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GreatSchools Rating

Harding Elementary School

Public | K-6

 
 

Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted September 10, 2014

This is my 4th year as a parent at Harding and I currently have two children there. Overall, we are very happy at Harding--we've had had some very good teachers, my children have nice groups of friends and are engaged and eager to go to school, and the community is very welcoming and supportive. I have had several interactions with the principal mostly because of volunteer work I do at the school, and I have always found her to be straightforward and easy to work with. The one time I needed to talk to her about an issue with my child, she responded promptly and the issue was resolved to my satisfaction. It is through her support that we have two great programs funded by the PTA: Youth in Arts and the Edible Garden program. She is actively working to promote a kind, respectful environment for everyone. I think she is doing good things for Harding and making it a better place for everyone--we are lucky to have such a dynamic, hardworking and dedicated principal who is making real changes for the better. Yes, she follows the rules, but that is her job and she is very clear about what the rules are and is happy to listen to your point of view and work with you if she can.
—Submitted by a parent


Posted August 16, 2014

Harding has some great teachers and families. The principal seems to have administrative and personality weakness. There should be signs on the fence around Harding that read "BEWARE Of PRINCIPAL" and "enter at own risk."


Posted August 6, 2014

I have been a Harding parent for the past 2 years and I have been so pleased with our experience so far. It's a very small community with a lot of active parents. It has a wonderful community feel to it. The principal has made some amazing changes there and some of the "bad egg" faculty have departed since she came in. This has improved the morale among the parents and gives us with younger kids only good feelings that it will only get better there. Do they have everything that I had in public school growing up? No, but only wealthy CA schools have everything. Our PTA raises a fair bit of money and we have a gardening program, arts, music, and a ton of other programs that not all schools have. Plus we have really fun family events that are great for socializing and meeting others in your neighborhood.
—Submitted by a parent


Posted July 29, 2014

We have been happy with the number of enrichment activities available to children after school. Depending on the teacher your child has, there can be some additional opportunities during the day. Teaching is average to slightly above average. The main thing I would warn parents' about this school is that it has a strange social climate for a school with as many resources per its location and parent involvement. Depending on the year and your child's personality, you may have to deal with bullying issues. The school administration tends to look the other way and almost always cover it up. It can be really frustrating and hurtful if your child is on the receiving end. You may end up really liking this school or wanting to pull your kid out. Some kids find their own peer group and are very happy and it works for them. Not a school I would recommend for the brightest or the most sensitive.
—Submitted by a parent


Posted February 7, 2014

This is our neigbourhood school and we have a 5th grader and a 2 nd grader and we have been at the school since my oldest started kindergarten.Sofar we have been very happy with the teachers of our kids even with the ones that have not been the "preferred"teacher of that grade.When my youngest was in kindergarten did I always agree with the teachers way of teaching and testing the kids? No,but the important thing was that my child loved his teacher ,was happy in the class and was learning. This year we have some great new programs amongst others our new garden coordinator who incorporates gardening and schoolwork and the drama and dance program from Youth in Arts which both my kids enjoyed a lot.If you want to see projects or art the kids are doing they are shown in various glass cases throughout the school and right outside the classrooms.We have the spring concert coming up where the music and vocalteachers show what they have been working with .We have a great new newsletter,the sciencefair,an ice cream social,bike recycle and rummagesale.Is this school perfect?No.It is however a good neigbourhood school.I volunteer a lot inclassand outside of class.It does take a village.
—Submitted by a parent


Posted October 15, 2012

Our oldest child has been attending Harding for a little over a year now, and we couldn't be happier. The teachers, parents and principal are dedicated and work hard to make sure the kids have everything that they need to learn. Principal Takimoto is very respected among the teachers as well as the kids, and has been implementing great programs to ensure the school keeps going in the direction it has been. Harding has a diverse group of kids, from all socio-economic backgrounds and some with special needs which is also a wonderful learning opportunity for my child. From my experience all the kids, no matter the teacher, have learned all that they are supposed to be learning and at the end of the day, that is what matters most - not a teacher's popularity contest. Thanks to Harding, my child and my family have met wonderful friends and neighbors thanks to the many opportunities the school, the PTA and the Dad's Club offer. When the kids connect at local events and outside school -- they are genuinely happy to see each other and are respectful of one another and that is priceless. So take the tour and learn more about our amazing neighborhood school.
—Submitted by a parent


