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Teacher quality
Principal leadership
Parent involvement
I have a son in kinder that is in special needs for autism. Teacher decided to cut his hair. My son had spiral curly hair about ear length. Never got any notification from the teacher that there was an issue with his hair. The first time it happened I got a phone call at work and a zip lock bag with his hair in it. Had a talk with the teacher that after noon which I thought was clear that we don't like his hair short.Then the second time it happened 2 months later with out my consent I spoke to the principal. It was amazing to see how dismissive the administration was of the situation. Totally sided with the teach as if they had done us a favor and did not even get an apology out of the whole situation. Reported it to the school district and the only thing they did was say it would not happen again. The school district called the school first before hearing what we as parents had to say. I feel very disrespected and how are you suppost to trust people like that with your child. I have 2 other children at different LBUSD schools and Never had an issue with any one. Parents be a voice for your children.
—Submitted by a parent
We love Gompers! Both my boys have excellent teachers in 4th grade. The administration is great, all the teachers, staff, PTA, and parents all work well together. It is a nice community that is involved together.
—Submitted by a parent
So far so GREAT!! My son just started kinder this year and we both are enjoying it very much. He has an amazing teacher that truly cares about each child. We are very excited to see what the rest of the school year holds for him. We love Gompers! I went here as a child and it was great then and it is even grater now. Proud to have my son attending this school and lookong foward to enrolling my daughter in 4 years :)
—Submitted by a parent
My husband and I are completely let down by this school. Our 2 daughters have been attending this school k-4th and this year our oldest is in the 5th and it has all gone down hill since last year. They need to be more strict on the kids behavior towards one another. Our oldest has been going through a bullying issue and it has been a very serious black on white race issue. We are extremely let down by the way this issue has been handled and agree that if this was the other way around it would have been taken more seriously.
—Submitted by a parent
Nice school, teachers seem engaged in the students best interest; less impressed with the leadership, but overall good quality school in Lakewood.
—Submitted by a parent
the teachers are very good , well the teachers my kids have now and the school is kept up very well !
—Submitted by a parent
The teachers at Gompers are wonderful. They work very hard at to inspire the students. Gompers has a great PTA. They also have some of the best parents who volunteer in the classrooms to help out the teachers. I'm proud of our school and all they are trying to do for our kids.
—Submitted by a parent
Gompers middle school serves good studies and allows a student, like myself, to appreciate the help most teachers offer. I really wouldnt know classes outside of the gate progam, only because i was in the gate program. You see a lot of the teachers at that school, along with the staff, only see gompers academic wise. Many problems happen socially. I myself didnt have much problem with friends or making them, but some students in my class did. So basically, i think that the school staff should focus on that. I didnt really like the school very much. I think the Elementary portion is very well organized in the way that parents would appreciate. As for the middle school, not so much. This school has many pivate issues to deal with. the matter should be resolved when the staff is aware. Which might not be as quik as it should be.
—Submitted by a student
I am extremely disappointed with the lack of leadership, accountability, responsibility and professionalism at this school. As a parent I have expressed various concerns pertaining to my children s education and have been passed from person to person. The lack of follow through has been displayed from the Principal all the way down to the secretary. I have visited the office on numerous occasions just to be greeted by the office staff on their cell phones. It has come to the point that I dread interacting with the entire administrative staff at this school.
—Submitted by a parent
I love Gomper's! My son has been in the GATE classes since first grade and he is doing wonderfully!
—Submitted by a parent
I love this school....k-8th is wonderful...the teachers are wonderful and the staff quite helpful.
—Submitted by a parent
We feel very fortunate to have our children attend Gompers. The education they are obtaining is one of the best in the district. The leadership and guidance is also excellent.
—Submitted by a parent
My daughter just started kindergarden this year but went to the pre-k classes and it has been great. The teachers make the children feel welcome(her teacher even called to welcome her to the class before school started) and seem to really care about the individual child as well as the learning.
—Submitted by a parent
This is an excelent school to have anyones child attend. Teachers,Principal, and parents are all very committed to making this school every year a Title One award winning school. Very proud parent of gompers....:)
—Submitted by a former student
I currently have two children attending Gompers. I am so pleased with Principal Camarino's involvement with this school. My daughter is now in 5th grade and I have seen the difference in her since Mr.Camarino has been with Gompers. She continuously tells me how he visits the classrooms and plays on the play ground with the students. The teachers at Gompers are outstanding. I as a parent can now appreciate what these teachers do for our children. I have the up most respect to the teachers at Gompers. My kids have had the opportunity to attend Gate schools, but we are so satisfied with what Gompers has to offer.
—Submitted by a parent
My son had just finished pre-K at a Christian Preschool and finding the right Kindergarten was very important to me. I was very impressed with the school Principal, Mr. Camerino. Mr. Camerino made himself available anytime I wanted to take a tour or had questions. (I had several.) I observed his interaction with the kids several times and he treats them with respect and dignity. (A big plus in my book.) Not only is he there for the parents but he was also out on the playground with the kids on several occasions. If you are considering an Elementary School, go and talk with Mr. Camerino, see for yourself that he is a Principal with direction and he is passionate about his school.
—Submitted by Lynne Street, a parent
This is a great school. The teachers, staff, and principal go above the call. I hope more people will look into this school for the future of their children.
—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.
Grade level
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.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
78 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.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
91 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.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
96 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.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
103 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 59% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
93 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 Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
103 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 Algebra I was 49% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
34 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
103 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 | 67% |
| Females | 75% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 79% |
| Students with disability | 23% |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| 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 | 35% |
| All Students | 77% |
| Females | 75% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 84% |
| Students with disability | 38% |
| Students with no reported disability | 85% |
| English learner | n/a |
| 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 | 68% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 58% |
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 | 54% |
| Females | 54% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 73% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| 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) | 79% |
| 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 | 63% |
| Females | 64% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 55% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| 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) | 66% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 67% |
| 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 | 78% |
| Females | 78% |
| Males | 78% |
| African American | 54% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 76% |
| Males | 88% |
| African American | 62% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 53% |
| Males | 72% |
| African American | 31% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 69% |
| Females | 76% |
| Males | 62% |
| African American | 71% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| 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) | 54% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 75% |
| All Students | 48% |
| Females | 54% |
| Males | 40% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| 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) | 48% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 74% |
| Males | 63% |
| African American | 77% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| 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) | 62% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 68% |
| All Students | 70% |
| Females | 76% |
| Males | 62% |
| African American | 83% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 68% |
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 | 55% |
| Females | 59% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 60% |
| Males | 68% |
| African American | 47% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 55% |
| All Students | 21% |
| Females | 27% |
| Males | 8% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 29% |
| Students with disability | n/a |
| Students with no reported disability | 22% |
| English learner | n/a |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 41% |
| Males | 58% |
| African American | 26% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 36% |
| All Students | 51% |
| Females | 38% |
| Males | 65% |
| African American | 32% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 36% |
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
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
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
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 43% | 49% | ||
| White | 31% | 28% | ||
| African American | 12% | 7% | ||
| Asian | 7% | 8% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 3% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 10% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 50% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 83% | 85% | ||
| Khmer (Cambodian) | 5% | 0% | ||
| Vietnamese | 5% | 2% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Samoan | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Japanese | 1% | 0% | ||
| Thai | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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5206 Briercrest Avenue
Lakewood,
CA 90713
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