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Henry K-8

Public | K-8

 

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Living in Long Beach

Situated in an urban neighborhood. The median home value is $425,000. The average monthly rent for a 2 bedroom apartment is $1,400.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 6 ratings
2012:
No new ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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25 reviews of this school


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Posted June 22, 2014

After having 2 of my children complete the program K-8 and one almost done I can truly verify that this is one of the best programs in the district. Both of my children ended up in the PACE program at Poly High School which is THE best academic program in the district and my third one will most likely end up there. When you enroll your child in this program you have to trust when the teachers tell you that the English will be just as strong as the Spanish. This is a 90/10 model which means that Spanish will be the strong language at first and it will eventually be 50/50. If you wish to enroll your child at this school or any other Dual Language program I suggest you do your research as this program is not for everyone. Many parents enroll their children in this school because it is a "cool thing to learn Spanish" but they don't realize that it is quite a commitment. I do not regret my decision in enrolling my children in this school. The teachers are very caring, dedicated and hard working.
—Submitted by a parent


Posted June 4, 2014

God, where do I begin. I have had nothing but problems with the Kindergarten teacher here. My child was late just two days in the first two months and I got an earful about tardiness. When I calmly explained the situation to the teacher, my CHILD was the one who bore the brunt of the criticism, not me. This is absurd. You do not make a kid feel like !@#$% for an error of the parent. Then, to make matters worse, I have been berated for not being sufficiently enthusiastic about the dual language routine they have going there. I am 100% in favor of it, in fact. But, it is definitely true that Henry neglects English and other core subjects in the name of language immersion. I am extremely concerned that my child does not appear to be meeting the state requirements for math and science. When I raised this concern to an administrator, I was brushed off. If you are looking for a great core subjects school, I strongly recommend looking elsewhere. But hey, if you just want your kid to speak Spanish, then by all means Henry is your place.
—Submitted by a parent


Posted April 2, 2014

Fantastic school! I wrote a review a few years back about whether to enroll my son at Cubberly or to enroll him at Patrick Henry. Well, I am glad I made the right choice. This school is pretty amazing. My son is writing, reading, singing, doing math in both languages now (Spanish and English). The parent participation is really great. Lots of very hard-working committed parents. I am a working mom, but I find ways to volunteer as needed from home. If you were wondering about this school, wonder no more. It is exactly what they say out there: Awesome School. There seems to be a good working relation between principal and teachers, teachers care for their students, well supervised, phenomenal after school program (free, not income based!) - your son or daughter will be speaking two languages in no time!
—Submitted by a parent


Posted August 28, 2013

Patrick Henry is like a big family The teachers are very nice and pay attention to the students , the school has a very family feel to it, the old principle was very sweet i'm not to sure about this new one he needs to socialize with the parents and students more .One thing this school is better for your child if you want them in the dual immersion program. The playground staff are very sweet and funny and your child will love them.


Posted June 24, 2013

Great Parent Involvement, Dedicated Teachers, Many Extra Curricular Activities, and a Solid Dual Language Program!! The only negative is the office staff. Very rude and unhelpful. They are a bad representation of a wonderful school.
—Submitted by a parent


Posted June 13, 2013

I am very concerned that the dual language programs will leave something behind. How can you be attentive to both languages and at the same time keep up with math, science, et al? Something has to give. Kids will be able to speak two languages and then be behind the curriculum of others. Something does not make sense.
—Submitted by a parent


Posted May 30, 2013

Unless your child is in the duel emersion program this school is not the place to go. I feel bad, but the English speaking classes are left behind. This is NOT a Spanish vs English thing so don't judge this comment as so please. There needs to be a balance here and there is not. The small portion of parents and classes that are in English Only (EO) classes are left out. Most of the activities/performances are done in Spanish. There needs to be a balance so people off all backgrounds feel represented. I cant speak about all the teachers, however I am not impressed with the ones I have had so far. The parents do get involved and for that I gave it an extra star taking it to 3. I'm not sure about the principal yet. He is new and he may be getting a feel for this school. It may be better next year.
—Submitted by a parent


Posted March 14, 2013

This school's TEST score has been jacking up in the past couple of years. Maybe because the principal is new, we need to give him more time to grow into a top communicator to all parents like the ex one we had.
—Submitted by a parent


