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GreatSchools Rating

Fremont Elementary School

Public | K-5

 
 

Living in Long Beach

Situated in an inner city neighborhood. The median home value is $397,200. The average monthly rent for a 2 bedroom apartment is $1,350.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 2 ratings
2012:
Based on 4 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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41 reviews of this school


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Posted Monday, July 28, 2014

I just have to say that I agree with the post below regarding the Principal (have not experienced the other stuff regarding class bias or whatever, etc). When kids get in trouble for playing tag, there is something wrong with the system. Way too strict for Fremont. Also when kids have conflict it should be a teaching moment, each side heard, so they can learn. Yes I agree with the prior poster that free play and games such as tag are so important (it's not all about academics) in the development of children.
—Submitted by a parent


Posted July 18, 2014

I found that the 'community' was based on exclusion with cliques, racial and class bias, with fierce competition among the most well to do. Partly this was due to the ''accelerated' PALS class where there were more resources and even separate field-trips. This elitism grew and deepened over time. The 'other' classes were unbalanced to the point where there were more unruly kids and desperate measures. PALS class is traditionally 2/3 female; if you missed the chance in kinder, tough luck. New Principal has some skewed priorities and is strict about them. Pink slips issued to children playing tag for example are targeted and told to choose a structured play activity during breaks. Yet free play is great for developing a child's self direction. There were a couple of great teachers but there are a few awful ones that have emotional difficulties, lack of boundaries or simply mistreat children and parents who complain.
—Submitted by a parent


Posted August 8, 2013

As recent immigrants, this school was the best decision we could possibly have made, the close knit community that is its secret to success, has also proven to be ours. The parents are overwhelmingly supportive of the school, its programs and their children. Our daughter has been at the school since first grade (now almost ready to start fourth) and her experiences have been exceptionally positive, aiding in her development as a student and as a person. In her first year she had Mrs Driskill, who helped turn a shy South African girl into a confident, enthusiastic american student. Last year she was lucky enough to get Mrs Chung, who has this amazing ability to connect with all her students on a unique and personal level, no matter how many individuals end up in her room. Every one of these teachers has something special to offer, and is dedicated to providing their students with the best possible all round experience. The support staff is also just that, supportive. Total win.
—Submitted by a parent


Posted June 25, 2013

I can only review Kindergarten, and only Mrs. A's class. I almost shed a tear when my son graduated because she was such a committed teacher. All the kids loved her, all the parents too. The parental involvement is what keeps this school great despite heavy state cuts. I was never there a single day without parents volunteering.
—Submitted by a parent


Posted September 13, 2012

Our son just started kindergarten at Fremont, and so far our experience has been overwhelmingly positive. You can feel that the staff share a common goal with the parents--to have the best learning experience for the students. His kindergarten teacher goes above and beyond her duty and spend her own unpaid time to give each student individualized attention. We certainly feel very fortunate to be a part of Fremont.
—Submitted by a parent


Posted March 20, 2012

This is my 7th year as a parent at Fremont and I love it. The teachers are fantastic and the PTA is wonderful. I know schools are suffering from budget cuts but we are lucky to have so many volunteers in the classroom which helps to allow the teachers to focus on teaching. Also, what other school has a science lab and a computer lab? Not to mention an amazing drama program! It is a wonderful, nurturing school, with approachable teachers and down to earth parents. My children have been fully supported, and any concerns I have had have been dealt with immediately. The teachers and the school address bullying, and have even implemented the Peacebuilders program to teach the students about what bullying is and the importance of acting kindly and respectfully. I would not want my kids at any other school!
—Submitted by a parent


Posted February 10, 2012

I have been a parent at Fremont School for 10 years. It is true that it is suffering due to budget cuts like most schools. The impact has been considerably softened because of a professional staff and an amazing community. The PTA continues to be amongst the best and has not only increased volunteerism, but has continued to fund the Science and Technology labs and has recently started funding teacher aides. They have additionally funded technology upgrades in every classroom in an effort to help the teachers face the challenges of increased class size and decreased budgets. Fremont continues to be the among the best in the district.
—Submitted by a parent


