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GreatSchools Rating

Cubberley K-8

Public | K-8 | 962 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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41 reviews of this school


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Posted September 14, 2014

Overall, I think Cubberley is a great school. The teachers are good and the office staff is very friendly. My two kids attend this school and they love it. Their is a warm feel to it because the small student body (compared to other schools). The only reason I don't give the school 5 stars is because the principal needs to get her act straight. Mrs. Jarels needs to be more approachable to parents. Most of the time she doesn't even say hello when she passes by parents and students. How are parents supposed to go to the office and talk to her about issues, when it seems like she's not even going to listen? Get it together Jarels!
—Submitted by a parent


Posted March 26, 2014

My son has been going to Cubberley since Kindergarten. He is now in 2nd grade and improving so much. My son has a learning disability and this school, counselor, teachers and resources staff have been nothing but a blessing. I am not sure where all the not so favorable comments are coming from, but I can say this very much so is a school with major parent and teacher involvement.
—Submitted by a parent


Posted September 18, 2013

I toiled between sending my child to Cubberley or to a different school in a highly rated school district on permit. Where has fundraising money gone? Many classrooms have no AC/heat and kids came dragging out of kinder dripping with sweat during the heat wavel. Others are correct about the organized groups for playground time. They have balls, a small structure, a sandbox that's been closed recently due to feces, and jump ropes. No tricycles, hula hoops, balance boards, etc. Kids can't just play. There's no library time for Kinders. The playground for the other lower grades is limited to one slide, one small climber, basketball courts, and monkey bars. Compared to other schools I've seen in poor neighborhoods, this school's facilities are dilapidated. There's no technology in the classrooms, no overhead projector, screens, computers, tablets, etc. Old wooden furniture in okay condition, somewhat quaint, and in decent repair, but the halls filled with extra furniture making for a very messy state. The kids aftercare is super though! The "valet" drop-off is great. The curriculum also seems far to simple for any child who has had a decent amount of preschooling.
—Submitted by a parent


Posted February 14, 2013

We have been at Cubberley for a half a decade & have seen this school go from a Great School to an average school. This school's strength used to come from the past principal. The current principal, Mrs. Jarels, has been here 3 years now and most parents you talk to will say they are disappointed with her overall performance. She does not reach out to the kids, is not outwardly friendly toward parents, does not show her presence enough outside of her office, does not speak at all assemblies, is lax in upholding the dress code. And, most importantly, does not treat her job with enthusiasm. The school counselor isn't the most friendly, personable person either. I must say Susan does a wonderful job as secretary! The one strength this school has is the high parent involvement. The parents are vocal and try to direct the principal when necessary. In fairness, Jarels is responsive when approached by a group of parents on an issue. The PTA does a good job to support the school, though the meetings are usually the same small group of parents --the PTA meeting attendance has dwindled over the past 3 years. I'm not sure why this school does not have a rating. It used to.
—Submitted by a parent


Posted November 18, 2011

We have 2 daughters at Cubberley and have found that it is a nice and supportive environment that also maintains very high standards (and similar high expectations of its students academically). Sure, we all miss Mr. Navia, the last Principal, but the culture here is strong and aside from a few 'quit but forgot to leave' teachers that one is likely to find anywhere, the quality of the teaching staff is very high. Kudos to probably the best teacher we've ever met, Mr. Heath (6th Grade Accelerated)!
—Submitted by a parent


Posted June 6, 2011

I also attended the open house and I was really disappointed with the way they handled things. The school counseler was the only one to speak. The princiaple didnt say anything. They have too many excuses for why they do things differently then the only schools. EX: kinder is only part day because they found that the kids learn just as much in a short day than they do a long day. But, they have only 15 mins to be kids. The rest of the day is work work work for these kids. Oh and there 15 mins of (PE is what they said) is organized play. The kinders are in groups by color and they are ASSIGNED to activity. They do not have free choice. REASON: we were told because if they are not assigned they get bored and end up doing nothing. NOT IMPRESSED!!
—Submitted by a parent


Posted February 9, 2011

If I could give Cubberly less than 1 star I would. I was so dissapointed with Cubberly. I felt my son was in no way prepared for High School when he left here. We loved the science teacher, but the rest of the staff left alot to be desired. Too many fundraisers, and not all the students get to participate in what they are raising money for. My child was there middle school and never got to have a single elective.
—Submitted by a parent


Posted January 28, 2011

I just attended the Open House today at Cubberly and I am extremely pleased with this school. I am hoping to enroll my son in September and I am debating whether to enroll him at our home school which is Cubberly or persuing another amazing school (Patrick Henry) with a dual immersion Spanish program. Very tough choice. Both schools seem pretty fantastic. I would appreciate hearing from other parents on these two schools.
—Submitted by a parent


Posted November 5, 2010

All 3 of my children have attended Cubberley. The teachers and staff are always helpful and accommodating. Even though all 3 kids were at different levels, they were placed into appropriate classes. Many wonderful memories were made here. I recommend it highly!
—Submitted by a parent