Posted March 14, 2013

Hardware wise, Some one needs to do something to this ALL asphalt campus. Literally, not joking - ALL asphalt, little to none green campus ! Software wise, Someone needs to take initiatives to push the quiz and other test scores and other student report cards into online system. They raised a lot of money each tri-master and named it "Technology fund" but they need to first educate their teachers to input the test scores into their already have SchoolLink system to share school results with parents. This takes a stronger leadership to make it happen in this school. One can use the improvement items listed above as an assessment tool to see how much time Henry takes to get there from the time this comment was created.
—Submitted by a parent


Posted May 28, 2010

Patrick Henry has great parental involvement. There's agreat comrodary between parents and teachers. The principle provides good leadership, making the school community similar to a family atmosphere.
—Submitted by a parent


Posted January 26, 2010

I was looking for a school hat would fill my expectations, this schools has such a high parent involment, the techers are great willing to help each kid in their own speed of learning without forgeting that everything is in spanish, my kid is speaking, writting and reading in spanish and he is in kindergarten, Im soooo happy he has the oportunity to be part of this school and that he will have an advantage over all the spanish speakers in california, because he would also read and write in spanish not only speak.
—Submitted by a parent


Posted May 21, 2009

Excellent general environment, teacher involvment and preparation is superb, great academic level for dual immersion program. As with any public school in CA, parents need to check on academic advance, but overall this is a great school. Lots of extra activities: Folklore dance, theater, etc. Needs more music programs though.
—Submitted by a parent


Posted March 4, 2009

Patrick Henry is a wonderful school, such a pleasant environment, lots of opportunities for children and parents. Teachers are kind generous and very involved.
—Submitted by a parent


Posted February 6, 2009

This school is a family-ortiented culture in which children love to learn! Parents are very involved and the teachers are great. The dual-immersion is a unique opportunity for students to learn Spanish and English. We love this school!
—Submitted by a parent


Posted January 30, 2009

My son is in the middle of second grade and participates in the dual-immersion program. I cannot be more pleased with his progress in both English and Spanish. I cannot speak for the English-only track, but have to say that the faculty, staff, parents and students do a wonderful job of creating an environment that unites both tracks outside of the classroom. The school also provides many extra-curricular activities that promote a healthy cultural experience through music, dance, and drama.
—Submitted by a parent


Posted January 15, 2009

I am very happy with this school, it is great that my kids are learning spanish and english at the same time. Teacher are the best at Henry.
—Submitted by a parent


Posted October 8, 2008

My daughter is in Kindergarten in the dual immersion program. So far we have been extremely happy with this program. The Principal and all of the dual immersion Kindergarten teachers are fantastic. We are English only speakers and the teachers make it very easy for us to get involved, and help w/ homework. My daughter is already singing and speaking in Spanish.
—Submitted by a parent


Posted May 27, 2008

The principal here is very attentive and handles kids on an individual basis. She is great at communicating. My son is in the 2nd grade and has had the worst year so far. The teacher seems burnt out and not very patient. I have not been happy with the teacher support/involvement at all. The only positive experience here has been the principal.
—Submitted by a parent


Posted April 22, 2006

The teachers in the dual immersion program are very involved with the children and parents. Several school events for parents.
—Submitted by a parent


Posted October 11, 2005

Physical plant inadequate-- many rooms without air conditioning, playground is asphalt with a chain link fence. Staff pleasant and hardworking.
—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

877

Change from
2012 to 2013

+10

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

9 / 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

877

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

+10

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)

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)

9 / 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.

116 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
62%

2011

 
 
63%

2010

 
 
56%
Math

The state average for Math was 65% in 2013.

116 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
79%

2011

 
 
85%

2010

 
 
76%
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.

88 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
57%

2011

 
 
54%

2010

 
 
47%
Math

The state average for Math was 66% in 2013.

90 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
85%

2011

 
 
77%

2010

 
 
77%
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.

80 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
78%

2011

 
 
66%

2010

 
 
70%
Math

The state average for Math was 72% in 2013.

80 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
80%

2011

 
 
70%

2010

 
 
84%
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.

78 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
73%

2011

 
 
68%

2010

 
 
78%
Math

The state average for Math was 65% in 2013.

79 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
72%

2011

 
 
68%

2010

 
 
81%
Science

The state average for Science was 57% in 2013.