Posted January 29, 2012

While I've had some very positive experiences with this school's community prior to the 2011/2012 school year, what I witnessed this year is that the school is experiencing great difficulty in dealing with the state budget cuts. I will be shocked if the school remains at a "10" after this school year. If it does, then this rating system is flawed. Fremont may have been a jewel within the public school system of Long Beach, but this doesn't fit at this time. AND I hope that it can return to what I've heard it was.
—Submitted by a parent


Posted April 1, 2011

My son went to this school for two years. We loved it his first year and hated it his second year. We made the decision to homeschool because of how he was being treated. He was regularly picked on and on occasion was even beaten up. At the time we thought our son had autism but his teacher didn't believe us (he was later diagnosed with high function autism). Her attitude was that if he would just stop being so weird and make some friends that he wouldn't get picked on or have the other kids hurt him. One day he was pushed down, punched repeatedly, and choked. The two boys involved got pink slips. I never got a call to tell my what happened to my son who was in the 3rd grade. This school does have a lot going for it. But it wasn't a good fit for us.
—Submitted by a parent


Posted January 12, 2011

Fremont school is AMAZING! I'm in 4th grade now and this school is totally gate. The teachers are awesome, the programs Fremont provides are excellent. And is healthy, for it has a Days of Taste program, which teaches me to be careful of what I eat, also it has a SALAD BAR! For all of you parents out there I hope you attend your kids here. GO FREMONT FALCONS!


Posted November 30, 2010

I was a student at this school and i can say that it is the best school in the west! I am now an eight grader at Rogers Middle School and going on to high school. This school is amazing, the teachers show so much support toward the students and the Drama program is terrific!!!! I highly recommend your child attending Drama although it has a small fee, but your child will have so much fun and gain courage as they are rehearsing on stage. The academics here are amazing and are getting better and better each year! Although the campus is small compared to Lowell elementary it is enough to enjoy during recess. THe PTA helps heaps to make the school better with all the parents joining. They have a smaller kindergarten playground and a nice field of grass so students could play soccer. This is a great school and i hope that your children would attend it. Heaps of Love from a proud former falcon!


Posted September 29, 2010

Any elementary schools should be accessible to all students, not based on their race or ethnicity. It seems that because my son is biracial that he should not be treated like other caucasian students. I don't believe this is a good representation of the school. I am a graduate of UCLA and I own my own successful business. Anyhow, I also want my son to grow up in a great educational environment with the goal to educate its students for their future. The priority of the school is to boost the API scores & nothing else. The school should have a family oriented feel to it, but it doesn't. I will enroll my son in a private school instead.
—Submitted by a parent


Posted July 6, 2010

Fremont is more than just a school, it has the feel of an extended family. Wonderful parent involvement; dedicated teachers; great students! Very active involvement (from staff, students and families) makes this public school seem more like a private school (in the many "extra" programs it offers and the high-level academics that are complimented with lots of fun, hands-on learning). All students (K-5) are able to attend weekly computer and science labs. All students are welcome to be a part of a first-class drama production that rivals most high school performances!. After school programs such as Chess and Spanish are available for interested families. Hardworking staff and parents are very dedicated in providing a superb educational experience for the students at Fremont Elementary. A small, friendly home-town feel to this school!
—Submitted by a teacher


Posted May 20, 2010

What an amazingly wonderful and happy school! The parents are involved, but not too involved. I can't imagine a more devoted staff. The student diversity both economically and ethnically, provides a rich learning environment that is very down to earth. Out realtor told us we were going to be at another school, how glad I am that they were wrong!
—Submitted by a parent


Posted April 19, 2010

I love Fremont Elementary because the teacher's parent's and staff, work together on keeping our science and computer lab's going for our kid's we all work very hard on doing so. Even in these hard times we still keep trying, it's harder now than ever. But we never give up and that is why I love Fremont Elementary.
—Submitted by a parent


Posted December 19, 2009

I'm so torn over this school! I guess apparently it's relatively good-- high scores, small classes, good PTA programs like computer and science labs, drama, orchestra, meet the masters, to name a few, and I love the diversity and parents, but all I see my son doing there is writing, writing, writing! I know they need to learn it, but why does every subject have to be taught just by putting pencil to paper? They need more hands-on, experiential, tactile work to do-- I remember in 1st grade, my teacher made these little cut-out, laminated paper clothes with math problems on them and you hung them up on this miniature clothes line when done- stuff like that!!! That doesn't even take a budget for special materials!! Are they just having to teach to the test that much ?? I just fear my son will have a negative boring impression of learning
—Submitted by a parent


