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Teacher quality
Principal leadership
Parent involvement
I am in Ms.Gallup's class she is so great such a awesome teacher.She has a great class.She helps us kids understand lots of different things in different subjects in 4th grade.......^.^
My brother and I had attended this school for four years it is a great school and has a friendly environment. I wish i could go back to Williamgreen even though im about to go to high school.In the beginning i was struggling with English so they put me in tutoring which helped in so many ways.After that i was put in homework club which was a great opportunity.I could go on and on about how great of a school it is but that ll take a lifetime.So I recommend this school to a parent that has a child 5 through 10( they used to have preschool and sixth but i think that's changed)they go to this school, it a great learning environment and has so many outlets for a kids to express them selves. These are the best teachers at this school: Ms. Gallup,Ms. Sweet, Ms. Hoffman, and many more.
My daughter is a second grader at William Green School and last year we had a great experience with the RAP after school program. She was in the dance group and performed at varies events.I feel that dancing in front of all those people gives her lots of confidence, which hopefully will help her in life. The RAP teachers are great and I would highly recommend everyone to take advantage of having such a great program at William Green by place your children in a safe environment and giving your children a great experience with the teachers that will help them as they grow. I hope that my child has a great time this year as she did last year.
—Submitted by a parent
I attended this school for six years before having to leave. I enjoyed this school for ever. Some of my life choices have been based on this school. If you are a parent and is thinking about sending your child there it will be one amazing decision you could everer make.
Yes, this is a great school I have two daughters here and I give lots of credit to so many of the teachers working here, to name few: Ms. Moore, Ms. Morales, Mrs. Gallup, Mrs. O'Rourke, Ms. Rojas
—Submitted by a parent
I totally agree Mrs Diaz is the best preschool teacher, shes great very awesome and cant wait for my 3rd boy to start school so he can get her as well....my 2nd boy is doing another year with her and I am exited because he already knows so much and when he started he didnt even speak but now he speaks 2 languages knows his colors and shapes and more .....TKS
—Submitted by a parent
Thank you for a wonderful year Mrs Diaz, at the preschool you are so well loved and I hope you stay in this school the children need you and the parents love you. Continue being the way you are my son will move on by my other son is coming next year, please stay! my soon to be kindergartner is going to miss you.
—Submitted by a parent
My child has just started school this year. He is finishing is kindergarden year and his teacher is great! The assistant principal is great too (unfortunatly he is leaving)! I think the staff need to be more informed as do us the parents. I call to get info. about any sort of graduation or celebration for the Kindergarden class and they say I have to talk to my childs teacher. Well I work and don't get a chance to see her very often, so that doesn't help me much. I also think that the performances and celebrations we are told about need to be at a time that all parents can come. I work from 8am to 4:30pm and can not make a singing performance at 11:30am. I feel bad I miss it and my son is sad too. That isn't fair for the kids! That needs to be addressed!
—Submitted by a parent
Both of my daughters have attended William Green Elementary for the past 2 years and they love it!! Mrs Diaz in P1 and Mrs Cervantas are 2 of my favorite teachers there so far!! I only hope others get to experience there love for the children as i have!!!
—Submitted by a parent
William Green is a great school, I have three kids, two of them in fifth an preeschool, and the other one already in high school, but attended W.G. too, I have nothing but good experiences. The principal is always there when you need him, the teachers knows each of the students and their needs, I like the activities after school... they have everything that the kids need to be sucessful. I'm very proud of OUR school.
—Submitted by gaby garcia, a parent
they start young William Green Preschool is the best the teachers at P1 are wonderful thank you William Green for your support
—Submitted by a former student
it has helped my son a lot learning wise my daughter loves her teachers and my youngest son loves the friends he has made..
—Submitted by a parent
I had attended this school for 7 straight years. From kindergarden to the sixth grade. I just wanted to share the great information on William Green since I've been there for 7 years, (now I'm a Junior at Lawndale High School) William Green has great teachers. Unlike a lot of teachers, the teachers in William Green are so involved with their students academic skills and involved in their life when something goes wrong. The teachers there know exactly what they are doing.
