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GreatSchools Rating

Barton Elementary School

Public | K-5

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
No new ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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13 reviews of this school


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Posted September 10, 2013

Barton may not score high as an overall school but let me tell you they have one of the best preschool teachers on this earth. Mrs.Judy McClain is an absolute godsend for my child and our family. I have nothing but positive experiences with their staff actually. Love Shawn (playground coach) and like I said Mrs. McClain is tops in our books.
—Submitted by a parent


Posted June 3, 2013

Worst school ever. I only kept my son here for the whole year because he was only there for 3 hours in k. His teacher was great but the teacher next door got fired for smacking kids. I feel so bad for the kids that attend here. I can't wait to leave this school!
—Submitted by a parent


Posted May 14, 2013

I went to this school 6 years ago all the teachers i had were very helpful they try their best to teach us and the have good skills the teachers are nice but sometimes they are mean but they do that so we can learn and be prepared for the future. It is a great school the teachers are great and they make all that they teach as fun as possible for the students to be comfortable in class to learn i know Barton is a great school.


Posted March 25, 2010

This is the worse school I have ever seen. This is my son's first year and it has been horrible. The leadership in this school is non existent. I feel sorry for the kids who attend here. My son will not be here next year hopefully the rest of this one. This school needs to fire everyone and start over.
—Submitted by a parent


Posted March 25, 2010

My son and Neice have attended Barton all of their school years, the Teachers really care about the kids and what they learn. As Parents, I believe you get out of the school what you put into it. Not many Parents are involved yet expect Teachers to work miracles! Sadly some of them will be laid off this year, I know the work ethics of the Staff will suffer. I hope LBUSD finds other means to cut funding than the current plan. Barton is a good school, I hope it stays that way. LBUSD Parent
—Submitted by a parent


Posted September 9, 2009

I absolutely love this school! My son had a wonderful experience in the pre-school and kindergarten programs offered here. He tested advanced proficient in all areas. I do, however, wish that the office staff were a little bit more informed about the school and it's community. I also wish that more parents would be more active with the school.
—Submitted by a parent


Posted August 31, 2007

I love this school. My daughter began in 1st grade, and she had the most amazing teacher, In 2nd grade she had another amazing and wonderful teacher. The principal there is great she listens to your concerns, and she pretty much has an open door policy when it comes to the welfare of our children. I think that we as parents will continue to see positive things to come from this school. I feel that all of the parents should really get involved in their child's education and not depend on the school to raise and entirely educate your child like you should. So to rate this school below a 9 or 10 is not really a fair assessment. The parents should take just as much responsibility as the school staff.
—Submitted by a parent


Posted June 20, 2007

Barton has always had a bad rep and I don't know why. Perhaps the people who talk about Barton don't know that we have good teachers and a good principal. Even though the office staff can be rude at times, they still try to get your questions answered. As a parent I suggest that everyone work together to make Barton have a good name instead of complaining about stuff. I like Barton and my kids like it too.
—Submitted by a parent


Posted June 17, 2007

My child has now been going to this school a little over 2 years now and I won't bad mouth the school but it does needs changes in every area, I have ran into problems in which Teachers/Aids do not know how to handle many outspoken children. It seems to be ignored... I look forward when I can finally move and change schools. I could just imagine how this school was before if people say it's better now!
—Submitted by a parent


Posted August 19, 2005

I believe that Barton is a school with great potential, but we need to understand that it takes a team. That team should consist of the students, the parents, and the teachers. As it was mentioned before, we have formed a PTA that has done excellent work this past school year. We would like to do so much more, but we need other parents to step up and help us make this school better academically, and cut down on absentees and tardies. This all effects our school. Lets make 2005-2006 school year one to remember. There will be changes but with our new principal I know we can do it.
—Submitted by a parent


Posted May 30, 2005

Barton has a lot of potential. They have a brand new PTA in which more and more parents seem to be getting involved. academicaly their in need of improvement. Music ,sports and other activities will start to get better because I have noticed since there's a new principal alot of activities and workshops were available. Overall parents need to be more involved with their child at their school and don't think of it as a babysitting service.
—Submitted by a parent


