
 
77%

2010

 
 
79%
Science

The state average for Science was 57% in 2013.

93 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
75%

2011

 
 
66%

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 60% in 2013.

98 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
65%

2011

 
 
60%

2010

 
 
73%
Math

The state average for Math was 55% in 2013.

99 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
40%

2011

 
 
42%

2010

 
 
48%
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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

161 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
66%

2011

 
 
65%

2010

 
 
65%
Math

The state average for Math was 52% in 2013.

161 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
48%

2011

 
 
48%

2010

 
 
49%
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.

118 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
49%

2011

 
 
41%

2010

 
 
34%
English Language Arts

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

163 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
73%

2011

 
 
69%

2010

 
 
67%
General Mathematics (Grades 6 & 7 Standards)

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

49 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

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.

166 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
74%

2011

 
 
72%

2010

 
 
65%
Science

The state average for Science was 67% in 2013.

167 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
85%

2011

 
 
79%

2010

 
 
76%
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 Students57%
Females64%
Males50%
African Americann/a
Asiann/a
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)68%
Economically disadvantaged44%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability58%
English learner55%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)52%
Parent education - college graduate68%
Parent education - graduate school/post graduate85%
Parent education - declined to state50%

Math

All Students75%
Females77%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged65%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability76%
English learner70%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)78%
Parent education - college graduate74%
Parent education - graduate school/post graduate77%
Parent education - declined to state67%
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 Students53%
Females59%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged42%
Not economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)44%
Parent education - college graduate55%
Parent education - graduate school/post graduate67%
Parent education - declined to state57%

Math

All Students85%
Females84%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged81%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate86%
Parent education - some college (includes AA degree)84%
Parent education - college graduate85%
Parent education - graduate school/post graduate92%
Parent education - declined to state79%
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%
Females79%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged81%
Not economically disadvantaged76%
Students with disability67%
Students with no reported disability80%
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 graduate68%
Parent education - some college (includes AA degree)79%
Parent education - college graduate76%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students85%
Females82%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged84%
Not economically disadvantaged86%
Students with disability57%
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate70%
Parent education - some college (includes AA degree)93%
Parent education - college graduate86%
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 Students76%
Females82%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged82%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate78%
Parent education - some college (includes AA degree)79%
Parent education - college graduate78%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students89%
Females92%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged83%
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate87%
Parent education - some college (includes AA degree)85%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students69%
Females71%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged58%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate70%
Parent education - some college (includes AA degree)57%
Parent education - college graduate78%
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 Students77%
Females75%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged76%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)79%
Parent education - college graduate86%
Parent education - graduate school/post graduaten/a
Parent education - declined to state79%

Math

All Students50%
Females48%
Males55%
African Americann/a
Asiann/a
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)38%
Economically disadvantaged54%
Not economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only51%
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)59%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state20%
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 Studentsn/a
Femalesn/a
Malesn/a
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)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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

English Language Arts

All Students57%
Females60%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged44%
Not economically disadvantaged75%
Students with disability6%
Students with no reported disability63%
English learner13%
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 graduate50%
Parent education - some college (includes AA degree)71%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to state41%

Math

All Students46%
Females45%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged38%
Not economically disadvantaged56%
Students with disability19%
Students with no reported disability49%
English learner20%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)45%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to state46%
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 Students43%
Females44%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged31%
Not economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate41%
Parent education - some college (includes AA degree)38%
Parent education - college graduate44%
Parent education - graduate school/post graduaten/a
Parent education - declined to state38%

English Language Arts

All Students53%
Females57%
Males49%
African Americann/a
Asiann/a
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)55%
Economically disadvantaged47%
Not economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability55%
English learner7%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)58%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to state44%

General Mathematics (Grades 6 & 7 Standards)

All Students12%
Females16%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Not economically disadvantaged13%
Students with disability17%
Students with no reported disability11%
English learner9%
Fluent-English proficient and English only13%
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)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
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)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Students64%
Females61%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged60%
Not economically disadvantaged67%
Students with disability0%
Students with no reported disability69%
English learner27%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)59%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to state59%

Science

All Students78%
Females72%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged71%
Not economically disadvantaged84%
Students with disability15%
Students with no reported disability83%
English learner53%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate67%
Parent education - high school graduate82%
Parent education - some college (includes AA degree)77%
Parent education - college graduate94%
Parent education - graduate school/post graduaten/a
Parent education - declined to state63%
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 71%
White 22%
Asian 3%
Black 2%
Two or more races 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 49%N/AN/A
English language learners 12%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 3%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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11880 Roswell Avenue
Chino, CA 91710
Website: Click here
Phone: (909) 628-6497

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