Posted May 22, 2010

My daughter is a kindergartener at Cubberley, and she's had a great year. I like how well-rounded the curriculum is. The kids get the basics, but also do art and science projects. There are many dedicated parent volunteers, and older kids also volunteer in the classroom. My only complaint is that it seems like all the fund-raisers and special events involve junk food.
—Submitted by a parent


Posted May 11, 2010

All the staff care about your childs education. Teachers are always in contact with you by phone or email for good or bad news. They say that the bad news run faster then good news but not in this school.
—Submitted by a parent


Posted March 17, 2010

The successful environment that the students at Cubberley participate in, is a direct correlation from the hard work and dedication the teachers provide for their students. My child has been attending Cubberley since the 1st grade, and there is no other school I would want for her. She has been provided the top educational experience and has grown academically and socially while attending this school site. The are teachers committed to the overall educational growth of their students. As an educator myself, I have continued to watch their state test scores increase annually. Additionally, with Cubberley being a K-8 campus, I believe that the transition will be a fantastic one for all students. I want to take a moment to personally thank the entire staff for not only ensuring that my child has received a quality education, but the entire student body has as well. Great Job Cubberley!
—Submitted by a parent


Posted March 10, 2010

This month, our school received the very prestigious Pyramid Award for the fifth consecutive year! We received this award for meeting all of our academic growth targets along with API goals and the Annual Yearly Progress goals! Our current API score is 873, a 28-point gain from last year!! Our students are learning and the staff is working hard to meet all of our standards.
—Submitted by a parent


Posted March 8, 2010

Cubberley is an excellent school! I have never met a more dedicated group of teachers and staff. EVERYONE is concerned about students and never hesitate to provide their resources, time, and expertise to help students achieve academic success. I feel very fortunate to be a part of this 'Cubberley Family.'


Posted March 4, 2010

discipline is not fair or just, and racism occurs amung students.
—Submitted by a parent


Posted August 21, 2009

I do not feel this school is all it's cracked up to be. For one, having studied the test scores over the years it's evident that the elementary is carrying the middle school. Why is it that the 6-8th grade scores are so poor? They are the same kids who went there in elementary. The principals need to worry more about what's going on in the classroom and less about socializing with staff and parents. It greatly disappoints me that I'll have to move my daughter for middle school, possibly even 5th. Test scores do not give the whole picture, but with students like the ones Cubberley gets, the scores should be better. The kids deserve the same education others are getting just a few miles up the road.
—Submitted by a parent


Posted May 27, 2009

This school has great kids and fun teachers that make my children's learning fun and exciting! Although this school is in desperate need of money that doesn't stop them from teaching to their fullest
—Submitted by a parent


Posted March 30, 2009

This is a phenomenal school. My husband and I purchased a home in our neighborhood because it is within 'Cubberley' boundaries. As far as fundraising goes - PTA has no choice but to fundraise all the time. The amount of money a school receives from the State is coorelated to the number of students a school has on free/reduced rate lunches. To put it bluntly... Cubberley does not have very many of these students, and the State does not send Cubberley as much money as schools in lower socio-economic areas. Without fundraising money, Cubberley would not be able to provide the extras we as parents have all come to expect from the schools we send out children to. With regard to the rigor at Cubberley - I am very pleased. When my children leave Cubberley, I know they will be well prepared for high school and whatever lies ahead of them.
—Submitted by a parent


Posted February 11, 2009

fantastic parent involvement at this school.
—Submitted by a parent


Posted February 4, 2009

I love Cubberley! I have been at the school for 9 years and I am constantly impressed by the teachers, the staff and parent support. They truly care about kids and the family atmosphere of caring is undeniable. I would highly recommend this school to friends and neighbors.
—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

856

Change from
2012 to 2013

-29

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

7 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

856

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

-29

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)

8 / 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)

7 / 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.

82 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
n/a

2011

 
 
71%

2010

 
 
74%
Math

The state average for Math was 65% in 2013.

82 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
n/a

2011

 
 
78%

2010

 
 
75%
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.

89 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
n/a

2011

 
 
68%

2010

 
 
63%
Math

The state average for Math was 66% in 2013.

89 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
n/a

2011

 
 
89%

2010

 
 
89%
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.

101 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
n/a

2011

 
 
85%

2010

 
 
84%
Math

The state average for Math was 72% in 2013.

102 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
n/a

2011

 
 
86%

2010

 
 
85%
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

 
 
71%

2012

 
 
n/a

2011

 
 
82%

2010

 
 
71%
Math

The state average for Math was 65% in 2013.

100 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
n/a

2011

 
 
85%

2010

 
 
84%
Science

The state average for Science was 57% in 2013.

101 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
n/a

2011

 
 
70%

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 60% in 2013.

126 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
n/a

2011

 
 
77%

2010

 
 
75%
Math

The state average for Math was 55% in 2013.

