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GreatSchools Rating

Las Animas Elementary School

Public | K-5

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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32 reviews of this school


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Posted April 5, 2014

You just have to look at the comment posted on February 14, 2009. It was posted by a teacher at this school.
—Submitted by a parent


Posted February 26, 2014

Don't let this school's high API score fool you. No field trips and no class celebrations are the result of the time spent in class repeating, as opposed to learning concepts. Students review material excessively, to ensure memorization and high scores. There is more to education than satisfying the school administration's self interest. This school needs a change of administration, office staff and purpose.
—Submitted by a parent


Posted February 25, 2014

Dual Immersion Program at this school not 50/50 immersion. Average Spanish teachers. Been there, done that, wasted our time.
—Submitted by a parent


Posted January 31, 2014

Disappointed with the school. Lack of communication. Administrators seem to care less about certain groups of kids. Only school in the district with a history of no field trips and limits on class celebrations.
—Submitted by a parent


Posted December 6, 2013

Forgot to mention, teachers need to dress like teachers. Some teachers show their cleavage which is not appropriate. This needs to be corrected and discussed to all teachers!!!
—Submitted by a parent


Posted May 9, 2012

We are very disappointed with this school. Lack of communication from principal and teachers has been a huge issue. We came mid year from out of state. On the first day of school we were not allowed to walk our children to the classroom or to speak with the teachers. We tried to set up meetings through emails that went unanswered. Went to the front office to set up a time to meet and was instructed to call the class room from the office but, the teachers were not in the classroom(many substitutes at this school for meetings during the school day). Finally when I did get to meet with one teacher(have to this day never met my other child's teacher) by going to the classroom after school was unaware after 3 weeks that my child had IEP! We get no class work, tests even art work sent home EVER. We have no clue how our child is doing until we get the report card home and if your child is not struggling you do not get a parent teacher conference. Everything seems to be taught to the test. One child has never stepped foot in the school library. I would steer clear of this school.
—Submitted by a parent


Posted January 9, 2011

An excellent school with great teachers and principal that work well as a team. I especially like the focus on character and good citizenship.
—Submitted by a parent


Posted October 11, 2010

I love the dual immersion program that my girls are in at Las Animas Elementary school.
—Submitted by a parent


Posted April 7, 2010

My daugher, first grade student in the bilingual program, has fantastic teachers (both in Spanish and English). Parents are extremely involved supporting all kind of activities for the kids and rising funds for different programs. This program is a hidden treasure!
—Submitted by a parent


Posted May 29, 2009

We've enjoyed several years of the Dual Immersion (DI) Program, which I highly recommend. Overall the teachers are really wonderful with only a couple of exceptions. Unfortunately, the principal is generally unavailable (not on campus), and does not respond proactively to complaints of bullying or other problems. The principal does, however, strongly support the DI program, and seems to assign the best teachers there. Parent support and volunteerism is fairly high among the DI classes, but not so much in the mainstream classes. If my children were not in the DI program at Las Animas, I would definitely choose another school. Communication from the front office leaves a lot to be desired, including late nor non-existent newsletters.
—Submitted by a parent


Posted May 23, 2009

This has been a very trying year. My child entered school very prepared, and instead of being challenged I was told to work with him at home (they basically did not have time for him since so much time was placed on students who were below and needed to catch up). In addition every time you turned around the kids were being tested instead of being taught. Science, Social Studies, PE, and Art all took a back seat to what would be covered on the test. My child has told me on a regular basis that he was bored. He was in the DI program, and yes he learned Spanish, but at what cost? My son needs and deserves a well rounded education. We will be attending a new school in the fall. When considering schools, please look at what they really offer.
—Submitted by a parent


Posted February 14, 2009

This is in response to the parent comment dated May 27, 2008. I wish I shared your enthusiasm and outlook on Las Animas. Unfortunately, the Distinguished Award was partly obtained as a result of 'principal...pushes her teachers and kids...' This has come at a great cost, especially to some of the teachers. Have you checked the teacher turnover rate there? You'll be surprised...and the word is, there are more surprises yet to come. Something has got to give....you can't keep pushing and pushing without ending up with negative results, too. I think someone has forgotten that there's much more to teaching than high scores and notoriety. Teachers need support and communication, which are both sadly lacking for some at Las Animas.
—Submitted by a teacher


Posted February 14, 2009

I agree with the lackof support for the teachers. My childwent there last year and I left as there was no support for new or teachers that did not necessarily qualify for BITSA and still could have used a lot of support and orgainzation from the principal and district. My child basically wasted a whole year.
—Submitted by a parent


Posted September 5, 2008

Las Animas is a fantastic school with great teachers and a principal that stays very involved. It's a CA Distinguished School and rated 7 out of 10 - the second highest of the District's Elementary Schools. I'm confused as to how someone came up with it being 'the lowest peforming school in the Gilroy School District' when clearly the test scores speak for themselves.
—Submitted by a parent


