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GreatSchools Rating

Arlington Heights Elementary School

Public | K-5 | 343 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
No new ratings
2012:
No new ratings
2011:
No new ratings

Teacher quality

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15 reviews of this school


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Posted Sunday, September 28, 2014

Awful, Awful Experience at this School! Enrolled my Child at this school a mth shy of her 5th Birthday! Going in I was nervous and told the teachers I had No problem whatsoever with her repeating Kindergarten if they felt it would benefit her! So, the yr came to an end and we all made the decision to have her repeat! With 2 years of Kindergarten under her belt, for 1st Grade, they decide to stick her in a K/1st! So, basically a 3rd yr of Kindergarten! Was Sooooooo Unhappy about that! The Principal is Beyond Awful! Told her my Daughter had a Seizure over Winter Break and was admitted into the Hospital and that we needed to get a Emergency Plan into place for staff and to please tell her teacher, she did NONE of these! In fact because she did NOT listen to me, I feel my Daughters life may have been in danger! She was Very Rude and Cold! Not very Kid Or Parent Friendly either! I am Sooooo Thankful I got my Child out of that School! Would Never recommend Arlington Heights to anyone!!!
—Submitted by a parent


Posted August 15, 2014

My kinder and first grader just started. So far so good. I am really liking what I see so far. Mrs. Cornu and Mrs. Stuart are wonderful.
—Submitted by a parent


Posted July 28, 2014

Our child used to LOVE school, advanced in many areas, social, and thrives quickly in nearly all facets of life, yet by 3rd grade, she quickly lost motivation at this school. Unfortunately, the teachers (in our experience) spend more time with discipline and telling the students to be quiet than finding creative ways to control the learning environment. With 35 kids per class, that's nearly 35 times every 10 minutes, they are telling each kid to be quiet. If a child just plays tag at recess and touches another child, they will write he/she up as "aggressive, bullying behavior." (more than 8 families we know experienced this, too). Many children have cried being labeled like that by adults they respected. They have no flexibility with allowing young children to be young. This school was a big regret, and we're very happy to no longer go here. I'm sure there are great teachers, but we never experienced any. This school has a lot of older, impatient educators who have no grasp on how to make learning fun. We spent nearly 3 hrs. a day on learning in a fun way at home to make up for the lack of education from this school. Discovery Club(paid after school program)was awesome, though!
—Submitted by a parent


Posted April 17, 2014

My daughter loves school and learning but does not get any support or enthusiasm from her current teacher, Ms. Blauser. I have heard nothing but negative things about this teacher and she actively avoids me when I am at the school . The principal is nice but not very proactive in helping to foster better relationships with the teachers and parents. The best teacher we had so far was Ms. Cornu, whom I wouldn't say gives you the warm fuzzies, but is excellent in keeping an organized class and letting the kids have the right amount of fun. Ms.Cornu really helped many of the students excel in the strong suits and helped in the problem areas. So far, not too impressed with the rest of the school.
—Submitted by a parent


Posted September 29, 2010

At Arlington Heights Elementary School, the academic year started with enthusiasm and change while our school funding is at such a crisis level and limited resources morale may be at an all time low for many. However, at Arlington Heights hope remains for the future of our children. My daughter s teacher s haven faced the challenge of taking our "babies" from the nurturing introduction of education into the advancement of learning. This was done with encouragement in the process with discipline, knowledge and commitment the schools role and excitement about learning. The school implements a solid structure that is consistent with state standards, interesting and delivers our school district with excellence. Unfortunately, fundraising is extremely flat in our community. While this school has most children below poverty level it is still a darling, happy and positive place for them to spend their day learning. This is a perfect example where one can still see the charm and dedication at our neighborhood school. With an extraordinary school like Arlington Heights we are building a better future for our community and children one class at a time. My child considers her teachers as people to admire, respect and care for. We are fortunate. With extremely limited resources and very few extra curricular activities the teachers at this school have championed their efforts to succeed at educating our children as well as winning over the children's hearts.
—Submitted by a parent


Posted August 5, 2008

My child has attended Arlington going on 4 years now. And my opinion the teachers are all wonderful. Miss Cornu,Mrs.Merritt ,Mrs.folger & Mrs. Beentjes Thank you ! And regarding the school is I feel it provides safe enviroment. Although I would like after school programs more affordable. I couldn't ask for a better place. Go Mustangs!!!!!
—Submitted by a parent


Posted May 12, 2008

My kids (4th grade and 5th grade) have been attending this school for the past four years. We were sent to this school when our home school was closed by the district. We have been very happy at this school. The teachers are great and my kids are doing well. I wish there were more extra-curricular activities that were affordable or free (e.g., Bridges After School). I cannot afford to send my kids to the science camp activities because they are too expensive.
—Submitted by a parent


