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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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
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
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
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
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
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
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
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.
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.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
83 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.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
86 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.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
89 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.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
85 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 | 61% |
| Females | 64% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 48% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 67% |
| Males | 63% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 52% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 34% |
| Females | 40% |
| Males | 26% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 37% |
| Students with disability | n/a |
| Students with no reported disability | 34% |
| English learner | 14% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 49% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 43% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 73% |
| Females | 73% |
| Males | 72% |
| 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) | 78% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 76% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| 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 | 76% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 42% |
| Females | 44% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 7% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 59% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 43% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 69% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | 14% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 62% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| 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
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
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 - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 75% | 51% | ||
| White | 12% | 27% | ||
| Asian | 6% | 11% | ||
| Black | 5% | 7% | ||
| Two or more races | 1% | 3% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 68% | N/A | 54% |
| English language learners 2 | 16% | N/A | 24% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Fax number |
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| Extra learning resources offered |
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621 East Covina Boulevard
Covina,
CA 91722
Website: Click here
Phone: (626) 974-4101
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