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GreatSchools Rating

Monroe K-8

Public | K-8

 

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Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted March 10, 2011

I have had really good experiences with this school. My kids' teachers have been excellent and my kids have loved them all. It's been really exciting to see how parents & teachers have been trying to make the school better every year.
—Submitted by a parent


Posted October 22, 2010

THE STAFF CONTINOUSLY STIVES TO MAKE OUR SCHOOL BETTER FOR OUR KIDS IN EVERY WAY POSSIBLE.
—Submitted by a parent


Posted October 21, 2010

Monroe School has great teachers and staff. They genuinely care about the students and their education. They make learning fun, which is what kids need to keep them interested.
—Submitted by a parent


Posted October 20, 2010

Great program for scholars from 1st graders and up.
—Submitted by a parent


Posted October 20, 2010

I love the K - 8 program it offers, I also love the accelerated courses it offers from 1st - 8th grade. This school has some of the best teachers in the area!
—Submitted by a parent


Posted June 8, 2010

principal and staff are all excelent and steller, very professional and educated. There are no incidents of abuse.


Posted February 15, 2010

Amazing, as I read these reviews it is exactly what I have seen and experienced at this school. Not friendly and not safe, lots of bullying and no one on staff, from principal down, cares. I pulled my kids out. If your child goes here keep an eye on what goes on and if there is trouble and no one cares, send a registered letter to the superintendent. Rating? there is no option for going into the negative.
—Submitted by a parent


Posted June 12, 2009

2009-2010 was my sons first year at monroe. They were in first and third grade. We had a pretty good year. I read some reviews from other parents and we did not have any problems with bullying. In My opinion the school has been strict with safety and conduct. Maybe they took heed on what parents were complaining about and are taking action. I was just a member of the PTSA last year. Now I am going to actually participate which is the problem with a lot of schools. There is not enough parent participation.
—Submitted by a parent


Posted February 3, 2009

We have only been at this school for one year. Not very family oriented- not happy with the no celebration of holidays. I believe that it is part of our childrens memories, and they are way too worried a bout being PC.
—Submitted by a parent


Posted December 7, 2008

The elementary experience at Monroe was fine. It is the middle school experience that has been frustrating. The erratic teaching styles and requirements of the staff are reinforced by the do nothing administration. we have had bullying and teacher compliance problems within the middle school and received empty promises by the outgoing administration and we are now underwhelmed by the new administration. We are now looking forward to June and being done with this school.
—Submitted by a parent


Posted October 24, 2008

This year is my sons first year at Monroe He loves his teacher Mr. Kong and he seems to enjoy school, However I must agree with a lot of the comments on Bullies at the school. My son is trying very hard to try to adapt and he does come home often saying thre is crude name calliing, and just recently was hit in the face and kicked by a student leaving a bruise on his leg. So far Ive heard of no punishment given, or an apology by the student, This is a serious problem wheen there's abuse by a student and no action is taken to correct it.
—Submitted by a parent


Posted August 27, 2008

I agree with this post. In fact I am questioning if I wrote this and somehow forgot I had. The school for the most part does a decent job but can certainly do better. Some of the teachers do appear to be bothered when you ask them to do 'their jobs' I understand budget cuts and not wanting to work and get paid minimal for it however as a teacher that is just part of the job. Parents are the 1st teacher in a childs life (or should be) and we are not paid. We enjoy the smiles when they 'get it' some teacher in addition to their awful pay still get the satifaction of a childs smile. I would love to see more smiles at monroe on the faces of both teachers and students.
—Submitted by a parent


Posted July 30, 2008

This school has nothing spectacular to offer. It is average along with the staff who is not very welcoming or helpful. I hope the new principal can encourage positive attitudes within the staff and PTA that the school needs.I heard so much complaining among staff members.(not good for a parent to hear!) Along with the behavioral problems esp. from the Middle school kids. I'm hoping for an improvement.
—Submitted by a parent


Posted July 28, 2008

My son will be 5th grader going into the 08-09 school year. Thus far we have had amazing teachers. We had Mrs quinby for 4th and he loved her. My only concern is that there is way to many bullies on the playground and they get away with it on a daily basis especially at lunch. My son and other friends of his have told me that the yard ladies are not doing much to stop this and my son is miserable when lunch time arrives. He has always loved school but now has issues just thinking about lunch and if the same kids are going to steal his lunch again. I love the school but just hope they will please pay more attention. I know it can be hard I have worked daycare for many years and you cant see everything.
—Submitted by a parent


Posted March 14, 2008

This is just an update since the prior posts were before the new Principle came aboard. The school still has a long way to go as far as parent involvment, which can make or break a school sometimes. Mrs. Imbroane is the best thing thats happened to this school in a long time. It's too bad the budget cuts will affect how much she can do for the school. She has such spirit and willingness to physically get out there and make things better. If only half the parents that complain about things, could use that energy toward helping, we could be a 9 or 10 rated school too.
—Submitted by a parent


Posted February 11, 2008

I went to this school during the 4 grade year all the way untill the 8th grade i loved the teachers and and the staff. I would never forget any one there. It's a wonderful place to grow and learn from. I'm a senior now about to graduate, gving lots of thanks to the teachers there and staff.
—Submitted by a student


