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Teacher quality
Principal leadership
Parent involvement
I went to Lilian J. Rice from 1950 to 1955 Mrs. Krantz was the principal. she was strict but fair. It was a good experience. I'am glad to see that the school is still offering a quality education. JOHN
First of all I want to say I volunteer in my children schools. Its the number one thing parent who wants to be involved in their children life should do. At least 1 hour a week! Many of us parents tend to blame the school and praise others, but, if you see what the others have, is PARENTS that SUPPORT their school. My daughter has gone to Rice since she was in K, now she is going to 5th grade. Since last year the school abandoned the uniform policy and kids can now wear regular clothes, something I do not share. A student should identify himself/herself as one. And uniform does that! It is a school that any teacher or staff I have interacted with have always been helpful and friendly specially the vice-principal. I think even if it is a public school, Principal and teachers should be a little harder on parents and ask them to support their school. I think if parents and teachers get together, we can make of Rice a better school, more than it already is.
—Submitted by a parent
This school is one of the best, I have my daughter going to this school and she likes it very much, and so do I.
—Submitted by a parent
very good schoool my daughter goes to this school and she likes it very much and also likes CART.The education is very good and her teacher helps her her verrrrry much with her math and reading problems.
—Submitted by a parent
I would give many Kudos to the School's Psicologist Dept. Teachers , Administrative Office and Principal. They try very hard to make Llilian J. Rice a better school. The only thing that I would like to recommend is that all the children from Elementery grades should not be all toghether at recess. Children are often pushed by older ones. Kids should be separeted by ages and everything will be much easier for both school personnel and kids.
—Submitted by a parent
I am really pleased with this school all my 3 children attend this school.
—Submitted by a parent
My daughter attended school here for 1 year, I now drive her across town. My daughter is an advanced student and has been skipped ahead a grade at her new school. When she attended Rice she was oftentimes ignored by her teachers because she is self disciplined and well behaved. She was put off to the side with coloring pages so the teachers could focus on non English speaking students.
—Submitted by a parent
I think this school is above average. I enjoy the CART rotations. This school keeps you occupied with different activities. For example the Liscense Plate Club and Square Dancing and the soccer club. The bad thing is, that there is no girls basketball team this year! Anyways, I like the teachers. But I dont like the environment. At recess, there are people using bad langauge and pushing eachother. When you have a stomach ache or a heade ache etc, the nurse just tells you to lie down and rest. If you got hurt, they just put ice on it and dont care. I think that is what this school needs to improve on.
—Submitted by a student
My son was there last year and we move the area, we had to enroll him a in different school and we requested a transfer. It was denied since my child was not an A student at that school. I spoke with the principal and with no care ignore my feeling about my child going to that school.
—Submitted by a parent
My child is in kindergarden at Rice Elementary School. Mrs. Clayton is a true educator and believe me she goes above and beyond to assure that each child receives a necessary structure and basics which they will benefit and use throughout their years. Kudos to you Mrs. Clayton, we truly need more teachers like you in our schools.
—Submitted by a parent
I am sad to see that there are no statistics here for the special education classes. I wonder if their data is lumped in with everyone else. Or, is it just ignored in the normal presentation of what Rice Elementary is all about. I have found the principal and office staff to be friendly, supportive, helpful, positive, and trustworthy. When the special ed teacher Miss Amy was at the school, she was beloved by her students and many parents as well. She developed a real community for the special needs children to have school and friendships. She reached out her influence even to the family giving the moms of these special children opportunity for a support group and the chance to make friends. Miss Amy will be missed. We look forward to seeing what the new teacher will offer our children and us parents in the special education department.
—Submitted by a parent
Rice is a great school with very knowlegable teachers. Rice also has a very hard working and caring PTA. The principal has made many changes that have greatly improved this school.
—Submitted by a parent
Academic wise, they are very good. But when it comes to harrassing and bullying, may I suggest that they start having a program about harrassing and bullying. I'm afraid if my other kid will be bullied. I hope they will do something about it. The teacher should report it to the principal's office.
—Submitted by a parent
I attended Lilian J. Rice Elementary and now my son is enrolled there in Kindergarden. He also attended Pre-school at this same school. I am an active member in the PTA and look towards furthering my involvement within this school. Over the 2004 summer vacation, we received a personal at home visit from members of the school staff and PTA. They came on a personal level to greet my son and introduce themselves and welcomed him as he was to start Kindergarden. Not only did this excite and give a sense of belonging they even gave him a starter gift bag with items like a pencil engraved w/school name, a magnet with school logo and phone numbers, also a pen which also had school name for the parent. This truly makes a bond between the community and school. Overall, the staff, teachers and principal Mrs. Nakamura are exceptional people.
—Submitted by Autumn Young, a parent
Well, I have to begin by stating that this school definitely stands out from others I've seen by, the geniune compassion and sincerity you receive from the entire staff at Rice. The Principal Mrs. Nakamura, Staff as well as PTA members took it upon themselves to go out into the community prior to this school year beginning. They went to homes in the community and introduced themselves on a personal level to families and especially new students. They even brought a gift bag containing a pencil, pen, and a magnet all representing the school. More importantly they made an impact on those children; especially my own child. He felt special and could not wait for the year to begin. I can proudly say that this school is completely dedicated to the wellness of the community and it's children. I myself attended/graduated from this school and now proudly my son will too.
—Submitted by a parent
This school needs more student and staff communications. Needs improvement in providing tutoring for the students in Math and Reading. Communications between Principal and Students can improve. Rather than ignoring student harassement between students as just simple student issues... entire school staff should address these harassements as true emotional issues that can and will impare our children in later years. The 'Bully Program' will be a great start.
—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.
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.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
97 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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
93 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.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
84 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 59% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
88 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 | 30% |
| Females | 38% |
| Males | 19% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 35% |
| Students with disability | 0% |
| Students with no reported disability | 35% |
| English learner | 26% |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 28% |
| All Students | 42% |
| Females | 47% |
| Males | 36% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 43% |
| Students with disability | 13% |
| Students with no reported disability | 48% |
| English learner | 44% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 35% |
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 | 38% |
| Females | 43% |
| Males | 33% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | 32% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 43% |
| All Students | 73% |
| Females | 70% |
| 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) | n/a |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 72% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 67% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 62% |
| Females | 69% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 53% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 57% |
| All Students | 70% |
| Females | 67% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 66% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 70% |
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 | 50% |
| Females | 46% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 34% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 23% |
| All Students | 67% |
| Females | 61% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 56% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | 41% |
| Females | 35% |
| Males | 45% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | 29% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 23% |
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 | 67% |
| Females | 67% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 50% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 70% |
| All Students | 73% |
| Females | 77% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 60% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 65% |
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
Grade 6
All students
Female
Male
All students
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 80% | 49% | ||
| African American | 7% | 7% | ||
| White | 7% | 28% | ||
| Asian | 2% | 8% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 48% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 53% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 96% | 85% | ||
| Cantonese | 1% | 2% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Japanese | 1% | 0% | ||
| All other non-English languages | 0% | 1% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Korean | 0% | 1% | ||
| Samoan | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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915 Fourth Avenue
Chula Vista,
CA 91911
Website: Click here
Phone: (619) 420-7071
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