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Teacher quality
Principal leadership
Parent involvement
Northview has continued to raise the academic bar for students regarding test scores and homework accountability. The infraction system that has been implemented by the administration and teachers has worked to the advantage of the student by making the student accountable for their actions. With each infraction received by a student that doesn't follow the rules, they are less likely to partake in school activities which are granted towards students that strive to achieve academically, and with social consideration towards others. As a parent I've watched this system have a tremendous in-pack on not only students but parents as well. It is this accountability system that I believe has worked to Northview's advantage by way of higher test scores and API Test scores. I believe that with a little more time Northview will continue to grow becoming more academically competitive with the other intermediate schools around their area.
—Submitted by a parent
My five children have attended Northview and I must say that the school in the last 5 years has dramatically changed for the GOOD! The administration is fabulous, especially as they now have a principal devoted to ONE school. The teachers truly care that they provide the best foundation for the soon-to-come high school and college years. The infraction program (discipline) is designed to create responsible, productive, self-aware individuals. I can't say enough of the extra-curricular activities...debate team, sports program, mathletes, builders club, link crew- the list goes on. Thank you Northview, for providing an ethical, moral AND ethnically diverse beginning for our future adults.
—Submitted by a parent
Northview is a great school. The teachers work really hard to engage the students and are always willing to sit down with parents. Teachers participate in after school activities and many of the staff will respond to email or phone calls after hours. They have great programs for the students, all you have to do is ask. The parents who get involved (not nearly enough) are 100% behind the staff and do a lot to bring their kids and the rest of the student body a lot of great opportunities. Their test scores are so much better than this site would leave you to believe.
—Submitted by a parent
I think that this school is heading in a new dirrection a better one.The test scores arent so good but that could depend on the student.I was a student and noticed that many of the did not care about their class work but more about the social aspect.I personaly did really good at this school and many of my friends did too its all a matter of the student.I had friends who had parents who would let them get away with D's and F's if your student does go here make sure to be strict with their grades.
—Submitted by a student
Rumors of Northview Middle school's academic failure have been ongoing for many years. I am disgusted everytime I see Northview's academic test scores. I am very concerned with what is not being done. The improvement is very slow and it is not consistent. After speaking with the principal I realize that the problem just may be the relaxed mode the staff has. As a matter of fact the entire Duarte community is very relaxed and don't show much get up about anything. I don't feel very confidant in any hope for vast improvement. The principal has not given me a resolution to Northview's academic problems.
—Submitted by a parent
Northview's academic programs, while mediocre at best, certainly have improved significantly in the last 6 years. The new leadership seems to be leading the school in a good direction. Unfortunately, the school's progress is somewhat limited by the school board, which, in the past, has not been great. Parent involvement is severely lacking, and contributes to the school's lack of progress. Great leadership is required to change this. The music program still shines. The sports program has grown significantly and seems to be very successful. I have attended this school, and have seen it's progress over the last 12 years. It has come along way since I attended, but it still has far to go to be a great school. However, I am hopeful that this new principle will improve this school for the better.
—Submitted by Aaron Gibson, a former student
This school is poorly managed by its principal, who allows its students to run the school. The teachers are not supported by the administration and struggle teach in substandard conditions. It's a sad situation and unfortunate for those students who do go to the school and do want to learn.
—Submitted by a parent
If you can enroll your child into another school rather than this one, it would be wise to do so. This administration does nothing to support its staff when behavior problems become an issue. The administration believes the students at the school are 'children' and should be addressed and treated as such. It was an awful environment for the students and it's no wonder the state scores are the way they are. This school has much potential, but unfortunately, the students run the show.
—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 59% in 2012.
2012
2011
2010
2009
The state average for Math was 55% 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 Algebra I was 86% in 2012.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
250 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
246 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 Algebra I was 49% in 2012.
260 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
268 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
288 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
267 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| 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 | 100% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 65% |
| Males | 48% |
| African American | 41% |
| Asian | n/a |
| Filipino | 83% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 7% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 43% |
| Males | 47% |
| African American | 24% |
| Asian | n/a |
| Filipino | 68% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 54% |
| Students with disability | 27% |
| Students with no reported disability | 46% |
| English learner | 10% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 53% |
| 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 | 30% |
| Females | 29% |
| Males | 31% |
| African American | 24% |
| Asian | 83% |
| Filipino | 50% |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | 9% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| All Students | 52% |
| Females | 53% |
| Males | 50% |
| African American | 40% |
| Asian | 83% |
| Filipino | 87% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 11% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 29% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 48% |
| Males | 53% |
| African American | 42% |
| Asian | 92% |
| Filipino | 87% |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 60% |
| Students with disability | 12% |
| Students with no reported disability | 55% |
| English learner | 12% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 47% |
| All Students | 60% |
| Females | 54% |
| Males | 66% |
| African American | 55% |
| Asian | 92% |
| Filipino | 87% |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 18% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 46% |
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 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
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 - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 71% | 49% | ||
| White | 10% | 28% | ||
| African American | 7% | 7% | ||
| Multiple or No Response | 5% | 3% | ||
| Asian | 4% | 8% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 69% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 94% | 85% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Korean | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Punjabi | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1401 Highland
Duarte,
CA 91010
Phone: (626) 599-5600
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