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GreatSchools Rating

Morris Elementary School

Public | K-5

 

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Last modified
Community Rating

4 stars


Teacher quality

Principal leadership

Parent involvement

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13 reviews of this school


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Posted July 8, 2010

The teachers are very committed to the students. So many of the students are reading above grade level, and the Spanish immersion portion of the day is amazing to watch. The level of parent involvement is great too - a lot of people really care about this school!
—Submitted by a parent


Posted June 13, 2010

We have two boys who attend Morris and couldn't be happier. We have been fortunate to have many teachers who are committed, dedicated and go the extra mile to make school rewarding and fun. Both our boys have needed extra help in different areas. We have received great support from the teachers, principal and support staff. And the PTO rocks! They have worked tirelessly to support and/or provide many outstanding programs - OMSI, family nights, Exploration Day, and more. And in addition to all of that, they are learning Spanish.
—Submitted by a parent


Posted May 25, 2010

I am so pleased that we chose to send our daughter to Morris. She is excelling in reading far and above her grade level, which exceeds our expectations of a language immersion school. The PTO is very active and inviting, adding so many enrichment opportunities for the children. The principal, staff and teachers are so devoted. The summer 2009 remodel and enhancements are wonderful.
—Submitted by a parent


Posted April 16, 2010

I was blown away by the parent group, both its fund raising power and the vast array of enrichment activities and events it sponsors. Some activities we enjoy are an annual week-long visit by the Oregon Museum of Science and Industry, Jammin' Jammy Night (an author festival), and Country & Cultures Night. Some schools take a lot of field trips. At Morris they bring the world to the campus so that all grade levels benefit. The language immersion program is awesome. I don't speak a lick of Spanish, nor do I need to. I'm proud my kids will have a competitive advantage in the workplace from the get-go. I've come to understand that at the heart of every good school is great leadership. The principal, teachers, support staff and parents function as a team, one that, after my first month, felt very much like a family.
—Submitted by a parent


Posted December 4, 2009

Recently remodeled, excellent teachers, principal, and staff. This school is going to make history. They are celebrating their 10th Anniversary for the Spanish Immersion Program. There is also a pre-school on site this year. I could not be any happier as a parent with my childrens' educational experience. They have exceeded all of my expectations and continue to amaze me everyday. PTO is very friendly and interesting and those who cannot make a meeting can and are still involved.
—Submitted by a parent


Posted October 8, 2008

My children have both attended Morris. We were drawn there because of the Spanish Immersion program which thus far has been successful, even when the district does not appear to give it the support it deserves. The teachers are great, and very much there for the kids. With 2 fabulous schools in McKinleyville i only wish they would have one Immersion school and one Traditional, and allow them both the opportunity to flourish as far as they can.....
—Submitted by a parent


Posted May 1, 2007

Morris has an exceptional group of devoted teachers. I am impressed with the muliticultural events and creative curriculum. Morris is a partial Spanish Immersion school. Some of the spanish activities include, art appreciation in Spanish, and celebrating and understanding many of the Spanish holidays, this year students are putting on The Wizard of Oz in Spanish for the school and community. Morris has an excellent Artist in Residence, a music teacher and a computer lab. Sports include basketball and track. The PTO is small with about 8-9 regulars, but a very productive group with successful fundraising and a generous budget.
—Submitted by a parent


Posted February 13, 2006

This school offer 'Spanish immersion' as well as regular classroom academics. Basketball and track are offered to older kids. Sadly, there are less than 10 PTO parents and of those, half make up the work force. My [child] is precocious for her age, however, she is lacking in some fine motor skills. In my observations, it seems that her teachers spend most of their time doing the aide's job(cleaning and preping for the next activity) rather than spending one-on-one time with students to help them develop writing skills. It seems no one is reinforcing proper pencil grip, writing direction or posture. It seems these kids are given their assignment and left to themselves until they ask for help or are done. I just don't see kids getting their acedemic foundation. They get their tools, but aren't given istructions on how to use them.
—Submitted by a parent


Posted September 1, 2005

I have 2 children in the Spanish Immersion program and I think it is fabulous! They are picking up a second language at an age where it is easier to do. The teachers are caring individuals who work with the abilities of each child. The new principal is very approachable and friendly.
—Submitted by a parent


Posted April 28, 2005

I have a daughter in 1st grade Spanish Immersion Program at Morris. I am very impressed with her academic skills in both English and Spanish. The teachers are always willing to 'go the extra mile' and she really enjoys learning Spanish. She loves going to computer lab and music class as well as art instruction. She also receives gifted and talented instruction. The school will have a very energetic new principal which is going to be great in continuing this amazing program.
—Submitted by a parent


Posted April 11, 2005

Spanish Immersion program great- very active parents, lots of family acitivites. We love this school!
—Submitted by a parent


Posted March 9, 2005

A California Distinguished School with a state-of-the art, 25-unit computer lab. The School library contains over 10,000 volumes giving a better than 20:1 ratio of books to students. The Language Immersion program begins in kindergarten where students spend half of their day where instruction is presented in the Spanish language and half the day in English. Very active parent-teacher organization.
—Submitted by a staff


Posted May 22, 2004

I believe the school priorities are out of balance. They seem to place school programs first and academic standards second. The demographics of the class rooms are out of balance with kids needing special help lumped into certain classrooms. The district administration ignores the concerns of the parents. Extra help is offered to groups of students but not all the students. I have heard faculty express their feeling about issues in private but if their job security is jeopardized or the adminstration is present they will change their stance in a second. If you want a good education for your kids do send them to Morris.
—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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

865

Change from
2012 to 2013

-6

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

8 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

865

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-6

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

8 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

8 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

55 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
73%

2011

 
 
68%

2010

 
 
77%
Math

The state average for Math was 65% in 2013.

55 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
80%

2011

 
 
76%

2010

 
 
75%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

51 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
72%

2011

 
 
63%

2010

 
 
61%
Math

The state average for Math was 66% in 2013.

52 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
70%

2011

 
 
72%

2010

 
 
56%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

39 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
84%

2011

 
 
73%

2010

 
 
75%
Math

The state average for Math was 72% in 2013.

40 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
66%

2011

 
 
67%

2010

 
 
55%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

30 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
68%

2011

 
 
48%

2010

 
 
76%
Math

The state average for Math was 65% in 2013.

30 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
53%

2011

 
 
46%

2010

 
 
52%
Science

The state average for Science was 57% in 2013.

30 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
46%

2011

 
 
38%

2010

 
 
60%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students71%
Females70%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged61%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)62%
Parent education - college graduate84%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students82%
Females81%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged78%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students68%
Females78%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged59%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)47%
Parent education - college graduate82%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students77%
Females79%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged74%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)63%
Parent education - college graduate91%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students82%
Females81%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged70%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)76%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students61%
Females52%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged52%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)47%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students67%
Females74%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged58%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students60%
Females58%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged50%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students66%
Females68%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged58%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 62%
Hispanic 20%
American Indian/Alaska Native 10%
Two or more races 6%
Asian 2%
Black 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 49%N/AN/A
English language learners 6%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Teri Waterhouse
Fax number
  • (707) 839-4754

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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2395 Mckinleyville Avenue
Mckinleyville, CA 95519
Website: Click here
Phone: (707) 839-1529

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