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Teacher quality
Principal leadership
Parent involvement
My children will be in 5th and 2nd grade this fall, both have been at Gant since K-garten. We love this school! The teachers are wonderful and have always challenged my children to their max. Mr.Wood, our principal is very involved and approachable. My children love that he always says hello to them by their name. Our PTA is one of the strongest, and although it does seem as though it's "ran" by the same circle of parents every year, MOST parents are extremely active in the classrooms and are willing to volunteer at the big events (jog-a-thon, book fair, carnival, etc). Having an excellent public school that motivates students scholastically and creatively is essential to all communities. We are proud to be a part of one of the very best in Long Beach!
—Submitted by a parent
This school is better than almost all the private schools that I have physically visited. I could not more proud of the standard by which this school strives to obtain. This is obtained by a combined effort of the Principal, Teachers and the "EXTREMELY" active parents. As many of the teachers are extraordinary, a special thanks to Mr. Wood and Mr. K, for your "Over the Top" commitment to the children! Michael Blosser
—Submitted by a parent
It is my first time reading this website and I found it very interesting reading all the reviews about my children's school. Some of the reviews were very accurate and I absolutely agree that some of the parents, who unfortunately cannot afford private education, feel the need to be a little obnoxious and push their kids extra hard because of that insecurity. I have always believed that is why some people use their "volunteer" platform at public schools to be a little overbearing because of lack of success in their personal lives. However, all the teachers my children have had so far have been outstanding. I would strongly recommend this school to any parent. Your children will receive a wonderful foundation and a lifetime love of learning.
—Submitted by a parent
My daughter went to Gant k-5.Every one of here teachers was outstanding! We are very sorry she is leaving (off to middle school). I have been a substitute teacher in the district and want to comment that there seems to be more diversity at Gant than at many other schools in the district. I have been to many schools where the entire student population is Hispanic. That is not diversity. Gant has a nice mix of ethnicity. Students learn about other cultures. It is a fantastic school all around.
—Submitted by a parent
My son just finished Kindergarten at Gant and had an excellent experience. The teachers are extremely skilled. The Principal seems to work well with both teachers and parents. The parent involvement is unbelievable. Fortunately, parents and teachers have strong, healthy relationships.
—Submitted by a parent
This year will be the last at Gant since my 5th grader will be promoted on to middle school next month. Both my kids have gone here and in my opinion, have gotten a quality education (I am a teacher myself). Both my husband and I have positive experiences with the teachers, staff, students, and parents. The new principal is very approachable and will listen and act on issues. Most teachers are very supportive, professional, and know the curriculum. All students have access to the numerous and varied programs and activities (performing and visual arts, jog-a-thon, carnival, access to literacy, before/afterschool care, etc.). An added bonus is having the university right across the street...a daily reminder that higher education is right at your doorstep. I believe the success of this school lies in the heart of the families that go there and care about the welfare of the whole community.
—Submitted by a parent
This school, where both my children went to elementary schools, has always had the very best in teachers and principals. It deserves to keep the reputation it has always had and so richly deserves!
—Submitted by a parent
I attended this elementary school about 10 years ago, My experience here was great. They always say you remember High School more but I can honestly say that my years in this school were not forgotten my trips across the street to CSULB were inspirational to me to one day go there. I am now a third year student at CSULB, Gant gave me hope to one day attend here with there constant involvment with this school. The staff and teachers were amazing, each taught me everything I needed to know and more. This school was so much fun, I remember the carnivals, from 1st grade to 5th I could still name my teachers. This is a great school for your children take it from me, I went there. I still remember my time here and the staff is very friendly and VERY EQUIPED!!!!!!
Love Gant! I have two daughters that go to Gant and have been blessed with their teachers. Gant is ranked 10 which is a high honor and a California Distinguished School. Great staff along with a great PTA support. Go Gant Gators!!
—Submitted by a parent
I am also baffled by the May 20 post. If I read it correctly your child attended Gant until first grade? I'm confused then, how you feel you are equipped to speak to the overall level of teaching? I have four children, three have gone all the way through Gant including my autistic son. Sure as in all schools, there are some rotten apples in the bunch but what a lesson to teach your kids? All experiences might not perfect and in your control, that's life. We mostly had teachers that loved to teach which in turn made my kids love to learn. Spoiled and obnoxious? As in any group, maybe so, but there are many parents out there fighting for your kids and mine. While sadly, I might have to agree with you on the level of competency in our administration, our experience at Gant has been fabulous!!