Posted April 17, 2004

Barton's teachers are undisciplined and do not consider the safety of the students. When a teacher does something wrong he/she is not disciplined and incidents are continuously brushed away by the principal. Parents are not allowed to protect their children while attending the school. If a parent has issues with the teacher and would like to speak with the teacher, it will not be permitted. If the parent does not walk away from an incident pertaining to their child at the school, the parent will have a restraining order put upon them if they persist to speak with someone. Barton is not a school I would recommend to anyone until it puts the students safety above the teachers' reputation and stop covering for the teachers' mischiefs.
—Submitted by a parent


Posted March 12, 2003

My child is in the preschool at Barton. His teacher is great. The kids love him. However half of the children in the class know significantly more than the other half and they teach them all together at a lower level of learning. I wish they would seperate the children and teach them according to what they do or do not know. It's still a good school!


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

716

Change from
2012 to 2013

-38

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

3 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet 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 did not meet all student subgroup API targets for 2013

This school's
API score

716

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

-38

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

2 / 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)

3 / 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.

128 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
49%

2011

 
 
51%

2010

 
 
39%
Math

The state average for Math was 65% in 2013.

128 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
52%

2011

 
 
56%

2010

 
 
52%
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.

104 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
40%

2011

 
 
30%

2010

 
 
22%
Math

The state average for Math was 66% in 2013.

104 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
74%

2011

 
 
65%

2010

 
 
48%
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.

90 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
43%

2011

 
 
32%

2010

 
 
50%
Math

The state average for Math was 72% in 2013.

91 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
56%

2011

 
 
54%

2010

 
 
71%
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.

100 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
42%

2011

 
 
53%

2010

 
 
56%
Math

The state average for Math was 65% in 2013.

100 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
54%

2011

 
 
71%

2010

 
 
66%
Science

The state average for Science was 57% in 2013.

100 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
29%

2011

 
 
36%

2010

 
 
33%
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 Students31%
Females34%
Males29%
African American27%
Asian55%
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Not economically disadvantaged29%
Students with disability0%
Students with no reported disability36%
English learner30%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate30%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)33%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to state18%

Math

All Students37%
Females43%
Males33%
African American34%
Asian55%
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)n/a
Economically disadvantaged37%
Not economically disadvantaged41%
Students with disability0%
Students with no reported disability43%
English learner40%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate40%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)43%
Parent education - college graduate31%
Parent education - graduate school/post graduaten/a
Parent education - declined to state24%
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 Students28%
Females33%
Males23%
African American27%
Asian45%
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Not economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability30%
English learner6%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate10%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)41%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students43%
Females47%
Males40%
African American30%
Asian73%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Not economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability46%
English learner25%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)56%
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 Students47%
Females46%
Males49%
African American47%
Asian67%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Not economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability48%
English learner13%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)52%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students50%
Females44%
Males58%
African American55%
Asian67%
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Not economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability51%
English learner13%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)57%
Parent education - college graduate79%
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 Students44%
Females44%
Males44%
African American43%
Asian50%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability45%
English learner24%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate35%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)59%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students43%
Females47%
Males41%
African American40%
Asian50%
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability44%
English learner35%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate37%
Parent education - high school graduate41%
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

Science

All Students28%
Females24%
Males32%
African American22%
Asian21%
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)n/a
Economically disadvantaged25%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability29%
English learner10%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented56%
Parent education - not a high school graduate20%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)41%
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

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
Hispanic 44%
Black 38%
Asian 8%
White 3%
Two or more races 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 88%N/AN/A
English language learners 20%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

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School basics

School Leader's name
  • Richard Littlejohn
Fax number
  • (562) 984-8509

Resources

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

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1100 East Del Amo Boulevard
Long Beach, CA 90807
Phone: (562) 428-0555

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