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GreatSchools Rating

Ynez Elementary School

Public | K-8 | 910 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 4 ratings
2012:
Based on 4 ratings
2011:
Based on 4 ratings

Teacher quality

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Parent involvement

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19 reviews of this school


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Posted April 24, 2014

Hello! this is a student in ynez 7th grade. In my opinion, the principal and her mandarin translator, ( no idea the name) I think is kinda strict. So when every someone starts to fight we get to get to principal office, nice. I DO NOT eat school food. I do NOT like the foods provided to us. I think our school is very cheap, like we need to pay 5 dollars just for a agenda when other schools are for free. The school is pretty small, and the only part I like the the teachers. people says our teachers are mean, but I don't think so. They might be mean, but they teach me really well, I think the teachers should be rewarded. I heard from my friend his other school was very easy and he gets a and honor rolls, but when he cae to this school, he got a lot of c and d so, the school teaches harder things, which is very good for highschool. This schools focus on educational purposes , which I think is helpful. I do not think school give too much homework, (I am used to it). well it helps student because in highschool, you will have a lot more homework so , I think ynez school do a good job providing us with homework so we can work hard in our future.


Posted May 5, 2013

Ynez school office teacher whose name is LILY LIANG. and MISS HUANG these two persons are very bad.Unified District School should fire them! And teachers are very mean! They punish kids very badly!
—Submitted by a teacher


Posted April 4, 2013

My child will be completing 8th grade at Ynez in a few weeks. I am beyond thrilled and we both look forward to leaving Ynez and the Alhambra Unified School District. The school and district is very unorganized and is not capable of surviving the technical revolution. Their process and material are outdated. The teachers are lackluster and uninterested. It is very rare to get a response from a teacher via phone or e-mail unless they have a complaint about your child. I don't think the administrators know what a true modern education is suppose to be. They are very much into self promotion and self preservation, the child comes secondary. It will be irrelevant for us in a few weeks as I am counting down the days until freedom.
—Submitted by a parent


Posted January 23, 2013

My family constantly complains about how heavy my backpack is, I believe that the school should invest more in lockers and some extra curriculum activities and not spend money on other unnecessary things like seminars or family events that no one ever shows up to. I used to try to be positive about Ynez while reading low reviews but now as an 8th grader you can really see how everything is affecting you and some teachers are not only racially biased but favorite some others more, especially those who kiss up to them or the more 'popular kids'. The principle took all the fun out of school and can be pretty intimidating when she talks. Overall, a horrible school for 6-8th graders.


Posted January 22, 2013

it sucks, really bad, the schedule is messed up, and it is very dis organized


Posted October 16, 2012

This school focuses on mostly educational purposes and there is way too much homework given in my opinion. Also, we have no lockers so all the textbooks we have to bring home is such a pain. Another thing is the food it is sick and disgusting, it looks like stuff that is heated in the microwave and/or from a can. We dont even have a real gym!


Posted June 22, 2012

I agree that the principal is very unprofessional and uncaring and lacks leadership skills. However, Vice Principal is excellent! Principal should be demoted and the V.P. should be promoted! Too much focus on academics and too little focus on extracurricular activities, especially in the upper grades. Teachers are professional, work hard, and seem to care for the kids.


Posted January 25, 2012

as a parent i expect more from this school... the principal is very unprofessional.. im constantly having problems with my daughters teacher and nothing ever gets done when i report it.. im sick of this school already and how they handle things that are being presented to them.. very bad school...
—Submitted by a parent


Posted January 18, 2012

Principal lacks leadership skills and involvement or communication with parents. Teachers are good. School overcrowded. Lunch not good says students.
—Submitted by a parent


Posted December 21, 2011

I go to college myself and we all got taught different ways to do a fraction problem. When trying to help my child do his work, he said that's not how the teacher do it. I have to work it out the same method that the teacher felt is the best way to teach them. But that takes out the involvement and the extra help that the parent can provide. The answer comes out the same, why can't the student choose any method that he might be more comfortable with. Not all students learn the same. Some student learn better by verbal and some by visible. He get a big fat ZERO for not following their method. If my child become a teacher, should he teach the same way his teacher is teaching? Some teacher at Ynez are demanding in their teaching styles. I give them a big fat zero for their rating if that is allowed. The school is not up to date wtih the world. As long as the answer is correct without cheating, I say the child gets the point. Teachers are more irritating than the students. "You need to do it my way." Give me a break.
—Submitted by a parent


