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Teacher quality
Principal leadership
Parent involvement
We moved from South El Monte, to Diamond Bar just for the schools. I am very grateful for my son, he has had the best teachers compared to the previous school he was going to. From 1st-now 3rd grade it has been a delight. He comes home very excited and loves his teachers, and he is learning above my standard. He's had Mrs. Royer, Mrs. Hoff, and now Mrs. Moritz and I truly feel these teachers are some of the best I've ever met. I love the program, and the activities.
—Submitted by a parent
We are very pleased with our decision to send our child to this exceptional school. The principal is friendly, involved, and really goes out of his way to make school a place where our child wants to go. Dr. Trimmer is the best. Although there is a steady influx of Asian non-English speakers, the teaching staff does their best to keep the pace needed to prepare the children for the next grade level. We appreciate their focus on the core subjects. The field trips have been educational and relevant. The office staff is a little nit picky; but they do try to be friendly. The Community Club does an amazing job providing the school with the resources and volunteers needed to make Evergreen the best school in the area. The PE program is fun and our child looks forward to the weekly activities. Overall, we feel Evergreen was the best educational choice we could have made for our child.
—Submitted by a parent
My child has been at Evergreen for two years, and I could not be happier with our experience there. The teachers are fantastic. They truly care about the children and about helping them to grow and thrive in every way -- academically, socially, and cognitively. The teachers are also very generous with their time outside of school hours. They are always willing to meet with parents who have concerns or questions, and they actively participate in the school's extracurricular efforts (i.e. Bookfairs, School Carnival, etc.). Evergreen is a wonderful school!
—Submitted by a parent
We are new to this school this year. My son is in 5th grade. I am extremely pleased with this school. The curriculum includes art and P.E. and Music! I am astounded at the qualifications that my son's teacher has. She is really very very good. My son needed to be more organized in 5th grade and his teacher has really gotten him into shape! He has discovered the saxophone thanks to Everygreen, they have have a great music teacher. As for the principal, he has a big job to do! but if you read his musings in "The View From the Office"you will see just how much he really cares for the kids. I found this enlightening, as I too thought he seemed unapproachable. We are happy that we left Ranch Hills and came to Evergreen. A much better education for sure. Wish we had been here for K-4th!!!
—Submitted by a parent
Principal looks rigid and it seems like some parents in the community club will get some favorable treatment by the principal. Besides, this school does not put in efforts in cultivating children to learn other subjects than English or Math. We went to Rowland Heights District school before, where they offer music in their daily curriculum. I feel regretful in transferring him here.
—Submitted by a parent
I second what another parent said about the Principal. He is not approachable at all. Teachers for the most part are excellent! They have a strong academic curriculum. However, I feel that they focus too much on preparing for the standardized tests to maintain their API scores. School should be more than just testing and more testing. It should be a place for not only learning, but also have extra curricular activities that are fun and enriching. I also agree with what others have said about the Community Club. The head of the ECC is tough. Her approach sometimes come across as abrasive. In conclusion, I believe Evergreen is a good school. However, if given a chance to attend other schools in the district, I would consider going elsewhere. Thank you.
—Submitted by a parent
I feel blessed to have my child at Evergreen. The wonderful teachers, staff, volunteers, and parents are what make the school great for our children. The Community Club seems to do everything that they can to help the school be still one of the best even with the cuts that the district had to do. If you are looking for a great education with people that care all the way around, I would recommend Evergreen.
—Submitted by a parent
This is my 2nd year as a parent at Evergreen. The principal is not too friendly. The office staff is ok. Ms. Wong is more approachable and friendly than the other staff members. Teachers are hits and misses. There are a few that are topnotch while others are just mediocre. There academic program is good. If given a choice of other schools in the district, I would opt to send my children elsewhere. I was fooled by the API scores and did everything I can to get my children into this school. At this point, I am questioning my decision.
—Submitted by a parent
We are very fortunate at Evergreen. We have an outstanding Principal who puts the students first every single day. The office staff is amazing. The teachers at Evergreen are some of the best in the District. I have been a parent here for over 8 years. For many of those years, I wasn't involved with the Comminity Club. I have been involved now for 3 years. It is a great group of parents who work hard to ensure that EVERY student has the same 'opportunities' to enrich their educational experience. I volunteer ALOT, and I have never asked for or been offered special treatment with student/teacher placement. To be very honest, every teacher here is worth requesting. If you are considering our school, know that you are welcome and we would love to have you come to a Community Club meeting and get aquainted. -JF
—Submitted by a parent
Evergreen has a good principle, a group of excellent office staffs, excellent teachers. But the community club is really disappointed consisted with tough charactor members, which push their children to get all the benefits and oppertunities. Is this what the community club suppose to do for the community?
