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GreatSchools Rating

El Roble Intermediate School

Public | 6-8 | 1191 students

 
 

Last modified
Community Rating

4 stars

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

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15 reviews of this school


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Posted October 18, 2013

El Roble is a great school. You can't go wrong with Claremont! Teachers and staff are great! Great after school programs.


Posted October 25, 2012

We are thinking of having our child start 7th grade next year at this school. I have read and looked over everything. It looks good and promising for our child, but, would like some further input from other families whos children have attend this school...the Safety (bullying...how do they handle it...?) Principal, Teachers, Curriculum, Staff, etc...Thank you!


Posted January 25, 2012

I have just pulled my daughter from this school. It has done nothing but gone down hill since my son went there 10 years ago. My daughter is a top athlete and A-B student. She was bullied over a period of one year. I met with the Vice Principal on more than one occasion and was assured the problem was resolved. Well, it never was. I don't know about anyone else, but my first priority is the safety and security of my child. I only wish the school admininstration felt the same way.
—Submitted by a parent


Posted August 24, 2011

Our daughter graduated from El Roble last year and had a very positive experience. Ther majority of the teachers are extremely strong in all of the different areas (and P.E. was surprisingly one of the highlights for our daughter...a great team of very caring professionals). She was challenged academically and continues to test very well. The teachers take the time to get to know the kids and have high expectations for behavior and performance. She was encouraged and looked out for. She entered El Roble disliking history, science, and math - those are now three of her favorite subjects. Open house was a telling indicator of the teachers impact on their students. There are lines out the doors because the students are excited for their parents to see their work and interact with teachers who really take an interest in their lives. I was pleasantly surprised that middle school could be such a postive experience for our daughter.
—Submitted by a parent


Posted April 22, 2010

Unfortunately, the principal is very dismissive of real parent involvement or suggestions, preferring instead checkbook involvement and quiet acceptance of some pretty ridiculous rules designed to control students. Some good teachers, though. At least one is exceptionally good.
—Submitted by a parent


Posted April 7, 2009

I loved El Roble. Almost everyone was friendly and quant. I really miss this school
—Submitted by a student


Posted February 20, 2009

Great school and great teachers. Reccomended by most parents who care about their child.
—Submitted by a student


Posted October 31, 2008

I Love El Roble!!! I am a seventh grader this year and it is the coolest thing ever! There is a great balacnce between fun and discipline. The teachers are great and take the extra time to help you and make sure you understand everything.
—Submitted by a student


Posted July 4, 2008

I love this school. The academics are challenging. The teachers really care about their students. The ElRoble PE staff is awesome! This certainly wasn't my PE in Jr. High. They did a fun and creative Olympics unit. The kids ride wave boards, swim, play fun & different games.
—Submitted by a parent


Posted May 24, 2006

We have been very pleased with El Roble The academic challange is a great stepping stone for CHS. Yes, there are a few rotten apples like at any Junior High . The teachers and staff are professionals who seem to work very hard at preparing our kids for High School and the API scores show it. El Roble is one of the best in the state! The few kids who come out of the district do not ruin the rest of the bunch who have come from a great School district.
—Submitted by a parent


Posted March 27, 2006

My child was academically challenged when she arrived at El Roble this past winter. At her previous school she had been neglected as an ADHD child, put on the back burner and forced to figure things out on her own all too often by the lack-luster teachers that were supposed to be teaching her. In 45 days at El Roble, she went from failing with D's and F's to A's and C's. This is something she had never achieved before and has allowed her confidence to be boosted immensely. I highly recommend this school for it's devotion to the acceleration of their students and for their professionalism.
—Submitted by a parent


Posted April 27, 2005

El Roble is working to get back into a positive learning environment. There are still a few holes, but overall, a great and positive place for 7th and 8th graders.
—Submitted by a parent


Posted August 14, 2004

This school its a great school. The teachers are all good and the administration are also good. Some the studets get out of control but most of the time they are good.
—Submitted by a student


Posted June 15, 2004

We are very pleased with the program that this school has offered. It is challenging, yet child centered. The staff and administration has been supportive and responsive. Students are given the opportunity to make choices in their schedules. It is a safe school. A bullying situation was promptly and effectively dealt with.
—Submitted by a parent


Posted September 27, 2003

it's got good teachers but out of control students


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

861

Change from
2012 to 2013

+4

API Statewide Rank
(2012)

8 / 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 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

861

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

+4

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

8 / 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 60% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 55% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

139 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
81%

2011

 
 
81%

2010

 
 
91%
English Language Arts

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

532 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
75%

2011

 
 
67%

2010

 
 
68%
Math

The state average for Math was 52% in 2013.

