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Teacher quality
Principal leadership
Parent involvement
Great Principal, great teachers. The PTO here does a tremendous job with all kinds of activities including the Carter Cabaret - an annual performance by the children. These sorts of activities help make up for the lack of musical education in our district.
—Submitted by a parent
Carter's staff from the principal to the office staff, teachers, librarian and noon yard supervisors are all wonderful! I was saddened to read the prior post by another parent as I witnessed the event they were speaking of. The office staff was to the point with this parent because they had pulled in to a one-way entrance going the wrong way which could have put our children, mine included, at harm. It's unfair to ridicule the staff without explaining the entire circumstances behind their demeanor. Our family could not be more grateful for the care, support, and guidance provided by the entire staff at Carter. We also have a wonderful community of supportive parents at Carter.
—Submitted by a parent
The teachers are wonderful. However the office staff is down right HORRID. Every time I have ever been to the office she talks down to me, and treats me like I'm bothering her. My child is a great student without discipline problems. There is absolutely NO excuse for the way she works. How does this woman still have a job? She yells at me in front of my child on more than one occasion. UNACCEPTABLE. I AM NOT THE ONLY PARENT WHO HAS EXPERIENCED THIS. Something needs to be done please. The other always seems high to me. Completely disconnected from what's going on in front of her. If I had the means to take my daughter elsewhere I would. The teachers are the only thing keeping us there.
—Submitted by a parent
My daughter has attended Carter for 4 years now and we have had an absolutely wonderful experience with each teacher and each year that passes. The staff is kind and diligent. The principal is kind and cares for the children. The teachers are truly great in every aspect you would want as a parent for your child. I highly recommend this school! We feel blessed to call it our Elementary Home.
—Submitted by a parent
I love the school. My kids started to attend Carter Elementary last school year and I am happy about it. I can't believe how much kids are reading. My son wasn't a big reader, but now he is enjoying reading and I don't even have to tell him to read anymore. I love the math curriculum too. Teachers put so much energy to give attention to individual kids' improvement. They work so hard. Communications with teachers are excellent too. When I sent an email to ask a question, they sent me back right away. PTO is very active to help the school. Great organization. Many parents are involved for classroom or school volunteer. The great thing is parents are willing to help not being obligated. I have not heard any complains from other parents and I don't have any either. (Maybe one... the picking up kids is a little bit too hectic?)
—Submitted by a parent
I am very happy that my daughter got a chance to attend this school. I really like the way teacher works with each students in their class, The Homework covers everything which they need to do on based of their grade, My dughter is having fun in her second grade class. I will also have my son to go into this school once he would be 5 years old. PTO program in this school is very helpful and keep you in loop about their activities in school. I love this school so does my daughter. The teachers are wonderful. Thank you very much carter for taking my daughter in your school. Great School!!!
—Submitted by a parent
The teachers at Carter Elementary School are creative, hard-working and involved.
—Submitted by a parent
I have been a parent at Carter , this will be the 6th year. Both my girls love it and every year they get better and better. With one of my girls this being her last year --I plan on staying here for the next 3 years with my youngest. Great PTO and the teachers every year are the best teacher for each of my girls. And there is no waiting list or Pressure to volunteer. I do so with no contract and at my own time. Thank you Carter for such a wonderful education for my two daughters
—Submitted by a parent
I absolutely love this school all my children now have gone to this school and excelled here! Great caring and professional teachers here!
—Submitted by a parent
I'm very greatful that my daughter is able to attend this school. She is currently in second grade and feels very happy at this school, her two cousins are also in second grade but in different classrooms. The teachers are excellent and I'm thankful for all the extra effort that PTO provides for all the school's activities.
—Submitted by a parent
My child was formerly at a charter school in the district and I have seen no decline in their academic perfomance since coming to Carter School. The staff and leadership here are very prgressive and innovative in helping the students learn and take on a desire for learning. They are true academic professionals. Music, art and sports have not fell by the wayside here as budget cuts have hit hard across the state. Carter maintains these activities as important parts of their student's overall education. The Accelerated Reading program is very motivational to the student's reading achivement and gives them confidence to succeed in other academic areas and should be a must at every school. Parent involvement here is very high for those parents who do become actively involved in their children's education and have a positive attitude towards helping their child learn. To Carter Staff - Keep up the good work!
—Submitted by a parent
The teachers at Carter are amazing!! All three of my kids have gone to this school.We are happy with the school overall, but it is definitely this group of dedicated and wonderful teachers that has kept us here!
