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Teacher quality
Principal leadership
Parent involvement
My school is very cool because everybody is nice except Miss Pat. I love my teacher Mrs. Clark and I loved my teacher last year, Mrs. Orson. My favorite part of school is Social Studies because we're doing something called "Clark's Market Place". My parents and I love the "Arts in the Garden" that takes place at my school every year.
—Submitted by a parent
A bit disappointed in this school. There is no communication. A teacher was accused of inappropriate conduct with a student and there was no communication to the parents about it. There was no letter on the situation or on what steps are the school going to take to ensure my child's safety. Also, school year has started, and my child doesn't have a teacher yet. The last 8 days, my child has had 3 different substitutes and there has been NO communication to the parents on the status of a permanent teacher. I am very disappointed
—Submitted by a parent
This school is far to crowded, my oldest grandchild went there, all thur- K- 5th grades, it was a wonderful school in all ways! My youngest grandson started school just this year, what a difference it was this year from 2 yrs ago when my oldest was there, it is so full now, my little 5 yr old was in a class of 36, and the teacher with no help! She had no time to really speak to any one about any thing, when i tried to converse with this woman she just talked down to me and blew me off quickly, I was shocked! I guess she was overwhelmed, and I certainly see why!!! Let us not even go into what it is like to pick your child up, it is really a nightmare of the worst sort! This school is so bad, we took our child out!
Amazing experince all around. A 5 star Public elementary school. Our 4 children have all attended Ford. Our youngest just finished her last year. The Principal was incredible. Very encouraging, inspiring and always receptive to the children & parents needs. The teachers were caring, dedicated, seasoned & always professional. The parent involvement was beyond any other school we've attended. All is obvious by how well prepared our children re forMiddle school and beyond. Go Falcons!
—Submitted by a parent
Rigorous academic school. Relies very heavily on donations and contributions from parents. This school is test focused and doesn't have the best support for the developmentally challenged kids. However, kids that don't require special needs flourish. TONS of homework and probably like all other schools go EXTREMELY fast. Spent many evenings just doing homework with my child. I wished I had minored in education in college thus I would be able to help my child more. But, it does offer good programs and has an excellent reputation. There are high ratios of students to teachers/aides so if you child is requiring more attention this may not be the school for them. This is input from numerous parents with similar viewpoints.
—Submitted by a parent
I have had two of my children go to Ford and it was a great experience. Excellent school and the new principle is terrific. The school not only has strong academics but the staff is very caring and loving. Best elementary school that any of my three children have ever attended.
—Submitted by a parent
Both my kids went there from K-6-from about 1998-2006. They blossomed & loved it there. The teachers were accessible & I'm sorry to hear that Mr. Keys isn't there anymore, he really cared about my kids.
—Submitted by a parent
Gerald Ford is a nice school. The children are wonderfull and the parents are very active in volunteering. The new principal does not seem very present and is not easily accessible. She does not seem to be able to manage the teachers and some teachers seem to have major attitudes. The school has become very test oriented and seems more worried about the schools ratings than the students well being. A highly rated school by state test scores does not always mean that it is the best inviorment for a child.
—Submitted by a parent
Gerald R. Ford Elementary School provides a safe, nurturing and child centered environment in which our children can grow academically, socially and emotionally. We encourage our children to learn, celebrating their creativity, initiative and individuality, through their daily interactions in the classroom, as well as, through their participation in many supplemental and enriching programs. Our students are focused on always doing their personal best. Staff members are dedicated and committed to the success of every child, and their professionalism is greatly acknowledged. Our parents/guardians and volunteers, through their continued involvement, help provide the support and interaction that contributes to a wonderful partnership between home and school, benefiting the children at Ford School. Community support provides access to additional activities, events and resources that augment our educational focus.
—Submitted by a teacher
This school is the best but we miss mr. Mc gaughlan and mr.Keys they brought a comradery to the school and the kids loved it..