Posted May 21, 2009

I am a retired teacher without a child at the school and I volunteer regularly. Fremont's teachers are nurturing while still making sure academic standards are met. The school friendliness is a great asset, as is the diversity of the population. Parents work hard to raise money for extra programs and there seems to be no 'class distinctions' --just 'how can we help all our kids.' I would be happy to have to child at Fremont.


Posted March 29, 2009

My Son has been at Fremont since K. He is in 5th this Year. WoooHooo to all of the Oompa Loompas and all of the Cast Great Job to all. Wow! What a school. To all The Students, Parents and all that work there. Ya'll are AWESOME. One Big Family. The past Years have been INCREDIBLE! Even when I couldn't be there ya'll stepped to the plate along with my son's Grandmother and Aunt to help my Son be all that he can be and then some. Thank You So much From the Bottom of My Heart. Thank You. Awesome, Great, Wonderful School By Far. :0)
—Submitted by a parent


Posted February 6, 2009

We have been extremely pleased with Fremont. Every teacher my children have had have been excellent. One of my children currently has Mrs. Dameshek and she is extremely calm and patient. She is able to help each child reach their own level of excellence. The principal seems to me very interested in what is best for the students. Every staff member is caring and interested in the kids. Love Mr.Gallandt, the music teacher!
—Submitted by a parent


Posted December 14, 2008

Excellent school. We love everything about it!
—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

919

Change from
2012 to 2013

-14

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

8 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

919

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

-14

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

10 / 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)

8 / 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.

89 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
82%

2011

 
 
85%

2010

 
 
89%
Math

The state average for Math was 65% in 2013.

89 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
83%

2011

 
 
78%

2010

 
 
94%
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.

86 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
77%

2011

 
 
77%

2010

 
 
74%
Math

The state average for Math was 66% in 2013.

86 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
90%

2011

 
 
93%

2010

 
 
93%
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.

69 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
94%

2011

 
 
90%

2010

 
 
90%
Math

The state average for Math was 72% in 2013.

69 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
96%

2011

 
 
91%

2010

 
 
98%
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.

69 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
84%

2011

 
 
87%

2010

 
 
85%
Math

The state average for Math was 65% in 2013.

70 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
88%

2011

 
 
89%

2010

 
 
91%
Science

The state average for Science was 57% in 2013.

69 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
87%

2011

 
 
88%

2010

 
 
92%
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 Students73%
Females74%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged52%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only75%
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)54%
Parent education - college graduate88%
Parent education - graduate school/post graduate89%
Parent education - declined to state81%

Math

All Students76%
Females78%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged43%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only81%
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)54%
Parent education - college graduate92%
Parent education - graduate school/post graduate95%
Parent education - declined to state75%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students65%
Females63%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged48%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only70%
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)60%
Parent education - college graduate69%
Parent education - graduate school/post graduate82%
Parent education - declined to state58%

Math

All Students83%
Females83%
Males83%
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)84%
Economically disadvantaged71%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only86%
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)70%
Parent education - college graduate83%
Parent education - graduate school/post graduate100%
Parent education - declined to state83%
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 Students92%
Females93%
Males89%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged89%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only91%
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 graduate88%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students95%
Females98%
Males93%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged90%
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
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 graduate96%
Parent education - graduate school/post graduate100%
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 Students90%
Females92%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged77%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
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)75%
Parent education - college graduate94%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students88%
Females94%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged77%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only88%
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 graduate89%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Science

All Students87%
Females92%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged69%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only88%
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)75%
Parent education - college graduate94%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 55% 26%
Hispanic 19% 52%
Asian or Asian/Pacific Islander 10% 11%
Two or more races 10% 3%
Black 5% 6%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 23%N/A54%
Source: NCES, 2010-2011

Teacher experience

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

This school has not yet provided program information.


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4000 East Fourth Street
Long Beach, CA 90814
Phone: (562) 439-6873

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