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Teacher quality
Principal leadership
Parent involvement
My daughter started at McGrath last year for first grade. The teacher's are awesome!!! My daughter loves her school. Mr. Heath, the principal, strives to make McGrath the best school. They have a great music program.
—Submitted by a parent
Okay, I attend this school when itfirst opened and was pretty inpressed with the location. I had two teacher, I can only recall Mrs. Cape and thats it I do remember how bog the school was and clean it was, also a straff member that wprked their was my friends mom so it felt good there. Problem was some staff like yard duties where unwatchful and dodnt pay any attention to the children. I know these because while I was there I wasnt so nice. Also once in the restroom a girl feel and the yard duty had me take her to the nurse. The nurse was very angry and took her hand an pulled her away from me. I never meet this girl but I cloud tell she was scared and after the nurse yelled at me for staying with her told me to get out. She didn't want me to leace her alone with the nurse. I moved though in less then 3 months, no because of the school but because I moved to another town. Education there was good and fun to learn also students were kind to each other and pollite.
Good points: Very clean and well maintained school. Teachers are fantastic and care about the school and children. The administration is good with their budget and use their dollars for the kids. Great music program. Great class sizes. Bad points: Rules are too strict and kids are expected to be cookie cutters, not individuals. Nurse always seams to be the one on the phone and her English speaking abiliities are sub-par. Some yard duties don't care about the kids, can be neglectful or just pass the problems to the VP/teachers to deal with rather than acting appropriately to avoid or fix an issue (although Mr. Michael is fantastic and really loves the kids). There seems to be a new VP every year. Not the schools fault: Woeful lack of parent involvement. Terrible socio-economic area.
—Submitted by a parent
We're new to the area so I began the registration process full of high hopes. Unfortunately, the experience has not been friendly or very welcoming. I brought the info req. only to find out other reg. materials were required and I only had a few days before school began to complete the task. I did try and reg. a few weeks earlier but was turned away and told to return 1 week before classes began. Also, annoying was the VP yelling answers from behind her desk never making eye contact. Not very polite or welcoming. There was very little info available for me such as simple school supply list, dress code info, or a map of the campus. Upon returning with the added paperwork I was struck by how all of the workers behind the desk only spoke Spanish. I'm hoping our next exp. is more positive.
—Submitted by a parent
My children started attending McGrath two years ago and I am very pleased with how much they have learned. I read the previous reviews from parents and I couldn't disagree more. Yes they do seem to have many students that are learning English however the teachers that we've had do a great job making sure all student needs are met. They have my students in reading groups based upon their reading levels and spend a lot of extra time teaching extended day and intersession to help students that need extra time. I couldn't be happier!
—Submitted by a parent
I could not agree more a great deal of time is wasted in the class room on interpreting I beleive my child is slipping through the cracks of this arrangement she will not be attending Mc grath next fall. This school is great other than this issue they need to put in place a test that requires a child to know a basic level of english or be put in an ESL class, in order to not rob the english speaking students of their fair chance on a quality education. I also think that there should be an after school program, I was told there is one in place for 4th grade and up. I for one beleive that an after school prg. would greatly benefit the children that do not speak english and those children are usually in the primary grades!
—Submitted by Amber Segura, a parent
There are students attending this school that do not speak basic English. This is obviously an issue for the teachers who have to spend extra time with these students, as well as the non Spanish speaking students who miss out on time with the teachers. The school has hired a 'community liaison' who acts as an interpreter at school meetings. As a part of this program, the school district has had to purchase a set of wireless 'broadcast system' for the interpreter to use during these meetings. The teachers seem great, but they are being put in a difficult situation because there are no real checks to ensure that students and parents are ready for their children to attend school. And no, I am not racist. I just believe that we need Spanish to be a class in school, not the language spoken in school.
—Submitted by a parent
Let me start off by saying this school has the best,and most wonderful teachers anyone can ask for. Both my children are students at McGrath, my daughter started this school when it first opened Sept.2003,now she is in the third grade and my son in second grade. This school has been the number one reason why my husband, and I have decided to continue on living in this area. I embrace the fact that this school has zero tolerance for bullies. Academically, I believe teachers are doing their part for students to excel in every subject. On the other hand, this school needs more parent involvement if we want our children, and school to continue with it's success.
—Submitted by a parent
Being a newer school I think they are doing pretty good. The PTA conferences are great tool for parents to know more about the kids and how they are doing in school. An area of improvement to assist both parents and teachers will be to give parents a school year schedule where the parents can assist by doing self studies at home to either help the kid catchup with school work or meet the stardard of their peers or even be well prepared for the next class.
—Submitted by a parent
This school started off pretty shaky, but seems to get better. The teachers are good, but the students in the classes are not grouped together appropriately. It makes it hard on the teachers to handle and give enough attention to each kid, as most need alot, so some don't get it.
—Submitted by a parent
The teachers at this school are wonderful! Although the school was just built and opened this year, the staff has done a wonderful job of educating the students in both academics and proper behavior standards. We love our new home school!
—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.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
98 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.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
88 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.
108 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
108 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.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
94 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 59% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
93 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 | 83% |
| Females | 87% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 80% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 85% |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 92% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | 92% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 91% |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 95% |
| 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 | 60% |
| Females | 59% |
| Males | 60% |
| 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) | 64% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 52% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 73% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 74% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 70% |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 85% |
| 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 | 80% |
| Females | 87% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | n/a |
| Students with disability | 58% |
| Students with no reported disability | 82% |
| English learner | 77% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 78% |
| Parent education - high school graduate | 89% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 89% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | n/a |
| Students with disability | 83% |
| Students with no reported disability | 90% |
| English learner | 89% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 88% |
| Parent education - high school graduate | 93% |
| Parent education - some college (includes AA degree) | 86% |
| 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 | 62% |
| Females | 71% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 66% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 56% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 89% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 86% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 92% |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 60% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 59% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 64% |
| 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 | 81% |
| Females | 86% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 75% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 90% |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 73% |
| All Students | 83% |
| Females | 86% |
| Males | 80% |
| African American | n/a |
| 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) | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 84% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 100% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 83% |
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
Grade 6
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
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 76% | 49% | ||
| White | 9% | 28% | ||
| African American | 6% | 7% | ||
| Multiple or No Response | 4% | 3% | ||
| Asian | 3% | 8% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 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 | 73% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 95% | 85% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Cebuano (Visayan) | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Punjabi | 1% | 1% | ||
| Vietnamese | 1% | 2% | ||
| Filipino (Pilipino or Tagalog) | 0% | 1% | ||
| French | 0% | 0% | ||
| Urdu | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 8 | 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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21501 Deputy Jake Way
Newhall,
CA 91321
Phone: (661) 291-4090
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