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Teacher quality
Principal leadership
Parent involvement
The teachers are good, but there is too much favoritism. It seams that the kids whose parents work for the school or are always on the PTA and into the school one way or another, always get recognized or get into the different school activities. There are plenty of very bright, extremely well behaved kids who are completely ignored. So, just like other parents, I do not give any money to this school. In particular, this year, the school made it very obvious, don't tell me that there are only a couple of good kids in the whole school, give me a break!!!!
—Submitted by a parent
THE BEST SCHOOL I HAVE EVER GONE TO!!!!!!!!!!!! Goddard has great teachers who are always there for you and the students are good kids too. there is some bullying but not much at all. i went to sandburg last year and its the EXACT OPPOSITE as goddard. here, the kids are way more behaved! Its not always perfect, but its the best middle school in the district!!
Bully problems ongoing at this school. I just removed my child because of this. This went on from 6th grade until now. Two other children are having the same issue. the school denies all responsibility. The school staff will act as though they will help and they simply do not. It is a true shame. It seems that the school and district just wants the good kids to either leave or be quiet, just like the bully's
—Submitted by a parent
There seems to be a lack of communication between the adminstration and parents. The construction at the school might be impacting this (I am giving the benefit of the doubt). I have found each of my child's teacher to be well organized and seem to enjoy the profession and are challenging the students to do their best.
—Submitted by a parent
Goddard Middle School is the best of the best in Glendora - what makes this school are the teachers and Mr. D and Mr. Jacobson - they are a strong team - they focus on the kids, the future and the education. Fun is apart of the school PTA joins hands with the principal to make sure there are partnerships through out - everyone really enjoys the energy and motivation to keep Goddard being strong Distinguish school is was awarded. No one beats this!
—Submitted by a parent
I really love the school exept the principal,hes really rude to my child.everything besides the principal is great
—Submitted by a parent
I have a daughter currently in her second year at Goddard. I find that the teachers are usually very good at teaching to individual students' strengths and addressing their weaknesses. Middle school is typically a challenging transition from elementary school where the students remain in a single room for the entire day, with the same teacher. Goddard's staff and teachers made the transition easy and enjoyable to my girl. The principal and v.p. are both nearly omnipresent and always positive with the students. Definitely a 'recommend' here. -Mike Neely, parent
—Submitted by a parent
Goddard Middle school is the best! Teachers, Staff, Student body, Grounds, Activities, they all rate an A+
—Submitted by a parent
I have three children that have or are still at Goddard. Teachers, Office staff and Principle are awesome people. Easy to talk to and contact. School has the Edline system in place which makes it very easy to look at your childs homework, test and weekly schedule on line. You can also email your teachers through this system too. They offer Spanish, AP classes and a variety of electives. High academics are achieved at this school. I know my children are getting the best education.
—Submitted by a parent
I have a son who just finished three years at Goddard and adaughter who is starting this year. Good School. Good teachers and a great administration. Plenty of outside activities to keep the kids busy.
—Submitted by a parent
This School is one of the best schools in the country!
—Submitted by a student
I just came upon this website and had to speak up! I have one child who has completed Goddard and moved on to high school, one who is currently there and another on the way. I have been thoroughly impressed with the school. I have very unique children that vary tremendously in their 'needs' for a good fit at school, and Goddard seems to be meeting all of them. From the high academic classes to the RSP classes my children have an continue to be treated with respect, care, and genuine concern for their well being. I am proud to say my children come from Goddard.
—Submitted by a parent
Great school,the principal and vice principal seem to know each kid and if they don,t they soon will.Most of the teachers are outstanding and often go above and beyond!as always there are a few,very few who seem to be just plain tired,and while very well qualified,just don,t seem to care as much about the individual as the other 98% of quite outstanding teachers here at goddard.To be fair the current state mandated curriculum makes it very difficult for the teachers to teach.The same can be said for any programs that relate to arts,sports and extracurricular activities.In todays day and age of school reform these programs often get left behind.Not so at goddard again the teachers go above and beyond in these fields and provide the best possible programs possible within the limits they have to cope with.After school daycare,homework club(need more help here)and after school math help are available
—Submitted by Rich Senneff, a parent
Overall, this is a great school. The teachers we have gotten have been excellent, although I have heard of others that are bad. Make sure you research the teachers for next year to assure you don't get bad ones because once assigned, it is almost impossible to switch. They could use more organized extracurricular arctivities. This would help students be more involved.
