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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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!
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!
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
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
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
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
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
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.
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
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
Excellent teachers and staff. My Daughter has been at Fremont for two years now. She is in the second grade and she loves her school. We love Fremont.
—Submitted by a parent
This is a great school. My child loves The Drama Class.
—Submitted by a parent
I love this school, the teachers, the staff, kids club ...it really is a great school. It is a family. older kids look after the little ones. I only wish that they had a dual immersion program. My daughter is in first grade and is surrounded by great children. Really you cannot go wrong with this school.
—Submitted by a parent
This school is a gem. My daughter is finishing up kindergarten tomorrow. If her teacher, Mrs. Driskill is any indication of the quality of teachers here, she'd in for another fantastic 5 years of excellent and fun education. There is so much parent involvement, it is like a little private school. Definitely low on the attitude scale which is nice. The focus of parents, teachers and principal is the kids! If you choose this school, would recommend getting involved in the PTA if you really want to stay informed. My daughter can't wait for first grade and more learning adventures!
—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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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 48% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
70 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.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
70 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.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
69 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 | 82% |
| Females | 81% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| 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) | 74% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 84% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| 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) | 74% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 73% |
| Males | 83% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| 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 | 78% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 90% |
| Males | 90% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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) | 83% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 94% |
| Females | 97% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| 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) | 88% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 94% |
| Males | 97% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| 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) | 88% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 97% |
| 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 | 84% |
| Females | 82% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| 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) | 67% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 84% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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) | 89% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 82% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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) | 84% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 90% |
| 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
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 - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 61% | 28% | ||
| Hispanic or Latino | 17% | 49% | ||
| Asian | 10% | 8% | ||
| African American | 6% | 7% | ||
| Multiple or No Response | 5% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Filipino | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 21% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 70% | 85% | ||
| Arabic | 10% | 1% | ||
| Khmer (Cambodian) | 7% | 0% | ||
| Thai | 7% | 0% | ||
| All other non-English languages | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 18 | N/A | 11 |
| Average years teaching | 19 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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4000 East Fourth Street
Long Beach,
CA 90814
Phone: (562) 439-6873
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