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GreatSchools Rating

Ben Lomond Elementary School

Public | K-5 | 595 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 1 rating
2010:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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14 reviews of this school


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Posted August 13, 2012

I would not recommend sending your child to this school. I am still debating if I am sending my son back to this school for this fall. The Principal has no control over her staff. The Morale is low. There is a lot of bullying and the Principal turns the other way. Instead of suspending the bullies. She just tells them to stop. She rather they not miss school so they can get paid for attendance.
—Submitted by a parent


Posted August 10, 2012

I attempted to register for the 2012 school year and Ben Lamond lost my sons kindergarten entry forms. I found out one month to school starting that they had no record of his enrollment. I reported them to the district and requested a transfer to a different school in the district. My transfer was approved and I am very glad that my child will not be attending a school whose office staff cannot be dependable.
—Submitted by a parent


Posted May 23, 2011

Not pleased. School is in Program Improvement. Recent Parent Survey result comments by Administration seemed to have caught them off guard when they don't know why "adequate" or "ineffective" were the chosen answers. I'm more surprised that they didn't see it coming. There is very little "fun" here, and very little compromise. Students might want to perform better if they were recognized academically throughout the year instead last day of school and a once a month Student of the Month assembly. Morale is down all over due to budget cuts. Needs much improvement.
—Submitted by a parent


Posted August 15, 2010

What a professional staff and dedicated principal! Our whole family loves this school. We are proud to be Bears. There are many opportunities to stay involved and be part of your children's education. The PTA is super involved too!
—Submitted by a parent


Posted March 8, 2010

I used to be proud to have my children attend this school. Unfortunatly that is no longer the case. The current principal is power hungry and tries to intimidate the parents into falling in line with what she believes. If you don't agree with her she will single out your child and make their life miserable in the little ways she has control. I am in the processing of moving my child to another school as she is doing nothing for my child!
—Submitted by a parent


Posted October 2, 2009

Nice school, great with my Daughter.
—Submitted by a parent


Posted August 29, 2008

My daughter began attending Ben Lomond last year after attending another school in the same district for three years. I could not be happier with her progress. Her teacher put her heart and soul into her students. The staff is incredibly friendly, professional, and dedicated. There were more parent-involvement activities than you could possible imagine, and the teacher involvement was spectacular, even on a Friday evening! We cannot wait for the new year to begin.
—Submitted by a parent


Posted July 28, 2008

My son finished kinder at this school. I felt that attending kinder at Ben Lomond was probably very similar to going to a private school. Luckily his class was only 17 kids. The curriculum that they receive at this age, I think as a parent, was a bit much. I can't complain I have other friends in other Covina schools where the children are bombarded with homework. Of course depending on the child and how much they absorb is how much they will take. For the studius, they love it. His teacher was Mrs. Kramer, she is a great disciplinarian and was able to get him to be where he needed to be, though he's not studius. Overall, from the kinder experience he is where he should be at a cheaper price, for the same type of education, just a few more kids. See you next year.
—Submitted by a parent


Posted September 26, 2007

This school has great potential .Its lacking in advanced programs .The staff is great and the new principle is a great lady.I wish they were up to date with Advanced math programs such as Accelerated Math and push for more reading such as Accelerated Reading and having students test on books at tested grade level or higher on books of choice( not classroom text books).Kids learn from enjoying a book.Text books are not a child choice of reading they don't want to read them .I feel the school is behind in learning and could use a push.Not enough incentives to get students ready for state testing and to achieve higher goals.
—Submitted by a parent


Posted November 15, 2006

Parents are very active at the school. We usually have more activities this year it has been a little less do to construction.
—Submitted by Andrea Andrade, a parent


Posted August 15, 2006

My son started here at Ben Lomand and he came from a private school and so I had my concerns, but can I just say what a blessing this school has been from his teachers to the principal and parents. The quality of teaching is just awesome my son loves school and feels very safe as do his parents. Ben Lomand is a gem hidden in Covina!
—Submitted by Cynthia Duran, a parent


Posted March 19, 2006

Ben Lomond School has been a great school overall. The only complaint I have ever had was that the ladies in the office are not friendly when you call with questions (snotty). Other than that, the principal has held up the school pretty well since the last principal left a few years back. My son has loved every teacher he has had. They offer music, before and after school care, tutoring in which the teachers have done on their own time, parent power classes, and it's a California Distinguished School. It's a school that I would definately recommend. We will definately miss the teachers. The teachers are what make it a good solid school.
—Submitted by a parent


Posted May 27, 2005

Ben Lomond is a good school with caring teachers for the most part. I am a bit disappointed in the relatively new Principal. She seems unable to truly relate to the kids and when she interacts with them, it appears to be very forced and the kids pick up on it immediately. The prior Principal was so incredible that anyone following her would have a difficulti time filling her shoes
—Submitted by a parent


Posted November 14, 2003

A fantastic network between parents and teachers keeps families informed so all involved parties can work together for the benefit of the children. Impressive teachers gain the respect and admiration of their students.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

814

Change from
2011 to 2012

+1

API Statewide Rank
(2011)

6 / 10

API Similar Schools Rank (2011)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

814

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
2011 to 2012

+1

Change from 2011 to 2012
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
(2011)

6 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

4 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

83 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
46%

2010

 
 
44%

2009

 
 
31%
Math

The state average for Math was 64% in 2012.

83 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
54%

2010

 
 
50%

2009

 
 
44%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

86 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
38%

2010

 
 
19%

2009

 
 
42%
Math

The state average for Math was 69% in 2012.

86 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
64%

2010

 
 
44%

2009

 
 
53%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

88 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
60%

2010

 
 
58%

2009

 
 
65%
Math

The state average for Math was 71% in 2012.

89 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
75%

2010

 
 
73%

2009

 
 
51%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

85 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
55%

2010

 
 
43%

2009

 
 
37%
Math

The state average for Math was 65% in 2012.

85 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
54%

2010

 
 
39%

2009

 
 
40%
Science

The state average for Science was 60% in 2012.

85 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
51%

2010

 
 
38%

2009

 
 
28%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students61%
Females64%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability68%
English learner48%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)77%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students65%
Females67%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability69%
English learner52%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)77%
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students34%
Females40%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability34%
English learner14%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)39%
Parent education - college graduate42%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students55%
Females49%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged54%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability56%
English learner43%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)52%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students73%
Females73%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged72%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate81%
Parent education - some college (includes AA degree)73%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students77%
Females76%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged78%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate76%
Parent education - some college (includes AA degree)78%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students42%
Females44%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)64%
Economically disadvantaged35%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability41%
English learner7%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate15%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)38%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students54%
Females59%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)82%
Economically disadvantaged53%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability54%
English learner43%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate46%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)54%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students61%
Females69%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)91%
Economically disadvantaged58%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability61%
English learner14%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate62%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)54%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 59% 49%
White 15% 28%
Multiple or No Response 10% 3%
Asian 7% 8%
African American 5% 7%
Filipino 3% 3%
American Indian or Alaska Native 1% 1%
Pacific Islander 1% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 116%N/A24%
Students eligible for free or reduced-price lunch program 248%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 82% 85%
Cantonese 6% 2%
Filipino (Pilipino or Tagalog) 3% 1%
Thai 3% 0%
Arabic 2% 1%
Japanese 2% 0%
Khmer (Cambodian) 2% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 14N/A11
Average years teaching 15N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

621 East Covina Boulevard
Covina, CA 91722
Website: Click here
Phone: (626) 974-4101

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