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Teacher quality
Principal leadership
Parent involvement
My daughter has been at this school for 2 years now and loves it! I was so hesitant about putting her in a public school knowing that she was coming from a private preschool, however my nervousness was quickly gone within the first month! The school is extremely in touch with the needs of their students and has sooooo many fun FREE activities for the children throughout the year. My daughter always looks forward to going to the events and ALWAYS says that she had a good day at school. Even when she has had a problem with another student, the teachers are always willing to intervene and assist with the issue. They have more after school programs than I have ever seen at any school and I really appreciate that being a full time working mother. It's hard enough to be away from your child all day, however it is comforting knowing that they are in a safe, fun and academic environment that they actually enjoy! PTA is awesome and is always willing to help! Great school!
—Submitted by a parent
In reference to the post on Sept 12, 2012: A few facts: 1. This parent consistently dropped off their child late to school (as in more than once a week, and more than a few minutes). 2. This parent brought up the concern at back-to-school night at the Question and Answer session and then pulled their child out of the school the next day. My child is in Mrs Elcayem's class and her expectations are high and works hard to give individual attention as needed to each child. As with most of the teachers at Darby and Principals goals, expectations are high. Tardiness is not tolerated and 100% attendance is strongly encouraged. If you are interested in starting with at least this goal and more, Darby is an excellent public school. If education is not a priority and you can not work with teachers to help your child learn and grow, there are many other schools to choose from.
—Submitted by a parent
I am very happy at Darby. When we had to move our kids from private school to public school, I immediately came to Darby. I was very impressed with the principal, staff and teachers. I knew it was a perfect place for our boys. I am especially please with the 5th grade teacher, Mrs. Elcayam. She is extremely dedicated to her students and committed to preparing them for middle school. I couldn't be happier. Darby also has a very active PTA. The PTA helps out the school whenever and where ever they need help. Go Darby!
—Submitted by a parent
We pulled our son out of private school to attend Darby. This is our 4th year at Darby, and we've been thrilled with the decision to come here, ever since! The PTA is phenomenal, the Parent Center is always buzzing with activities. Mrs. Ghoneim does not tolerate bullying, and deals with any hint of it immediately. This year, my son is in Mrs. Elcayam's class. We LOVE her. There is always that one teacher that a person remembers, years down the road. Mrs. Elcayam will be that teacher for us. She is incredible. Passionate. Truly dedicated to her profession and her students. I saw a difference in my son's writing abilities the very first week. I see a difference in his study skills, every day. She is helping him realize his potential, and he proudly shows us his weekly progress report, every Tuesday. I volunteer in the class regularly, and I love witnessing the learning that is taking place, the interesting and exciting ways Mrs. Elcayam reaches her students, and how her love of learning rubs off on the kids. This school is amazing, and we feel blessed to be a part of it!
—Submitted by a parent
I have two children who attend Darby and we have been happy here! Darby has mostly great teachers, an involved principal and very active PTA. Our favorite teacher is Mrs. Elcayam! Her passion for learning is contagious and she is amazing and my kids have learned so much from her! The parent who commented negatively about her(very outnumbered in her views) is also a parent who brought her daughter to school late almost daily so she needs to be more respectful!
—Submitted by a parent
Not very pleased with this school. The office staff can never answer your questions. Few incidents where gates were wide open after school hours. I feel so bad that my child goes to this school. Kudos to a very active PTA though.
—Submitted by a parent
Darby Elementary is a good quality school with a very active PTA, hard working, good teachers and a very involved principal. The principal leads every school tour in the spring, dresses up & walks in the Halloween costume parade with the students, holds weekly morning assemblies for families and sends weekly phone communications. The school has a super low teacher turnover rate. The teachers are approachable and helpful. The school has maintained its School for Advanced Studies designation & provides challenging academics. The 5th graders are prepared for middle school. The PTA holds FREE and educational events for students and their families during the year (Ice Cream Social, Talent Show, School Dance, Homework Club, reading incentive program, & more) and doesn't put too much pressure on the families for fund raising, which I appreciate since I have multiple children attending. The custodial staff and classroom aides are very helpful and friendly; Mr. T rocks! In addition, the school has 3 Autistic classrooms, an Occupational Therapy Center, Intervention/Resource teachers, Creative Kids after school care program & free orchestra program. It's an all-around great school!