Posted September 4, 2008

I have multiple children who attend Las Animas School. My children have been challenged academically and have risen to the occasion. I am thankful for the open communication we have with all our teachers. When my husband and I needed advice for my son's frustrating homework habits we approached his teacher who worked with all of us to find a solution. I am happy to report he is doing his homework on his own now! I have found the parent involvement to be outstanding for all my children's classrooms. My husband and I truly recognize how lucky we are to be at a great academic school with such a fantastic community.
—Submitted by a parent


Posted September 3, 2008

Although I've tried to feel comfortable at Las Animas School, I have felt that the Principal does not offer equal opportunity and/or treatment to all the parents and students. Unfortunately, it seems that the parent with the loudest voice and is educated get what they want from the administrator. That is pretty sad!
—Submitted by a parent


Posted August 27, 2008

My daughter has attended this school since kindergarten and is now entering the fifth grade. She has been in the 'dual immersion' program which they offer, and is fluent reading, writing, and speaking Spanish and English. This has been a great school and has given my child the gift of two languages. I highly recommend it!
—Submitted by a parent


Posted August 21, 2008

My kids have been at this school since 2003- at the old campus and now at the new. They are in the Dual Immersion program. I love the DI program. I am amazed how much Spanish they have learned. The principal has always listened to me and been helpful. It has been a very good experience for me and my kids! I would recommend this school (and the DI program) to anyone!!
—Submitted by a parent


Posted August 17, 2008

My son loves going to school each day. He is so excited about learning and loves his teachers. I have noticed a big divide between the enthusiasm of the parents of the Dual Immersion kids, and the parents in the English-only classes. With a couple of exceptions, the majority of volunteers are Dual Immersion parents. And, these are the parents who seem most satisfied with the school. It strikes me as odd that the people who are volunteering the most are complaining the least? If you see a problem in your child's school that needs fixing, don't whine and moan about it. Fix it! Parents have a tremendous power to influence their child's educational experience. Parents also have tremendous power to make a school succeed or fail. Never doubt the power and difference a single individual can make. And, teach that lesson to your child!
—Submitted by a parent


Posted June 5, 2008

I can't say it's been a bad year for my children at Las Animas, we've been very fortunate to have strong, caring teachers for all 3. However, I think the principal is more concerned with leaving her legacy (being a CA Distinguished School) than dealing with the 'now' problems - lack of student discipline & safety, acknowledging parent concerns, supporting playground staff. The building is new but the head administrator is old - time for a change? Who knows? I just hope the good & caring teachers & staff stay.
—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

874

Change from
2012 to 2013

+12

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

7 / 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

874

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)

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)

7 / 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.

120 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
81%

2011

 
 
76%

2010

 
 
49%
Math

The state average for Math was 65% in 2013.

120 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
82%

2011

 
 
78%

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 46% in 2013.

111 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
53%

2011

 
 
45%

2010

 
 
50%
Math

The state average for Math was 66% in 2013.

112 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
82%

2011

 
 
76%

2010

 
 
78%
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.

112 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
71%

2011

 
 
80%

2010

 
 
72%
Math

The state average for Math was 72% in 2013.

113 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
77%

2011

 
 
81%

2010

 
 
78%
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.

117 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
76%

2011

 
 
82%

2010

 
 
67%
Math

The state average for Math was 65% in 2013.

117 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
62%

2011

 
 
75%

2010

 
 
68%
Science

The state average for Science was 57% in 2013.

117 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
71%

2011

 
 
80%

2010

 
 
65%
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 Students72%
Females70%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged61%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability75%
English learner60%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate54%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)73%
Parent education - college graduate84%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students84%
Females88%
Males81%
African Americann/a
Asiann/a
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)100%
Economically disadvantaged80%
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability88%
English learner77%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate69%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)90%
Parent education - college graduate90%
Parent education - graduate school/post graduate95%
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 Students59%
Females56%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged41%
Not economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability59%
English learner29%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)64%
Parent education - college graduate67%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

Math

All Students84%
Females80%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged77%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability84%
English learner65%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate73%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)89%
Parent education - college graduate91%
Parent education - graduate school/post graduate87%
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 Students72%
Females77%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged57%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability71%
English learner16%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate55%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)76%
Parent education - college graduate91%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students77%
Females81%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged62%
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability77%
English learner40%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate60%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)76%
Parent education - college graduate97%
Parent education - graduate school/post graduate92%
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 Students68%
Females68%
Males68%
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)84%
Economically disadvantaged45%
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability69%
English learner11%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate37%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)75%
Parent education - college graduate92%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students74%
Females79%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged59%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability73%
English learner48%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)71%
Parent education - college graduate92%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Science

All Students67%
Females67%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged44%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability67%
English learner26%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)71%
Parent education - college graduate84%
Parent education - graduate school/post graduate100%
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
Hispanic 68%
White 20%
Asian 5%
Two or more races 2%
Black 1%
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 44%N/AN/A
English language learners 39%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 3%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Silvia Reyes
Fax number
  • (408) 842-3374

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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6550 Cimino Street
Gilroy, CA 95020
Website: Click here
Phone: (408) 842-6414

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