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Teacher quality
Principal leadership
Parent involvement
A really good school. So much so, that I'm planning our next move to keep us within school boundaries. My daughter has a attended since midway through Kindergarten, and is now in 2nd grade. The overall feel is very VERY parent-involved, which is great, but for those who are unable (like myself- single parent, work full-time), I do get the impression that I'm judged as not being as involved as I 'should be'. Most of these kids have at least one parent who stays home full or most of the time. I know my daughter wishes that I could help in the class (so do I) like her friend's parents do, which can be hard for her to grasp.
—Submitted by a parent
Too much emphasis on teaching the test. One the plus side, the school staff is wonderful and the parents are very involved. Too bad the kids spend most of their day sitting at a desk learing by rote.
—Submitted by a parent
Execellent teaching and support staff. Great to be at a school where everybody - teachers, parents, administrators, etc. wants children to LEARN. This is not the school for faint hearted parents, that only want a school that is just day care center. Lowell expects full participation of parents in the education of our children.
—Submitted by a parent
The principal, teachers, professional staff and parents provide a healthy, enriching, positive and fulfilling learning community.
—Submitted by a parent
Quality school based on focus on reading, writing, math from beginning of school year using multi-sensory approach. Different areas of class use computers, earphones, visual displays, etc. for varied learning strengths. Glad I didn't have to go to a private school.
—Submitted by a parent
My son loves Lowell and I have to say I'm very pleased with the teachers and staff. The parents are a different story. Such elitist and is most likely due to the affluent community. Small price to pay in my opinion. I was planning on sending my son for kindergarten only then to a private school but changed my mind when I saw how invested his teachers were.
—Submitted by a parent
I have 2 children at lowell and I love it. Excellent school, very impressed. My children are very happy and are learning so much- spanish, computors, dance, art, math, science, reading. The families and the teachers are super.
—Submitted by a parent
Lowell is excellent! As a educator myself, this school is amazing. Has totally helped our son who transferred in from private school and was behind! Thank you, Lowell!
—Submitted by a parent
Lowell teaches the test. The students aren't learning problem solving, just rote memorization.
—Submitted by a parent
Lowell is an amazing school where teachers and parents work together for the students. Yes, there is emphasis on test performance, but every public school in CA has the same concern. My child has had an amazing and enlightening experience so far and can't imagine that changing anytime soon!
—Submitted by a parent
I took my child out of Lowell due to bullying. Lowell is just another public school in Los Angeles County trying to be something that it clearly isn't.
—Submitted by a parent
I have two kids at Lowell and we have been pleased, overall, with the quality of their education. But I have to agree with others that the emphasis on test scores is a little disheartening. I am not worried that my children will not perform well on standardized tests. I am more concerned that they feel happy and successful in school. In my opinion that forms the basis for success later in life. The administration seems focused on winning awards and recognition, rather than cultivating an atmosphere of nurturing, and love of learning. I wish we could turn the tide with parental input. If everyone would speak up, in a positive way, it could have an impact.
—Submitted by a parent
Great school however a little to much emphasis on test scores. There is a lot of parent involvment which helps raise money for art and other extracurricular activities that the normal school budget does not allow.
—Submitted by a teacher
This is a great school if you are up to par with the rest of the children. If your child needs help in a specific category then there is alot of pressure to keep up with the other children. This is a magnet school and there is a lot of pressure to keep the scores up. I know of a few parents that have taken their children out because of the pressure to perform.
—Submitted by a parent
To future parents of Lowell, I just wanted to say my daughter Had the best year ever in elementary school when she transferred to Lowell. Her whole attitude toward school changed for the better when we enrolled her to this fantastic school. She had a wonderful and caring teacher who immediately did everything she could to make my daughter feel like she had been there for years. She had a horrible experiences with her former school (Naples Bayside Academy) that have left wounds and emotional scars that I feel will be there for life! My daughter is a good girl and did not deserve the treatment that she got from her former school. Thank you Lowell for being there for my daughter, I truly appreciate it!
—Submitted by Anonymous Person, a parent
A very good school, with excellent parent participation. The school has wonderful, parent-sponsored art and Spanish Language programs. The focus is definitely on testing. Be aware!
—Submitted by a parent
Lowell Academy is a high performing school. My child attended Lowell from kinder through 3rd grade. I truly loved the teachers' devotion and leadership--but-- did not enjoy the PTA. I realize the affluent atmosphere, there is a lot of parental involvement, don't get me wrong. I just did not enjoy the exclusive feeling I recieved when attempting to partake in PTA-run activities. Staff and administration is okay. Principal in 03-04 was fierce. Great education but too much of a private-school attitude. No thanks I'll stick with Fremont.
—Submitted by a parent
This school provides an excellent learning environment. We have been fortunate to have exceptional teachers for both my children. Lowell gets down to the business of learning and has strong parent involvement to support the process. We have been more than happy with our experience. It is a great neighborhood school. There are some extras in the curriculm such as the PTA supported Meet the Master's art appreciatin program, Spanish exposure program, instrumental and chorus in the upper grades. For the most part academics are the focus, which is what we want for our children. Our children are very happy, not stressed and have lots of friends. What more could you want?
—Submitted by a parent
Good school, lives up to its reputation for competitiveness, though I think the parents are the force behind this, not the school. The state tests, (API etc.) are the focal point of the teaching. From Kindergarten on, the kids learn to bubble in answers. The PTA keeps a close watch on things, which is good. We have parents who are on top of things, and get things done. There are many excellent individual teachers, many mediocre ones. As in all public schools, if your kid is more than a standard deviation from normal in any way, achievement, disposition, energy level, competitiveness, you will have some advocating to do on your kid's behalf. Overall, a vey good place to be in school!
—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.
125 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
125 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.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
121 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.
103 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.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
118 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 | 88% |
| Females | 92% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 91% |
| Students with disability | 54% |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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 | 98% |
| Parent education - declined to state | 72% |
| All Students | 89% |
| Females | 95% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 91% |
| Students with disability | 46% |
| Students with no reported disability | 95% |
| 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 | 93% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 72% |
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 | 75% |
| Females | 77% |
| Males | 70% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| 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) | 73% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 56% |
| All Students | 82% |
| Females | 82% |
| Males | 83% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 83% |
| 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) | 87% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 68% |
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 | 97% |
| Females | 96% |
| Males | 98% |
| 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) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| 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) | n/a |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 93% |
| All Students | 94% |
| Females | 92% |
| Males | 96% |
| 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) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 86% |
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 | 89% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| 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 | 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) | 87% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | 81% |
| All Students | 85% |
| Females | 88% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| 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) | 80% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 78% |
| All Students | 89% |
| Females | 88% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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 | 89% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 77% |
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 disability
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 | 76% | 28% | ||
| Hispanic or Latino | 10% | 49% | ||
| Asian | 6% | 8% | ||
| African American | 4% | 7% | ||
| Multiple or No Response | 2% | 3% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 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 | 8% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 74% | 85% | ||
| All other non-English languages | 5% | 1% | ||
| Arabic | 5% | 1% | ||
| Farsi (Persian) | 5% | 0% | ||
| Khmer (Cambodian) | 5% | 0% | ||
| Vietnamese | 5% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 17 | 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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5201 East Broadway
Long Beach,
CA 90803
Phone: (562) 433-6757
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