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Teacher quality
Principal leadership
Parent involvement
This is a great school.The principal Mrs.Free is very efficient, dedicated and such a nice person. The staff is great especially Ms.Rhea is very polite and cooperative. Teachers are great, especially Mrs.Wiltfong, a fourth grade teacher very efficient and adorable hardworking teacher. No doubt,, this is a great school in Granada Hills.
—Submitted by a parent
This is a great school. Staff is very helpful!!! I've had a great experinece in the 2 years that my son has been attending this school. I highly recommend this school.
—Submitted by a parent
So glad I did my research before sending my son here over 2 years ago now. I'm very pleased with my decision, they have a YMCA on site, great after school programs, Mad Science that my son absolutely loves and an overall sense that they really do strive for excellence and a family feel. Mrs Mahalatti noticed a little trouble with my son's reading and recommended him into a reading program which was tons of help.
—Submitted by a parent
TERRIFIC TEACHERS AND STAFF. A REAL COMMUNIITY SCHOOL. NEW PRINCIPAL IS CARING. LOVE THE MORNING DROP-OFF PROGRAM. NOTHING BEATS THIS GREAT SCHOOL
—Submitted by a parent
Just using this as an oportunity to share witheveryone: Im a parent of 4 Boys that 3 graduated from Danube and my last one is Graduating this year!!!!! Thank you to the best school principal Ms. Geier such blessing to have you and thank you for the quality work of your teachers! This year as a big reward having Ms Carrillo as my child's teacher is truly an honor, I see her dedication her passion for teaching and her support and kindness as a person. Can't thank you enogh for the big steps of advance that my son has taken, not only that but he feels secure, confiident and good about him self! you guys are a great teem!
—Submitted by a parent
starting out last year as parents of a 5 year old and as nervous as we were visiting the various schools, Danube Elementary proved to be an excellent choice. The Principal, K Teachers and facalty could not be more informed and prepaired to inspire the children. My child is acheiving her goals in reading and writing among others and we are blessed to have come into contact with such an academically enriched program. Thank you all
—Submitted by a parent
As a parent of a 3rd Grader and a Kinder student, I can not stop talking about the school. I am very blessed to be a part of such institution. From Mrs. Geier to the last employee employee at Danube, that takes care of my kids, Thank You, you are truly our second family. My husband and I are very proud to be a part of it. To the PTA members and parents involved, thank you, I really see the change from few years ago, great team now!! And we can not forget the awards, that just speak for themselves! CONGRATULATIONS!
—Submitted by a parent
This is the first year my daughter has been at Danube, she is Special Needs, she is advancing on a daily basis, this school has been a blessing to my daughter and our family.
—Submitted by a parent
as a parent of a kinder student ,a 3rd grader and of a graduate of the school i would like to say i am very pleased to be a part of such a wonderful school
—Submitted by a parent
My fifth grade child just graduated & attended Danube since Kinder, he absolutely LOVED Danube. The principal, teachers, students & staff are truly the best. I had heard a few bad things before about the PTA, but it seems that after a few changes, it has really gotten better. I have attended a few PTA meetings, and they really try to make everyone feel welcome and at home. Not only do the teachers make an effort to connect with the children, but even the principal takes time to listen to any parent or child that has a concern or suggestion. I have 2 other children still in Danube, and I am thrilled to know they are in a great school environment. I am surprised to see some of these parents complaining about the school. I do nothing but brag about Danube to everyone. The awards Danube just received are well deserved!
—Submitted by a parent
This year has been the best year for my child. She just finished the fifth grade and she would not stop raving about her wonderful techer. Im not afraid to say her name. It wa Ms. Lopez. She gave my daughter confidence I never thought she had. She inspired her to work hard and just enjoy school. The teachers at Danube have always put the kids first and that's evident every year. I am proud to recommend this school to all of my girlfriends and parents i see around. Danube will be greatly missed and my daughter and I will always hold Danube in our hearts. Thank you Mrs. Geier and Ms. Lopez!
—Submitted by a parent
WOW! Congratulations Danube Avenue Elementary School!! Danube has won the Title 1 Academic Achievement Award this year as well as the honor of being one of California's Distinguished Schools! I know it is because of the awesome administration and their ability to recognize problems and take care of them in a timely manner. It is also due to the wonderful staffs great ability of working and collaborating together as a team. Danube is also very lucky to have such a supportive community and PTA that helps out and keeps the school as one of the BEST in California. Only 48 elementary schools in ALL of California have won both of these titles and Danube is one of them! I have been a staff member at Danube for many years and if I did have children I would be proud to send them to Danube!
I've had one child pass through Danube, and have another in first grade. I agree with the person who said that you don't hear about problems until they're larger than they should be: my daughter ended up having to be tutored in Math and Reading in the fifth grade. Her fifth grade teacher told me half-way through the year she was having problems. There are some good teachers, but I think the teachers tend to be overwhelmed. One or two teachers have admitted they have to teach to the tests California requires rather than *teaching* the kids to learn. Often I wonder how much my children learned at school. The current administration is okay, but I got the feeling there were tensions among the staff after the new principal took over. There's a new afterschool program that seems to be keeping children more organized.
—Submitted by a parent
I find that the teachers are very relaxed in their class. I believe that this is true because they have been teaching the same grade for far too long. I would like for teachers to be involved with programs that would get them out of their current routing. I believe that they are over worked. With all the teaching and learning that is taking place in today s class rooms, I believe that teachers need more support in the class rooms.
—Submitted by a parent
I agree with the poor reviews I've just read. My experience has not been very good over the past 5 years. The teachers present problems with school work as the parents fault, *always*. You also never hear about a problem before it becomes a huge issue. Teachers are disconnected from the students and the parents and I have found the administration to be needlessly defensive. Disciplining bullies and discouraging bad behavior also seems to be a growing problem.
—Submitted by a parent
I find that few teachers have the caring/nurturing qualities I am looking for in an elementary school and I find the administration to be very relaxed about disciplining bullies on campus. Supervision during recess, lunch, and after school is poor. Most teachers have low expectations of students.
—Submitted by a parent
Safety and discipline of the children is not a top priority.
—Submitted by a parent
I'm concerend about the lack of student supervison.
—Submitted by a parent
Although some excellent teachers have retired in the last few years, the new teachers at Danube are very good. The principal is caring and nurturing; an excellent administrator.
—Submitted by a parent
The principal needs to make sure that the school doesn't lose good, quality teachers. During the past couple of years, some of the best teachers at the school have left, and their replacements, along with some of the existing teachers, lack classroom management, and quality teaching skills.
—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.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
75 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.
71 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
71 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.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
67 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.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
51 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 | 72% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 42% |
| 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 | 57% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 53% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 58% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 78% |
| 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
| All Students | 51% |
| Females | 63% |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 0% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 82% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 33% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 64% |
| 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
| All Students | 87% |
| Females | 92% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 84% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 87% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| 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) | 80% |
| Parent education - college graduate | 92% |
| 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
| All Students | 72% |
| Females | 74% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| 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 | 42% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 76% |
| 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) | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| 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) | 86% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 74% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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) | 73% |
| 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 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 72% | 49% | ||
| White | 11% | 28% | ||
| African American | 7% | 7% | ||
| Filipino | 4% | 3% | ||
| Asian | 3% | 8% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 20% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 67% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 85% | 85% | ||
| Korean | 5% | 1% | ||
| Arabic | 4% | 1% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Armenian | 2% | 1% | ||
| Indonesian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 18 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 17 | 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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11220 Danube Avenue
Granada Hills,
CA 91344
Website: Click here
Phone: (818) 366-6463
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