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GreatSchools Rating

Diamond Point Elementary School

Public | K-6 | 385 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 5 ratings
2012:
Based on 1 rating
2011:
No new ratings

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23 reviews of this school


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Posted March 7, 2014

That's strange, I get frequent phone messages and emails. Perhaps you didn't give good contact information if you aren't getting any. There is also a message board in front of the school and a website.
—Submitted by a parent


Posted March 7, 2014

The school has been changed in recent years. 1. Lock of parents participation. Why? Why less parents want to involve or participate in this school? There must be some reasons. 2. Rule! Rule! Rule to parents and students. 3. One way direction - announcement only - lock of communication or communication skills. Only staffs and/or a group of parents know what is going on around the campus. I don t think parents are willing to give some feedback to avoid trouble. Few years ago, this school was a very good school. It is sad to see those changed.
—Submitted by a parent


Posted October 7, 2012

Diamond Point Elementary School is a fantastic school!! Not only is our new principal dedicated to improving every aspect of our school, she has shown a great interest in bridging the gap between parents and school. Diamond Point is dedicated to making sure each and every parent knows they have a voice at school. D.P. staff and PTA is committed to making parent involvement 100%! There is such a wonderful group of students and staff this year, we are the best school in Pomona Unified and I am proud to have my children attend D.P.!
—Submitted by a parent


Posted September 26, 2013

Diamond Point Elementary is an awesome school with great students and a dedicated staff. They have worked very hard during the past few years to ensure students succeed academically, have fun while learning, and that families feel welcome. They PTA is fabulous and is committed to providing support for school activities and programs.
—Submitted by a teacher


Posted September 10, 2013

I am very glad the district sent a new principal in August 2013. The previous principal did terrible job for 3 years at Diamond Point. I am hoping the new leadership will changed this school.
—Submitted by a parent


Posted January 8, 2013

In regards to the person who commented that Diamond Point is communicating only to "some" parents...Do you receive and read the monthly newsletter that is sent home? Do you check the school website that's updated several times a month? Do you see the updated marquee that is in front of the school? Do you see the Principal on and around campus, available and approachable? Are you aware that we have a School Site Council and Bilingual Advisory Council that parents are invited to attend? Communication is one area where Diamond Point shines! As far as grammatical errors, that's human error, perhaps a typo now and then; what a shame that you can think of nothing nice to say about your home school!


Posted January 6, 2013

My Child is among one of the children that ride the school buses! its something called: NO CHILD LEFT BEHIND!I had the choices from different schools and I choose this one this school believe it or not is ranked rather highly! just because my son isn't a RESIDENT doesn't mean that I was going to settle so all the children that attend the school in buses is every parent that choose that school for there child to go to and have them ride the bus because they probably aren't all stay at home moms they work for a living.I give this principle credit because no buddy is perfect!had I known I would have to deal with such selfish parents (some not all) I would have choose a different school.ALL IN ALL it is for the child
—Submitted by a parent


Posted August 15, 2012

D.P is a great school My child has attended since 1st grade and is now in5th for the 2012-2013 school year. By far the best well behaived students I've talked too. Huge parent involvement. When you visit the school teachers and staff know how to associate parents with children (which shows their staff takes the time to care as individuals, not just as students). We have an awsome science AM program, along with two onsite after school programs that help with Homework. There is an awsome drop off/pick-up system that 99.9 % of parents follow. Im very proud of our Mustangs!!
—Submitted by a parent


Posted September 8, 2010

This is such a wonderful school, my child is currently in the 2010-2011 school year. the last three years have been such a great experience. great staff wonderful and safe campus. The PTA is super involved which is what makes this school a succesful school.
—Submitted by a parent


Posted September 23, 2009

Our principal and teachers are all dedeicated to helping each and every student succeed. They truly care.
—Submitted by a parent


Posted September 23, 2009

I went there years ago. My little brother goes there now. The teachers are great.


Posted March 15, 2009

We love Diamond Point! My children have attended Diamond Point since 1996. Every year it is getting better and better thanks to dedicated families and staff. We love the teachers and staff who work very hard to educate and care for the students at this school. We love and celebrate the diversity that is a part of this school's population. The principal, Mrs. Walks-Harper truly listens to the parents, staff and children. Thanks for all the wonderful efforts for the kids!
—Submitted by a parent


