Advertisement
Advertisement

GreatSchools Rating

Stanton Elementary School

Public | K-5 | 523 students

 

Be sure to visit

Take along one of
our checklists:

 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 5 ratings
2012:
No new ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

11 reviews of this school


Sort by:
Show reviews by:
Posted April 29, 2014

I am very pleased with the amount of caring teachers and staff at this school! It is very clean and organized. We have the best kindergarten teacher! She is very patient, caring, and intelligent. The way she handles the kids is excellent! We are so very lucky to have our daughter with a teacher like her! We look forward to the upcoming years at Stanton and hope they are as great as this first one!
—Submitted by a parent


Posted April 28, 2014

My daughter attends Stanton, she's in kindergarten. It's a great school with an amazing staff. My daughter has two teachers who are so warm, caring and patient. I've had the pleasure of volunteering in their class. I honestly believe our teachers are so underpaid for what they accomplish with our kids. I look forward to next year at Stanton.
—Submitted by a parent


Posted March 28, 2014

Teachers at this school ALL very professional and obviously care about the students. Our 2nd grade grandson was reading starting in kindergarten as well as our granddaughter is now in her kindergarten class. We believe principal is very dedicated in her quest to lead a school to educate her students. If any improvement would be considered is particpation by parents. It was a close call in not having a PTA as a president was needed and for awhile no one wanted the difficult job. But it was filled and we believe it will continue to be a strong and supported PTA. Soar Eagles!
—Submitted by a parent


Posted September 12, 2013

In my 12 years as a parent of two daughters at Stanton, the school has come a long way in state scores, in innovative ways of teaching and in a strong philosophy from principal to janitor on being college focused. I'm not seeing the excessive bullying mentioned by other parents but there must be an absolute zero tolerance, daily for bullying at Stanton. I deeply appreciate the No Excuses program that prepares ALL students with the mental drive and the opportunity to enter college. How to improve at Stanton? I suggest you, the parent: 1) get your child to school on time 100% of the itme, 2) gift your child with 10-11 hours of sleep every night (so if up at 7:00 a.m. that means bed at least 9:00 p.m.), 3) commit yourself to help your child with homework Mon-Thurs for at least an hour day/night or at least check homework and fix it together, 4) make a rule that all homework is done by a certain time (7:00, 8:00) followed by up to one hour of family (that means you too) reading time, 5) then bed time routine. Do it!
—Submitted by a parent


Posted September 11, 2013

Not a great sign when the TK teacher repeatedly tells you that this is her first time teaching children below 3rd grade. Sends home supposedly important paperwork stuffed into my son's backpack with his schoolwork and it's easy to miss.
—Submitted by a parent


Posted April 16, 2013

New administrator at this school is trying too hard to put a show on "Look what I am doing for the kids!". But not really for the kids... There are several good teachers on that site. But I witness some "not getting along" moments amongst the teachers as well as the office staff talking inappropriate topics amongst themselves while parents are standing and waiting for assistance. There are also bullies in the school. The school does assemblies on the topic but I see no progress. Some kids there are flat out mean and vicious.
—Submitted by a parent


Posted February 9, 2013

I find the administration to be very helpful and friendly, which is usually my complaint with previous schools my child has attended. Some of the teachers are very good. Others can't think out of the box at all. The biggest issue for me is the environment. Too many kids at very young ages swearing and using terrible language. You can overhear some of the parents using this language as well (which is surely where they get it). Of course it is not allowed, but there are not enough people supervising to monitor it. I will be removing my child from this school right away as the behavior gets worse the older my child gets. Car pick up is also rediculous. There is no order to it whatsoever.
—Submitted by a parent


Posted January 21, 2013

Alot of bullies at this school. The office staff loves to gossip. Great 3rd grade teachers but they need to monitor and repremand the bullies in this school.
—Submitted by a parent


Posted December 27, 2007

Stanton School of Glendora has a pool of very knowledgeable and caring teachers. I rememer having attended a Day for Grandparents about 3-4 years ago and found that the quality of education and development of students attitudes/personality are adequately attended to by the teachers. They encourage mediocre students to excel and in many instances, these students became Student of the Month. Also, the GATE Program of the school is commendable. Keep up the good work!


Posted May 5, 2004

I don't have a child at this school, but I was a student there many years ago. I am just glad to see that the school is still around and doing well. That is all I wanted to say. Thank you for your time.
—Submitted by a former student


Posted March 8, 2004

I feel like my children are receiving a private school education, without the tuition! The office staff is always willing to help, and the Principal is very accessible. The teachers are very kind, knowledgeable and strive for higher learning from their students. The GATE program is excellent, and very beneficial. The PTA is the friendliest I've met. No cliques here!
—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

869

Change from
2012 to 2013

-17

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

9 / 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

869

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

-17

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 2012 and Spring 2013. 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)

9 / 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.

87 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
66%

2011

 
 
55%

2010

 
 
65%
Math

The state average for Math was 65% in 2013.

87 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
72%

2011

 
 
67%

2010

 
 
62%
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.

84 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
51%

2011

 
 
50%

2010

 
 
48%
Math

The state average for Math was 66% in 2013.

85 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
80%

2011

 
 
70%

2010

 
 
65%
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.

84 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
82%

2011

 
 
80%

2010

 
 
62%
Math

The state average for Math was 72% in 2013.

86 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
87%

2011

 
 
92%

2010

 
 
77%
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.

78 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
82%

2011

 
 
58%

2010

 
 
57%
Math

The state average for Math was 65% in 2013.

77 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
86%

2011

 
 
80%

2010

 
 
81%
Science

The state average for Science was 57% in 2013.

78 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
89%

2011

 
 
74%

2010

 
 
54%
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 Students63%
Females80%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged64%
Not economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability67%
English learner59%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)65%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students66%
Females68%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged58%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability72%
English learner62%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)71%
Parent education - college graduate80%
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 Students50%
Females65%
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged49%
Not economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability51%
English learner47%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)52%
Parent education - college graduate81%
Parent education - graduate school/post graduate55%
Parent education - declined to staten/a

Math

All Students63%
Females65%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged59%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability63%
English learner53%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate48%
Parent education - some college (includes AA degree)66%
Parent education - college graduate88%
Parent education - graduate school/post graduate64%
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 Students69%
Females75%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged68%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability70%
English learner15%
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 graduate48%
Parent education - some college (includes AA degree)82%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students92%
Females97%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged89%
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability92%
English learner86%
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 graduate89%
Parent education - some college (includes AA degree)93%
Parent education - college graduate94%
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 Students77%
Females76%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged74%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
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 graduate70%
Parent education - some college (includes AA degree)77%
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students93%
Females95%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged93%
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
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 graduate95%
Parent education - some college (includes AA degree)95%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students90%
Females89%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged88%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate95%
Parent education - some college (includes AA degree)91%
Parent education - college graduate84%
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
Hispanic 67%
White 23%
Asian 4%
Two or more races 2%
Black 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 68%N/AN/A
English language learners 25%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Sara Najarro
Special schedule
  • Year-round
Fax number
  • (626) 852-4573

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem

Apply

To learn more about enrolling, please call the school.
 

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.

 
Notice an inaccuracy? Let us know!

725 South Vecino Avenue
Glendora, CA 91740
Phone: (626) 852-4604

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools




Foothill Christian
Glendora, CA




ADVERTISEMENT
ADVERTISEMENT