79 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
71%

2011

 
 
72%

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

English Language Arts

The state average for English Language Arts was 60% in 2013.

55 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
72%

2011

 
 
55%

2010

 
 
n/a
Math

The state average for Math was 55% in 2013.

55 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
58%

2011

 
 
60%

2010

 
 
n/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.

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.

62 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
59%

2011

 
 
63%

2010

 
 
n/a
Math

The state average for Math was 52% in 2013.

60 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
66%

2011

 
 
73%

2010

 
 
n/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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

33 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
64%

2011

 
 
34%

2010

 
 
n/a
English Language Arts

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

50 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
74%

2011

 
 
75%

2010

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

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

19 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
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.

52 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
63%

2011

 
 
71%

2010

 
 
n/a
Science

The state average for Science was 67% in 2013.

50 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
76%

2011

 
 
73%

2010

 
 
n/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.

Source: California Department of Education

English Language Arts

All Students59%
Females61%
Males57%
African American50%
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)60%
Economically disadvantaged45%
Non-economically disadvantaged66%
Students with disability45%
Students with no reported disability60%
English learner46%
Fluent-English proficient and English only60%
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 graduate81%
Parent education - declined to state36%

Math

All Students82%
Females80%
Males82%
African American50%
Asiann/a
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)85%
Economically disadvantaged79%
Non-economically disadvantaged82%
Students with disability64%
Students with no reported disability83%
English learner62%
Fluent-English proficient and English only83%
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)81%
Parent education - college graduate83%
Parent education - graduate school/post graduate92%
Parent education - declined to state71%
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 Students52%
Females59%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged30%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only54%
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)40%
Parent education - college graduate44%
Parent education - graduate school/post graduate68%
Parent education - declined to staten/a

Math

All Students80%
Females79%
Males80%
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)82%
Economically disadvantaged75%
Non-economically disadvantaged82%
Students with disability33%
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only80%
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)80%
Parent education - college graduate80%
Parent education - graduate school/post graduate86%
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 Students84%
Females90%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged69%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
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)88%
Parent education - college graduate85%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students91%
Females88%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged81%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only93%
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)94%
Parent education - college graduate90%
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 Students73%
Females83%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged70%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only80%
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 graduate77%
Parent education - graduate school/post graduate81%
Parent education - declined to state64%

Math

All Students89%
Females93%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged85%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
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 graduate86%
Parent education - graduate school/post graduate93%
Parent education - declined to state82%

Science

All Students84%
Females84%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged70%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only89%
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 graduate91%
Parent education - graduate school/post graduate89%
Parent education - declined to state73%
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 Students79%
Females73%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged67%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only80%
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 graduate77%
Parent education - graduate school/post graduate82%
Parent education - declined to state83%

Math

All Students64%
Females50%
Males80%
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)n/a
Economically disadvantaged56%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only64%
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 graduate69%
Parent education - graduate school/post graduate73%
Parent education - declined to state67%
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
Non-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 Students73%
Females78%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged59%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate73%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students69%
Females63%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
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 Students94%
Females100%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged90%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only97%
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 Students64%
Females75%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only80%
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 state36%

General Mathematics (Grades 6 & 7 Standards)

All Students16%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged20%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only18%
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
Non-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 Students63%
Females69%
Males58%
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)n/a
Economically disadvantaged51%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only76%
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 state27%

Science

All Students70%
Females75%
Males65%
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)n/a
Economically disadvantaged62%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only85%
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 state45%
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
Hispanic 62% 52%
White 22% 26%
Black 7% 6%
Two or more races 5% 3%
Asian or Asian/Pacific Islander 2% 11%
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 47%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 3%N/AN/A
Source: CRDC, 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 community.

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School basics

School Leader's name
  • David Komatz
Fax number
  • (562) 420-7849

Resources

Staff resources available to students
  • Librarian/media specialist(s)
Transportation options
  • Buses/vans for students only
  • Transportation provided for special education students only
School facilities
  • Cafeteria
  • Library
Note: Data provided by community members,
needs to be verified by school leaders.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

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

Arts & music

Performing arts
  • Drama
Note: Data provided by community members,
needs to be verified by school leaders.

Upcoming Events

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3720 Canehill Avenue
Long Beach, CA 90808
Phone: (562) 421-3754

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