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GreatSchools Rating

Grace Miller Elementary School

Public | K-5 | 417 students

 

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Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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15 reviews of this school


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Posted June 4, 2013

My school is amazing. My child will be in 4th grade next year and it has been a wonderful experience. The entire staff from the top to the bottom has been nothing but a great example of how a school should be operated. We have wonderful parent participation and I am lucky to be a part of it all and call it home!
—Submitted by a parent


Posted April 15, 2013

this school is not what the ratings say. after my duaghter was missing for 4 hours and the school knew my child was missing that long, someone else brought her to school the schoool finally called me! then again my daughter didnt come home they had her in the office sitting there and didnt call the me! her 3rd grade teacher didnt what her in her class because my duather was not california state eduation level due to our military state to state moves. this teacher sent home piles of homes work and was mean and careless... this school is terrible.
—Submitted by a parent


Posted September 25, 2010

What a wonderful learning environment! Teachers are caring and trained. There is a ton of parent involvement and a very welcoming and eager PTA. The principal is visible and willing to help. I am so happy that my children (and I) are a part of such a cozy and fantastic school. Go Roadrunners!!
—Submitted by a parent


Posted June 16, 2010

My children attened Grace MIller for only one school year (unfortunately). However they have set my expectations of what a school should be. Teachers are very involved in helping and making sure students are up to par , Office staff was always at they're best in being informative to parents. I truley loved this school and they're curricular.
—Submitted by a parent


Posted November 12, 2009

Grace Miller is a wonderful learning environment with an abundance of parent involvement and caring. New techniques are being used and the level of learning is going up daily.
—Submitted by a parent


Posted May 21, 2009

The teachers & staff are exceptional, well organized & very attentive to student needs. You could not ask for a better school as far as teachers and staff. The PTA is an entirely different matter. The PTA Presdient seems to have her own agenda, not the schools needs at heart. The PTA President & Vice President seem to be out only for their children, the concerns voiced by many parents. The Vice President will not talk to you unless you are in her 'click' of friends. I always thought of the PTA to be a program to help the school help the students. In prior years the PTA seemed to be more open to comments and suggestions. The last 2 years the more gossip the PTA stirs up the better. Fix the PTA and Grace Miller will be an awesome school.
—Submitted by a parent


Posted January 28, 2009

My child has gone to this school for three years now and I am sad to say that only one year was great. Some of the staff are rude to the children and parents and there is a lot of improper teaching methods being aloud. The cafeteria food is horrible and unhealthy. The star program is very strict and leaves many children to feel bad about themselves. This is not the school I thought it would be.
—Submitted by a parent


Posted October 4, 2008

Grace Miller truly has a huge heart. The principal is not only visible around campus but she is very approachable. This is our family's second year at this school, having transferred in from another state. The office staff and principal answered my questions by the hundred by email and phone even before we completed our move. Once we arrived we were greeted as friends. The school's peace builder program and student peace builder pledge adds to the character of this campus. I have noticed a change for the better in the PTA from last year to this year. Last year despite filling out their volunteer form, I was not asked to help in any way. This year I can attest that those who submitted volunteer sheets have been called and I see many new faces helping around campus. Grace Miller is worthy of your short list!
—Submitted by a parent


Posted September 3, 2008

I feel this is a strong school, but a bit elitest. PTA is not always open to new members or ideas. Not all teachers want parent volunteers and it makes me wonder why. The office staff is very welcoming and helpful.
—Submitted by a parent


Posted June 2, 2008

Grace Miller is a good school with a 'Small Town' feel. They make additional efforts to reach all students - gifted and those in need of additional support. The teachers present a rigorous program and are most are involved in the many family nights that are offered. There are mother/son and father/daughter nights, a talent show, a Halloween get together and an all school holiday program. My children are motivated and enjoy going to school
—Submitted by a parent


Posted October 17, 2006

Great teachers, very involved with each student and keep parents up to date.
—Submitted by a parent


