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Teacher quality
Principal leadership
Parent involvement
I went to this school in the 80's. It was a FANTASTIC school and the staff was AWESOME from what I remember. I wish my kids would have gone here. Glad to know nothing has changed.
Columbus is one of the best schools, I want to say really in the WORLD! That's because of my daughter's progress here in COLUMBUS. We are an immigrant family who came to the U.S exactley when my daughter started attending to preschool in Columbus. She didn't know even a word in English. Now she is in first grade and her reading level is equal to second grader in seventh month of school. I am really proud of her and really thankful to her teachers specially Ms. Norma (preschool), Mrs. Hande(Kintergarten) and Mrs. kugelfirst grade), and ofcourse my daughter herself. WE LOVE YOU COLUMBUS.
—Submitted by a parent
Staff is very friendly. Everyone is very down to earth. Teachers are approchable.
—Submitted by a parent
I like Columbus Elementary School especially excellent teachers like Mrs. Hande, Mrs. McCarty, Mrs. Nunez, Ms. Shahbasian, Mrs. MacInnes, Mrs. Pittman, and Mr. Cena. My kids are doing well in school because of their hard work and dedication. Thanks teachers and staff!!
—Submitted by a parent
I love Columbus Elementary...Both my children have attended this school my son now an 8th grader at Toll and starting Hoover in september with a 3.4 Gpa...And my daughter is starting Toll in september also with a 3.0 Gpa...And its all thanks to the amazing teachers at Columbus...The staff there takes pride in the kids..Mrs Janasko, Mrs. Doctorian, Mr. Cena Ms. Shabazian o nothing but wonderful memories...Thank you!!
—Submitted by a parent
I am the parent of a kindergartener that currently attends Columbus Elementary. I have found my child's teacher, Mrs. Kugel, to be very effective and experienced at teaching kindergarten. My son always has something positive to say about her, and through my personal interaction, I believe she cares very much for her students' well being and learning. I would agree with the previous reviewer that the front office can be stand-offish and are not very helpful, but then again they deal with a lot of parents that do not speak english very well. The school attracts a large immigrant population. I also agree with the drop off situtation, which can be hectic , with a diligent police presence. Don't park illegally unless you want a ticket. Hopefully things improve when the construction is done.
—Submitted by a parent
Both my sons have attended kindergarten last year at this school, and I have to say that I am so pleased and so happy about the outcome. I see how well my boys are reading and writing. I have to say it is all because of their teachers Mrs. Firstman and Mrs. Janosko they are the best ever. And because of them my boys are so looking forward going to the first grade. But after reading some of the comments which some parents have written I have to agree that the cafeteria food can go a little better (specially for some picky eaters). Other than that so far very happy with the school. The staff and the most with the principal. We are very much looking forward for a new year and a new start.
—Submitted by a parent
I think this school deserves a big two thumbs up. I know and hope that my child will make her best at this school since I have been reaserching about it for about a week now. THANK YOU COLUMBUS ELEMENTARY! WE LOVE YOU!
—Submitted by a parent
My son has been going to Columbus and we have been dissatisfied from the beginning. The teachers he's had are not that warm or willing to participate in field trips or activities that make learning fun. The cafeteria is offering very few choices and never sticking to the menu that is sent home, therefore if you have a picky eater, he/she may go hungry some days. The office staff in my experience are unfriendly to both the students and parents. The after school programs are not very well run. The schools drop off/pick up is very unorganized.
—Submitted by a parent
After doing comparisons with other elementary schools in Glendale, I find Columbus one of the best schools to go with. The school is doing its best to keep it clean and safe, and the staff is well prepared and experienced to handle each and every circumstances accordingly. I have my twin children in k-grade now, they are very happy and can't wait for next day to start. I appreciate all the hard work the teachers are doing for the sake of students. Excellent school!
—Submitted by a parent
My child(grade 2)has been at Columbus since kindergarten and has been lucky to have wonderful teachers each year. Our neighbor's child, who is on a different track, has had mediocre teachers each year. I hold the principal responsible for the differences in the students' experiences depending on the teacher they get. My child went on a variety of field trips while my neighbor's child has only gone about once or twice a year. My child has had in-class activities that greatly add to her education while my neighbor's child didn't seem to do much beyond the standard curriculum. The school facilities could use upgrades. The staff generally could be more attentive to students outside the classroom (recess, lunchtime, after school). It seems too much restriction is placed on the children to compensate for the lack of hands-on supervision. I stress that my child is 'lucky' her experience is good so far.
—Submitted by a parent
School is in a very poor condition. It is kind of old but good teachers.
—Submitted by a parent
I wanted to place my daughter there for Kindergarten but I couldn't have her go to school for 3 months and off 1. Both parents work and it would be impossible with the school hours. We placed her in a private school and now were looking for another school.
—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 58% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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 48% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
92 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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
92 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.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
80 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 | 78% |
| Females | 87% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 78% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 87% |
| All Students | 91% |
| Females | 94% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | 94% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 93% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 100% |
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 | 57% |
| Females | 63% |
| Males | 51% |
| African American | n/a |
| Asian | n/a |
| Filipino | 91% |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 26% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 53% |
| All Students | 78% |
| Females | 84% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | 91% |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 67% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 73% |
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 | 80% |
| Females | 75% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | 83% |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 61% |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 78% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | 92% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 78% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 84% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 85% |
| 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 | 73% |
| Females | 74% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | 94% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 50% |
| 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 | 71% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 69% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | 81% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 57% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 50% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | 69% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | 33% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 71% |
| 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
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
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 | ||
|---|---|---|---|---|
| White | 56% | 28% | ||
| Hispanic or Latino | 22% | 49% | ||
| Filipino | 12% | 3% | ||
| Asian | 6% | 8% | ||
| Multiple or No Response | 3% | 3% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 52% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 78% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Armenian | 55% | 1% | ||
| Spanish | 26% | 85% | ||
| Filipino (Pilipino or Tagalog) | 10% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Korean | 2% | 1% | ||
| Bengali | 1% | 0% | ||
| Farsi (Persian) | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Russian | 1% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% | ||
| Arabic | 0% | 1% | ||
| Thai | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 25 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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425 West Milford Street
Glendale,
CA 91203
Phone: (818) 242-7722
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