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Teacher quality
Principal leadership
Parent involvement
With 3 kids, I just celebrated my 10th year at Tincher and can honestly say "WOW". From autism pre-K programs to stellar GATE teachers...they have it all. It starts at the top with a strong principal Dr. An and a fine staff who set high standards. Tincher is a loving place to learn and grow with an abundance of fun programs.
—Submitted by a parent
Very well managed. Students of wide age range work very well together in a climate of respect.
—Submitted by a parent
Tincher has a group of excellent teachers and principal who are dedicated and determined to provide the best learning environment while focusing on the whole person. Character counts!
—Submitted by a parent
Tincher has a dedicated staff and families that puts children first and helps develop character, global learners and community leaders. Tincher is a place of learning, family and community. Hands down the best around!! We have the national awards, test scores and state recognition to prove it!
—Submitted by a parent
My daughters started kindergarten there last fall. As a parent and volunteer at Tincher I was very pleased with what our family experienced. We look forward to continuing our childrens education there.
—Submitted by a parent
This is school is great, I can't be happier. Communication between teachers and parents is great, I always receive some kind of feedback on how my daugther is doin at school either verbal form her teacher beacuse I inquire about or via the in class work or homework that is sent home everyday. I have received calls from the principal to inform us of major family events taking place at school, he is friendly and always out in the school campus keeping an eye on the children.
—Submitted by a parent
I cannot recommend this school. The teachers lack in communication skills and the principal is cold. The afterschool program which was supposed to make sure our kids did their homework before activities sorely failed our child. I don't like this school and am looking to transfer my son out at the end of the year. A bit too late now, sad to say.
—Submitted by a parent
My daughter has been attending this school for 4 years now. Let me first say, that the first two years were wonderful but the last two, have been less than impressive. Test scores are going down and the classroom teaching in certain grades has been deplorable. STAR testing for 2006 was jaw droping at certain grade levels and frankly I have never felt like I have had to be a fulltime school teacher at home like I have the past two years. If they don't get it back into gear this year, I am sadly forced to transfer her out.
—Submitted by a parent
Tincher has a fantastic staff and great teachers and is all brought together by a principal who takes great strides in creating a warm, respectable and responsible school and surroundings. The many activities keep the parents involved and up to date. My daughter had her pick of schools for middle school and chose to stay at TIncher where she has been since grade K.
—Submitted by a parent
Tincher is an amazing school. I new it was a great school, but I didn't realize just how great until we moved away and attended a new school. We miss Tincher - the teachers, the staff, the students. When we talk about Tincher to our new friends, they can't believe it isn't a private school. Wish we were still there.
—Submitted by a parent
This is a quality public school. The principal, staff, and teachers are dedicated, caring, and very good at what they do. We are grateful for having found this school and for having all of our 3 children attend.
—Submitted by Corina Lanfranco, a parent
This school has alot of electives and school activities. The k-8 set up allows children to continue middle school with the same peers. They offer an extended day k that focuses on a core subject each day for the extre time given to certain students.
—Submitted by a parent
While there are some great teachers and great parents at Tincher, it is severely lacking in total participation. Very few teachers/staff attend PTA meetings. Very few parents get involved all year. We have a lot of students that are bussed in and we don't see participation by those parents. The academic programs are good, but not a lot of information is given to the parents. Because we are a K-8 school, there is a lot of confusion on what is offered/available to who and which grade levels. Tincher is a good school but they need to do a better job of promoting themselves to the parents that have students there in order to make sure those students remain there...
—Submitted by a parent
Tincher has a wide range of academic programs all the way from GATE to Autism. I know, I had one in each last year 2004/2005. The teachers are awesome and I will miss them next year. My children learned alot and will carry that with them into the following years. They also have many musical instruments that the children can learn as well as many sports teams. Their summer program is awesome not to mention free! I see parents all the time on campus whether it is volunteering for their childs class or helping out in other areas i.e., picture day,student store,library, etc., I think that is what really helps make Tincher a better school is because they have so many parent volunteers. But, they can always use more!
—Submitted by a parent
Tincher has one of the best classes for autistic children that I know of.The teachers and aides and other staff are very dedicated to helping these children to progress. We have been very happy with the results that our grandson has experienced. A great school with a great staff.
—Submitted by a parent
Tincher has done a great job educating our daughter. We like the fact that students are able to accelerate at their own pace and encouraged to take the next step in their academic progression. For example, our daughter has completed second grade and knowing all of her multiplication and division facts. Also, the students have been taught superior discussion skills and given a broad exposure to classic literature. We like the high parent participation and think the world of the staff and school community Mr. Vogel has created.