Posted August 12, 2011

I'm now 41, but when i was in 8th grade there.. there was a teacher which alot of students liked.. Mr. Johnson (i think i spelled it correctly?).. was a nice teacher, but he made fun of me in front of the whole classroom and said i was different from them because of some bad habits (mostly jesters) that I had at that time.. Overall, most of the teachers there at that time were helpful to each of us, but there were certain teachers that were biased. I don't know what criteria the hiring policy for those teachers were back then, but Mr. Johnson was a very biased person in my opinion (being of ethnicity also), that lowered my standards on him even more to this day. Even though there are good teachers at Ynez elementary school now, he leaves a bad scar in my life growing up there and I will not allow my kids to go there to this day because of the emotional hurt I had when I went there. Again, the teachers now are probably very good, but at that time, as a parent, I would have questioned the hiring process on teachers back then.
—Submitted by a parent


Posted March 17, 2011

fair school, too much emphaisis on academics, no or none after school activities. too much home work given everynight. student carries about 30-40 pounds of school materials everyday. school does not provide lockers. field trips?


Posted January 10, 2011

this is almost the best school in the Alhambra district GO YNEZ EAGLES YAY :D


Posted August 20, 2010

the only negative thing i have to say about this school isthat some of the teachers have racial profiling and discrimination against students based on their race since there is a high population of asian community. this is very discouraging for the child to the point they dont want to go to school.
—Submitted by a parent


Posted June 8, 2010

this school has excellent academics, but the focus is merely on academics. the prinicipal is okay, but the vice principal is excellent. kids receive too much homework, and never have time for anything else. the upper grades should have lockers and extracurricular programs.
—Submitted by a parent


Posted June 4, 2010

With all respect, education should incorporate the free allocation of ideas among students and instructors. A school should provide utmost resources for their students. This school lacks interaction among students with their instructors. My child had alleged that some of the instructors at Ynez racial profiling and discrimination against students based on their race, gender, and ethnicity. Also alleged were the lack of teachers' interaction with students. I know Ynez can do better and hope they would improve in efforts to prepare students toward rigorous endeavors to come.
—Submitted by a parent


Posted April 29, 2010

A good school with a lot of homework which can help student get ready for high school.
—Submitted by a parent


Posted February 9, 2009

although I am part of this school, I am not particularly happy, nor am I sad to be part of our school. I can say that our school has a great library and computer lab but horrifying food and a small cafeteria. These things are in need of more thought. Is it really good to give us good technology and give us food that we don't even know what its made of? I am not sure what the answer to that question is but I can tell you our school has great teachers and students. So far I believe the problem of the school is the food. That is probably the main reason for my rating. That is all.
—Submitted by a student


Posted October 11, 2007

No playground for children. Bullying is reported and nothing happens. Class size is very high. Difficult to communicate with teachers and staff. Leadership is not strong. Very few staff is friendly and cooperative. Only a handful of parent involvement. Programs and field trips are limited and not varied. Push heavily on academics. Districgt recognize the low reading and writing scores but does not provide appropriate help to students. When requesting special ed services, they give you the run around. Auditorium has no A/C.
—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

890

Change from
2012 to 2013

+7

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

10 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

890

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

+7

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)

10 / 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.

105 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
73%

2011

 
 
77%

2010

 
 
79%
Math

The state average for Math was 65% in 2013.

105 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
91%

2011

 
 
93%

2010

 
 
88%
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.

102 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
64%

2011

 
 
64%

2010

 
 
58%
Math

The state average for Math was 66% in 2013.

103 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
93%

2011

 
 
78%

2010

 
 
86%
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.

87 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
71%

2011

 
 
80%

2010

 
 
80%
Math

The state average for Math was 72% in 2013.

89 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
81%

2011

 
 
87%

2010

 
 
94%
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.

82 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
73%

2011

 
 
77%

2010

 
 
71%
Math

The state average for Math was 65% in 2013.

84 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
82%

2011

 
 
85%

2010

 
 
86%
Science

The state average for Science was 57% in 2013.

82 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
77%

2011

 
 
81%

2010

 
 
69%
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.

94 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
74%

2011

 
 
62%

2010

 
 
68%
Math

The state average for Math was 55% in 2013.

96 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
83%

2011

 
 
69%

2010

 
 
74%
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

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
100%
English Language Arts

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

118 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
71%

2011

 
 
65%

2010

 
 
60%
Math

The state average for Math was 52% in 2013.

114 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
84%

2011

 
 
73%

2010

 
 
66%
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

Algebra I

The state average for Algebra I was 50% in 2013.

111 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
82%

2011

 
 
76%

2010

 
 
79%
English Language Arts

The state average for English Language Arts was 57% in 2013.

