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GreatSchools Rating

Longfellow (Henry W.) Elementary School

Public | K-5

 

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Living in Pasadena

Situated in an inner city neighborhood. The median home value is $453,000. The average monthly rent for a 2 bedroom apartment is $1,400.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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16 reviews of this school


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Posted September 2, 2013

Our oldest son went K-5 and our youngest is currently in 2nd grade. Good teachers--great staff overall. Strong and growing PTA. Our oldest boy holds this school so close in his heart, now that he's a Boy Scout, he wants his Eagle project to benefit the students at Longfellow!
—Submitted by a parent


Posted August 19, 2013

I love Longfellow! Both my daughters went here. One is now in 6th grade and my other is in 3rd. This school is so tight knight and very family oriented. You are greeted every monring by the Principle, Ms. Inger, Who not only knows faces but every single child's name! Quite Impressive if I must say so myself!
—Submitted by a parent


Posted September 2, 2011

I now have 2 children at Longfellow, one in 2nd and one in kindergarten. The teachers are outstanding and dedicated to their students and their craft. There are more and more parents involved each year we've been there, and the parents truly love being part of the community. The administration is responsive to problems and suggestions. The student population is diverse and engaged. This was our neighborhood school, and it was a no-brainer that we would love it, but I had no idea how much the entire family would get from our involvement in its community. I encourage interested parents to come for a tour!
—Submitted by a parent


Posted January 27, 2011

My child started kindergarten here this year despite my concerns about sending him to public school. In the last few months I've found Longfellow to be a very welcoming neighborhood school where parents can be as involved as they can and want. The Principal is incredibly receptive to parents' suggestions, acting quickly and efficiently to remedy things within her power. A growing number of involved parents participates in beautification projects, puts on family events, supports teachers with projects and in the classroom, and reaches out to parents through monthly coffees and written communications. The amazingly dedicated librarian runs enrichment groups for English learners, loans books to parents, and finds a way to keep the library well-stocked and welcoming despite drastic district cuts. My one concern is the inconsistent quality of the separately-run after school programs. Overall very pleased with Longfellow!
—Submitted by a parent


Posted April 30, 2010

We are very happy about this school, but today learned that our son's teacher will be laid off. She has been excellent and it would be a real loss if the layoffs go through. Our daughter (who is now attending a UC) started at this school in 1999 and it has improved every year since.
—Submitted by a parent


Posted April 27, 2010

Excellent teachers and staff, who are great communicators with parents and care about all aspects of the children. Involved and dedicated parents who know the value of creating a community. Happy children who are engaged and enjoy learning socially as well as academically. Longfellow is a friendly, positive place of learning for all.
—Submitted by a parent


Posted April 12, 2010

A great principal who knows the value of extra curricular activities. Dedicated teachers who know how to get the best of their students and nice students who are learning respect and study skills.
—Submitted by a parent


Posted April 12, 2010

The greatest teachers I've ever seen -- and the best school library with the best librarian in the world, Mrs. Roth!
—Submitted by a parent


Posted April 12, 2010

The teachers are dedicated and outstanding. They truly care about each of their students. The school is building a great community.
—Submitted by a parent


Posted April 11, 2010

Our daughter is in 4th grade at Longfellow and has been there since kindergarten. She has had a series of simply phenomenal teachers. The school has a welcoming, community feel that makes it feel like family. Esp in the last two years the increase in parent involvement is spectacular. The only thing keeping me from 5 stars is the after school program - run separately - has been inconsistent on quality over the years. We love Longfellow.
—Submitted by a parent


Posted March 24, 2010

After reading the previous negative review, I thought I needed to write my own to communicate how wonderful Longfellow and its community is. And I'd like to correct misinformation from the post of March 16th 2010. The school has specially trained staff to address special education needs and a behavioral specialist who is both professional and effective. There are plenty of extracurricular opportunities. Our child in 1st grade is participating in these activities and is happy and learning well. He also is learning in the context of children with all kinds of backgrounds (including those with special needs) and it is helping him develop academically and personally.
—Submitted by a parent


