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Teacher quality
Principal leadership
Parent involvement
After our home school was closed our son was sent to Bixby. It has been a great experience, the community feel of this school made us feel welcome. The teachers my son has had (Stamper) and now has (Wilkerson) are excellent. The WRAP program is excellent, my son doesn't mind having to go and that takes away some of my guilt that he is at school from 8 to 5:15.
—Submitted by a parent
First and foremost, Bixby has been a great school for both of my sons. One has moved on to Stanford and the other is in accelerated classes at Bixby and I have been very pleased with his 3rd grade teacher Mr. Yaffee. I have to admit he did not feel challenged enough but I think the instruction was adequate for his age. PARENTS reinforce what your kids are learning at school at home and PARTICIPATE in the PTA. This is where a lot of decisions are made about what type of equipment your children have available in their classroom and extra activities that enhance their learning like Authors day, Meet the Masters, etc. Volunteer in the classroom, this makes your child proud to be at school. I work, but I take the time to participate on both PTAs and volunteer at both schools occassionally. Most importantly Bixby is a safe school and the staff is professional and friendly. You will only get out of education what you put in it so help your kids with their homework and enhance their learning with outside activities...museums, travel, etc. I like Bixby and so do my kids and that is more important at this time.
—Submitted by a parent
My daughter is going into 2nd grade and my son will begin kindergarten next year. I have had nothing but good experiences with teachers, staff and parents. The comment about the kinder teacher is well taken, however, Downey and Dahl who have been teaching kinder forever are AWESOME!!! I had considered starting my daughter at Gant, but am very glad we stayed at our neighborhood school. Everyone is going to have different experiences, but as a parent, get involved...know what's going on and if you have an issue, approach the principal and get some assistance! Joanne in the office is so helpful. From the lunch helpers to the playground staff...they know the kids names. There are many events throughout the year...maybe not as large or expensive as some of the other schools, but the kids are just as excited to participate. The PTA provides programs that the state budget no longer allows such as the Meet the Masters art program. All in all...if you are on the fence...give Bixby a try. I did and not only am I happy, my daughter is as well....plus...their mascot is a beaver! How cool is that?
—Submitted by a parent
My son entered Kinder last year and I really should of taken him out of the class after the orientation. Its a bad sign when a teacher announces to the parents that she was a 4th grade teacher and then was "stuck" in Kinder for this year. Needless to say, it was not a great year for my son. As a result, I have had to put him in extra tutoring to catch up and so have the other parents in the class. I am also constantly assuring him that school is fun....which it should be. My score is solely based on this one teacher. I hear the other teachers are good. I hope this is true for the sake of the other kids. But I think we are going to pass on this school for the coming year. Best of luck to all that remain.
—Submitted by a parent
Bixby Beavers are High Achievers!!! Teachers and Staff at this school are committed to making sure the students get the best Elementary Education and Experience. My sons attend Bixby and their teachers are always supportive and caring. Even the Afterschool Program, Kids Club is on point. The staff at KC are helpful with homework and creative activities for the kids.
—Submitted by a parent
Absolutely hands down the best school in Long Beach! Wonderful teachers, staff, principal and parents. The parent involment is phenomenal! Never for a second do I doubt that this is the perfect place to be for my girls. So proud to be part of the Bixby family!
—Submitted by a parent
Great school. My daughter loves Bixby. Alot of parent/teacher interaction and they seem to genuinely care for my child.
—Submitted by a parent
It is an inclusive, student centered, environment with staff and parents teaming up to to make school challenging and fun.
—Submitted by a parent
Bixby is a wonderful school with caring teachers and staff. My 3 children have all attended Bixby in the accelerated program and have moved on to Middle School and High School in advanced/gate classes.
—Submitted by Margeret Eddy, a parent
Our family loves Bixby because of the great staff and teachers that support it. They truly exemplify what a great school should be like. Everyone's first class spirit shines through in the daily interaction they have with our kids. They truly are the best and should be recognized as such. They're our favorite school and should be 'America's Favorite School' too!
—Submitted by a parent
I love Bixby because we are a community of good people who all get along and want to be there.
—Submitted by a parent
Great School. My Son is in the pre-K autism class with Ms. Willis and she is worth 10 times her weight in gold. The class para's are also #1.
—Submitted by a parent
Bixby is a small school with a family community and caring teachers!! We are lucky to attend.
—Submitted by a parent
i love bixby because my daughter has a fun time learning & the lessons are not only learned in school but in field trips...
—Submitted by a parent
we are are blessed to have teachers who are great with the kids ,the PTA is really good with the needs of the school . keep up the good job All staff .
There is great parent, teacher & staff participation in all aspects/activities.
—Submitted by a parent
I love Bixby Elementary because they are focused on the kids! They have wonderful teachers who are dedicated to the education of our children. The principal is focused and organized and all over it is a wonderful school. They have many programs to help support our children's education and exploration in various areas.
—Submitted by a parent
We moved to Long Beach 3 years ago and chose Bixby because of reviews that I read from greatschools.org. Everyone said that Bixby was really family oriented, teachers and staff work together with parents/PTA. That's exactly what I was looking for in a school for my kids. Bixby has exceeded our expectations with such wonderful and caring teachers who are there to teach and enrich our kids and not just for the sake of a paycheck but, because you can tell that they truly care about the kids. Bixby has tons of extracurricular activities for the kids at a very minimal cost so it's affordable even when having two kids in school. People at Bixby have become an extension of our family and we love being a part of this community.
—Submitted by a parent
It has best teachers and best environment for the children from Kindergarten till 5th grade. Its like a family
—Submitted by a parent
I love the way the teachers interact with the students. They are so caring. This is a great school
—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.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
76 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.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
77 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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 66% |
| Females | 69% |
| Males | 61% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 75% |
| All Students | 61% |
| Females | 60% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 58% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 49% |
| Females | 55% |
| Males | 42% |
| African American | 45% |
| Asian | 45% |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 69% |
| Males | 66% |
| African American | 73% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 86% |
| 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 | 77% |
| Females | 80% |
| Males | 74% |
| African American | 70% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 67% |
| All Students | 79% |
| Females | 66% |
| Males | 91% |
| African American | 70% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 87% |
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 | 77% |
| Females | 78% |
| Males | 74% |
| African American | 81% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 78% |
| Males | 81% |
| African American | 69% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 79% |
| Males | 77% |
| African American | 69% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 86% |
| 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
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 33% | 49% | ||
| White | 28% | 28% | ||
| African American | 19% | 7% | ||
| Asian | 13% | 8% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 13% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 59% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 83% | 85% | ||
| Khmer (Cambodian) | 9% | 0% | ||
| Vietnamese | 3% | 2% | ||
| Arabic | 2% | 1% | ||
| Hindi | 2% | 0% | ||
| Samoan | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 19 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 16 | N/A | 11 |
| Average years teaching | 18 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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5251 East Stearns Street
Long Beach,
CA 90815
Phone: (562) 498-3794
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