—Submitted by a parent
Evergreen has provided my three children an exceptional education. The teachers focus on building up the whole child, not just the academic. Although academics are high on its priority list, the staff and administrators work hard to teach the kids about character, personal responsibility, and leadership. We have been very happy with this school. Parents are extremely involved; it's a great community of people.
—Submitted by a parent
I'm very impressed with then New principal at the school , hes pro -active and is making it a point to have this school run smoothly ... I love there new discipline guidelines that were just implemented ( example: enforcing and more respectful interaction between kids ) I see only positive changes. I love the front desk staff there personable and do what they can for your kids ... Susan your the best! I love the changes ,
—Submitted by a parent
I have one child attending the school. As her first year, I was surprised to learn how structured the academic curriculum is for the younger children. If the child falls behind, it seems the parents are responsible for the extra review that is needed, not the teachers.
—Submitted by a parent
I have 3 children at this school and cannot be happier with the quality of the teachers and the education they're receiving. My fourth grader is already learning pre-algebra and geometry, and the science courses are very advanced (what causes earthquakes, what's involved in making light bulb light up, etc.) For better or worse, there's a lot of homework, and take home projects like science fair (which is optional but everyone does it). Even Kindergarteners have homework (mostly reading), and have weekly spelling tests. The parents are very involved in the school. In the earlier grades, virtually every parent shows up for orientation and parents' night. Many parents also volunteer in the class rooms.
—Submitted by a parent
Parents are very involved in the school. They assume many leadership roles on various committees. There is an active Community Club. Students do very well at this school. Teachers do an excellent job!
—Submitted by a parent
My daughter has been in this school for 9 months. She is in the kindergarten and I am extremely happy with the way she is progressing. The curriculm for kindergarten is intense and often times involve the family which my husband and I think is great. Our daughter comes home and discusses what she does in class and is always excited about learning.
—Submitted by a parent
Evergreen Elementary is one of the premier elementary schools in this district. Its scores are always at the top and the programs that are available here are great. What makes me most surprised about the successes at this school are the obstacles they overcome: the diversity, the students that come in with english as a second language in their homes. This is truly a committed staff.
—Submitted by a parent
Evergreen is an outstanding school! Our daughter has had amazing opportunities to learn from educators who work as a team and are devoted to their students. The Community Club (in lieu of the PTA in other districts) works hard to support the students and teachers of Evergreen. The parent volunteers are a tremendous asset to the school.
—Submitted by a parent
The Kindergarten staff did a fantastic job preparing my children for their upcoming school years, they are unparalleled as educators. The extra curricular activites is faltering due to changing demographics and lacks a strong, positive, stratifying presence. All in all a quality school with a fine staff and community club.
—Submitted by a parent
The staff at Evergreen Elementary School has prepared my child well for Middle School...Her growth has been enormous. The advanced placement (GATE)program provided a challenging and positive learning environment.
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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
84 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.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
94 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.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
102 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.
132 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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 | 74% |
| Females | 81% |
| Males | 67% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 79% |
| Students with disability | 14% |
| Students with no reported disability | 87% |
| English learner | 50% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 83% |
| Males | 74% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 83% |
| Students with disability | 21% |
| Students with no reported disability | 91% |
| English learner | 58% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 81% |
| 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 | 83% |
| Females | 85% |
| Males | 82% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 67% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 95% |
| Males | 92% |
| African American | n/a |
| Asian | 99% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | 100% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 98% |
| Parent education - graduate school/post graduate | 97% |
| 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 | 90% |
| Females | 90% |
| Males | 90% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 90% |
| Males | 88% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 94% |
| 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 | 93% |
| Females | 92% |
| Males | 95% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 97% |
| Males | 93% |
| African American | n/a |
| Asian | 99% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 89% |
| Males | 93% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 97% |
| 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
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 72% | 8% | ||
| Hispanic or Latino | 13% | 49% | ||
| White | 10% | 28% | ||
| African American | 2% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 13% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 11% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Mandarin (Putonghua) | 44% | 1% | ||
| Cantonese | 22% | 2% | ||
| Korean | 22% | 1% | ||
| Spanish | 4% | 85% | ||
| All other non-English languages | 3% | 1% | ||
| Thai | 3% | 0% | ||
| Arabic | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Punjabi | 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 | 16 | N/A | 11 |
| Average years teaching | 18 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
2450 South Evergreen Springs
Diamond Bar,
CA 91765
Website: Click here
Phone: (909) 594-1041
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