—Submitted by Devon Chastain, a former student
My daughter is in the 5th grade and has attended William Green for all of her Elementary school years. She has really enjoyed her time there and her teachers have all been great. They work closely with the students and call the teachers to inform them of any issues. I think this school is doing a very good job. There are no extracurricular activities that I know of and that's really a shame because I think this is the only thing they are missing. Thank you,
—Submitted by a parent
Both of my children have had wonderful learning experiences at William Green School! Their teachers have been exceptional, and have always challenged my kids to do their personal best. As a result, both of them have consistently excelled in their academics. I have been fortunate enough to spend a great deal of time in the classroom. I have always been welcomed and encouraged to be involved, by both teachers and administrators. We will miss everyone at William Green!
—Submitted by Julie Mastriona, a parent
This is a great school. The teachers and principals are very dedicated to this school and their students. Staff is very ambitious about their work and focuses very much on the best in every child. Itis very comfortable and gives a homelike school environment.
—Submitted by a parent
William Green provides an excellent academic environment. There is a strong and consistent presence of parental involvement, from the PTA, to the School Advisory Council, African American Leadership Committee, etc. The school provides before and after school child care. Tutoring for the kids for 1.5 hours after school. The child can play various sports including soccer, hockey, basketball, and cheerleading. Music and Art is available twice a week for the students. The Vice Principal oversees the student council, and student newspaper and yearbook. All of these activities expose the children to various skill sets and career options. The students work in the student store which acts as year long fundraiser for student activities. The 6th graders, enjoys 4 days of Science Camp at Camp Highland in San Bernadino. My daughters will be graduating in June 2006. As I've told Mr. McCray, Principal, it saddens me that they must leave Green School.
—Submitted by Renata, a parent
Well I have to say that the school is one of the best of the schools that I have ever encountered which is a whole lot to say about it because the teachers are always on top of all homework and class work that is being given no matter if they are doing bad. They take their time to stay after hours or to talk to the parents to better the child work and it shows in their progress.
—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.
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.
129 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
129 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.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
135 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.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
121 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.
124 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
125 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 53% |
| Females | 56% |
| Males | 51% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 50% |
| Students with disability | 50% |
| Students with no reported disability | 54% |
| English learner | 49% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 60% |
| All Students | 47% |
| Females | 45% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 41% |
| Students with disability | 58% |
| Students with no reported disability | 47% |
| English learner | 46% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 57% |
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 | 49% |
| Females | 49% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 42% |
| Students with disability | 27% |
| Students with no reported disability | 51% |
| English learner | 43% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 27% |
| All Students | 78% |
| Females | 74% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 89% |
| Students with disability | 60% |
| Students with no reported disability | 81% |
| English learner | 77% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 64% |
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 | 51% |
| Males | 59% |
| 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) | 82% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 72% |
| Students with disability | 64% |
| Students with no reported disability | 55% |
| English learner | 30% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 62% |
| Males | 72% |
| 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) | 64% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 57% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 83% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| 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 | 54% |
| Females | 68% |
| Males | 42% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 8% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 61% |
| Males | 51% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 74% |
| Students with disability | 8% |
| Students with no reported disability | 61% |
| English learner | 36% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 39% |
| Females | 37% |
| Males | 42% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | 11% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 79% | 49% | ||
| White | 8% | 28% | ||
| African American | 6% | 7% | ||
| Asian | 4% | 8% | ||
| Pacific Islander | 2% | 1% | ||
| Filipino | 1% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 55% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 83% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 91% | 85% | ||
| Arabic | 3% | 1% | ||
| Vietnamese | 3% | 2% | ||
| Urdu | 1% | 0% | ||
| All other non-English languages | 0% | 1% | ||
| Armenian | 0% | 1% | ||
| Bengali | 0% | 0% | ||
| Cantonese | 0% | 2% | ||
| Filipino (Pilipino or Tagalog) | 0% | 1% | ||
| Italian | 0% | 0% | ||
| Korean | 0% | 1% | ||
| Thai | 0% | 0% | ||
| Tongan | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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4520 West 168th Street
Lawndale,
CA 90260
Phone: (310) 370-3585
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