—Submitted by a parent
We have the pleasure of returning to this amazing Public elementary school. Our 3 older children attended Ford and now our youngest is starting her 4th year. The Principal is incredible,inspiring and always receptive to the children & parenets. The teachers are dedicated, seasoned & professional. The parent involvement is beyond any other school we've attended. Go Falcons!
—Submitted by a parent
My three children attended Gerald Ford school, and what an awesome school is. Starting from the principal, teachers and volunteer parents. The academics are superior and the after school free programs for children are in abundance! Great overall school.
—Submitted by Lorena Armenta, a parent
Gerald Ford Elementary has some pretty awesome parents who give so much for the school. The Spring Golf Tournament and Auction is an amazing event in which community members and parents raise funds for the school. The City of Indian Wells and surrounding businesses support the school. As a parent I thank everyone that supports our school. I also want to praise the teaching staff for their dedication to the children. My girls love their school, and are proud and happy to be a part of the Falcon Family.
—Submitted by a parent
This is the greatest school in the entire Coachela Valley. We have been so happy with the teachers and the principal.
—Submitted by a parent
This school is awesome! We have been here since 2nd grade. The teachers are wonderful...extra curricular programs abound. The principal works really well with the parents.
—Submitted by a parent
My son started this school in the middle of the year and he really blossomed. The teachers really care about their students and making sure they receive a great education. The principal is very involved and makes sure that the students are taken care of.
—Submitted by a parent
My daughter attended one of the kindergarten classes from march to the end of the school year... I was a bit disappointed at the fact that the kids had no homework packets for the whole last two months of school...And no required reading or reading log, as she had in her previous kindergarten class in another school. It seems the kids do a lot of arts and crafts, cooking, fun stuff but not enough rigorous academics. I feel like my daughter stopped progressing once we put her in this school, having come from another kinder class where they had required 20 min. reading and weekly homework packets. My daughter learned a lot from the previous school and I feel it kinda came to an abrupt stop once we enrolled her in this one.
—Submitted by a parent
I believe this to be the best school in the Coachella Valley. My kids have been attending this school for 4 years. They have great teachers and staff. We just returned from the 4th graders trip to Sacramento. I believe we are the only school in the valley that does this. We fly to Sacramento and spend two days visiting the capital and learning about the gold rush. The 5th graders go to science camp for a week. Another great thing they get to do is walk to the tennis gardens next door on occasion for P.E. I would suggest this school for anyone. My child has ADHD. He is doing great.
—Submitted by Terree, 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.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
128 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.
139 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
140 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.
117 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
119 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.
125 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
129 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
125 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 | 76% |
| Females | 89% |
| Males | 65% |
| African American | 87% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 65% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 84% |
| Males | 82% |
| African American | 97% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 61% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 83% |
| 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 | 75% |
| Females | 78% |
| Males | 72% |
| African American | 80% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 25% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 85% |
| Males | 92% |
| African American | 91% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 50% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 95% |
| 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 | 84% |
| Females | 83% |
| Males | 84% |
| African American | 89% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| 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) | 85% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 82% |
| Males | 88% |
| African American | 89% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| 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) | 85% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 82% |
| Females | 86% |
| Males | 77% |
| African American | 86% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 86% |
| Males | 80% |
| African American | 88% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 73% |
| Males | 79% |
| African American | 86% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| 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) | 68% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 86% |
| 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
African American
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
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 | 52% | 27% | ||
| Hispanic | 38% | 51% | ||
| Asian | 4% | 11% | ||
| Two or more races | 4% | 3% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Black | 1% | 7% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 34% | N/A | 54% |
| English language learners 2 | 12% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 85% | 85% | ||
| Vietnamese | 10% | 2% | ||
| All other non-English languages | 1% | 1% | ||
| Greek | 1% | 0% | ||
| Italian | 1% | 0% | ||
| Korean | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |


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44-210 Warner Trail
Indian Wells,
CA 92210
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Phone: (760) 772-4120
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