—Submitted by a parent
My child started at the school during the middle of the school year last year and I am quite happy with the school. I'm very impressed with the dedication and hands-on manner of Principal Virginia Ghoniem. Also Mrs. Elcayam, one of the 5th grade teachers is an EXCELLENT teacher. She is great at preparing the students for the transition to middle school. The school as a whole did very well last year with respect to test scores and increased their API from 871 to 900. The PTA is also very good and organized. I would definitely recommend this "gem in the Valley" to any parent.
—Submitted by a parent
I like the teachers and the PTA is great. However when you walk into this school and visit the main office, you will be immediately turned off. The main office staff is beyond rude. They take their frustration out on the students and anyone who comes by. If a new, decent, and more professional staff is hired then I will surely give this school a higher rating. The main office is the first stop for anyone who comes into the school and they need to work on setting a more positive feel to the school.
This is our 2nd year at Darby. The office staff is great and welcoming. PTA is very involved and they have different events every month. Their music program is wonderful and for a school this size to offer orchestra is commendable.
—Submitted by a parent
I love the PTA, the teachers with spirit and devotion, and the open family atmosphere.
—Submitted by a parent
Darby has great programs. Parent Volunteers are great from Good News Club to PTA . God Bless those who make are school better for the children. I have experienced terrible administration. I am glad to see others have recieved better care. Nurse is always so tender and sincere when it comes to childrens care.
—Submitted by a parent
I've been very happy with my child's years at Darby. Teachers are concerned and accessible. There are weekly music lessons for grades 3-5, and orchestra performs a wonderful concert each year. Music teacher is fantastic. Bullying by a small group of boys a couple of years ago was dealt with swiftly by the administation, who take bullying very seriously.
—Submitted by a parent
Principal is not friendly and rude to staff. Not a welcoming environment! A few teachers are nice.
—Submitted by a parent
We love Darby! The teachers, staff, parents and PTA are all wonderful! Everyone works so hard to make this school and it's students the best that they can be. PTA has some amazing things planned for our school this year, which should bring our Darby family closer together!
—Submitted by a parent
Darby is a wonderful school. I am a staff member and enjoying coming to work everyday. The administration works very hard at meeting each child's needs. The teachers are all very competent and enjoy teaching. The remainder of the staff also enjoys their jobs and always looks out for the welfare of the students. The office staff is hard working and always friendly to staff and parents. It is unfortunate that sometimes we only hear the complaints and never bother to tell people we appreciate their hard work and dedication. Thank you Darby PTA for all your hard work. We have a very hard working and dedicated PTA this year and we should have a very exciting year.
It's pretty unfortunate that a few bad apples have tried to spoil the team work and camaraderie that we have at Darby. I have had good experiences with the Staff and Administration at Darby, the PTA is very involved and has always been very friendly and welcoming. When you have a problem don't complain and make people angry..walk in with your problem and a solution and a plan of action on how to accomplish it. Everyone is more likely to help you with your problem instead of becoming one yourself. For the most part it is good that we have those propblem people gone and are looking to welcome new and friendly faces!!
—Submitted by a parent
It is so sad to see what has become of our school. So many students have been pulled out before their 5th year by their parents due to the extremely poor management of the administration. The teachers and their awareness are the only thing keeping me there, and the Fabulous PTA. But the office atmophere is so toxic I can no longer allow my children to be posioned by it any more. I pray for those who choose to stay.
—Submitted by a parent
The staff at Darby are very aware of each childs welfare at home.
—Submitted by a parent
This is a great school where education comes first.
—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.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
85 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.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
58 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.
78 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.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
62 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 | 82% |
| Females | 86% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 79% |
| Males | 79% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 84% |
| 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 | 63% |
| Females | 59% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 75% |
| Males | 96% |
| 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) | 89% |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 77% |
| Females | 82% |
| Males | 72% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 80% |
| Males | 77% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 84% |
| Females | 97% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 81% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 87% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 36% | 27% | ||
| Hispanic | 34% | 51% | ||
| Asian | 20% | 11% | ||
| Black | 8% | 7% | ||
| American Indian/Alaska Native | 2% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% | ||
| Two or more races | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 35% | N/A | 54% |
| English language learners 2 | 10% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 62% | 85% | ||
| Korean | 15% | 1% | ||
| Russian | 9% | 0% | ||
| Filipino (Pilipino or Tagalog) | 6% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Arabic | 2% | 1% | ||
| Farsi (Persian) | 2% | 0% | ||
| Thai | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 16 | 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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10818 Darby Avenue
Northridge,
CA 91326
Website: Click here
Phone: (818) 360-1824
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