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Teacher quality
Principal leadership
Parent involvement
I've been very unhappy with this principal. She doesn't bother to learn kids' names and isn't personable or friendly. Mostly gives the impression she's just clocking it in. This is a school with some serious challenges in terms of its population of English learners and I just don't think the leadership is up to the task.
—Submitted by a parent
Not good at all. My sisters go there. One of them (just ended 4th grade) ws bullied by some peers-the principal di nothing about it! Also, some of the kids are spanish and not even learning ANY english! Same for the parents. Plus my sister once told a story of a rat running around the cafeteria-nothing done about it. VERY VERY bad school, don't send your child here!!
The teachers are okay. The principal leadership could be improved. She is not involved enough and does not know the students as well as she should. I feel a lot of the the kids that attend Monta Loma are not taught morals and what is right and wrong in regards to behavior. The kids seem to be 'fast' when it comes to behaviors that you would normally see teenagers. There have been a lot issues with a lot of different kids, especially when they are playing outside at the school, with inappropriate behavior. I don't think there is enough supervision for the kids. The classrooms size is large and a lot of the kids do not speak english which seems to take away the level of education for those who do speak english.
—Submitted by a parent
We love Monta Loma and all the teachers! My daughter had Mrs. Higgins in first, Mrs. Shah in second, and Mrs. Fetroe in third-all AMAZING teachers! We hope our son and daughters have the same teachers in the years to come! Great new principal-very friendly and attentive! You are the biggest advocate for your child and if you ask, these teachers will go out of their way to deliver.
—Submitted by a parent
I have a child in kinder at Monta Loma and I have to say that I'm not very impressed. My child's teacher is a disorganized mess and it doesn't help that she's overwhelmed by the 27 students in her class. She keeps asking for assistance in the class but a majority of the parents don't speak english so they are unable to help out in the class room. The campus is also difficult for pick up and drop off.
—Submitted by a parent
I am the parent of a special needs child. I came here from Sunnyvale two years ago and have been so impressed by the staff. The special ed teachers know me and my child by name and are always going out of their way to let me know about my child's successes. The teachers here are top rate. I am so lucky to have my son attend Monta Loma. He loves going to school every day which is so much more than I can say for our old school.
—Submitted by a parent
The new admin dept. at the school is not up to par with last years. Last years admin dept. moved onto other areas in the district. Teachers have expressed the same doubt.
—Submitted by a parent
The quality of education offered at this school is below standard. Special education dept. is of very poor standard and needs improvement
—Submitted by a parent
I really, honestly have never enjoyed having one of my children go to a better school than this one. In fact, I wish this school would continue on to the middle school for my child, because this is her last year. From kindergarden thru fifth grade, all the years were great. I love the teachers. I love every bit of the way this school is run. I will miss it very much.
—Submitted by a parent
Monta Loma is a wonderful neighborhood school with a diverse community and dedicated teachers. We found the Principal - Cathy Baur - approachable, committed, and supportive of differentiated learning. Both of our kids are students at Monta Loma since kindergarten and are now 5th & 3rd graders. The Gifted and Talented (GATE) program continues to be strongly backed up by the Principal. It's true there is a wide gap in the students' academic performance (it's a public school issue, depending on where you live), but you can have some influence in this matter . We found most teachers were open to discussing parental concerns, and were willing to work with parents to provide additional challenge for your child. Overall the school has a positive culture and caring staff.
—Submitted by a parent
We love Monta Loma! We love the diverse community, dedicated teachers, and strong principal leadership. Mrs. Schroder gave my child the perfect balance of structure and fun in learning and I loved being welcomed into my child's classroom to help.My child can't wait to get back to school and find out who she has next year.
—Submitted by a parent
I like this school! My daughter is entering 2nd grade next year and she was reading at a kindergarten level in Dec. and is now reading at a first grade level (she is on grade level). Her teacher, Mrs. Shah has worked hard with her. All the teachers are very caring and hard working. My daughter had a wonderful first grade experience due to her teacher and I'm sure she will in 2nd grade!. Yes there are a lot of English Language Learners but they regroup for things so none of the students are held back.
—Submitted by a parent
I really do like the school and the teachers, but I feel my child is being passed by and put on the back burner a lot. Also, I was kinda bummed that because of one child's food restriction, the entire class has to suffer. The outcome was a HUGE budget setback for us and an additional unwanted responsibility. I agree with the previous post, too many accommodations to the lowest common demoninator rather than compromising a solution to make it work for everyone. Isn't there a way to make it fair for everyone?
—Submitted by a parent
I am very happy with Monta Loma. I have two children there. The reason it's so great is definitely because of the teachers. There is no way to express the dedication Mrs. Fetroe and Mrs. Del Conte give to their students. They are doing this for much more than a paycheck! Cathy Bauer is also open-minded and very approachable in her role as a principal. We are fortunate with so much diversity that they do very well meeting individual student's needs.
—Submitted by a parent
Iam so glad to my kida attenden this school because the teacher work hard for them
—Submitted by a parent
My kids look forward to going every morning. They can't say enough about their teachers.
—Submitted by a parent
Great neighborhood school, new program requiring parent participation!
—Submitted by a parent
Teachers and staff understand that each child has different needs, and actively work to be sure that they are met!
—Submitted by a parent
This is a wonderful school that has great community support.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
53 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
54 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
80 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
74 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 | 62% |
| Females | 67% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 80% |
| Students with disability | 17% |
| Students with no reported disability | 69% |
| English learner | 53% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 80% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 91% |
| Students with disability | 42% |
| Students with no reported disability | 83% |
| English learner | 74% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 88% |
| 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 | 44% |
| Females | 52% |
| Males | 32% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | 13% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 69% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 81% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 60% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | n/a |
| 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 | 73% |
| Females | 78% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 57% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 73% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 62% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 75% |
| 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 | 59% |
| Females | 60% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 38% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 66% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 51% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 56% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 37% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 86% |
| 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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
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 | 55% | 51% | ||
| White | 22% | 27% | ||
| Asian | 9% | 11% | ||
| Two or more races | 7% | 3% | ||
| Black | 4% | 7% | ||
| Hawaiian Native/Pacific Islander | 2% | 1% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 55% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 61% | N/A | 54% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 92% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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This school accepts applications on a
460 Thompson Avenue
Mountain View,
CA 94043
Website: Click here
Phone: (650) 903-6915
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