—Submitted by a parent
This school can be good on some lewvels, such as the k-8 program. It makes for a small middle school experience. Right now, the education focus is too focused on the Federal mandates of NCLB. They also seem to be a school that doesn't communicate well with parents. I have felt many times like I am left out of the loop. I think they have a few people who are Tincher cheerleaders, and the rest just don't fit in. The school has a lot of potential, but unless your child has a perfect attendance record, and straight A's, the there is not a lot of encouragement. My child has attended Tincher for four years, and in many ways we are not accepted. The middle school teachers are sporadic and overly emotional, which make it difficult to get solutions and proper attention from them. Draconian rules don't help much either!
—Submitted by a parent
I really think that this school is great. Everyone from students, office staff, teachers, principal, and custordians are just Great. You name it Tincher is Tops!
—Submitted by a parent
The principal is the one who makes the school, which in turn helps the teacher follow in his steps of leadership, proffesionalism, enthusiasm, caring, considerate, ambition to teach, but most importantly to want to help kids become better for their future. The parents get encouraged as well when a principal is a true leader, so it motivates them to also become better parents with their kids, like the reading log, it encourages parents to spend quality time with their children while learning at the same time. I am proud to mention Tincher as the school that my child attends, thanks to Principal Vogel which is definitely a top 'A' principal and I hope he never leaves the school otherwise, I may follow where he he is.
—Submitted by verania garcia, a parent
I love the program at Tincher. This school was recommended by a friend and I am very pleased with my child's progress. The staff is friendly and open to suggestions and the school has really great events planned throughout the year.
—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.
Grade level
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.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
102 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.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
113 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.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
126 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.
124 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
125 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
126 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 59% in 2012.
131 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
132 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.
129 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
129 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.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
133 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.
50 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.
137 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
130 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 | 79% |
| Males | 69% |
| African American | 83% |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| 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) | n/a |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 71% |
| All Students | 79% |
| Females | 79% |
| Males | 78% |
| African American | 58% |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| 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 | 79% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 74% |
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 | 63% |
| Females | 68% |
| Males | 57% |
| African American | 47% |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| 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) | 62% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 40% |
| All Students | 87% |
| Females | 88% |
| Males | 87% |
| African American | 79% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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) | 95% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 71% |
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 | 77% |
| Females | 84% |
| Males | 71% |
| African American | 60% |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 54% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 64% |
| All Students | 78% |
| Females | 82% |
| Males | 74% |
| African American | 45% |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 85% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 67% |
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 | 74% |
| Females | 77% |
| Males | 72% |
| African American | 58% |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 45% |
| All Students | 89% |
| Females | 95% |
| Males | 84% |
| African American | 79% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 96% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 65% |
| All Students | 69% |
| Females | 68% |
| Males | 70% |
| African American | 48% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| 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 | 82% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 46% |
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 | 65% |
| Females | 70% |
| Males | 60% |
| African American | 39% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 59% |
| All Students | 55% |
| Females | 58% |
| Males | 53% |
| African American | 39% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 47% |
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 | 67% |
| Females | 75% |
| Males | 56% |
| African American | 44% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| 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 | 51% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 65% |
| All Students | 61% |
| Females | 68% |
| Males | 53% |
| African American | 30% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 62% |
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 | 59% |
| Females | 58% |
| Males | 60% |
| African American | 47% |
| Asian | n/a |
| Filipino | n/a |
| 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) | 59% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 67% |
| Males | 63% |
| African American | 50% |
| Asian | 67% |
| Filipino | n/a |
| 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) | 76% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 0% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 17% |
| All Students | 24% |
| Females | 21% |
| Males | 27% |
| African American | 17% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 27% |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | 23% |
| Fluent-English proficient and English only | 24% |
| 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) | 33% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 18% |
| 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 | 57% |
| Females | 52% |
| Males | 64% |
| African American | 47% |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| 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 | 38% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 7% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 32% |
| All Students | 79% |
| Females | 74% |
| Males | 84% |
| African American | 70% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| 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 | 65% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 23% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 84% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 50% |
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
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
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 | 37% | 28% | ||
| Hispanic or Latino | 28% | 49% | ||
| African American | 19% | 7% | ||
| Asian | 11% | 8% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 10% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 53% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 71% | 85% | ||
| Khmer (Cambodian) | 19% | 0% | ||
| Hmong | 2% | 1% | ||
| Punjabi | 2% | 1% | ||
| Samoan | 2% | 0% | ||
| Vietnamese | 2% | 2% | ||
| Cantonese | 1% | 2% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Thai | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | 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 | 98% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
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1701 Petaluma Avenue
Long Beach,
CA 90815
Phone: (562) 493-2636
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