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GreatSchools Rating

Monroe Elementary School

Public | K-5 | 537 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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14 reviews of this school


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Posted September 27, 2013

Seeing other comments make people think. I was a student at this school and now my children are currently attending, if parents would speak to teachers, PTA moms, and get more involve, they wouldn't have a problem...Now as for the teachers that my children have had, they have always been really helpful and tried helping my kids out with their difficulties. The office staff are also very helpful and they have programs for those in need who cannot afford to purchase uniforms etc. they take your child and supply them. I have nothing to complain about since everyone at this school helps the children one way or another.
—Submitted by a parent


Posted July 15, 2013

My child attended this school for four years. Like all schools we have good and bad teachers. But the principal truly cares for the students and the staff are great. PTA is awesome. What is lacking is parent involvement! We need more to get involved!
—Submitted by a parent


Posted July 31, 2012

Monroe is a school that shines! The principal is always present, approachable and has a depth of caring a parent would hope to find in an elementary school. With her leadership, the schoolhas an outstanding Dual-immersion program that has dedicated teachers. The PTA produces fun and engaging activites for the kids( based on little help from parents). So sad I had to move and lose out on such a great school!
—Submitted by a parent


Posted June 8, 2011

Monroe Elementary is a school that has seen lots of improvement over the years. Now a Title 1 achieving as well as a California Distinguished School. The teachers and staff truly give their best for the students. They have a unicycle team and now they offer a Dual Language immersion program. The spirit of community and cooperation is amazing. We have been very happy with the academic progress shown by our kids in these 4 years.
—Submitted by a parent


Posted October 20, 2010

Monroe schools is moving forward in unbelievable ways. Grade level teaming is addressing individual student's needs like no other school in Monrovia. Teacher designed programs are focusing on individual needs in creative academic groupings. I have seen students meet with success, both my own and their peers. Hats off to this experienced staff! Welcoming staff and friendly parents are making a really big difference in students lives. I'm proud to be part of Monroe successes!!


Posted May 21, 2009

Monroe is typical of most schools. There are very dedicated teachers and there are those who are less so. The administration is working on making the learning experience for children less dependent on the particular teacher each student is assigned to on the first day of school, but this is a work in progress. Our three children received excellent educations because we actively involved ourselves in their school. When parents, teachers, and children all work together and are all accountable, great things happen. Go Lions!
—Submitted by a parent


Posted May 21, 2008

Monroe has under gone a few changes in the last 2 years. I have 2 kids at Monroe, and compared to friends at other schools in the district, ours lacks many things. Our parent group is exclusive, the teachers dont seem to want parents to volunteer in the classroom. The principal is not very welcoming. This school does not take as many field trips or have as many classroom parties as the other schools. I think they have lower scores than the other schools and they do not honor requests to have teachers based on need. Very few extra curricular activites and assemblies. The other schools seem very visible.
—Submitted by a parent


Posted February 4, 2008

Monroe has come along way since the last review was written. The new principle has made alot of wonderful changes to the school.
—Submitted by a parent


Posted November 23, 2006

As a parent of 2 children in Monroe, I would have to say that it is severely lacking. There is virtually no parent involvement and this is fostered by the school itself. The teachers do a great job with the limited leadership and supplies they are given. This is a credit to the teachers themselves and not the school.
—Submitted by a parent


Posted April 6, 2006

Monroe has just added a music appreciation/singing program for 1st 2nd and 3rd graders. There is already a instrumental music program for 4th and 5th graders. I am pleased to see this move towards encouraging music in all grade levels!
—Submitted by a parent


Posted August 19, 2005

This school seemed to discourage parent involvement. Art, music and PE were all but nonexistant and not once did my daughter do a cute school play. This school was a big part of our motivation to move away from Monrovia. The only thing good I have to say about it is that the teachers are wonderful and work hard with what they have.
—Submitted by a parent


Posted August 5, 2005

Lack of music, art, PE and other extracurricular activities makes this school less than average. Excellent after school program that involves the children in local and national activities.
—Submitted by a parent


Posted November 8, 2004

This school lacks quality social interactions between children, teachers, and parents. They do not encourage parental involvment. For an 'All American City' our children are not allowed to acknowledge nor express individuality or American holidays. Though many great Teachers stay on and attempt to foster our children, I am very disappointed in this school and the Principle. Shame!
—Submitted by a parent


Posted May 22, 2004

Monroe has come a long way in the past 5 or 6 years. The teachers are experienced and dedicated to making sure each child is challenged at the level they can best excel. The principal is young and had little experience coming in, but has really grown a lot in the past 4 years. He has done a great job in guiding our school along the path to excellence. Monroe has won the Title I Achieving Schools Award for the past 2 years, and this year received the California Distinguished School Award. If more of the parents would step up to be involved, I believe Monroe could be the very best school in the district.
—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

775

Change from
2012 to 2013

+12

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

1 / 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 its schoolwide API target for 2013.
  • This school has not yet 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 did not meet all student subgroup API targets for 2013

This school's
API score

775

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

+12

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)

3 / 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)

1 / 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.

77 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
52%

2011

 
 
52%

2010

 
 
54%
Math

The state average for Math was 65% in 2013.

77 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
39%

2011

 
 
53%

2010

 
 
62%
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.

77 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
28%

2011

 
 
41%

2010

 
 
43%
Math

The state average for Math was 66% in 2013.

77 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
67%

2011

 
 
60%

2010

 
 
68%
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.

62 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
58%

2011

 
 
78%

2010

 
 
65%
Math

The state average for Math was 72% in 2013.

62 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
61%

2011

 
 
78%

2010

 
 
72%
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.

91 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
58%

2011

 
 
56%

2010

 
 
68%
Math

The state average for Math was 65% in 2013.

93 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
27%

2011

 
 
61%

2010

 
 
62%
Science

The state average for Science was 57% in 2013.

93 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
40%

2011

 
 
56%

2010

 
 
61%
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 Students50%
Females46%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged34%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability49%
English learner38%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)33%
Parent education - college graduate53%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students52%
Females49%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged38%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability52%
English learner44%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate48%
Parent education - some college (includes AA degree)38%
Parent education - college graduate47%
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 Students29%
Females34%
Males22%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged23%
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability27%
English learner0%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)35%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students62%
Females63%
Males61%
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)n/a
Economically disadvantaged62%
Not economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability63%
English learner46%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate54%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)61%
Parent education - college graduate75%
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 Students59%
Females76%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged60%
Not economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate62%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students65%
Females62%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged69%
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate77%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)55%
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 Students55%
Females64%
Males44%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate45%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)46%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students60%
Females66%
Males51%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Not economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability65%
English learner9%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate45%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)52%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students34%
Females40%
Males26%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Not economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability35%
English learner9%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented70%
Parent education - not a high school graduate27%
Parent education - high school graduate12%
Parent education - some college (includes AA degree)37%
Parent education - college graduate54%
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
Hispanic 69%
White 16%
Black 7%
Asian 2%
Two or more races 2%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 71%N/AN/A
English language learners 24%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
  • Cindy Lathrop
Fax number
  • (626) 471-2310

Resources

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

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402 West Colorado Boulevard
Monrovia, CA 91016
Phone: (626) 471-2300

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