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Teacher quality
Principal leadership
Parent involvement
My Daughter attended Cedargrove and had a wonderful experience! Currently my Grand Daughter is attending Cedargrove and I am proud to say it is still a wonderful place for students to blossom! The students, teachers, Instructional Aides, Office Staff and Parents are one big famiy. You not not find a warmer place for your student to grow and learn!
—Submitted by a parent
I dont why this school is rated 7out of 10. But i truly believe that they deserve more than that. My son completed Kinder and has learned so much. He counts the calendar for this next school year. I am impress with their fundraising in this school very active. One of my fav is the coupoon book, Book fair, Chuck cheese night. It seems like almost every month there is a fundraising event so be prepare and set aside money for this. My son will miss this school bec we are moving to Arcadia School District. Thank you Cedar for a wonderful job with my son and the rest of the kids!!!
—Submitted by a parent
Great school! My daughter is in kindergarten and loves it! She has a great teacher Mrs. Hadan. She has learned so much in just a few months! They really care about every child.
—Submitted by a parent
The teachers really care about the students and their education, but they also care about personal well being. Cedargrove is always about the kids and what's in their best interest!
—Submitted by sue Mom, a parent
My girls love their school and teachers. I especially love the principal and vice principal, they truly care for our children.
—Submitted by a parent
my 2 children go to cedargrove and i really like how the teachers seem to actually care about your children and try to make learning fun so that they stay interested
—Submitted by a parent
I am pleases with the teachers and the organized classes. My child comes home every day and tells me how much fun she is having, learning new things.
—Submitted by a parent
Cedargrove is not like it used to be when Mr. Wollam was Principal. The Principal now caters to the little kids and their parents. If you are a GATE kid you get all the benefits. If you are a kid who has been left behind due to a disability in learning-you are in trouble. I am glad both my kids are out of this school. Too much talking between the staff on the grounds and not enough watching the kids. Bullying is also a problem which the school ignores. Parking lot still a problem with those parents who just can't drop off and kids and go. School start time should be better staggered to alleviate traffic. I would not suggest this school if your child has a learning disability. As for the test scores they are declining not improving. But COUSD doesn't care thats obvious! We moved out!
—Submitted by a parent
I am impressed with the knowledge and skills of the teacher and their commitment and dedication to their student's well being. This is definately top 50 public elementary school in CA. My son jumped from KG to 1st grade within 6 month due to his teacher's dedication and teching.
—Submitted by a parent
Cedargrove is a great school. I love how the principal and the vice principal are so involved with the students. For instance, they are always dressing up when their is an event going on, like they rock stars from guitar hero. This motivated kids to help out with a fundraiser that the school had.
—Submitted by a parent
Cedar Grove Elementary school is the best in San Gabriel area. My son is in GATE program for last two years. Academic programs are wonderful. All teachers are very educated and very co-operative. They had Math night which was great, involved parents and kids. New principal is great. I and my wife think that we are very lucky that our child is in Cedar. Special thanks goes to all teachers who treat their students as their kids, which is very hard to see this days in other schools. We like their new safety and discipline rules this year. Also before I forget, School has a very nice staff. They also have very good science fair, which they allows and promote all kids at all levels. Last thing I have to write about this school is they see all kids at one level and help them to succeed.
—Submitted by Mangal Trivedi, a parent
My son has been at Cedargrove for 2 years now. This is his first year in the GATE Program and I am very pleased with how my son has excelled. I feel that he was truly challenged and I have been so much growth overall in all subject areas. The music and Art programs have been fabulous and my son always speaks highly about what he has learned. The teachers are wonderful and always there if you need to talk about your child.
—Submitted by Tami, a parent
Some of the teachers are excellent motivators and exceptional educators. Therefore, the students tend to focus on behavior over academics too. If you look for the bad, you will find it. Find the good! This is a GATE school and those average to struggling students get left way behind. There tends to be an overabundance of homework as the teachers don't have time to cover everything in class. If They need to be more sensitive to individual learning styles and differentiate lessons so every child can be successful. Then 'no child shall be left behind.'
—Submitted by a parent
Great school,my kids love going to school there and we love they events.Teachers are very nice and on top of things.
—Submitted by a parent
I have been a teacher at Cedargrove for over 12 years and 2 of my children also attended school there. It certainly says a lot for the school when the teachers believe in the staff and curriculum enough to bring their own children from out-of-district to the school. The staff is fantastic and is always looking for new ways to engage our students and to make learning real for the students. We offer many extras for our families such as: family nights, grade-level events, cultural awareness, fantastic test scores and a enriched place to learn. Cedargrove is a school of choice for many of our students. We are the GATE magnet school for grades 3-5 and also have high achievers in every classroom. The teachers, staff, parents and community all work together to make Cedargrove the wonderful school that it is. It takes a village to raise a child.
—Submitted by a teacher
My grandson has gone to Cedargrove for three years, as part of the GATE program in our district. He has had a mixed three years. In all, I would rate Cedargrove as very good in academics, music, science, and level of parent involvement.
—Submitted by a parent
Cedargrove teachers are committed to providing the highest level of education for their students. My son attended fourth and fifth grade there and my huband and I were very pleased with the friendly and nurturing atmosphere in the front office, the cafeteria, as well as the classrooms.
—Submitted by Matt Collier, a parent
I truly love this school. This school really helped me and my children. Cedargrove is the best Elementary School there is out there. The Teachers are very helpful and the I just really like it out here.
—Submitted by Laura Fernandez, a parent
my daughter has been at cedar grove for, well this is her 4th year now and it has been absolutely wonderful for her. She has came a very long ways, this is her last year there and all I can say is we are both going to miss it very much.
—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.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
114 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.
116 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
115 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.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
130 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.
131 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
131 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
131 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.
131 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
133 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 | 76% |
| Females | 82% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 55% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 77% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 65% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
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 | 78% |
| Females | 77% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 54% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 84% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 62% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 90% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
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 | 71% |
| Females | 68% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | 78% |
| All Students | 77% |
| Females | 73% |
| Males | 80% |
| 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) | 86% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 78% |
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 | 64% |
| Females | 69% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 67% |
| All Students | 65% |
| Females | 63% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 50% |
| All Students | 64% |
| Females | 61% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 63% |
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 | 69% |
| Females | 70% |
| Males | 69% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | 45% |
| All Students | 77% |
| Females | 73% |
| Males | 80% |
| 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) | 77% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 82% |
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
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 48% | 49% | ||
| White | 30% | 28% | ||
| Multiple or No Response | 9% | 3% | ||
| Asian | 5% | 8% | ||
| African American | 4% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 44% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 67% | 85% | ||
| Arabic | 12% | 1% | ||
| All other non-English languages | 7% | 1% | ||
| Filipino (Pilipino or Tagalog) | 7% | 1% | ||
| Vietnamese | 3% | 2% | ||
| Gujarati | 2% | 0% | ||
| Cantonese | 1% | 2% | ||
| Hindi | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 14 | 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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1209 North Glendora Avenue
Covina,
CA 91724
Phone: (626) 966-8675
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
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