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Teacher quality
Principal leadership
Parent involvement
I am so excited for my son to start Stafford. He already has friends that go there. I hear that it has a high academic score. And that is good enough for me. I just want him to get the best education ever. =)
—Submitted by a parent
Complete disappointment at this school. Principal does not take any step to respond to parents. For most of the teachers this is only job and do not care about kid s education. I regret sending my child to this school. Serious lack of care from the school s staff and bulling across the school. The main department is the chorus which school is famous for. School had not been able to close the loop between different ethnic and kids from different income background. Most of the teachers do not provide individual time for any students
—Submitted by a parent
I think this is one of Long Beachs' best kept middle school secrets! A fantastic school! In my opinion one of the best(if not "the" best) middle school in all of Long Beach! Keep up the great work!
the school is great the Choral program is awesome and so is the AVID program.But the campus is divided and clique are every where. It is not racially diverse at all.
I am currently an eighth grader at Stanford, and I believe no other school in the district pushes you harder to achieve your goals. I have been in the GATE program since sixth grade and in every single one of my classes there have been teachers that actually care about their jobs. The campus is always tidy, the music and sports programs rank among the best. I have played in Advanced Band for two years now, and that has been an incredible experience. If you are a parent that wants your child to go to a school where all teachers believe students have extraordinary potential, or you are a student yourself who wants to work diligently and succeed, this is the school for you. :)
—Submitted by a student
Im a sixth grader and i think Stanford is a very good school. There Gate program is great, it pushes you to your fullest. The campus is very clean and nice. The teachers are very helpful, and incourage you to do your best, and dont stop until you have it all accomplished
—Submitted by a student
I love the school, the teachers are great! It's always really clean. The music department is wonderful ,I give it a 10 out of 10
—Submitted by a parent
I'm a graduating eighth grader at Stanford and this is the BEST middle school in the district! Our teachers are helpful, supportive, and they prepare us for all of the questions that might be on the state test. We have the highest test scores and our sports teams make it to the finals every year. Our choral and instrumental programs are among the top in the Unites States! I love Stanford and will miss it dearly!
—Submitted by a student
I'm a seventh grader at stanford and if your looking for a school for your child to enter stanford is the one. Stanford has fantastic teachers that really get you. I ended sixth grade with all a+ and in gate classes. If your child isn't an advanced child like i am it ok. There is great help at stanford. There are many tuters to tuter you during school on what ever you need help on. Lets say you need a flexible school, maby you work a bit late and can't pick your child up after school. That's ok! we have the wrap program which is sort of the ymca. Its an awsome program. Point is stanford is an excellent school!
—Submitted by a student
stanford was the best middle school ever, especially if you were in the GATE program. The GATE teachers are amazing!
the school is really good but what is great is Mrs. Riley the chorus teacher. she is great!
—Submitted by a student
I am both a past parent and member of the staff at this school. I believe this to be one of the best middle schools in Long Beach. The new principal is very approachable and doesn't dictate in a military kind of way like the old one. Academics are the highest and behavior of the children is also high. The children report behavior problems themselves, before trouble begins. Literally, 1199 students out of 1200 are in uniform and the kids and staff feel very safe and productive. I would pull my kids out of other are middle schools to be able to send them here. Come down and take a tour, see for yourself how great this fine E. Long Beach school truly is
—Submitted by a parent
Stanford is a great school it has a great AVID program and a GATE/Honors program. I am a 7th grade student in both of the programs.
—Submitted by a student
I have been personally involved in this school, from safety issues, principal, teachers and their response and staff on many issues. i have been very, very involved, as a matter of fact, i fought the city to get the lines painted for the kids to have some safety when crossing, it was also in the paper last year. the leadership and contact with the teachers has been very difficult, the teachers are not very responsive on the academics. though some have been amazing, some is not good enough.
—Submitted by a parent
I think that Stanford is an excellent school. The teachers are great and everyone there is very nice!!!!!
—Submitted by a student
My son and daughter both attended Stanford, both have now graduted. I was very pleased with the teaching staff and administration overall. My only issue has been within this past year with the new principal....communication has not been very good. I had to call the school to find out the time/place of my daughter's graduation. Nothing was sent home. But otherwise it is a fantastic school, and both of my kids loved it.
—Submitted by a parent
I attended Stanford Middle last year and overall I could care less about the rate! I loved the activities but was displeased about disruptions in the learning process. I was also displeased with the teachers that could care less about students failing. I would like to sincerely thank the band teacher for three great years for I play in my own Jazz Band now as the lead Tenor Saxophone. Thanks for 3 mixed but overall great years! ~Former Student~
—Submitted by P. Heft, a former student
Great school, nice suburban neighborhood,good gate program
—Submitted by a student
School is fine but of course like most things, could be better.
—Submitted by a parent
We are new to the area and were a bit nervous about the school situation. I must say that we could not be happier with Stanford. The academic quality is outstanding and the teaching staff is exceptional. The availability and accessability of students to extra curricular activities is wonderful, there is actually a music program! I must also say that the parents I have met are wonderful and truly involved, creating a wonderful campus community.
—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 59% in 2012.
398 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
400 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 Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
416 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
417 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 Algebra I was 49% in 2012.
297 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
390 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
404 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
392 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 | 71% |
| Females | 77% |
| Males | 64% |
| African American | 61% |
| Asian | 83% |
| Filipino | 100% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 80% |
| Students with disability | 39% |
| Students with no reported disability | 72% |
| English learner | 16% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 58% |
| All Students | 70% |
| Females | 70% |
| Males | 70% |
| African American | 52% |
| Asian | 75% |
| Filipino | 100% |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 79% |
| Students with disability | 30% |
| Students with no reported disability | 72% |
| English learner | 23% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 64% |
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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 80% |
| Males | 68% |
| African American | 47% |
| Asian | 91% |
| Filipino | 75% |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 83% |
| Students with disability | 45% |
| Students with no reported disability | 76% |
| English learner | 25% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 79% |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 39% |
| All Students | 72% |
| Females | 74% |
| Males | 71% |
| African American | 51% |
| Asian | 95% |
| Filipino | 83% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 81% |
| Students with disability | 35% |
| Students with no reported disability | 74% |
| English learner | 50% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 53% |
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 | 92% |
| Males | 89% |
| African American | 96% |
| Asian | 97% |
| Filipino | 91% |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 92% |
| 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 | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 88% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 90% |
| All Students | 71% |
| Females | 73% |
| Males | 68% |
| African American | 68% |
| Asian | 91% |
| Filipino | 82% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 75% |
| Students with disability | 50% |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 53% |
| All Students | 44% |
| Females | 47% |
| Males | 40% |
| African American | 36% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 48% |
| Students with disability | 16% |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 65% |
| Males | 71% |
| African American | 57% |
| Asian | 85% |
| Filipino | 91% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 71% |
| Students with disability | 32% |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 60% |
| All Students | 83% |
| Females | 81% |
| Males | 84% |
| African American | 74% |
| Asian | 88% |
| Filipino | 91% |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 86% |
| Students with disability | 63% |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 83% |
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 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
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 | 46% | 28% | ||
| Hispanic or Latino | 27% | 49% | ||
| African American | 12% | 7% | ||
| Asian | 9% | 8% | ||
| Filipino | 4% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 5% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 31% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 79% | 85% | ||
| Khmer (Cambodian) | 11% | 0% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Hmong | 3% | 1% | ||
| Russian | 3% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 31 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 14 | 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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5871 East Los Arcos Street
Long Beach,
CA 90815
Phone: (562) 594-9793
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