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Teacher quality
Principal leadership
Parent involvement
The best school ever...Excellent teachers. We are extremely happy and feel very lucky to have our child going to this school.
—Submitted by a parent
Mark Keppel is truly an outstanding Elementary. It is now a Magnet for the Visual and Performing Arts which is even better! Dr. Mason worked very hard on this grant and we are ever so grateful! The PTA here is strong, and involved. This helps everyone to see that even the parents are supportive of all the handwork of the teachers, principal and staff members. MKS, a fund created by the parents, help fund intervention teachers. Truly a wonderful learning environment for our children. Keep up the great work!!!!!!
—Submitted by a parent
This is an AMAZING school. I love that they incorporate dance and art now that they are an arts magnet school. The principal is absolutely great. Teachers are great. I have nothing negative to say about this school. We are extremely impressed and feel very lucky to have our child going to this school.
—Submitted by a parent
We came from private school and are so happy at Mark Keppel The school offers so many extras in the arts that both public and private schools are cutting. It is a wonderful caring environment with great parent involvement. Our experience with the teachers and especially the principal have been outstanding.
—Submitted by a parent
I love this school and my kids do as well. It's in a beautiful and and safe environment and my kids love everything about it. Glendale is a great city overall, and this school is one of the better ones.
—Submitted by a parent
Great School...Great discipline, awesome education and wonderful teachers. A very proud parent of Mark Keppel.
—Submitted by a parent
It has the best principal, staff, teachers, PTA, parents and kids! We are like a big family always united to achieve the common goal of educating our kids in an healthy environment and not being afraid of any challenge.
—Submitted by a parent
My son loves his school,his teachers MRS Pimenta and MR Hewitt.School have very good programs like drama,dance,music,visual arts ,computer lab and many others.I love Harvest festival and Spirit day.A lot of activitis and fun for kids.
—Submitted by a parent
My boy thinks Mark Keppel is a good school because it has good teachers, long recess, and good arts program. YAY! He loves Mr. Shelton's class!
—Submitted by a parent
There's lots of school spirit at Keppel. The principal and teachers are responsive and available to parents. We have a wonderful computer lab and an amazing arts program.
—Submitted by a parent
Mark Keppel was a great experience for my daugther . I am very grateful to Mr Shelton , 5th grade teacher.
—Submitted by a parent
My daughter is in the Korean immersion program, and it is the best thing going. In Kindergarten she learned how to read Korean and then transferred the skill to English immediately. She's now going into the first grade as a competent reader. There are kids in the class with no connection whatever with Korean ancestry or culture. I asked one of these parents why his child was in the class. He said, 'Because it's the best education.' The person who runs this program should get 6 stars, as well as all the teachers involved. There's no discipline problem because the teachers have them loving to learn! I went to a good private school myself, and Keppel is just as good, with more caring teachers.
—Submitted by a parent
My son had been with Mark keppel for 3 years and the discipline the school had attained to my son is excellent.
—Submitted by a parent
I love mark keppel school my son goes there and i am very happy with the school. I am very thankful for his teacher ms stacey kim she is a great teacher thank you ms kim
—Submitted by a parent
I transferred my children out of a private school to attend Mark Keppel. The standard of learning and content is MUCH higher at Keppel. It's a very organized school, very clean and the staff offers a range of support for students of all levels. Keppel feels like a free private school. They have a range of amenities and children want for nothing. At the end of day it is the parent and the child that have to work together with the school to make the best of all that is offered at Keppel.
—Submitted by a parent
The diversity of the school, parent participation, teacher quality and Principal quality warrant the high marks. tightly knit communciaty with the feel of a small town in the midst of LA county (Glendale has it's onw scholl distict) makes this a jewel.
—Submitted by a parent
The teacher's my son's had at Keppel have been very attentive and communicative. I feel that his needs have been met and am happy with the progress he's made. He's testing at advanced levels and is excited about school. I am most impressed with how central reading skills are to the curriculum.
—Submitted by a parent
I am a parent with 2 children from Mark Keppel. The oldest promoted to middle school and my second is in the foreign language program in Kindergarten. He has received excellent education. He has been a part of the Gifted and Talented program for the past 2 years. He has excelled in all areas due to the guidance and direction of the dedicated Mark Keppel teachers. The principal, assistant principal, and the office staff have always been very helpful when questions arise. As for the foreign language program, my daughter struggled to learn Korean (we are non-Korean) however, halfway through the year she improved and thrived. The dual language program staff have created a supportive and nurturing atmosphere. The program director is very appoachable and she trully wants the children to succeed academically. I am trully grateful to have my children at Mark Keppel.
—Submitted by a parent
I would just like to make a comment about the children that are shuffled around as if they were part of a system, I have 2 kids that have come to Mark Keppel and I totally feel different, any time my kids have needed any help their teachers have always been there for them to give them the help they need. Maybe you need to communicate with their Teacher/Principle and don't let this fall behind if you feel this way.........
—Submitted by a parent
This school is great if you want your child to be shuffled around like they are just part of a system. No individuality at all. The only grade that was great for my kids was Kindergarden.
—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.
161 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
161 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.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
145 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.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
138 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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
119 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 | 70% |
| Females | 68% |
| Males | 71% |
| African American | n/a |
| Asian | 79% |
| Filipino | 83% |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 64% |
| 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 | 65% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 77% |
| All Students | 74% |
| Females | 69% |
| Males | 76% |
| African American | n/a |
| Asian | 95% |
| Filipino | 75% |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 70% |
| 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 | 73% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 83% |
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 | 59% |
| Females | 66% |
| Males | 53% |
| African American | n/a |
| Asian | 78% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 40% |
| Fluent-English proficient and English only | 77% |
| 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) | 44% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 60% |
| All Students | 84% |
| Females | 84% |
| Males | 82% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 81% |
| 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 | 81% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 87% |
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 | 84% |
| Females | 92% |
| Males | 77% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 68% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 55% |
| All Students | 85% |
| Females | 90% |
| Males | 82% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 76% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 64% |
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 | 77% |
| Females | 74% |
| Males | 79% |
| African American | n/a |
| Asian | 100% |
| Filipino | 100% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 46% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 70% |
| All Students | 82% |
| Females | 79% |
| Males | 87% |
| African American | n/a |
| Asian | 100% |
| Filipino | 82% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 71% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 90% |
| All Students | 77% |
| Females | 79% |
| Males | 75% |
| African American | n/a |
| Asian | 100% |
| Filipino | 91% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 60% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 80% |
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
Asian
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
Gifted and talented
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 | 62% | 28% | ||
| Asian | 16% | 8% | ||
| Hispanic or Latino | 9% | 49% | ||
| Filipino | 6% | 3% | ||
| Multiple or No Response | 4% | 3% | ||
| African American | 3% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 38% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 39% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Armenian | 59% | 1% | ||
| Korean | 17% | 1% | ||
| Spanish | 11% | 85% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Bengali | 2% | 0% | ||
| Farsi (Persian) | 2% | 0% | ||
| Vietnamese | 2% | 2% | ||
| Arabic | 1% | 1% | ||
| Japanese | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Russian | 1% | 0% | ||
| All other non-English languages | 0% | 1% | ||
| Cebuano (Visayan) | 0% | 0% | ||
| Gujarati | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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730 Glenwood Road
Glendale,
CA 91202
Phone: (818) 244-2113
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