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Teacher quality
Principal leadership
Parent involvement
After starting Kindergarten at a popular charter school fall of 2010 and having a less than positive experience, we switched our son to Kettering, our home school. Best decision we could make. He, as well as my husband and I, instantly loved the school. We were welcomed warmly by other students, families, teachers, principal and all support staff. He is now in 1st grade and we have a new principal who is terrific, as was the former. Both Kinder and 1st grade teachers are super. We feel very lucky to be part of this amazing school!
—Submitted by a parent
My son just started kindergarten this year. He loves it and surprises me every day with his progress. The PTA is committed and put on great events. The teachers are awesome and he is extremely happy with the after school CDC. He doesn't want to come home.
—Submitted by a parent
The heart felt passion for teaching shines academically through every child. If you see your children excited about going to school, and coming home with A's, the school has to be great.
—Submitted by a parent
my son just started this school and it is amazing. the principal is great the best elementary in long beach
—Submitted by a parent
Kettering is a small school with big hearts! Teachers, parents and students all work together to maintain the incredible reputation it has. In addition to the top notch academia, kids get to be kids and enjoy the foundation of their education. The community is outstanding, especially in these hard times. My son is not only thriving, but exceeding beyond my expectations. And more important, he's happy!
—Submitted by a parent
Kettering is an amazing school with caring teachers and involved parents. Great great place for any child.
—Submitted by a parent
Kettering is a great little school with lots of parental involvement and wonderful Teachers. There's a good community feel, my daughter has attended there for 5 years and I have been very pleased with all staff members, Teachers and parents there. No complaints!!!!
—Submitted by a parent
Kettering is great, its a small scholl with alot of parent involvement. We have a new principle again... and she seems very pro active. If your chlld needs after care CDC the program is excellent my second grader really gets a lot out of it. he is there from 2:00pm until 4:30pm and its hard to get him to leave! Parent participation is is critical (with budget cuts) and we do what we can. We are very pleased with his progress and look forward to a great school year.
—Submitted by a parent
Wonderful school! I couldn't be happier! The only thing I don't like very much is that from grade to grade, the children are not kept grouped together and so, children are sometimes split up from their best friends from the grade before. In a way, it is a good thing, as it makes them get to know more people - but my son was depressed being separated from his best friend and felt very lonely when that happened. The teachers are terrific! The major supporting team (principal and counseling staff) seems to turn over a lot more than I've seen at other schools, but so far - it seems like it has been for the best. I recommend this school to anyone looking for a place where their children will actually learn something more than the basics and the PTA is second to none!
—Submitted by a parent
My son just started Kindergarten and I couldn't be happier with the quality of this school - in all aspects! From the PTA and parental involvement to the teachers and students - this is, by far, the best school in Long Beach! The students and other people involved with this school care about our children! We are blessed to be there! It is a terrific place!
—Submitted by a parent
Kettering is an excellent small school especially under the new principal leadership of Kim Weber. My child adores Kettering and the teachers there have some of the longest years of experience. I love 'neighborhood ' schools where everyone seems to know everyone.
—Submitted by Sandie Morrison, a parent
I have been very happy with Kettering so far. I have a Kinder that loves school! All of the Kinder teacher are great and the principal is very involved. So happy we are there. Lots of parent involvement. Great PTA.
—Submitted by a parent
Kettering is a great school with a higher percentage of parental involvement than most. It is a small enough school where most of the teachers know all the students. Kettering is also a safe school, with a caring staff and great teachers. We had 2 children attend Kettering, and were very satisfied we chose Kettering.
—Submitted by a parent
Strength - academic expectations and parent expectations for student success Weakness - classroom based discipline. Emphasis on administrative/counselor support in this area.
—Submitted by a parent
We are very pleased with the quality education our children are receiving at Kettering. The curriculum is full and the children are challenged. By offering art, PE and music, the children experience a well rounded program. The children respect their teachers and their classmates, and due to the intimate size of the school, most all students know each other.
—Submitted by angela simonelli, a parent
I very much enjoy the atmosphere and the closeness that is available and transferred out from the staff and faculty. I am a parent of a kindergartner and felt very welcomed into the school.
—Submitted by Yolanda Anderson, a parent
I have 3 children at Kettering (K, 2, 4). The teachers are amazing - they truly care for the students and do a great job of working with accelerated students as well as struggling students. The administration is very professional and works hard at making sure all students adhere to the school's behaviour and scholastic standards (which are very high). The best part is that the school is small and it is easy to get to know your child's classmates and teachers. The school welcomes and encourages parental involvement.
—Submitted by a parent
I think this school offers near-private school quality. We were very lucky to live in the area--very few apartments in this area of upscale homes. Teachers are excellent, several went here as kids or student taught here. What impressed me were the affluent parents who could have sent their kids to private school and the ehtnic balance, this school has an ethnic makeup similar to California's instead of being 70% Anglo or 80% minority--gives my kid a chance at realistic socialization. I've volunteered here for many years and am impressed by how well the students do, only one or two in a class cannot keep up. And thank God for school uniforms.
—Submitted by a parent
The best aspect of Kettering is the quality of the K-4th grade teachers. Both from personal experience and from talking with other parents these teachers are at least Good and some are Excellent. My own experience (as well as that of other parents) would lead me to rate the admininstrative people from principal on down to staff (with a few exceptions) as poor. There is a very imperious attitude when trying to find out information from administration. These people must be very sure of their jobs because their customer service skills are horrible.
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.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
58 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.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
53 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.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
48 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.
45 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
46 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
45 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 | 69% |
| Females | 69% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| 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) | 61% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 69% |
| Males | 81% |
| 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) | 68% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| 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) | 78% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 73% |
| 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 | 64% |
| Females | 72% |
| Males | 56% |
| 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 |
| White (not Hispanic) | 74% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| 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) | 64% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 89% |
| Males | 84% |
| 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 |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| 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 | 86% |
| 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) | 71% |
| Parent education - college graduate | 93% |
| 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 | 83% |
| Females | 79% |
| Males | 89% |
| 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 |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| 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) | 58% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 80% |
| Males | 100% |
| African American | 64% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 81% |
| 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 | 87% |
| 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) | 77% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 93% |
| Females | 97% |
| 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) | 93% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| 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) | n/a |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 100% |
| Males | 75% |
| 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 | 93% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| 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) | n/a |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 93% |
| 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) | 90% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| 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) | n/a |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 92% |
| 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
African American
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
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 | 50% | 28% | ||
| Hispanic or Latino | 23% | 49% | ||
| African American | 11% | 7% | ||
| Asian | 10% | 8% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 3% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 35% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 48% | 85% | ||
| Khmer (Cambodian) | 13% | 0% | ||
| All other non-English languages | 10% | 1% | ||
| Mandarin (Putonghua) | 8% | 1% | ||
| Vietnamese | 6% | 2% | ||
| Cantonese | 4% | 2% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Arabic | 2% | 1% | ||
| Hmong | 2% | 1% | ||
| Korean | 2% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 16 | N/A | 11 |
| Average years teaching | 18 | 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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550 Silvera Avenue
Long Beach,
CA 90803
Phone: (562) 598-9486
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