—Submitted by a parent
That last review had me scratching my head. Over inflated sense of ego...and the children too? Spoiled and obnoxious? Woefully ill-equiped special needs teacher? Sounds like someone with an axe to grind. My son attends the school and loves it. Teachers, parents, and playground supervisors, as well as other administrators are wonderful. Teachers have more experience than most schools, with quite a few having been at Gant for 10 years or more. They have a great special needs program, and have had that program in place since I was a child(I attended Gant as well). Teachers work with the children, and with their pupil to teacher ratio, no child gets left behind. Teachers at Gant make learning fun, they challenge the kids everyday. As for the previous review, I have to ask the parent. Could it be your child?
—Submitted by a parent
Although there are several fantastic teachers at this school, one of which my child had in kindergarten, this "above average" school with great test scores and a very involved PTA, this Gant School may not be for everybody. The administrative leadership (principal) at the school site is absolutely clueless on so many levels in my opinion. The PTA is very involved; you might say that a select group of parents practically run the school. Although, not in the wealthiest area of Long Beach, many parents who send their children to this school have an over inflated sense of entitlement, that is then passed on to their children. Spoiled and obnoxious might work well to describe many of the students and their parents. My child has special needs and recently attended Gant School. The first grade experience was a horrible experience for our family. Although my child is very intelligent, the team of teachers who worked with my student were woefully ill-equipped unable to meet the needs of this special child. And they had no interest in doing so either.
—Submitted by a parent
Minnie Gant has a wonderful Kindergarten, after that it's hit or miss. There are some wonderful teachers and others just resting on their laurels. The community luckily is very generous and supportive with time and finances so the children can thrive. Mrs Lambert does not seem to have the skills to access the teachers or discipline students when needed. It's hard to lead a school with just a smile.
—Submitted by a parent
We adore Minnie Gant Elementary. With multiple kids, we have hit most of the teachers and have yet to be disappointed. The teachers (including the Speech and Special Ed.) are, with a few exceptions, amazing. We miss the old librarian who seemed to really connect with the kids, but are grateful with all these budget cuts we even have a library. The computer lab is well equipped. The principal leaves something to be desired, but the rest of the staff makes up for what she's lacking. The PTA is a great group of women (and the occasional man) who although they do not always agree, work together for the best for the children. There are, as in most groups, people who complain about things and what should be done, those people are rarely spotted at a PTA meeting to voice their opinions. The kids love gant and that's what is important.
—Submitted by a parent
Minnie Gant has some really great Teacher, but also some really bad ones who thrive on power struggles. When I first came here I heard it was one of the best schools. However, I know now this isn't true. There seems to be a lot of discrimination towards minority population. I am caucasian myself, but I don't understand why our culture would treat other cultures less than they deserve. We are all one nation, and we should see beyond colors, and 'cultures' as one of the reviews states. There is definately too much inappropriate gossip between adults who have nothing better to do with their lives. The activities are good though, and they have plenty. They have an after school program which is great. I love their theme free dress days, and their VIPS involvement. Well that is my two cents.
—Submitted by a parent
There are some children in the upper grades that have discipline problems. The teacher and administration are ill-equipped to deal with this. Too many out of area students contribute to the diversity. However, at first sign of problems, the kids should be sent to the home school.
—Submitted by a parent
GANT is hands down the best. Great teachers, staff, and PTA. GO GATORS!!
—Submitted by a parent
Gant is a great school with awesome programs for kids to expand their minds and gain life experiences. They have wonderful teachers & a helpful staff as well!!
—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.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
100 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.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
116 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.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
103 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.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
101 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 | 84% |
| Females | 90% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| 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) | 75% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 90% |
| Males | 96% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 75% |
| 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 | 93% |
| 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 | 91% |
| 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 | 81% |
| Females | 83% |
| Males | 80% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| 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) | 56% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 92% |
| Males | 90% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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) | 75% |
| Parent education - college graduate | 98% |
| Parent education - graduate school/post graduate | 94% |
| 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 | 90% |
| Females | 94% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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) | 81% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 94% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| 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) | 94% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 95% |
| 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 | 88% |
| Females | 95% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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) | 86% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 63% |
| All Students | 92% |
| Females | 98% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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) | 93% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | 69% |
| All Students | 89% |
| Females | 93% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 69% |
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 61% | 28% | ||
| Hispanic or Latino | 21% | 49% | ||
| Asian | 7% | 8% | ||
| African American | 6% | 7% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 2% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 11% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 69% | 85% | ||
| Thai | 15% | 0% | ||
| Filipino (Pilipino or Tagalog) | 8% | 1% | ||
| Japanese | 8% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | 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 | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1854 Britton Drive
Long Beach,
CA 90815
Phone: (562) 430-3384
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