Posted January 29, 2008

I believe a good schhol. My daughter has a been there 4 years. Most teachers there have been teaching for years which is great I think. I love the fact they have alot family events too.
—Submitted by a parent


Posted October 30, 2007

My kids love Arlington! I feel really lucky to have them attend. As a PTC member I wish there were more parents that would get involved, but the volunteers that we have are great. The only thing I would like to see would be more extracurricular activites that are sponsored by the district and don't cost too much. The after-school programs offered are too expensive to have my three children all participate
—Submitted by a parent


Posted September 7, 2007

I really love this school my kids have gone for 2 years now. I really wish they would offer more after school programs like bridges.
—Submitted by a parent


Posted June 15, 2007

'My daughter (K) and grand-daughter (2nd) attended Arlington Heights. They both love their school, the teachers Mrs Mastro, Ms. Brousan, and Mrs Stuart are all wonderful teachers. They take great pride in their jobs and responsibilities in educating their students. The school has several family nights throughout the year, this extra 'fun' time really seems to add to the childrens since of belonging to their school, where they know the teachers and staff care about them and their futures.
—Submitted by a parent


Posted June 1, 2007

My daughter (K) and grand-daughter (2nd) attended Arlington Heights. They both love their school, the teachers Mrs Mastro, Ms. Brousan, and Mrs Stuart are all wonderful teachers. They take great pride in their jobs and responsibilities in educating their students. The school has several family nights throughout the year, this extra 'fun' time really seems to add to the childrens since of belonging to their school, where they know the teachers and staff care about them and their futures.
—Submitted by a parent


Posted January 21, 2005

I want to start by stating that my son does not attend the 'regular' programs at Arlington. He is in their one special education class. This class is appropriate in size, includes children in the fourth-sixth grades and is led by a great teacher. He has made fantastic friends here, is not singled out by other students and is progressing at the fastest pace in school yet. I have no reservations about recommending the special education system at this school.
—Submitted by a parent


Posted August 25, 2004

Great school, lots of parent involvement and teachers are concerned about student performance. Sorry to be moving out of area.
—Submitted by a parent


Posted May 6, 2003

I absolutely love the 'Community of Caring' philosophy Arlington follows. The teachers and principal are great and I am very lucky to have my daughter attend this school. I know that she is safe from being teased and bullied. I can only hope to have her and the rest of my children attend up to 6th grade.


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

786

Change from
2012 to 2013

-17

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

2 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet 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 did not meet all student subgroup API targets for 2013

This school's
API score

786

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

-17

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)

5 / 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)

2 / 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.

56 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
35%

2011

 
 
36%

2010

 
 
39%
Math

The state average for Math was 65% in 2013.

55 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
47%

2011

 
 
50%

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

The state average for English Language Arts was 46% in 2013.

36 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
28%

2011

 
 
43%

2010

 
 
29%
Math

The state average for Math was 66% in 2013.

38 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
55%

2011

 
 
68%

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

English Language Arts

The state average for English Language Arts was 65% in 2013.

46 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
71%

2011

 
 
67%

2010

 
 
61%
Math

The state average for Math was 72% in 2013.

47 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
74%

2011

 
 
77%

2010

 
 
73%
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.

57 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
61%

2011

 
 
50%

2010

 
 
61%
Math

The state average for Math was 65% in 2013.

56 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
86%

2011

 
 
60%

2010

 
 
78%
Science

The state average for Science was 57% in 2013.

57 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
90%

2011

 
 
63%

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

All Students44%
Females45%
Males44%
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)45%
Economically disadvantaged38%
Not economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only50%
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 state41%

Math

All Students63%
Females63%
Males64%
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)68%
Economically disadvantaged59%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only68%
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 state65%
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 Students39%
Females45%
Males31%
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)43%
Economically disadvantaged12%
Not economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only41%
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 state47%

Math

All Students51%
Females50%
Males53%
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)52%
Economically disadvantaged29%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only50%
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 state73%
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 Students50%
Females71%
Males27%
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)54%
Economically disadvantaged39%
Not economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only52%
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 state29%

Math

All Students49%
Females56%
Males43%
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)56%
Economically disadvantaged46%
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only50%
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 state27%
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 Students60%
Females65%
Males54%
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 disadvantaged59%
Not economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only65%
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 graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to state62%

Math

All Students72%
Females77%
Males65%
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)78%
Economically disadvantaged59%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability71%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to state52%

Science

All Students72%
Females74%
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)76%
Economically disadvantaged68%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only75%
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 graduate77%
Parent education - graduate school/post graduaten/a
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

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
White 65%
Hispanic 18%
Black 7%
Two or more races 5%
Asian 3%
American Indian/Alaska Native 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 58%N/AN/A
English language learners 11%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

This school has not yet provided program information.


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6401 Trenton Way
Citrus Heights, CA 95621
Phone: (916) 971-5234

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