—Submitted by a parent
Goddard is the outstanding school in Glendora. Over the years, the staff and administration have consistently provided an atmosphere which is safe, promotes enthusiastic school spirit, and offers many positive incentives for academic success. Goddard has found the magic recipe for creating a wonderful school environment. There is a mutual respect between staff and students. School rules are reasonable, and discipline is consistent. There are many areas for students to excel, both in the classroom and in extracurricular activities. It offers a variety of activities in sports, academics and the arts. There is a high level of parental involvement.
—Submitted by a parent
Good educators. They are involved and appear to love to teach. My daughters are doing very well there. A little bit of favoritism seen.
—Submitted by a parent
What a great school. The teachers are caring as well as tough. The Principal and Assistant Principal are involved with the students and really work hard to make Goddard a wonderful school. The school work is challenging but my daughter loves it. We moved to Glendora three years ago and couldn't be happier with the schools.
—Submitted by a parent
Goddard is a great school. Their various trips and interactive learning environment is great. The staff is very welcoming at all times and Mr. Digrazia and Mr. Bishop run a very tight ship, so to speak! The various electives are great at keeping the students busy, there is everything from orchestra to art! During the classes don't forget that Mr. DiGrazia or Mr. Bishop will be walking around!
—Submitted by Katie Montemayor, a student
Great School. I was a first year attendee when Goddard opened back in the late 60's. Now my grandson attends classes there. His own compliant is that they removed the lockers so the kids have to carry a large stack of books to each class every day.
—Submitted by a former student
Goddard is a wonderful environment for learning. The teachers are very talented and my daughter has had a wonderful experience and adjustment to middl school due to the way this school is run. Mr. DiGrazia is a wonderful principal, one that is always visible and involved.
—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 59% in 2012.
308 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
311 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 Algebra I was 86% in 2012.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
286 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
254 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 Algebra I was 49% in 2012.
155 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
276 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
290 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
276 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 Algebra I was 25% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% 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 | 80% |
| Females | 84% |
| Males | 75% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 81% |
| Students with disability | 27% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 70% |
| Males | 70% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 73% |
| Students with disability | 32% |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 81% |
| 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 | 97% |
| Females | 100% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 85% |
| Males | 79% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 85% |
| Students with disability | 54% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 60% |
| Males | 73% |
| 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 |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 71% |
| Students with disability | 50% |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 68% |
| 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 | 81% |
| Females | 86% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 80% |
| Males | 66% |
| 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 |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 75% |
| Students with disability | 32% |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 32% |
| Males | 50% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 44% |
| Students with disability | 17% |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | n/a |
| All Students | 100% |
| Females | n/a |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| Fluent-English proficient and English only | 100% |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 74% |
| Males | 72% |
| 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 |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 76% |
| Students with disability | 33% |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 91% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 94% |
| Students with disability | 63% |
| Students with no reported disability | 95% |
| English learner | n/a |
| 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 | 89% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 96% |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| 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
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 6
Grade 7
Grade 8
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 59% | 28% | ||
| Multiple or No Response | 20% | 3% | ||
| Hispanic or Latino | 13% | 49% | ||
| Asian | 5% | 8% | ||
| African American | 2% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 1% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 10% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 67% | 85% | ||
| Arabic | 17% | 1% | ||
| All other non-English languages | 8% | 1% | ||
| Mandarin (Putonghua) | 8% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | 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 | 5% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
|
| Fax number |
|
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859 East Sierra Madre Avenue
Glendora,
CA 91741
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