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Teacher quality
Principal leadership
Parent involvement
My son will attend Santa Fe next year. I met with the Principal today to get a sense of the school since I want to be an involved parent. He took the time to meet with me, address my questions/concerns regarding Middle School and the transition and even introduced me to the school counselor. I was very impressed and I can't wait for my son to start at Santa Fe in the Fall!
—Submitted by a parent
My child attends this school and it is horrible. The kids are always rude, and unkind. The learning environment is not well due to the kids behaviors. I rather my son never go to this school. Staff is not all helpful as well.
—Submitted by a parent
My 6th grade grandson wanted to join the basketball team and he had to try out for it. He did not make it even though he played with a team last year with the recreation department at the YMCA. A child's self-esteem and confidence are affected when they are turned down based on their performance at this young age. They will be afraid to "try out" again for fear of rejection and embarassment. The school office said that if they let everyone that wanted to join they would have a team of 50 players. So what! That would be 50 more children, maybe ,staying out of trouble by keeping busy and building up their self-esteem and confidence. Parents, high school and college students can volunteer to assist the coach when there are that many on a team. The students who aren't as talented can train and practice to develop their skills. They do not all have to be on the starting team; just be a part of a team and wear the shirt. Why not let middle school children join a sports team at this young age and guide them towards a rewarding school experience?
I graduated from Santa Fe school back in the late 70's. Now I have my oldest daughter going here and I have a 10 year old in Monroe school who will follow her sister to Santa Fe. Recently my family went through a divorce, and the staff at Santa Fe has been very understanding in regards to my daughter now having two homes and her being on overload. Things now are settling down for us. Thank you Santa Fe staff for your kindness and patience!
—Submitted by a parent
Santa Fe has always been touted as the bad school but the Principal and Asst have rised above and brought the school to a new level. The scores have gone up, the activities, field trips and sports have gotten better every year. Though some of the staff will not have ANY parent contact, some will go out of thier way. Most have a web site that is up to date with homework and assignments. I am very happy with the education my children have recieved at SF.
—Submitted by a parent
i loved the school very much very fun energetic i was in the school orchestra sadly a very small one but the teacher there taught me disipline acceptance and most of all to enjoy my volin the english teacher ms.labau make me into a better english learner cough cough that that i wasnt good in the first place. The people and staff there is top notch wish i was in 8th grade again
—Submitted by Justin Kim, a former student
Several of the teachers at this school do not seem to care about the students in general. Several of the teachers deal with the children in very belittling ways, Iwould say to anyone if you have an option do not chose this school. There is no follow though with counslers and teachers in reguards to helping the children, and complaints about teachers. Also it seems like there is no comunication between the two. This is the worst school I have ever delt with.
—Submitted by a parent
Great school with a great staff. I graduated here in 1976 and both of my children have attended this school. They currently have a great band program. The principal, his staff and PTA are wonderful.
—Submitted by a parent
I believe that this school is the best middle school you can find in the Monrovia School District. My sister and I have graduated from here, and we didn't want to leave this school because it was challenging, fun, and the atmosphere is, for the most part, energetic. My sister and I were also in the Santa Fe Cougars band. There we learned discipline, how to work with others to achieve a similar goal, and also how to have fun while acting appropriately in public. The band, as well as the sports field, is a great place to meet new friends and work together to do something great. Another thing that I like about this school is that there is always a surplus of parental involvement. There are so many parents who want to be a part of their child's school life who come together to make their child's experience all the better.
—Submitted by Rebecca A., a former student
I spoke to the assistant regarding my concerns with long lunch lines and not enough time to eat. Instead she was more concerned about me not living in the school district. She brushed me off, and never got back to me. I was inquiring about lockers for the children. I left several messages. They never returned my call. Overall i am very disappointed...
—Submitted by a parent
Santa Fe offers the students outstanding extracurricular opportunities to get involved. The Leadership program, gives the students the ability to take charge of their school. The school atmosphere has improved greatly with the addition of grass in front and between classes, and the rose bushes in front.
