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GreatSchools Rating

Columbus Elementary School

Public | K-5

 

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Living in Glendale

Situated in an inner city neighborhood. The median home value is $325,000. The average monthly rent for a 2 bedroom apartment is $1,490.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
No new ratings
2012:
Based on 2 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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14 reviews of this school


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Posted April 18, 2014

This is an amazing school. My daughter has been here for two years now. She started in fourth grade. The staff here is wonderful. From the principal down to the maintenance people. They are always helpful. We had moved from Esperanza Elem. Sch. With LAUSD.
—Submitted by a parent


Posted December 16, 2012

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.


Posted January 16, 2012

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


Posted May 4, 2010

Staff is very friendly. Everyone is very down to earth. Teachers are approchable.
—Submitted by a parent


Posted June 21, 2009

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


Posted June 17, 2009

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


Posted June 16, 2009

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


Posted August 19, 2008

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


Posted March 19, 2008

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


Posted June 4, 2007

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


Posted April 10, 2007

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


Posted January 4, 2007

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


Posted May 1, 2006

School is in a very poor condition. It is kind of old but good teachers.
—Submitted by a parent


Posted October 17, 2005

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.

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

-10

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

10 / 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

-10

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 2011 and Spring 2012. 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)

10 / 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.

88 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
78%

2011

 
 
78%

2010

 
 
66%
Math

The state average for Math was 65% in 2013.

88 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
91%

2011

 
 
86%

2010

 
 
72%
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.

104 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
57%

2011

 
 
49%

2010

 
 
56%
Math

The state average for Math was 66% in 2013.

104 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
78%

2011

 
 
77%

2010

 
 
69%
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.

99 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
80%

2011

 
 
76%

2010

 
 
71%
Math

The state average for Math was 72% in 2013.

100 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
85%

2011

 
 
79%

2010

 
 
64%
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.

94 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
73%

2011

 
 
69%

2010

 
 
67%
Math

The state average for Math was 65% in 2013.

94 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
72%

2011

 
 
54%

2010

 
 
66%
Science

The state average for Science was 57% in 2013.

94 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
61%

2011

 
 
61%

2010

 
 
57%
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 Students78%
Females86%
Males71%
African Americann/a
Asiann/a
Filipino87%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged82%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability82%
English learner85%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate85%
Parent education - some college (includes AA degree)93%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students83%
Females90%
Males78%
African Americann/a
Asiann/a
Filipino87%
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged86%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability89%
English learner90%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate85%
Parent education - some college (includes AA degree)93%
Parent education - college graduate82%
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 Students52%
Females59%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged46%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability53%
English learner47%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)58%
Parent education - college graduate39%
Parent education - graduate school/post graduaten/a
Parent education - declined to state65%

Math

All Students81%
Females78%
Males83%
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)85%
Economically disadvantaged81%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability81%
English learner83%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate87%
Parent education - some college (includes AA degree)73%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to state82%
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 Students74%
Females73%
Males77%
African Americann/a
Asiann/a
Filipino92%
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged73%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability76%
English learner45%
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate70%
Parent education - some college (includes AA degree)50%
Parent education - college graduate79%
Parent education - graduate school/post graduate91%
Parent education - declined to state82%

Math

All Students87%
Females90%
Males84%
African Americann/a
Asiann/a
Filipino100%
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged83%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability86%
English learner74%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate90%
Parent education - some college (includes AA degree)58%
Parent education - college graduate90%
Parent education - graduate school/post graduate91%
Parent education - declined to state91%
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 Students67%
Females71%
Males64%
African Americann/a
Asiann/a
Filipino71%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged64%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability68%
English learner41%
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 graduate66%
Parent education - some college (includes AA degree)75%
Parent education - college graduate70%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students71%
Females74%
Males70%
African Americann/a
Asiann/a
Filipino57%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged70%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability72%
English learner57%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate74%
Parent education - some college (includes AA degree)75%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students56%
Females47%
Males61%
African Americann/a
Asiann/a
Filipino57%
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged51%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability55%
English learner32%
Fluent-English proficient and English only70%
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)50%
Parent education - college graduate55%
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

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 56%
Hispanic 27%
Asian 4%
Two or more races 2%
Black 1%
American Indian/Alaska Native 0%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 80%N/AN/A
English language learners 42%N/AN/A

Teacher experience

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

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School basics

School Leader's name
  • Elena Heimerl
Fax number
  • (818) 247-2542

Resources

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

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425 West Milford Street
Glendale, CA 91203
Phone: (818) 242-7722

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