Posted January 24, 2009

This school is not 'divorced-father friendly' at all. I have 2 children who have attended for 4 yrs. For 4 yrs I have asked repeatedly in person, writing, & by phone for the school to pls notify us of school events, when the children are sick, & to recieve all the same info the mom does (report cards, etc). The principal, teachers, & front ofc have been extremely negligent & can't carry out this very simple task. As a result, divorced dads miss important events, parent-teacher confences & don't receive report cards. This school just does not care that divorced fathers have just as many legal & parental rights as the mother. If the parents are divorced & not on the best terms, this school gives only the mom info & respect. If you are a divorced dad & want to be involved in your kids scholostics, good luck.
—Submitted by a parent


Posted September 15, 2008

My son has been attending Diamond Point for the past 3 years this is his last year, I am very happy with the school and the genuine caring nature of the teaching staff,principal and office staff. My son was also diagnoised with ADD and the staff at Diamond Point could not be more accomodating and helpful with getting him what he needs. Me son is also involved in their music program and the art program which is offered through Young Rembrandts. The only complaint that I have is the last of respect that some parents continue to have regarding the safety of our children, these parents double park have children run across the street, teach them how to jay walk I only wish that we could have police officers present everyday after school to take care of this problem.
—Submitted by a parent


Posted July 6, 2008

My two children have been at this school for three years, and I love the teachers, the activities, and the environment.
—Submitted by a parent


Posted May 14, 2008

My child went to Diamond Point for 2 years. I was very unhappy with the academic program. Also, there are very lacking in other programs (PE, Art, Music etc). I was so unhappy after giving it 2 years that we transferred to a different school. On a positive note, the new principal is really trying to change things but it will take time.
—Submitted by a parent


Posted January 4, 2008

Diamot Point is a school where the childrencome first. The teachers work hard to bring out the bestin each child .The principal is kind and knows each child by name,she really gets involved in all school activities every day this make Diamont Point a very good school.
—Submitted by a parent


Posted August 15, 2006

Great School! Great teachers! I have one child leaving the school this upcoming year and one little one just starting! The school is located in a great community. I am looking forward to my little one's Elementary exprerience there!
—Submitted by a parent


Posted January 31, 2006

quality of academics is mediocre at best. Music and art programs are a sham, no sports extra curriculars are pretty much non existant. Parent involvment is a monopoly of 10 parents letting about 50 to 80 parents out of 600 students enrolled participate. PTA should be PPTA (prefered parents and teachers association.
—Submitted by a parent


Posted June 25, 2005

Great school and committed community.
—Submitted by an administrator


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

842

Change from
2012 to 2013

-19

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

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 met all student subgroup API targets for 2013

This school's
API score

842

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

-19

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)

4 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

43 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
53%

2011

 
 
56%

2010

 
 
61%
Math

The state average for Math was 65% in 2013.

43 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
66%

2011

 
 
68%

2010

 
 
75%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

58 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
54%

2011

 
 
52%

2010

 
 
66%
Math

The state average for Math was 66% in 2013.

59 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
77%

2011

 
 
82%

2010

 
 
85%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

44 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
79%

2011

 
 
83%

2010

 
 
83%
Math

The state average for Math was 72% in 2013.

48 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
90%

2011

 
 
92%

2010

 
 
92%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

57 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
77%

2011

 
 
71%

2010

 
 
83%
Math

The state average for Math was 65% in 2013.

58 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
74%

2011

 
 
78%

2010

 
 
80%
Science

The state average for Science was 57% in 2013.

57 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
71%

2011

 
 
70%

2010

 
 
79%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

39 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
70%

2011

 
 
67%

2010

 
 
71%
Math

The state average for Math was 55% in 2013.

38 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
79%

2011

 
 
64%

2010

 
 
68%
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 Students36%
Females41%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
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 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 Students37%
Females29%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged30%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to 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

English Language Arts

All Students48%
Females58%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only54%
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)27%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%

Math

All Students60%
Females58%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state67%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students80%
Females90%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged76%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only85%
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 state88%

Math

All Students75%
Females86%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged70%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only81%
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 state83%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students86%
Females89%
Males82%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged81%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only85%
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)77%
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to state92%

Math

All Students83%
Females80%
Males87%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged73%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only84%
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)69%
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to state86%

Science

All Students89%
Females83%
Males100%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged90%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
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)85%
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to state92%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students70%
Females81%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)60%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students66%
Females78%
Males36%
African Americann/a
Asiann/a
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)n/a
Economically disadvantaged50%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)57%
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

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
Hispanic 49% 51%
Asian 20% 11%
White 20% 27%
Black 9% 7%
Hawaiian Native/Pacific Islander 1% 1%
Two or more races 1% 3%
American Indian/Alaska Native 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 34%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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24150 Sunset Crossing Road
Diamond Bar, CA 91765
Website: Click here
Phone: (909) 397-4587

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