Posted September 13, 2006

The fourth grade team at Grace Miller really worked my student, but he moved up to advanced on the state assessments. I am excited by the programs presented in the fifth grade by the team. The teachers are professional and very easy to approach. They encourage parents to help in the classroom and so I've seen care and kindness, knowledge and firmness, and a genuine concern for ALL students in my son's class. Come enjoy the family atmosphere (especially on family fun night).
—Submitted by a parent


Posted March 30, 2006

Dear Parents, Grace Miller is a school small in enrollment, comparatively speaking, but huge in heart! It is a school where teachers and staff create a warm and friendly environment so that all children and parents feel 'at-home.' Parent involvement is a success, I think, because of those feelings. The teachers that taught my children K-3rd were fun & creative. They allowed my children to be themselves while nurturing and educating them to be independent, responsible, caring young people. The current principal is deeply caring of her students and her staff and has been with Grace Miller for a number of years. A majority of which she was a teacher. She will listen to your concerns. She will help to rectify your problems that arise in a very professional manner. I miss Grace Miller dearly, and had we not moved, we would still be there.
—Submitted by a parent


Posted April 30, 2005

Grace Miller is La Verne's best kept secret! It is truly the unsung hero of Bonita Unified. Great staff and programs. Great parental involvement.
—Submitted by a parent


Posted November 15, 2004

My son has attended this school for three years now. The kindergarten program is outstanding. The teachers in Kindergarten team teach and have an excellent system in place. There are some very good teachers at this school. However, I should mention that some teachers are not very friendly and two of them have been disrespectful to other adults. I can mentioned that one of the young teachers yelled her instructions at me. I was surprised by her behavior and damaged the opinion I had about this school. I realised that not every teacher at this school has class. Two of the teachers my son has had have been outstanding. However, there is tension and animosity towards parents.
—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

889

Change from
2012 to 2013

-4

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

6 / 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

889

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

-4

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)

9 / 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)

6 / 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.

62 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
67%

2011

 
 
58%

2010

 
 
66%
Math

The state average for Math was 65% in 2013.

62 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
74%

2011

 
 
63%

2010

 
 
82%
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.

73 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
49%

2011

 
 
67%

2010

 
 
54%
Math

The state average for Math was 66% in 2013.

73 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
88%

2011

 
 
84%

2010

 
 
66%
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.

63 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
87%

2011

 
 
76%

2010

 
 
81%
Math

The state average for Math was 72% in 2013.

63 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
85%

2011

 
 
81%

2010

 
 
86%
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.

59 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
84%

2011

 
 
82%

2010

 
 
78%
Math

The state average for Math was 65% in 2013.

61 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
81%

2011

 
 
85%

2010

 
 
80%
Science

The state average for Science was 57% in 2013.

59 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
87%

2011

 
 
90%

2010

 
 
82%
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 Students71%
Females79%
Males62%
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)81%
Economically disadvantaged54%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduate68%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students71%
Females79%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged62%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)77%
Parent education - college graduate68%
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 Students52%
Females56%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged31%
Not economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)50%
Parent education - college graduate52%
Parent education - graduate school/post graduate64%
Parent education - declined to staten/a

Math

All Students79%
Females76%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged65%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)82%
Parent education - college graduate81%
Parent education - graduate school/post graduate91%
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 Students81%
Females86%
Males76%
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 disadvantaged60%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate83%
Parent education - some college (includes AA degree)73%
Parent education - college graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students75%
Females72%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged55%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)64%
Parent education - college graduate93%
Parent education - graduate school/post graduate100%
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 Students87%
Females97%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged79%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)87%
Parent education - college graduate87%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students92%
Females97%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged81%
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)88%
Parent education - college graduate94%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students89%
Females90%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged71%
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)83%
Parent education - college graduate87%
Parent education - graduate school/post graduate100%
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 52%
White 31%
Asian 4%
Two or more races 4%
Black 3%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 45%N/AN/A
English language learners 9%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

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School basics

School Leader's name
  • Deanne Spencer

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
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1629 Holly Oak Street
La Verne, CA 91773
Phone: (909) 971-8206

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