389 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
56%

2011

 
 
43%

2010

 
 
46%
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.

363 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
38%

2011

 
 
34%

2010

 
 
44%
English Language Arts

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

534 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
75%

2011

 
 
62%

2010

 
 
65%
General Mathematics (Grades 6 & 7 Standards)

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

64 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
10%

2011

 
 
10%

2010

 
 
27%
Geometry

The state average for Geometry was 85% in 2013.

108 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
94%

2011

 
 
96%

2010

 
 
95%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

545 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
68%

2011

 
 
65%

2010

 
 
60%
Science

The state average for Science was 67% in 2013.

534 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
76%

2011

 
 
70%

2010

 
 
69%
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 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
Non-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

Math

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
Non-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
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 Students89%
Females94%
Males82%
African Americann/a
Asian96%
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)86%
Economically disadvantaged83%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)80%
Parent education - college graduate94%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

English Language Arts

All Students74%
Females79%
Males69%
African American68%
Asian81%
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged61%
Non-economically disadvantaged82%
Students with disability32%
Students with no reported disability77%
English learner8%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)67%
Parent education - college graduate80%
Parent education - graduate school/post graduate87%
Parent education - declined to state65%

Math

All Students55%
Females53%
Males58%
African American33%
Asian58%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged40%
Non-economically disadvantaged66%
Students with disability36%
Students with no reported disability57%
English learner18%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)52%
Parent education - college graduate64%
Parent education - graduate school/post graduate72%
Parent education - declined to state43%
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 Students42%
Females41%
Males42%
African American37%
Asian66%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged25%
Non-economically disadvantaged53%
Students with disability8%
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)28%
Parent education - college graduate56%
Parent education - graduate school/post graduate61%
Parent education - declined to state25%

English Language Arts

All Students73%
Females75%
Males70%
African American59%
Asian80%
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged57%
Non-economically disadvantaged82%
Students with disability31%
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate56%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)69%
Parent education - college graduate79%
Parent education - graduate school/post graduate83%
Parent education - declined to state61%

General Mathematics (Grades 6 & 7 Standards)

All Students11%
Females8%
Males15%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)12%
Economically disadvantaged7%
Non-economically disadvantaged14%
Students with disability10%
Students with no reported disability11%
English learnern/a
Fluent-English proficient and English only11%
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)10%
Parent education - college graduaten/a
Parent education - graduate school/post graduate15%
Parent education - declined to staten/a

Geometry

All Students86%
Females92%
Males81%
African Americann/a
Asian93%
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)92%
Economically disadvantaged75%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability86%
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 graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate91%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students72%
Females70%
Males75%
African American65%
Asian81%
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)78%
Economically disadvantaged57%
Non-economically disadvantaged81%
Students with disability30%
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate56%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)68%
Parent education - college graduate79%
Parent education - graduate school/post graduate86%
Parent education - declined to state61%

Science

All Students79%
Females78%
Males80%
African American69%
Asian92%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged64%
Non-economically disadvantaged88%
Students with disability47%
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate63%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)76%
Parent education - college graduate85%
Parent education - graduate school/post graduate92%
Parent education - declined to state69%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 67% 27%
Two or more races 12% 3%
Asian 10% 11%
Black 9% 7%
American Indian/Alaska Native 2% 1%
Hawaiian Native/Pacific Islander 0% 1%
Hispanic 0% 51%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 33%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

This school has not yet provided program information.


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665 North Mountain Avenue
Claremont, CA 91711
Phone: (909) 398-0343

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