Posted March 16, 2010

My child attends this school and we are very unhappy with the principal and the quality of services provided to students who require special educational needs. My child was in a class with a very disruptive child who clearly needed special education services. The school denied there being a problem with this particular student and refused to remediate the situation. This seems to be a chronic problem at this school and within this school district. It is a concern to me as a parent that the principal is not doing her job by seeking the help that students need to succeed. Isn't that a principal's primary job? This school also lacks any extracurricular activities and does little to provide them. The PTA parents seem to be involved, but there are not that many PTA parents that regularly attend meetings. I would suggest looking elsewhere if you want your child to succeed.
—Submitted by a parent


Posted August 26, 2009

My son finished Kindergarten and will be entering 1st Grade. We hve been thrilled with the teachers, principal and the community feel of Longfellow. Our daughter is starting in the Pre-K class this year, and we are very excited about growing with this community.
—Submitted by a parent


Posted June 8, 2009

Our daughter just completed her first year at Longfellow and we were pleased with her experience. There is a very active PTA putting on special programs such as a snow day, stargazing night, and movie nights. It has been a great experience to become part of this school community and we look forward to growing with this school.
—Submitted by a parent


Posted December 15, 2008

Our daughter is in 3rd grade at Longfellow and we've had fabulous teachers throughout. Longfellow is a neighborhood school with a real community and warm feeling to it.
—Submitted by a parent


Posted October 20, 2005

Our daughter has been attending Longfellow for 5 years now, and we are extremely pleased with her academic progress, the quality of the teachers, and the committment from all staff, especially the Principal, Mr. Pannell. Longfellow is on the right track, and we are very pleased with our choice to enroll her in our neighborhood public 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.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

823

Change from
2012 to 2013

-5

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

8 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

823

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-5

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

6 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

8 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

77 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
53%

2011

 
 
63%

2010

 
 
60%
Math

The state average for Math was 65% in 2013.

77 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
62%

2011

 
 
71%

2010

 
 
69%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

77 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
55%

2011

 
 
51%

2010

 
 
46%
Math

The state average for Math was 66% in 2013.

77 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
71%

2011

 
 
82%

2010

 
 
75%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

62 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
68%

2011

 
 
60%

2010

 
 
68%
Math

The state average for Math was 72% in 2013.

65 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
75%

2011

 
 
65%

2010

 
 
68%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

81 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
46%

2011

 
 
67%

2010

 
 
64%
Math

The state average for Math was 65% in 2013.

81 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
50%

2011

 
 
63%

2010

 
 
68%
Science

The state average for Science was 57% in 2013.

81 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
42%

2011

 
 
54%

2010

 
 
55%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students52%
Females67%
Males39%
African American43%
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged47%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability53%
English learner45%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate41%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students70%
Females72%
Males68%
African American64%
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged66%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability72%
English learner67%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students43%
Females56%
Males28%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability43%
English learner14%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate62%
Parent education - graduate school/post graduate54%
Parent education - declined to staten/a

Math

All Students70%
Females67%
Males74%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged66%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability71%
English learner55%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate71%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate77%
Parent education - graduate school/post graduate62%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students68%
Females79%
Males50%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged59%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability66%
English learner27%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate69%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students76%
Females79%
Males70%
African American58%
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged71%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability78%
English learner58%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate80%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students50%
Females55%
Males47%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate53%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)39%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students58%
Females55%
Males60%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate59%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students50%
Females50%
Males49%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate53%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)44%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 69%
Black 15%
White 8%
Asian 3%
Two or more races 3%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 81%N/AN/A
English language learners 34%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Erica Ingber
Fax number
  • (626) 398-6340

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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1065 East Washington Boulevard
Pasadena, CA 91104
Website: Click here
Phone: (626) 396-5720

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