—Submitted by a parent
I love Santa Fe. The only thing it needs according to my daughter is a drama club. C'mon Leadership grant that dream for Santa Fe. I beleive it would be a wonderful asset to Santa Fe Middle School!
—Submitted by Marilyn Broadway, a parent
I have been a parent at Santa Fe Middle School for 5 years. My youngest child is an incoming 8th grader at the school. This school is wonderful. The staff is a cohesive unit that provides a challenging curriculum in a nurturing environment. The elective classes - band, advanced band, cooking, computers, Spanish - are first rate and taught by remarkable teachers. The AVID program is first rate and the students have won the County Write Off for 5 years running. The administration is first-rate, and the PTA is very active. I can't think of a better place for my children.
—Submitted by Karen Amagrande, a parent
The principal, Mr. Letourneau, is fantastic. He gets things done and is very well respected. There a lot of incredible teachers, to name only a few: Mrs. Labou! Mr. Ellis - terrific band teacher. Mrs. Fields! Mr. Hamill! Mr. Wagner! Mrs. Sparks! Santa Fe is the best Middle School in Monrovia!
—Submitted by a parent
Santa Fe Middle school is one of the greatest schools I've ever seen. Mr. Wagner is one of the greatest science teachers at this school along with english/journalism teacher, Ms. McEntire. Although this school has many good qualities, the extra curicular activities stink. But I am sure that this great school can bounce back.
—Submitted by Victor Pineda, a parent
My daughter is involved in a great club called AVID which encourages kids to get organized in the school work and get prepared for college. Last year they visited 3 local colleges on field trips. They also provide tutors for the students other classes. This school also had a great band with a wonderful teacher who instructs them. Go Cougars!!!
Great school! Wonderful opportunities for students and for parent involvement. Very caring staff.
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 59% in 2012.
210 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
211 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.
171 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
176 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.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
198 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.
97 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.
209 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
202 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 | 55% |
| Females | 60% |
| Males | 50% |
| African American | 46% |
| Asian | n/a |
| Filipino | 55% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 74% |
| Students with disability | 22% |
| Students with no reported disability | 58% |
| English learner | 9% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 58% |
| Males | 55% |
| African American | 46% |
| Asian | n/a |
| Filipino | 64% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 75% |
| Students with disability | 26% |
| Students with no reported disability | 60% |
| English learner | 18% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 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 | 61% |
| Females | 70% |
| Males | 53% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 79% |
| Students with disability | 27% |
| Students with no reported disability | 63% |
| English learner | 12% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 73% |
| Males | 60% |
| African American | 42% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 67% |
| Students with disability | 44% |
| Students with no reported disability | 68% |
| English learner | 39% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 89% |
| Females | 90% |
| Males | 89% |
| African American | 91% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 62% |
| Parent education - high school graduate | 88% |
| Parent education - some college (includes AA degree) | 96% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 67% |
| Males | 65% |
| African American | 81% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 83% |
| Students with disability | 17% |
| Students with no reported disability | 69% |
| English learner | 0% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 39% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 65% |
| Students with disability | 22% |
| Students with no reported disability | 54% |
| English learner | 17% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 66% |
| Males | 68% |
| African American | 78% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 88% |
| Students with disability | 13% |
| Students with no reported disability | 74% |
| English learner | 8% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 80% |
| Males | 89% |
| African American | 88% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 93% |
| Students with disability | 44% |
| Students with no reported disability | 88% |
| English learner | 42% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 69% |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 68% | 49% | ||
| White | 15% | 28% | ||
| African American | 6% | 7% | ||
| Asian | 4% | 8% | ||
| Multiple or No Response | 4% | 3% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 13% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 67% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 95% | 85% | ||
| Armenian | 1% | 1% | ||
| Cantonese | 1% | 2% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 27 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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148 West Duarte Road
Monrovia,
CA 91016
Phone: (626) 471-2700
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