Posted October 23, 2007

My son has been going to the school for 2 years now and he loves it. He was speech delayed and I was nervous about starting Kindergarten, but to my surprise, it has been the best thing for him. He had a wonderful Kindergarten teacher. The school has a gardening program and library day. He's brought home Radishes that he learned all about and Kale that our whole family tried for the first time. Another great option that the school offers is the after school care (located in the school) is a great program. (I can't wait for my daughter to start there) He learns so much in Educare and they make it fun to learn new things as well as helping with their homework (The older kids in the class are mentors to the younger ones). I've really seen him grow so much in this environment and it's very exciting.
—Submitted by a parent


Posted September 12, 2007

I removed my child from Monroe.I regret not doing it 2 years earlier! The atmosphere is not conducive for learning.Bullies of all ages dominate the school. The staff do not remain impartial or courteous. Perhaps more parents would become involved if the current PTA were friendlier and easier to work with! A complete overhaul is necessary! Little to no extra curricular activities for kids.
—Submitted by a parent


Posted January 11, 2006

I have two children who attend Monroe K-8 school. One is in the middle school grade 7; the other in 4th. They have been in the school for 2 years and I find it to be an excellent school with great parent involvement. I especially like the middle school because it is very small and the teachers really know each and every student. The teachers are really good. There is limited sports as it is a smaller school but they do offer volleyball, track, basketball and golf. There is no football team or cheer due to limited space. Monroe has the very best music teacher around (Mr. Skadberg). The kids love him and he is an excellent teacher. I hope my review was helpful to you.
—Submitted by a parent


Posted May 6, 2005

Both of my chlidern attend Monroe. The quality and intenseness is at an average teaching performance rate.
—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

800

Change from
2012 to 2013

+17

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

5 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school 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

800

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

+17

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

4 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

5 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

54 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
62%

2011

 
 
61%

2010

 
 
45%
Math

The state average for Math was 65% in 2013.

54 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
72%

2011

 
 
76%

2010

 
 
77%
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.

60 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
53%

2011

 
 
44%

2010

 
 
38%
Math

The state average for Math was 66% in 2013.

60 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
82%

2011

 
 
62%

2010

 
 
74%
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.

65 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
60%

2011

 
 
66%

2010

 
 
57%
Math

The state average for Math was 72% in 2013.

65 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
68%

2011

 
 
74%

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 60% in 2013.

41 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
61%

2011

 
 
50%

2010

 
 
52%
Math

The state average for Math was 65% in 2013.

42 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
67%

2011

 
 
43%

2010

 
 
41%
Science

The state average for Science was 57% in 2013.

41 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
47%

2011

 
 
38%

2010

 
 
41%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

63 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
51%

2011

 
 
43%

2010

 
 
46%
Math

The state average for Math was 55% in 2013.

64 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
52%

2011

 
 
40%

2010

 
 
39%
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

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

99 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
47%

2011

 
 
48%

2010

 
 
40%
Math

The state average for Math was 52% in 2013.

100 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
57%

2011

 
 
41%

2010

 
 
42%
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

Algebra I

The state average for Algebra I was 50% in 2013.

65 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
57%

2011

 
 
63%

2010

 
 
54%
English Language Arts

The state average for English Language Arts was 57% in 2013.

120 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
56%

2011

 
 
46%

2010

 
 
57%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

66 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
31%

2011

 
 
12%

2010

 
 
38%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

131 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
47%

2011

 
 
43%

2010

 
 
49%
Science

The state average for Science was 67% in 2013.

119 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
46%

2011

 
 
56%

2010

 
 
57%
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 Students63%
Females65%
Males61%
African American60%
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged57%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only66%
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)65%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students60%
Females61%
Males58%
African American67%
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged51%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)53%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students55%
Females63%
Males47%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged42%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students77%
Females73%
Males80%
African American64%
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged61%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)81%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students65%
Females75%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged50%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)67%
Parent education - college graduate86%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students84%
Females86%
Males84%
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 disadvantaged83%
Non-economically disadvantaged86%
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 graduate93%
Parent education - some college (includes AA degree)78%
Parent education - college graduate93%
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 Students63%
Females50%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged46%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students76%
Females71%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged72%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability81%
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 graduate62%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students61%
Females50%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged42%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students62%
Females58%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged49%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)52%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students57%
Females54%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged44%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)52%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students50%
Females58%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged47%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability52%
English learner0%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)65%
Parent education - college graduate65%
Parent education - graduate school/post graduate60%
Parent education - declined to staten/a

Math

All Students62%
Females70%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged58%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability68%
English learner27%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate47%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)78%
Parent education - college graduate65%
Parent education - graduate school/post graduate80%
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

Algebra I

All Students69%
Females86%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged69%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate87%
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students49%
Females52%
Males45%
African American48%
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)76%
Economically disadvantaged32%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability50%
English learner12%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)50%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students32%
Females29%
Males34%
African American29%
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged41%
Students with disability7%
Students with no reported disability38%
English learner13%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)25%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students53%
Females55%
Males52%
African American42%
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged43%
Non-economically disadvantaged70%
Students with disability7%
Students with no reported disability59%
English learner19%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate40%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)58%
Parent education - college graduate70%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students51%
Females48%
Males55%
African American43%
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged34%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability52%
English learner12%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)54%
Parent education - college graduate70%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 48% 52%
White 25% 26%
Black 17% 6%
Asian or Asian/Pacific Islander 7% 11%
Hawaiian Native/Pacific Islander 2% 1%
Two or more races 1% 3%
American Indian/Alaska Native 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 61%N/A54%
Source: NCES, 2010-2011

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Mark Curran
Fax number
  • (562) 420-7667

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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4400 Ladoga Avenue
Lakewood, CA 90713
Phone: (562) 429-8911

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