127 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
n/a

2011

 
 
66%

2010

 
 
70%
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.

133 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
n/a

2011

 
 
72%

2010

 
 
65%
Math

The state average for Math was 52% in 2013.

128 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
n/a

2011

 
 
76%

2010

 
 
59%
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.

112 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
n/a

2011

 
 
47%

2010

 
 
77%
English Language Arts

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

132 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
n/a

2011

 
 
65%

2010

 
 
66%
General Mathematics (Grades 6 & 7 Standards)

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

24 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
n/a

2011

 
 
29%

2010

 
 
59%
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.

137 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
n/a

2011

 
 
62%

2010

 
 
65%
Science

The state average for Science was 67% in 2013.

134 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
n/a

2011

 
 
72%

2010

 
 
79%
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 Students53%
Females54%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged23%
Not economically disadvantaged63%
Students with disability27%
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate13%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate73%
Parent education - graduate school/post graduate58%
Parent education - declined to staten/a

Math

All Students62%
Females59%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged32%
Not economically disadvantaged73%
Students with disability40%
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduate74%
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 Students51%
Females59%
Males46%
African Americann/a
Asiann/a
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)56%
Economically disadvantaged33%
Not economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only52%
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)52%
Parent education - college graduate62%
Parent education - graduate school/post graduate53%
Parent education - declined to staten/a

Math

All Students79%
Females85%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged83%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only79%
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)71%
Parent education - college graduate85%
Parent education - graduate school/post graduate88%
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 Students73%
Females83%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged46%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)59%
Parent education - college graduate83%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students75%
Females77%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged58%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)72%
Parent education - college graduate83%
Parent education - graduate school/post graduate84%
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 Students71%
Females79%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged48%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)81%
Parent education - college graduate88%
Parent education - graduate school/post graduate83%
Parent education - declined to state25%

Math

All Students74%
Females81%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged48%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)81%
Parent education - college graduate91%
Parent education - graduate school/post graduate83%
Parent education - declined to state30%

Science

All Students67%
Females77%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged46%
Not economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)63%
Parent education - college graduate81%
Parent education - graduate school/post graduate83%
Parent education - declined to state30%
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 Students70%
Females70%
Males68%
African American43%
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged45%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)60%
Parent education - college graduate76%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Math

All Students66%
Females64%
Males69%
African American43%
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged34%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)52%
Parent education - college graduate74%
Parent education - graduate school/post graduate91%
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
Not 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 Students76%
Females93%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged64%
Not economically disadvantaged81%
Students with disability42%
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)68%
Parent education - college graduate82%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students76%
Females75%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged61%
Not economically disadvantaged80%
Students with disability27%
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)70%
Parent education - college graduate77%
Parent education - graduate school/post graduate96%
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 Students62%
Females58%
Males65%
African American47%
Asiann/a
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)74%
Economically disadvantaged45%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)59%
Parent education - college graduate70%
Parent education - graduate school/post graduate61%
Parent education - declined to staten/a

English Language Arts

All Students68%
Females72%
Males65%
African American67%
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)70%
Economically disadvantaged56%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate59%
Parent education - some college (includes AA degree)64%
Parent education - college graduate68%
Parent education - graduate school/post graduate87%
Parent education - declined to state67%

General Mathematics (Grades 6 & 7 Standards)

All Students29%
Females23%
Males36%
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
Not economically disadvantaged29%
Students with disability9%
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only32%
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

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
Not 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 Students71%
Females68%
Males73%
African American83%
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged64%
Not economically disadvantaged73%
Students with disability29%
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate52%
Parent education - some college (includes AA degree)72%
Parent education - college graduate70%
Parent education - graduate school/post graduate96%
Parent education - declined to state64%

Science

All Students76%
Females72%
Males80%
African American94%
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)79%
Economically disadvantaged65%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate70%
Parent education - some college (includes AA degree)72%
Parent education - college graduate79%
Parent education - graduate school/post graduate96%
Parent education - declined to state53%
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
White 44%
Hispanic 30%
Black 8%
Asian 6%
Two or more races 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 28%N/AN/A
English language learners 7%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 1%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Librarian/media specialist(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Arts & music

Music
  • Band
  • Jazz band
  • Orchestra
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

School Leader's name
  • Terri Jarels
Fax number
  • (562) 420-7821

Resources

Staff resources available to students
  • Librarian/media specialist(s)
Transportation options
  • Buses/vans for students only
  • Passes/tokens for public transportation
School facilities
  • Cafeteria
  • Computer lab
  • Library
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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Sports

Boys sports
  • Basketball
  • Football
  • Soccer
  • Track
Girls sports
  • Basketball
  • Soccer
  • Track
  • Volleyball

Arts & music

Music
  • Band
  • Jazz band
  • Orchestra
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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3200 Monogram Avenue
Long Beach, CA 90808
Phone: (562) 420-8810

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