Posted October 13, 2012

Since there hasn't been a review posted in two years, I thought I'd update from the perspective of someone who has lived in the neighborhood since 2002 and who has had children at Harding since 2007. Harding has become an outstanding neighborhood school. Anyone looking to move into the neighborhood, or already in the neighborhood and weighing options for your pre-K child, should not hesitate to take a tour and talk to parents of current students. Yes, there is still an achievement gap between non-economically disadvantaged and economically disadvantaged students; and, yes, that gap also happens to fall along race/ethnicity lines. But Harding has a committed and experienced principal who is respected by the teachers, and a broadening base of parents who are engaged in everything from yard supervision and classroom assistance, to fundraising and community events like Harding's amazing Fall carnival. Don't hesitate to check it out.
—Submitted by a parent


Posted September 13, 2010

Small classes, a beautiful campus, and strong classroom teachers. The only downside: a small group of entitled parents who indulge in a lot of gossiping and back-biting--mostly about teachers and other parents they don't like. It's very tiresome. It's a tiny minority but if they would vote with their feet and leave, instead of endlessly complaining, it would be more fun to be involved. Office staff and principal are great.
—Submitted by a parent


Posted April 20, 2010

Our daughter has attended Harding for 3 yrs. K-2. We have had mixed experiences. There is a teacher in every grade it seems that is very unfavorable and the other is usually very good. If you happen to get the right teachers, it can be great. We have had both. The principal although very involved and energetic doesn't seem to have any power to make changes to the staff as they are protected by tenure and the union. It's a beautiful school and there is a wonderful core of families who are very dedicated to making it better. The after school enrichment classes organized by the PTA are awesome. The after school care mediocre.
—Submitted by a parent


Posted October 23, 2008

HASEP is indeed a wonderful program and the two co-chairs deserve all the credit in the world for their excellent work, however, I think the previous post is way too hard on our teachers. Like any group some embrace change, some resist it, and most are willing to consider any reasonable request or thoughtful suggestion. I have been impressed by how much staff members do to accommodate requests/support the school. Many of them co-chair PTA activities and contribute generously to fundraisers. Teachers from almost every grade level showed up at the auction last year which raises funds to support art, music, and science. Some of them helped with set-up for the carnival this year. A few of them co-chair PTA events (family math night and the variety show). Most try hard to teach the rigorous CA state standards and advocate for their students. Give them a break! --big fan of hard working teachers
—Submitted by a parent


Posted October 6, 2008

The community of parents is great and the HASEP classes are fantastic thanks especially to the 2 moms in charge. The teachers, while great, are entrenched and resist change. Sometimes it's like shucking an oyster with a butter knife as far as getting communications going with them. The principal is a godsend on that and many other fronts! She is devout in her belief in the children and 'her staff'!
—Submitted by a parent


Posted August 23, 2008

Great families, teachers, and principal! Beautiful newly built school with tons of after school enrichment classes!
—Submitted by a parent


Posted October 1, 2007

This school is great & the parent participation makes it a wonderful Harding community :)
—Submitted by a parent


Posted July 7, 2007

Harding elementary has an excellent staff of teachers! This school district has a great staff of teachers! I hope that they do the right thing and take care of the teachers so they will remain in the district. We need a new school board!
—Submitted by a parent


Posted May 1, 2007

Harding is an excellent school! My family has been very pleased with the overall instruction at the school!
—Submitted by a parent