120 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
78%

2011

 
 
60%

2010

 
 
65%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
7%

2011

 
 
13%

2010

 
 
5%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
100%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

131 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
60%

2011

 
 
51%

2010

 
 
50%
Science

The state average for Science was 67% in 2013.

120 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
86%

2011

 
 
70%

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

All Students80%
Females84%
Males76%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged75%
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability80%
English learner82%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)83%
Parent education - college graduate89%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Math

All Students87%
Females96%
Males76%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged81%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability87%
English learner90%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate86%
Parent education - some college (includes AA degree)78%
Parent education - college graduate93%
Parent education - graduate school/post graduate91%
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 Students48%
Females56%
Males43%
African Americann/a
Asian52%
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability49%
English learner50%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate44%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)45%
Parent education - college graduate74%
Parent education - graduate school/post graduaten/a
Parent education - declined to state21%

Math

All Students70%
Females83%
Males61%
African Americann/a
Asian74%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged64%
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability71%
English learner71%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate67%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)67%
Parent education - college graduate96%
Parent education - graduate school/post graduaten/a
Parent education - declined to state57%
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 Students73%
Females83%
Males63%
African Americann/a
Asian71%
Filipinon/a
Hispanic or Latino91%
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 disadvantaged90%
Students with disabilityn/a
Students with no reported disability73%
English learner62%
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate80%
Parent education - some college (includes AA degree)82%
Parent education - college graduate93%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students93%
Females98%
Males88%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged91%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability94%
English learner96%
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate84%
Parent education - high school graduate100%
Parent education - some college (includes AA degree)92%
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 Students76%
Females76%
Males75%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged70%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability75%
English learner61%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate81%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students86%
Females86%
Males85%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged83%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability88%
English learner82%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate93%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students75%
Females78%
Males72%
African Americann/a
Asian81%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged73%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability75%
English learner66%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate89%
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 Students72%
Females84%
Males62%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged66%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability72%
English learner19%
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate35%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)86%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students81%
Females89%
Males75%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged79%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability83%
English learner50%
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate58%
Parent education - high school graduate86%
Parent education - some college (includes AA degree)100%
Parent education - college graduate86%
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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
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)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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

English Language Arts

All Students74%
Females73%
Males74%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged71%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability74%
English learner33%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)86%
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students88%
Females92%
Males86%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged88%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability89%
English learner71%
Fluent-English proficient and English only99%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate90%
Parent education - high school graduate81%
Parent education - some college (includes AA degree)93%
Parent education - college graduate92%
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

Algebra I

All Students87%
Females96%
Males80%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged89%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability86%
English learner81%
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate80%
Parent education - high school graduate89%
Parent education - some college (includes AA degree)89%
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students69%
Females81%
Males58%
African Americann/a
Asian68%
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 disadvantaged61%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability68%
English learner35%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)80%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
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)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
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)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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

History - Social Science Grade 8 Cumulative

All Students59%
Females68%
Males51%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged59%
Not economically disadvantaged59%
Students with disability0%
Students with no reported disability64%
English learner30%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate48%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)67%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students75%
Females87%
Males64%
African Americann/a
Asian76%
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 disadvantaged73%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability74%
English learner51%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate78%
Parent education - some college (includes AA degree)85%
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

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
Asian 75%
Hispanic 19%
Two or more races 1%
White 1%
Black 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 72%N/AN/A
English language learners 48%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

Teacher resources

Special staff resources available to students Assistant principal(s)
Music teacher(s)
Nurse(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
  • Garden/Greenhouse

Arts & music

Staff resources available to students
  • Music teacher(s)
Music
  • Chamber music

Health & athletics

Staff resources available to students
  • Nurse(s)
School facilities
  • Access to sports fields
  • Garden/Greenhouse
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • Carla Danner-Powell
Fax number
  • (626) 571-8265

Resources

Staff resources available to students
  • Assistant principal(s)
  • Music teacher(s)
  • Nurse(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
School facilities
  • Access to sports fields
  • Auditorium
  • Cafeteria
  • Computer lab
  • Garden/Greenhouse
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Girls sports
  • Volleyball

Arts & music

Music
  • Chamber music
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Upcoming Events

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School culture

Parent involvement
  • Chaperone school trips
  • Join PTO/PTA
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Apply

To learn more about enrolling, please call the school.
 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
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120 South Ynez Avenue
Monterey Park, CA 91754
Phone: (626) 570-6260

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