—Submitted by a parent
Carter is a wonderful school! The amount of staff/parent support is phenomenal. My children are receiving a top notch education as evidenced by their academic achievement and excitement for learning. My husband and I moved to this area four years ago and made sure to buy a home within Carter's boundaries and I am so glad we did. As with any campus, there are days that are much busier than others, but the staff, students and numerous parent volunteers make it all work. Anyone who has spent any amount of time on campus would see the devotion of Carter's administrators, teachers and volunteers. Yeah, Cougars!
—Submitted by a parent
The office staff was obnoxiously difficult to work with during the registration process. The after school pick up is chaotic and frightfully dangerous. The children are herded to the parking lot under the trees and minimally supervised. Organization seems to be a giant weakness, and safety doesn't seem to be an issue anyone cares enough about to maintain. On the bright side, the class sizes are small, and the teachers are sweet.
—Submitted by a parent
Academic programs are wonderful here. My son had Ms. Jacobson for 2nd grade. At the end of the year he's reading at a 5th grade level and mastered all tests. Extracurricular activities were limited, but i think with budget cuts they're going to be regardless. My main concern was the academic achievement, and Carter surpasses 9 out of 10 schools in the county, so i was happy. my child went from attending a private elementary school where they wanted to hold him back in kindergarten, then he attended carter and made a complete turn around. He's now an exceptional student. yes, the parents are snooty, but look at the area...and it's not a reflection on carter teachers or staff. The teachers have been very down to earth and just want what's best for the kids. You go, Carter.
—Submitted by a parent
great school, great teachers, great parents all very dedicated.
—Submitted by a parent
Carter is a great school, with good, positive academic and social environment for students.
—Submitted by a parent
Very nice teachers. Nice building and study is good and upto the mark.
—Submitted by a parent
Since the new principal started, the school has gone down significantly. The spirit of the schools seems down. I've noticed my child's grades and attitude has gone down. His friends don't seem happy there anymore. Mrs. Lamb was always so kind with the children and I believe that she made the school what it was. I really think they should have thought twice when hiring this guy. The teachers are great at Carter, but I've noticed a big change this school year.
—Submitted by a parent
I currently have two daughters who attend this school, and a son who graduated last year. Initially there was a culture shock, and it took some time to understand the way the school operated. Once that task was accomplished, I began to see why Carter has such a stellar academic record. Yes, the parents have cliques and yes there are a few rotten teachers and yes this school constantly digs in the pockets of its parents, but academically I couldn't ask for a better public school. I found that consistently keeping in contact with the teachers/principal is a must to ensure my children's success. Once the administrators understand that you are serious about education, the games/politics cease!
—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.
121 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
121 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.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
99 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.
113 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.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
106 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 | 83% |
| Males | 81% |
| African American | 89% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 88% |
| Students with disability | 42% |
| Students with no reported disability | 86% |
| English learner | 74% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 86% |
| Males | 84% |
| African American | 92% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 90% |
| Students with disability | 67% |
| Students with no reported disability | 87% |
| English learner | 79% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 85% |
| 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 | 63% |
| Males | 55% |
| African American | 66% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 22% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 88% |
| Males | 98% |
| African American | 93% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | 89% |
| 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 | 88% |
| Parent education - some college (includes AA degree) | 96% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 94% |
| 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 | 90% |
| Females | 95% |
| Males | 83% |
| African American | 95% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 67% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 97% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 91% |
| Males | 88% |
| African American | 92% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 67% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 93% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 90% |
| 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 | 79% |
| Males | 85% |
| African American | 91% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 45% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 70% |
| Males | 78% |
| African American | 86% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 64% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 76% |
| Males | 85% |
| African American | 89% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 55% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 92% |
| 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
African American
Hispanic or Latino
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 - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 46% | 28% | ||
| Hispanic or Latino | 36% | 49% | ||
| Asian | 7% | 8% | ||
| Multiple or No Response | 6% | 3% | ||
| African American | 2% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 21% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 36% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 85% | 85% | ||
| Korean | 3% | 1% | ||
| Farsi (Persian) | 2% | 0% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Vietnamese | 2% | 2% | ||
| Arabic | 1% | 1% | ||
| Gujarati | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 17 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |
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74-251 Hovley Lane East
Palm Desert,
CA 92260
Website: Click here
Phone: (760) 862-4370
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