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Teacher quality
Principal leadership
Parent involvement
As a retired teacher and grandparent of two students at Prisk, I would not quite agree with the outstanding reviews posted. The first grade level needs to look more closely at the staff and perhaps a replacement is called for at least one of the classrooms. Kindergarten and second grade are outstanding, as has been 3rd - 5th for our older grandson. He will be sad to leave the individual academic attention he has received.
My son is in Kindergarten at Prisk and he is LOVING it there. Prisk's staff is top-notch, and our experience with Mrs. Rodriguez and Mrs. Stanton have left us very impressed. Principal Young cares about her students very much - one shining example that sticks out in my mind was when my son was being honored with an award and the school assembly was starting, and our son was having a hard time getting there, pretending he was sick. Mrs. Young came and personally comforted him and escorted him to the assembly, at which he was beaming when he got his award. Mrs. Young has always been there for our son, and I'm sure most parents at the school feel the same way. Mrs. Stanton has been exceptional this year, as was Mrs. Rodriguez last year....our son is sad to go home because he has such a good time in his class! There is also a great PTA program at this school. There are always opportunities for involved parents to help out,. I am very grateful that my son is getting his first exposure to primary education here, as I'm sure they are giving him a love for learning that will last for the next 12-16 years (and on)!
—Submitted by a parent
Extremely happy with Prisk elementary. Mrs. Young (principal) is involved and caring, not only with her staff but with students and parents! She is a hustler and a go getter - My son is now in 1st grade with Mrs. Koerner ... wonderful teacher! ... the 2 years we have been there have been nothing but pleasant. We are looking forward to the following years!
—Submitted by a parent
Excellent teachers, supportive administration, involved PTA and foundation. My family has felt welcome since the moment we walked on this campus. Prisk is updating their computer lab this year and continue to fund their science program. Prisk Rocks!
Quite simply the best elementary school in all of Long Beach! Our daughter is in the 1st grade(Mrs. Patton's class) and we couldnt be happier! What an amazing teacher! Our principal(Mrs. Young) is fantastic!! Our PTA is 2nd to none! Please keep up the great work...
—Submitted by a parent
Wonderful & caring teachers, awesome principal, very involved PTA!
—Submitted by a parent
We just attended the annual Pumpkin Walk-the schools fall carnival. It was an awesome display of the team work of our fabulous PTA. My kids and I had so much fun.
—Submitted by a parent
My son just started kindergarten this year and I have been very happy with this school so far! He loves the science lab, and his teacher (Mrs. A.J.) has been very helpful and he really likes her. They do have homework nightly for kindergarten which I'm not a big fan of... and they have the extended day which I also don't like... but as far as academics go, this is a great school. I love the smaller classroom sizes, and the principal is very hands on.
—Submitted by a parent
We have a fantastic new principal, Mrs. Young- she was the principal that turned Emerson Elementary into a charter school. She is absolutely fabulous- runs the school extremely efficiently and REALLY thinks outside the box. Our science teacher did retire, but thanks to the school's Foundation and Mrs. Young, we have hired a part-time science teacher, and will still have laboratory classes. Mrs. Young has also worked tirelessly to keep our enrollment up- she is awesome!
—Submitted by a parent
My daughter is in 3rd grade and uses the RSP services. She has shown so much improvement in 1 year! We are so happy with her progress. The staff is wonderful.
—Submitted by a parent
Prisk is a fabulous school. I have been impressed with the level of academic exposure both of my children have received. I have two children that attend Prisk in 4th and 2nd grade. The science program is top notch, Thank you Mrs. Jennings for your skill and expertise. My kids love science now.
—Submitted by a parent
My son just started Kindergarten, and everything seems ok except the play area supervision. There is a certain child that doesn't cooperate with the rules and has no conequences. I am irritated that the women that are supposed to be watching this area are not doing their job.
—Submitted by a parent
I am concerned regarding the supervision of the teachers and staff of the kindergarden children. My child has told me many times of other children assaulting him with no teacher in sight.
—Submitted by Katrina Sturm, a parent
My daughter has attended Prisk since Kindergarten and is now in 3rd grade. I have been very pleased with the teaching staff. With the exception of one, all have kept the students interested and strive to further challenge the children academically. The music program for grades 3-5 is a great bonus to the curriculum. I do wish there was more focus on PE, as they only do it 2 days a week. Overall it has been a very positive and rewarding experience over the last 4 years.
—Submitted by a parent
Prisk has quality programs for its students and is known for its special science programs. Students with an interest in science will have ample opportunities to explore science and do hands-on projects to fuel their enthusiasm for delving into other areas that interest them. Since the school is in a residential neighborhood, there is a great deal of parent invovlement in the classroom and with afterschool programs and tutoring.
—Submitted by a parent
What attracted me immediately to this school was the campus - set back in a residential district away from busy streets and traffic, I found the setting idyllic (and very much unlike most schools in SoCal). As soon as I walked into the main building, I felt immediately at home; despite being in an urban setting, it felt like the small rural elementary school I attended. The teachers, staff, and adminstration are top-notch, motivating, and seem to genuinely care about their students. The school boasts many special events for the children [ice cream socials, dances, fall festivals], and rewards top performances in academics and citizenship in monthly assemblies. A first-rate school, and a delight after a harrowing experience with neighboring Bixby. Although I consider LBUSD on the whole an excellent district, Prisk might just be their best-kept secret.
—Submitted by Shannon Alff, 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.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
111 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.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
87 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.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
74 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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
90 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 | 73% |
| Females | 73% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 80% |
| Students with disability | 36% |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| 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) | 85% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 75% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 86% |
| Students with disability | 45% |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| 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) | 85% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 85% |
| 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 | 56% |
| Females | 68% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| 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) | 48% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 88% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| 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) | 84% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 79% |
| Females | 79% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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) | 80% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 74% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 85% |
| Students with disability | 75% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 83% |
| 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 | 86% |
| Females | 81% |
| Males | 93% |
| African American | 69% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 77% |
| Males | 82% |
| African American | 58% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| 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) | 73% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 89% |
| Males | 91% |
| African American | 83% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| 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) | 92% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 88% |
| 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 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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 55% | 28% | ||
| Hispanic or Latino | 22% | 49% | ||
| African American | 10% | 7% | ||
| Asian | 6% | 8% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 3% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 25% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 82% | 85% | ||
| Khmer (Cambodian) | 9% | 0% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Hmong | 3% | 1% | ||
| Lao | 3% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 17 | N/A | 11 |
| Average years teaching | 19 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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2375 Fanwood Avenue
Long Beach,
CA 90815
Phone: (562) 598-9601
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