Posted May 1, 2007

Harding is a great school for exceptional learning! No, the test scores are not that attractive but take a look into the entire school year progress! Testing is for the District. Look deeper into what the children are accomplishing! The children experience hands on learning and have lots of fun as well. Harding is great!
—Submitted by a parent


Posted August 28, 2005

Great teachers. Strong music, art, and science programs. Outstanding academics. Ignore the test scores and rankings. Come and see for yourself. Visit online at www.hardingpta.org
—Submitted by a parent


Posted August 15, 2005

I am very impressed with the academic programs and the availablity of 'The Arts' at Harding. Thanks to Tova Halpren and the entire staff at Harding; they helped my daughter love school again. Keep up the great work!
—Submitted by a parent


Posted May 11, 2005

My daugther is in kindergarten at Harding and we are very happy there. They have music class once a week and will have a new campus for fall 2005. The parent involvement is very high and Harding has an active PTA. Her kindergarten class is geared for learning in a fun and challenging environment. We love her teacher and all the kids in her class are really really good kids.
—Submitted by a parent


Posted December 8, 2003

We have found at Harding Elementry a truly diverse group of students, teachers and parents who all care alot about children's education. Test scores alone do not tell the story of Harding. There are many very bright students at Harding and some who come from disadvantaged homes who with the help of the excelent staff are able to make great academic strides. We are looking forward to moving into our new school in the Spring of 2004.
—Submitted by a parent


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

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

827

Change from
2012 to 2013

+12

API Statewide Rank
(2012)

5 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

827

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

+12

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 2012 and Spring 2013. 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)

5 / 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.

40 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
64%

2011

 
 
70%

2010

 
 
90%
Math

The state average for Math was 65% in 2013.

41 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
50%

2011

 
 
60%

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 46% in 2013.

59 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
66%

2011

 
 
89%

2010

 
 
84%
Math

The state average for Math was 66% in 2013.

59 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
84%

2011

 
 
84%

2010

 
 
88%
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.

45 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
74%

2011

 
 
83%

2010

 
 
60%
Math

The state average for Math was 72% in 2013.

45 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
83%

2011

 
 
86%

2010

 
 
60%
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.

36 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
80%

2011

 
 
49%

2010

 
 
42%
Math

The state average for Math was 65% in 2013.

36 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
76%

2011

 
 
33%

2010

 
 
44%
Science

The state average for Science was 57% in 2013.

36 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
79%

2011

 
 
56%

2010

 
 
41%
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.

50 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
50%

2011

 
 
54%

2010

 
 
57%
Math

The state average for Math was 55% in 2013.

49 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
46%

2011

 
 
38%

2010

 
 
56%
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 Students63%
Females64%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged36%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability64%
English learner55%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students56%
Females55%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged36%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability58%
English learner73%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students66%
Females67%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged45%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability69%
English learner50%
Fluent-English proficient and English only71%
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 graduate82%
Parent education - graduate school/post graduate86%
Parent education - declined to state47%

Math

All Students78%
Females67%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged60%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability76%
English learner64%
Fluent-English proficient and English only82%
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 graduate100%
Parent education - graduate school/post graduate93%
Parent education - declined to state73%
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 Students72%
Females67%
Males76%
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)100%
Economically disadvantaged50%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability70%
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 graduate46%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students69%
Females67%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged50%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability68%
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 graduate62%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate83%
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 Students60%
Females72%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged36%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only70%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state67%

Math

All Students54%
Females67%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged29%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only63%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state56%

Science

All Students66%
Females67%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged29%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only77%
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)n/a
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 Students62%
Females63%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged44%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented94%
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 state76%

Math

All Students56%
Females67%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged39%
Not economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented94%
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 state75%
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
White 38%
Hispanic 26%
Black 15%
Asian 14%
Two or more races 2%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 35%N/AN/A
English language learners 23%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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7230 Fairmont Avenue
El Cerrito, CA 94530
Website: Click here
Phone: (510) 231-1413

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