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Special education
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Teacher quality
Principal leadership
Parent involvement
my kids are going to RD white Elementry School and i am very proud of this school.
—Submitted by a parent
My daughter is a proud student of this school and absolutely loves it. Teachers are great, Ms. Risse is very involved. We are happy
—Submitted by a parent
The demographics of Glendale is predominantly Armenian and they make it known. It s sad to say, but there is a lot of racism and bullying that goes on at this school. One example: I was first in line and was supposed to be helped next at the administration office. The lady working there was talking in Armenian with the lady standing behind me then helped her first instead. Stay away from this school if you want your child to grow up in a TRUE American school (where immigrants actually want to be American and embrace other ethnicities cultural assimilation).
—Submitted by a parent
i am a student at RD White my teacher is miss Avedian the school its self has taught me to get used to it my class in the grade before this one i had people help me and so me around and the became my friend i have never lost a friend in this school everyone is up tone and happy i am happy i am not in Cheeritos elementy where every one would make fun of my name this school gives me an education and i am looking forward to 5th grade thank you miss.Rissie!
I've had children at RD White for almost 3 years now. One child is in special education. We have had nothing but great experiences with teachers and staff. RD White has caring professionals who are interested in the full potential of my children. They listen, react, and have great insights to help our kids learn and grow. The school has a large group of active parents. They volunteer their time to raise funds for art and technology education, to solve complex safety issues, to educate and empower parents, and are even in the classrooms right alongside the teachers. The professionals and parent support at RD White are a great community, I am happy to be part of it!
—Submitted by a parent
my Dauhgter is first grad and i don't see tracher involvment in good teaching next i am sending my dauhgter to diffrent school i have a anough from R.D White because they never call me for parents meeting with the teacher and when i try leave message to the teach so i can ask about my Dauhgter studies she never calls back i am very disepointed with this school
—Submitted by a parent
We have a great community of students, teachers and committed parents - lots of GREAT things happening...art, music, increasing physical activity, a safe routes to school program, community volunteerism, you name it...all good!
—Submitted by a parent
RD White has an excellent staff. The school is a bright light in our community.
My daugther was in Catholic School in Kinder and she was struggling to read. I transferred her to RD White and now she is a good reader. Their school program to help kids succeed is amazing! The principal and the teachers are all great, especially Mrs. Melanie Doody . She treated her students as if they are all her own. I'm grateful that I have enrolled my child in RD White!
—Submitted by a parent
I have been a parent of three children at this school over the past 8 years. The principal and staff are amazing, their theatre program and monthly flag ceremonies are additional wonderful learning experiences for the students.
—Submitted by a parent
Our daughter started Kindergarten at R D White last year and she loves her teacher... she's learning a lot and the principal knows her name... they're are a lot of kids there, but I feel they try hard to create a good atmosphere for the students.
—Submitted by a parent
The first time we visited R.D. White, we were amazed at how much the staff were like family. The halls were filled with smiles and people happy to be there. Mrs. Risse, the principal, gave us a tour, and children went out of the way to say hello to her and give her big hugs. I then discovered the amazing programs the school had to offer, and how these programs address the individual needs of each student. The have also found a way to add and art teacher, and after and before school French, Spanish, and Ballet classes. A supportive, loving, enriching environment. Amazing teachers, most who have been there many many years. Although we had considered private schools, we are so happy we are at R.D. White.
—Submitted by a parent
The best school with the best teachers, best principal and best kids (especially my girls Emma and Nonie)
—Submitted by a parent
After our first year I am pleased with how well the Principal is involved in all of the student activities and reaches out to parents....I like there push for READING everyday and I like how they take a team apporach to discipline (parent, teacher, principal)...the front desk folks aren't as thorough and seem cluesless w/o the principal or assistant principal's direct guidance but I guess if there had to be a weakness as a parent I'll take it in that area! Looking forward to this new school year and making my best efforts at being as involved as possible...Here we go!!!
—Submitted by a parent
My girls have been going to school since kindergarten and I love it and my girls love it . My girls are now going into first and third grade and I would not want them in any other school
—Submitted by a parent
I would give it more stars if I could. RD White is an excellent school. Ms. Rissi is phenominal. She knows all of the students by name and encourages students with possitive rewards. The GATE program can't be beat. There aren't enough words to say how fantastic this school is.
—Submitted by a parent
Phenominal School! We are very proud to send our children to R.D. White!
—Submitted by a parent
R.D. White is a terrific school. Mrs. Risse, our principal does know every student by name. She has three children of her own and I have seen her at every school event I have attended! Sometimes with her children. The teachers are so wonderful and careing. I have been in communication with each teacher my child has had either by email, or a note sent to school or by volunteering in the classroom. It has made all the difference in my childs education. I have also noticed that many teachers are very qualified. Many have or are in the process of higher education. This coming school year will be the begining of a tradional calendar, I didn't care for the year round calendar. It never felt like a vacation from homework. I don't know why anyone would go private when we have R.D. White!
—Submitted by a parent
I have gone to R. D. White for 7 years, and have no complaints with the excellent teachers, staff, and parent volunteers, after all, the principal knows each and every student's name. I love R. D. White, and never want to leave it!
—Submitted by a student
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.
147 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
147 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.
136 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
137 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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
120 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.
123 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
123 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
123 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 | 67% |
| Females | 69% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 69% |
| Students with disability | 55% |
| Students with no reported disability | 68% |
| English learner | 64% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| 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 | 70% |
| All Students | 77% |
| Females | 79% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 81% |
| Students with disability | 64% |
| Students with no reported disability | 78% |
| English learner | 77% |
| 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 | 59% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 79% |
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 | 56% |
| Females | 54% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 49% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 54% |
| All Students | 69% |
| Females | 66% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 61% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 69% |
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 | 84% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | 92% |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 65% |
| Fluent-English proficient and English only | 91% |
| 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) | 79% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 83% |
| All Students | 79% |
| Females | 79% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | 75% |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| 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 | 79% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 82% |
| Females | 83% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 59% |
| 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 | 71% |
| Parent education - some college (includes AA degree) | 93% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 84% |
| All Students | 78% |
| Females | 82% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 63% |
| 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 | 66% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 79% |
| All Students | 74% |
| Females | 73% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 49% |
| 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 | 61% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 84% |
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 disability
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 - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 62% | 28% | ||
| Hispanic or Latino | 18% | 49% | ||
| Filipino | 7% | 3% | ||
| Multiple or No Response | 6% | 3% | ||
| Asian | 4% | 8% | ||
| 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 | 48% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 47% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Armenian | 62% | 1% | ||
| Spanish | 21% | 85% | ||
| Filipino (Pilipino or Tagalog) | 6% | 1% | ||
| Arabic | 3% | 1% | ||
| Russian | 3% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Bengali | 1% | 0% | ||
| Farsi (Persian) | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Cantonese | 0% | 2% | ||
| Japanese | 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 | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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Tips for understanding school culture
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TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
744 East Doran Street
Glendale,
CA 91206
Phone: (818) 241-2164
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