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GreatSchools Rating

Grand Terrace Elementary School

Public | K-6

 

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Living in Grand Terrace

Situated in an urban neighborhood. The median home value is $182,300. The average monthly rent for a 2 bedroom apartment is $1,120.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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8 reviews of this school


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Posted May 2, 2014

The way they don't allow parents on campus to pick up their kids and shove everyone in the street is dangerous with the amount of foot traffic vs. vehicle traffic and no crossing guards or police to direct traffic and protect a student or parent from being hit by a car. Quality of education is poor and the upper grade students roam around un-supervised visiting other class room, graffiti bathrooms, and not attending class. Staff talk rude to the kids and don't repremand kids for dressing and talking inappropriate for their age. NOT RECOMMENDED
—Submitted by a parent


Posted April 14, 2014

No crossing guards for the kids.. There are good and lousy teachers at the school
—Submitted by a parent


Posted August 1, 2013

This is my sons second year going to grand terrace. The teachers are really nice and always very helpful answering any questions that I have.
—Submitted by a parent


Posted October 25, 2012

I am not at all impreesed with this school or their curriculum. The teachers seem generally unconcerned with the students needs. The office staff seems rude and the teachers could use an extra course or 2 in my opinion. The kindergarten program is what I am mainly referring to. They have yet to do any projects, crafts, or anything of the like with my childs class. I remember kindergarten being a great start and fun mixed in with learning, singing songs while walking in line, etc. Now they MUST be quiet or they get disciplined. These kids are only 5 for crying out loud! lets have some creativeness and imagination. They cannot be expected to sit behind a paper and pencil quietly for hours without any kind of creative learning fun! I am so dissapointed that my childs first year has been so mediocre until this point. I will be transferring ASAP!!! If you read this please do your child a favor and go to Terrace View Elementry instead. I would have but had no idea there were 2 elementry schools in Grand Terrace. I will be speaking with administrators about the low budget and coldness of the school!
—Submitted by a parent


Posted August 13, 2012

The year is off to a great start and i see only good things for this school year. I am very happy with my sons teacher. I know he will do good in her classroom.
—Submitted by a parent


Posted November 11, 2008

I think Grand Terrace Elementary is a fantastic school. The teachers work hard and care for our kids. The PTA is small but works hard to support the students. One of the downfalls is that it is part of the Colton Unified School District. CJUSD has made many mistakes including the inability to build a high school in Grand Terrace and meet the needs of the students in the district. Unfortunately the CJUSD special ed department falls far short of the needed assistance. I think the special education teacher at GTE is amazing and needs more support from the district. Overall, my children have attened the school for 4 years and I plan to keep them there. Thank you to the teachers, staff and welcome to the new Principal and Vice-Principal.
—Submitted by a parent


Posted September 25, 2006

My son is a [student] at Grand Terrace Elementary and I am very disappointed with the way they introduce new materials to the students. I have noticed that my son teacher is not worried about if the students learn the material or if they understand he's more concern with meeting guide lines/ dead lines and I truly think that's cheating our kids out of their education because school was made to introduce and teach materials to kids to help them years to come.
—Submitted by a parent


Posted August 22, 2005

I am impressed with the teachers at Grand Terrace Elementary. They really care about our children. Even though the State is demanding that they teach each child the same, they realize that it isn't going to work for every child. My child has special needs and needs more help. They support me as much as they can. They provide him with 1/2 hour a day of special tutoring. It isn't enough, but I know they care. I would like to see after school programs and am trying to rally parents in our community to support this issue.
—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

783

Change from
2012 to 2013

-18

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

5 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet 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 did not meet all student subgroup API targets for 2013

This school's
API score

783

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

-18

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 2011 and Spring 2012. 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)

5 / 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)

5 / 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.

98 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
70%

2011

 
 
70%

2010

 
 
68%
Math

The state average for Math was 65% in 2013.

98 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
78%

2011

 
 
80%

2010

 
 
73%
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.

88 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
48%

2011

 
 
55%

2010

 
 
52%
Math

The state average for Math was 66% in 2013.

92 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
66%

2011

 
 
67%

2010

 
 
61%
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.

93 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
53%

2011

 
 
53%

2010

 
 
41%
Math

The state average for Math was 72% in 2013.

93 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
54%

2011

 
 
60%

2010

 
 
51%
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.

83 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
55%

2011

 
 
47%

2010

 
 
48%
Math

The state average for Math was 65% in 2013.

84 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
63%

2011

 
 
54%

2010

 
 
35%
Science

The state average for Science was 57% in 2013.

83 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
55%

2011

 
 
45%

2010

 
 
41%
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.

85 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
50%

2011

 
 
42%

2010

 
 
49%
Math

The state average for Math was 55% in 2013.

86 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
48%

2011

 
 
37%

2010

 
 
49%
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 Students76%
Females80%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged73%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability81%
English learner59%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate65%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)84%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students80%
Females80%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged76%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability84%
English learner64%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate70%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)88%
Parent education - college graduate88%
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 Students36%
Females38%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged26%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability40%
English learner29%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate26%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)60%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students60%
Females65%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged53%
Non-economically disadvantaged84%
Students with disability36%
Students with no reported disability64%
English learner46%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate48%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)88%
Parent education - college graduaten/a
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 Students40%
Females50%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged34%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability42%
English learner20%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduate36%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)47%
Parent education - college graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students56%
Females54%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged49%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability57%
English learner40%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate36%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)60%
Parent education - college graduate73%
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 Students59%
Females51%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged47%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability63%
English learner42%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)64%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students47%
Females44%
Males49%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged41%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability50%
English learner50%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)58%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students57%
Females51%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged47%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability61%
English learner42%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduaten/a
Parent education - high school graduate48%
Parent education - some college (includes AA degree)70%
Parent education - college graduate64%
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 Students60%
Females66%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged58%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability64%
English learner42%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate38%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)74%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students54%
Females61%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged49%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability58%
English learner31%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate21%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)70%
Parent education - college graduate77%
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 State average
Hispanic 66% 52%
White 20% 26%
Black 8% 6%
Asian or Asian/Pacific Islander 5% 11%
American Indian/Alaska Native 1% 1%
Two or more races 1% 3%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 24%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 3%N/AN/A
Source: CRDC, 2011-2012

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School basics

School start time
  • 9:04 a.m.
School end time
  • 3:30 p.m.
Before school or after school care / program onsite
  • After school
School Leader's name
  • Cynthia Coello
Special schedule
  • Year-round
Fax number
  • (909) 876-4059
School leaders can update this information here.

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School culture

Dress Code
  • Neither uniforms nor dress code
Parent involvement
  • Grand terrace has a very active pta. pta plans fundraisers, book fairs and carnivals to raise money. pta supports fields trips, special treats and student of the month pizzas.
More from this school
  • In addition to reading, students also have monthly math goals. Students who meet their golas are rewarded. The school holds Math Contest and Spelling Bee to promote academic achievement. Students also display their artwork in the cafeteria.
School leaders can update this information here.

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.

 
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12066 Vivienda Avenue
Grand Terrace, CA 92313
Phone: (909) 876-4146

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